├── II ├── B │ └── index.md ├── F │ └── index.md ├── E │ └── index.md ├── C │ └── index.md ├── D │ ├── index.md │ └── D.gift ├── A │ └── index.md └── index.md ├── III ├── B │ └── index.md ├── C │ └── index.md ├── D │ └── index.md ├── index.md ├── A │ └── index.md └── III.gift ├── .github └── ISSUE_TEMPLATE │ ├── contributor-request.md │ └── proposed-question.md ├── I ├── E │ ├── index.md │ ├── 2.gift │ └── 1.gift ├── D │ ├── index.md │ └── 1.gift ├── index.md ├── C │ └── index.md ├── B │ ├── index.md │ ├── 4.gift │ └── 2.gift └── A │ ├── 1.gift │ ├── 8.gift │ ├── 4.gift │ └── index.md ├── README.md ├── CONTRIBUTING.md ├── study-tasks.md └── LICENSE /II/B/index.md: -------------------------------------------------------------------------------- 1 | # B. Benefits of Accessibility 2 | Recommended study tasks: 3 | 1. 4 | 5 | *Note:* These study tasks are inferred, rather than directly stated, in the CPACC Body of Knowledge -------------------------------------------------------------------------------- /II/F/index.md: -------------------------------------------------------------------------------- 1 | # F. Usability and User Experience (UX) 2 | Recommended study tasks: 3 | 1. 4 | 5 | *Note:* These study tasks are inferred, rather than directly stated, in the CPACC Body of Knowledge -------------------------------------------------------------------------------- /II/E/index.md: -------------------------------------------------------------------------------- 1 | # E. Universal Design for Learning (UDL) 2 | Recommended study tasks: 3 | 1. 4 | 5 | *Note:* These study tasks are inferred, rather than directly stated, in the CPACC Body of Knowledge -------------------------------------------------------------------------------- /II/C/index.md: -------------------------------------------------------------------------------- 1 | # C. Accessibility Principles for ICT (WCAG 2.0) 2 | Recommended study tasks: 3 | 1. 4 | 5 | *Note:* These study tasks are inferred, rather than directly stated, in the CPACC Body of Knowledge -------------------------------------------------------------------------------- /II/D/index.md: -------------------------------------------------------------------------------- 1 | # D. Accessibility Principles for ICT (WCAG 2.0) 2 | Recommended study tasks: 3 | 1. 4 | 5 | *Note:* These study tasks are inferred, rather than directly stated, in the CPACC Body of Knowledge -------------------------------------------------------------------------------- /III/B/index.md: -------------------------------------------------------------------------------- 1 | # B. Categories of Disability Laws and Regulations 2 | Recommended study tasks: 3 | 1. 4 | 5 | *Note:* These study tasks are inferred, rather than directly stated, in the CPACC Body of Knowledge -------------------------------------------------------------------------------- /III/C/index.md: -------------------------------------------------------------------------------- 1 | # C. Applying Accessibility Standards and Regulations 2 | Recommended study tasks: 3 | 1. 4 | 5 | *Note:* These study tasks are inferred, rather than directly stated, in the CPACC Body of Knowledge -------------------------------------------------------------------------------- /III/D/index.md: -------------------------------------------------------------------------------- 1 | # D. Integrating Accessibility Across Your Organization 2 | Recommended study tasks: 3 | 1. 4 | 5 | *Note:* These study tasks are inferred, rather than directly stated, in the CPACC Body of Knowledge -------------------------------------------------------------------------------- /.github/ISSUE_TEMPLATE/contributor-request.md: -------------------------------------------------------------------------------- 1 | --- 2 | name: Contributor request 3 | about: Use this to request contributor access 4 | title: '' 5 | labels: '' 6 | assignees: '' 7 | 8 | --- 9 | 10 | I want to be added as a contributor because... 11 | -------------------------------------------------------------------------------- /II/A/index.md: -------------------------------------------------------------------------------- 1 | # A. Individual Accommodations versus Inclusive Design 2 | Recommended study tasks: 3 | 1. Compare and contrast individual accomodations versus universal design 4 | 5 | *Note:* These study tasks are inferred, rather than directly stated, in the CPACC Body of Knowledge -------------------------------------------------------------------------------- /I/E/index.md: -------------------------------------------------------------------------------- 1 | # E. Disability Etiquette 2 | Recommended study tasks: 3 | 1. Apply disability etiquette to a specific scenario. [questions for I:E.1](1.gift) 4 | 2. Judge the appropriateness of various ways of referring to or about people with disabilities. [questions for I:E.1](2.gift) 5 | -------------------------------------------------------------------------------- /I/D/index.md: -------------------------------------------------------------------------------- 1 | # D. Disability Demographics and Statistics 2 | Recommended study tasks: 3 | 1. Become familiar with the average percent of populations living with disabilities in various regions around the world 4 | 5 | *Note:* This study task has been changed to be a numbered list item for easier reference. Also, this study task is not a true objective and we should consider how to rephrase it so it is. -------------------------------------------------------------------------------- /III/index.md: -------------------------------------------------------------------------------- 1 | # III. Laws, Regulations, Standards, Policies, and Organizational Accessibility Strategies (20% of the exam) 2 | * [A. International Conventions and Treaties on Disability Rights](A/index.md) 3 | * [B. Categories of Disability Laws and Regulations](B/index.md) 4 | * [C. Applying Accessibility Standards and Regulations](C/index.md) 5 | * [D. Organizational Governance and Management](D/index.md) 6 | -------------------------------------------------------------------------------- /I/index.md: -------------------------------------------------------------------------------- 1 | # I: Disabilities, Challenges, and Assistive Technologies (40% of the exam) 2 | * [A. Theoretical Models of Disability](A/index.md) 3 | * [B. Categories of Disabilities and Associated Barriers (ICT and Physical World)](B/index.md) 4 | * [C. Assistive Technologies and Adaptive Strategies](C/index.md) 5 | * [D. Disability Demographics and Statistics](D/index.md) 6 | * [E. Disability Etiquette](E/index.md) 7 | -------------------------------------------------------------------------------- /II/index.md: -------------------------------------------------------------------------------- 1 | # II. Accessibility and Universal Design (40% of the exam) 2 | * [A. Individual Accommodations versus Inclusive Design](A/index.md) 3 | * [B. Benefits of Accessibility](B/index.md) 4 | * [C. Accessibility in ICT (WCAG 2.0)](C/index.md) 5 | * [D. Accessibility in the Physical World (The Principles of Universal Design 2.0)](D/index.md) 6 | * [E. Universal Design for Learning (UDL)](E/index.md) 7 | * [F. Accessibility and Usability/User Experience (UX)](F/index.md) 8 | -------------------------------------------------------------------------------- /III/A/index.md: -------------------------------------------------------------------------------- 1 | # A. International Conventions and Treaties on Disability Rights 2 | Recommended study tasks: 3 | 1. Name prominent international documents or agreements related to disability and human rights. 4 | 2. Explain the main purposes of each convention or treaty. 5 | 3. Explain the relationships between the declarations and treaties. 6 | 7 | *Note:* Study tasks have been changed to numbered list items for easier reference. In CPACC BOK, they were from bulleted list items. 8 | -------------------------------------------------------------------------------- /I/C/index.md: -------------------------------------------------------------------------------- 1 | # C. Assistive Technologies and Adaptive Strategies at the Level of the Individual for Permanent, Temporary, and Episodic 2 | 1. Identify the input and output mechainsms individuals with different kinds of disabilities use when interacting with information and communications technologies. 3 | 2. Identify the assistive technologies and adaptive strategies used by individuals with disabilities when interacting with the physical world. 4 | 3. Provide examples of permanent, temporary, and episodic disabilities, respectively. 5 | 6 | *Note:* These study tasks are implied, but not directly stated, in the CPACC Body of Knowledge. -------------------------------------------------------------------------------- /I/E/2.gift: -------------------------------------------------------------------------------- 1 | $CATEGORY: cpacc-practice/I/E/2 2 | 3 | // Study task: I:E.2 Judge the appropriateness of various ways of referring to or about people with disabilities 4 | 5 | // Sources: 6 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 7 | // [Deque University: Talking about People with Disabilities](https://dequeuniversity.com/class/iaap-cpacc1/disability-etiquette/talking-about) 8 | 9 | 10 | // Contributor: [Carly Gerard](https://github.com/CarlyGerard) 11 | 12 | Which of the following is an example of "People First" language? 13 | { 14 | ~Crippled 15 | ~The handicapped 16 | =People who are blind 17 | ~The blind 18 | } 19 | -------------------------------------------------------------------------------- /I/B/index.md: -------------------------------------------------------------------------------- 1 | # B. Theoretical Models of Disability 2 | Recommended study tasks: 3 | 1. Name the main categories of disabilities. [questions for I:B.1](1.gift) 4 | 2. Classify specific conditions under their relevant disability category or categories. 5 | 3. Define assistive technologies. 6 | 4. Match disability categories with relevant assistive technologies. [questions for I:B.4](4.gift) 7 | 5. Describe the accessibility challenges faced by people with disabilities of a given category. 8 | 6. Given a scenario or narrative in an applied domain, identify accessibility challenges for people of various kinds of disabilities, and potential solutions to overcome those challenges. 9 | 7. Rate the appropriateness of a proposed solution for a person with a specific disability. 10 | -------------------------------------------------------------------------------- /I/E/1.gift: -------------------------------------------------------------------------------- 1 | $CATEGORY: cpacc-practice/I/E/1 2 | 3 | // Study task: I:E.1 Apply disability etiquette to a specific scenario. 4 | 5 | // Sources: 6 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 7 | //[Deque University: Talking to People with Disabilities](https://dequeuniversity.com/class/iaap-cpacc1/disability-etiquette/talking-to) 8 | 9 | // Contributor: [Carly Gerard](https://github.com/CarlyGerard) 10 | 11 | How should someone address a person that may be deaf or hard-of-hearing? 12 | { 13 | ~ Shout at them 14 | ~ Tap their shoulder noticeably 15 | ~ Talk to a coworker or friend of that person 16 | = Make sure they face the person and keep their mouth visible 17 | } 18 | -------------------------------------------------------------------------------- /I/A/1.gift: -------------------------------------------------------------------------------- 1 | $CATEGORY: cpacc-practice/I/A/1 2 | 3 | // Study task: I:A.1 Characterize and differentiate between theoretical models of disability, including the strengths and weaknesses of their underlying assumptions 4 | 5 | // Sources: 6 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 7 | 8 | What is a strength of the medical model of disability? 9 | { 10 | =It defines disability in a way that facilitates treatment of the individual by the medical profession. 11 | ~It emphasizes the responsibility of society for creating enabling conditions for all people. 12 | ~It encourages individuals to view themselves as a class with common interests, so they can more effectively advocate for their rights. 13 | ~It encourages empathy for those with disabilities. 14 | } 15 | -------------------------------------------------------------------------------- /.github/ISSUE_TEMPLATE/proposed-question.md: -------------------------------------------------------------------------------- 1 | --- 2 | name: Proposed question 3 | about: Submit a question here. By so doing you confirm that this is not taken verbatim 4 | from copyrighted material. 5 | title: Question for [Section or Study Task Number] 6 | labels: proposed question 7 | assignees: '' 8 | 9 | --- 10 | 11 | ``` 12 | 13 | // Study task: I:A.1 Characterize and differentiate between theoretical models of disability, including the strengths and weaknesses of their underlying assumptions 14 | 15 | // Sources: 16 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 17 | 18 | What is the answer to this practice question? 19 | { 20 | =An option that is the correct answer 21 | ~An option that is not correct 22 | ~Another incorrect option 23 | ~The final distractor 24 | } 25 | 26 | ``` 27 | -------------------------------------------------------------------------------- /I/A/8.gift: -------------------------------------------------------------------------------- 1 | $CATEGORY: cpacc-practice/I/A/8 2 | 3 | // Study task: I:A.8 Apply the models to example scenarios in the lives of people with disabilities. 4 | 5 | // Sources: 6 | // [Science Gave My Son the Gift of Sound](https://time.com/76154/deaf-culture-cochlear-implants/) 7 | // [Sound and Fury 2000 ( sottotitoli in italiano )](https://youtu.be/XhceEJ1R_vY) 8 | // [Social Identity or Cultural Affiliation Model](https://dequeuniversity.com/class/iaap-cpacc1/models-of-disability/social-identity-model) 9 | // [Deafness as Culture: A Psychosocial Perspective](http://dsq-sds.org/article/view/344/435) 10 | 11 | // Contributor: [Rob Fentress](https://github.com/robfentress) 12 | 13 | Sarah and Juan are both deaf and have resisted getting cochlear implants for their young child, Lisa, who is also deaf. They fear if she has implants as a young child she will be less likely to become fluent in their "native" language, American Sign Language. Which model of disability would likely provide the most useful lens for viewing their situation? 14 | { 15 | =The Social Identity Model 16 | ~The Medical Model 17 | ~The Charity/Tragedy Model 18 | ~The Functional Solutions Model 19 | } -------------------------------------------------------------------------------- /I/D/1.gift: -------------------------------------------------------------------------------- 1 | $CATEGORY: cpacc-practice/I/D/1 2 | 3 | // Study task: I:D.1 Become familiar with the average percent of populations living with disabilities in various regions around the world 4 | 5 | // Sources: 6 | // [United Nations Expert Group Meeting on Disability Data and Statistics, Monitoring and Evaluation: The Way Forward- a DisabilityInclusive Agenda Towards 2015 and Beyond](https://www.un.org/disabilities/documents/egm2014/EGM_FINAL_08102014.pdf) 7 | // [Women more prone to disability than men, and particularly vulnerable to discrimination and violence](https://www.womenlobby.org/Women-more-prone-to-disability-than-men-and-particularly-vulnerable-to) 8 | // [What are the main risk factors for disability in old age and how can disability be prevented?](http://www.euro.who.int/__data/assets/pdf_file/0008/74708/E82970.pdf) 9 | // [Disability and health](http://www.who.int/mediacentre/factsheets/fs352/en/) 10 | 11 | What is the incidence of people with disabilities worldwide? 12 | { 13 | ~1-4% 14 | ~5-10% 15 | =10-15% 16 | ~20-25% 17 | } 18 | 19 | // Sources: 20 | // [The Number of People with Disabilities Worldwide - Readings in Inclusive Tourism](http://www.rollingrains.com/readings/2010/03/the-number-of-people-with-disabilities-worldwide.html) 21 | 22 | What is the incidence of disability in Afghanistan? 23 | { 24 | ~1-2% 25 | =4-10% 26 | ~10-20% 27 | ~25-30% 28 | } -------------------------------------------------------------------------------- /I/A/4.gift: -------------------------------------------------------------------------------- 1 | $CATEGORY: cpacc-practice/I/A/4 2 | 3 | // Study task: I:A.4 Compare the implications of each model on public and personal perceptions of disability. 4 | 5 | // Sources: 6 | // [When Disability Isn't 'Just Right:' The Entrenchment of the Medical Model of Disability and the Goldilocks Dilemma](http://heinonline.org/HOL/LandingPage?handle=hein.journals/indana83&div=11&id=&page=) 7 | 8 | // Contributor: [Rob Fentress](https://github.com/robfentress) 9 | 10 | How is the public perception of disability likely to differ when viewed through the lens of the medical vs the social models of disability? 11 | { 12 | =The medical model may encourage the view that those with disabilities are afforded special rights based on inherent characteristics, whereas a social model would encourage seeing disability as a construction tied to enabling or disabling social structures and practices 13 | ~The social model may be more likely to engender pity for the individual with the disability, while the medical model stresses the potential for the individual to be cured 14 | ~The social model may encourage individuals to pretend to be more disabled than they are in order to receive benefits, whereas the medical model removes ambiguity from such determinations 15 | ~The medical model encourages individuals with disabilities to culturally identify with others who have the same condition, while the social model sees the individual as being responsible for their own condition 16 | } 17 | -------------------------------------------------------------------------------- /I/B/4.gift: -------------------------------------------------------------------------------- 1 | $CATEGORY: cpacc-practice/I/B/4 2 | 3 | // Study task: I:B.4 Match disability categories with relevant assistive technologies 4 | 5 | // Sources: 6 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 7 | 8 | // Contributor: Pabitra Kumar Dash 9 | 10 | Which one of the following assistive technologies is most commonly used by people who are blind? 11 | { 12 | =Screen reading software 13 | ~Speech recognition software 14 | ~Screen magnification software 15 | ~Software that enhances contrast 16 | } 17 | 18 | // Sources: 19 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 20 | 21 | // Contributor: Pabitra Kumar Dash 22 | 23 | Which one of the following assistive technologies can be useful for people who have low vision? 24 | { 25 | ~Text-to-speech software 26 | ~Screen magnification software 27 | ~Software that enhances contrast 28 | =All of the above 29 | } 30 | 31 | // Sources: 32 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 33 | 34 | // Contributor: Pabitra Kumar Dash 35 | 36 | Which of the following would allow people who are deaf to access video content? 37 | { 38 | =Synchronized captions with video 39 | ~Text-to-speech software 40 | ~Video with audio track 41 | ~Video with no audio track 42 | } 43 | -------------------------------------------------------------------------------- /I/B/2.gift: -------------------------------------------------------------------------------- 1 | $CATEGORY: cpacc-practice/I/B/2 2 | 3 | // Study task: I:B.2 Classify specific conditions under their relevant disability category or categories 4 | 5 | // Sources: 6 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 7 | // The Wikipedia entry on [Achromatopsia](https://en.wikipedia.org/wiki/Achromatopsia) 8 | // [Types of Colour Blindness](http://www.colourblindawareness.org/colour-blindness/types-of-colour-blindness/) 9 | // The [Blue-yellow color blindness section](https://en.wikipedia.org/wiki/Color_blindness#Blue-yellow_color_blindness) of the Wikipedia article on Color Blindness 10 | 11 | // Contributor: Pabitra Kumar Dash 12 | 13 | Which of the following is the most common deficit in people with color blindness? 14 | { 15 | =Difficulty distinguishing between reds and greens 16 | ~Difficulty distinguishing between reds and blues 17 | ~Difficulty distinguishing between greens and blues 18 | ~An inability to distinguish between any colors 19 | } 20 | 21 | // Study task: I:B.2 Classify specific conditions under their relevant disability category or categories. 22 | 23 | // Sources: 24 | // The [IAAP CPACC Certification Preparation](https://dequeuniversity.com/class/iaap-cpacc1/basic-concepts/our-diverse-abilities) 25 | 26 | // Contributor: [SpuddyAT](https://github.com/SpuddyAT) 27 | 28 | What is the difference between age-related disabilities and temporary disabilities? 29 | { 30 | ~Temporary disabilities are long term and age-related are short term 31 | ~Temporary disabilities cannot be accommodated and age-related can be accommodated 32 | =Temporary disabilities are short term and age-related disabilities are long term 33 | ~Temporary disabilities can be accommodated and age-related cannot be accommodated 34 | } 35 | -------------------------------------------------------------------------------- /README.md: -------------------------------------------------------------------------------- 1 | # Practice Questions for the Certified Professional in Accessibility Core Competencies (CPACC) Exam 2 | 3 | This is a repository for sharing practice questions in [GIFT Format](https://docs.moodle.org/37/en/GIFT_format) for the [Certified Professional in Accessibility Core Competencies (CPACC)](https://www.accessibilityassociation.org/cpacccertification) Exam. _This is not an official resource of the [International Association of Accessibility Professionals (IAAP).](https://www.accessibilityassociation.org)_ 4 | 5 | ## Note changes in formatting and numbering 6 | Please note that the original [Body of Knowledge (BOK) document](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) has some formatting errors and they are not consistent in how or whether they communicate what they are calling _Study Tasks_. Since I'm viewing these _Study Tasks_ as what are called learning objectives in standard instructional design parlance, and I want to be able to clearly associate these objectives with their respective assessments, I've corrected numbering errors and changed bulleted lists into numbered list items for the _Study Tasks_, Therefore, when referencing a _Study Task_ in your question, refer to the structre and numbering system I have in this repository. So, for instance, in Section I:E on Disability Etqiuette, there are two numbered _Study Tasks_. If your question was for the second study task listed there, you would reference it as **I:E.2 Judge the appropriateness of various ways of referring to or about people with disabilities**. 7 | 8 | In some instances, there were no _Study Tasks_ listed for a particular module in the BOK. I've begun inferring what I think the intended study tasks were intended to be, and, in those instances, I've added them. However, for some, I haven't yet had time to do this. If you want to add questions for a module that doesn't yet have _Study Tasks_ listed, please do so. Just reference the module number in your question. For instance, currently, there are no _Study Tasks_ for Module II:D, so you'd just reference the module as a whole, like so: **Module II:D Accessibility Principles for ICT (WCAG 2.0)**. 9 | 10 | To see how I've numbered things specifically, just dig into the relevant sections from this index page. 11 | 12 | A new edition of the CPACC BOK should be coming soon and, assuming they have fixed the problems in the Body of Knowledge, I will reformat things to match how IAAP has chosen to do it. 13 | 14 | ## How do I submit questions for review? 15 | 16 | [How to contribute](CONTRIBUTING.md) 17 | 18 | ## Let me see how you've modified the structure and numbering 19 | Complete [list of study tasks](study-tasks.md) from Body of Knowledge 20 | -------------------------------------------------------------------------------- /CONTRIBUTING.md: -------------------------------------------------------------------------------- 1 | # How to submit questions 2 | You may submit questions in one of three ways: 3 | ## 1. By submitting an issue with your question 4 | 5 | Submit a [proposed question issue](https://github.com/robfentress/cpacc-practice/issues/new?assignees=&labels=proposed+question&template=proposed-question.md&title=%5BQUESTION%5D). The requirements for the question are as follows: 6 | 7 | * It should be a multiple choice question 8 | * with four possible answers and 9 | * only one correct answer. 10 | * It should be written in [GIFT format](https://docs.moodle.org/37/en/GIFT_format#Multiple_choice). Please use the [GIFT Question Editor](https://fuhrmanator.github.io/GIFT-grammar-PEG.js/docs/editor/editor.html) to validate that your question can be parsed correctly before submitting. 11 | * It should not include a title 12 | 13 | Precede your questions with comments that include: 14 | * The numbered _"study task"_ listed in the [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) that your question relates to. If there is no study task, include the section of the CPACC your question relates to. 15 | * A reference to any source materials you are basing the question on 16 | 17 | *** 18 | 19 | An example submission would be something like this: 20 | 21 | ### Question 22 | ``` 23 | // Study Task: I:A.1 Characterize and differentiate between theoretical models of disability, including the strengths and weaknesses of their underlying assumptions 24 | 25 | // Sources: 26 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 27 | 28 | What is a strength of the medical model of disability? 29 | { 30 | =It defines disability in a way that facilitates treatment of the individual by the medical profession. 31 | ~It emphasizes the responsibility of society for creating enabling conditions for all people. 32 | ~It encourages individuals to view themselves as a class with common interests, so they can more effectively advocate for their rights. 33 | ~It encourages empathy for those with disabilities. 34 | } 35 | ``` 36 | ## 2. By forking repository and submitting a pull request 37 | 38 | [GitHub Standard Fork & Pull Request Workflow](https://gist.github.com/Chaser324/ce0505fbed06b947d962) 39 | 40 | ## 3. If a contributor, by creating a branch and submitting a pull request 41 | 42 | If you are regularly submitting questions, you can request to be added as a contributor. All contributors added to the project should have already passed the CPACC exam. As a contributor, you won't have to fork the project. Rather, you can just create a branch in the base repository and make a pull request from that branch. Also, as a contributor, you'll be able to make comments on other's pull requests to help in the peer review of questions. Just open a [contributor request issue](https://github.com/robfentress/cpacc-practice/issues/new?assignees=&labels=&template=contributor-request.md&title=). 43 | 44 | ## License 45 | 46 | By contributing questions, you affirm that what you have submitted is not otherwise copyrighted material and agree to license your contribution under the terms of the [Creative Commons Attribution Share Alike 4.0 International](https://github.com/robfentress/cpacc-practice/blob/master/LICENSE) 47 | -------------------------------------------------------------------------------- /study-tasks.md: -------------------------------------------------------------------------------- 1 | 2 | 3 | ## [I: Disabilities, Challenges, and Assistive Technologies (40% of the exam)](I/index.md) 4 | 5 | ### [A. Theoretical Models of Disability](I/A/index.md) 6 | 1. Characterize and differentiate between theoretical models of disability, including the strengths and weaknesses of their underlying assumptions 7 | 2. Identify the names, terminology, and basic concepts of prominent theoretical models of disability. 8 | 3. Compare and contrast the underlying assumptions of the different models. 9 | 4. Compare the implications of each model on public and personal perceptions of disability. 10 | 5. Evaluate the strengths and weaknesses of each model 11 | 6. Demonstrate an understanding of which models align most closely with the principles of accessibility and universal design. 12 | 7. Demonstrate an understanding of ways in which various models may overlap or complement each other. 13 | 8. Apply the models to example scenarios in the lives of people with disabilities. 14 | 15 | ### [B. Categories of Disabilities and Associated Barriers (ICT and Physical World)](I/B/index.md) 16 | 1. Name the main categories of disabilities. 17 | 2. Classify specific conditions under their relevant disability category or categories. 18 | 3. Define assistive technologies. 19 | 4. Match disability categories with relevant assistive technologies. 20 | 5. Describe the accessibility challenges faced by people with disabilities of a given category. 21 | 6. Given a scenario or narrative in an applied domain, identify accessibility challenges for people of various kinds of disabilities, and potential solutions to overcome those challenges. 22 | 7. Rate the appropriateness of a proposed solution for a person with a specific disability. 23 | 24 | ### [C. Assistive Technologies and Adaptive Strategies](I/C/index.md) 25 | 1. Identify the input and output mechainsms individuals with different kinds of disabilities use when interacting with information and communications technologies. 26 | 2. Identify the assistive technologies and adaptive strategies used by individuals with disabilities when interacting with the physical world. 27 | 3. Provide examples of permanent, temporary, and episodic disabilities, respectively. 28 | 29 | *Note:* These study tasks are implied, but not directly stated, in the CPACC Body of Knowledge. 30 | 31 | ### [D. Disability Demographics and Statistics](I/D/index.md) 32 | 1. Become familiar with the average percent of populations living with disabilities in various regions around the world 33 | 34 | *Note:* This study task has been changed to be a numbered list item for easier reference. Also, this study task is not a true objective and we should consider how to rephrase it so it is. 35 | 36 | ### [E. Disability Etiquette](I/E/index.md) 37 | 1. Apply disability etiquette to a specific scenario. 38 | 2. Judge the appropriateness of various ways of referring to or about people with disabilities. 39 | 40 | ## [II. Accessibility and Universal Design (40% of the exam)](II/index.md) 41 | 42 | ### [A. Individual Accommodations versus Inclusive Design](II/A/index.md) 43 | 1. Compare and contrast individual accomodations versus universal design 44 | 45 | ### [B. Benefits of Accessibility](II/B/index.md) 46 | 47 | ### [C. Accessibility in ICT (WCAG 2.0)](II/C/index.md) 48 | 49 | ### [D. Accessibility in the Physical World (The Principles of Universal Design 2.0)](II/D/index.md) 50 | 51 | ### [E. Universal Design for Learning (UDL)](II/E/index.md) 52 | 53 | ### [F. Accessibility and Usability/User Experience (UX)](II/F/index.md) 54 | 55 | 56 | 57 | ## [III. Laws, Regulations, Standards, Policies, and Organizational Accessibility Strategies (20% of the exam)](III/index.md) 58 | 59 | ### [A. International Conventions and Treaties on Disability Rights](III/A/index.md) 60 | 1. Name prominent international documents or agreements related to disability and human rights. 61 | 2. Explain the main purposes of each convention or treaty. 62 | 3. Explain the relationships between the declarations and treaties. 63 | 64 | *Note:* Study tasks have been changed to numbered list items for easier reference. In CPACC BOK, they were from bulleted list items. 65 | 66 | ### [B. Categories of Disability Laws and Regulations](III/B/index.md) 67 | 68 | ### [C. Applying Accessibility Standards and Regulations](III/C/index.md) 69 | 70 | ### [D. Organizational Governance and Management](III/D/index.md) -------------------------------------------------------------------------------- /II/D/D.gift: -------------------------------------------------------------------------------- 1 | $CATEGORY: cpacc-practice/II/D 2 | 3 | // D. Accessibility Principles for the Physical World (Universal Design 2.0) 4 | 5 | // Sources: 6 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 7 | 8 | Which of the following is NOT one of the Principles of Universal Design? 9 | { 10 | ~Equitable Use 11 | =Legal Protection 12 | ~Tolerance for Error 13 | ~Low Physical Effort 14 | } 15 | 16 | // Sources: 17 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 18 | 19 | Arranging information consistent with its importance best exemplifies which Universal Design principle? 20 | { 21 | ~Flexibility in Use 22 | ~Equitable Use 23 | =Simple and Intuitive Use 24 | ~Tolerance for Error 25 | } 26 | 27 | // Sources: 28 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 29 | 30 | Allowing users to maintain a neutral body position best exemplifies which Universal Design principle? 31 | { 32 | =Low Physical Effort 33 | ~Perceptible Information 34 | ~Tolerance for Error 35 | ~Flexibility in Use 36 | } 37 | 38 | // Sources: 39 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 40 | 41 | Providing adequate space for the use of assistive devices or personal assistance best exemplifies which Universal Design principle? 42 | { 43 | ~Low Physical Effort 44 | ~Perceptible Information 45 | =Size and Space for Approach and Use 46 | ~Flexibility in Use 47 | } 48 | 49 | // Sources: 50 | // [IAAP CPACC Certification Preparation > Universal Design for the Physical World](https://dequeuniversity.com/class/iaap-cpacc1/universal-design-physical-world/) 51 | 52 | Providing the same means of use for all users--identical whenever possible; equivalent when not--is an example of which Universal Design principle? 53 | { 54 | ~Low Physical Effort 55 | =Equitable Use 56 | ~Flexibility in Use 57 | ~Perceptible Inofrmation 58 | } 59 | 60 | // Sources: 61 | // [IAAP CPACC Certification Preparation > Universal Design for the Physical World](https://dequeuniversity.com/class/iaap-cpacc1/universal-design-physical-world/) 62 | 63 | Using different modes (pictorial, verbal, tactile) for redundant presentation of essential information is an example of which Universal Design principle? 64 | { 65 | ~Flexibility in Use 66 | =Perceptible Information 67 | ~Equitable Use 68 | ~Tolerance for Error 69 | } 70 | 71 | // Sources: 72 | // [IAAP CPACC Certification Preparation > Universal Design for the Physical World](https://dequeuniversity.com/class/iaap-cpacc1/universal-design-physical-world/) 73 | 74 | Providing adaptability to the user's pace is an example of which Universal Design principle? 75 | { 76 | =Flexibility in Use 77 | ~Tolerance for Error 78 | ~Perceptible Information 79 | ~Size and Space for Approach and Use 80 | } 81 | 82 | // Sources: 83 | // [IAAP CPACC Certification Preparation > Universal Design for the Physical World](https://dequeuniversity.com/class/iaap-cpacc1/universal-design-physical-world/) 84 | 85 | What is the name of the Universal Design principle that is demonstrated by accommodating variations in hand and grip size? 86 | { 87 | ~Flexibility in Design 88 | ~Simple and Intuitive Use 89 | ~Flexibility in Use 90 | =Size and Space for Approach and Use 91 | } 92 | 93 | // Sources: 94 | // [IAAP CPACC Certification Preparation > Universal Design for the Physical World](https://dequeuniversity.com/class/iaap-cpacc1/universal-design-physical-world/) 95 | 96 | What is the name of the Universal Design principle that is demonstrated by minimizing repetitive actions? 97 | { 98 | ~Tolerance for Error 99 | =Low Physical Effort 100 | ~Ease of Use 101 | ~Minimize Physical Effort 102 | } 103 | 104 | // Sources: 105 | // [Deque University > IAAP CPACC Certification Preparation> Universal Design for the Physical World > Sidewalks](https://dequeuniversity.com/class/iaap-cpacc1/universal-design-physical-world/sidewalks) 106 | 107 | What is the principle purpose for bumped tiles and ridged tiles in curb cuts? 108 | { 109 | ~To slow down wheelchair users to prevent them from accidentally entering crosswalks prematurely 110 | ~To provide extra traction to assist wheelchair users in climbing a sloped surface 111 | =To help warn pedestrians who are blind of an approaching intersection 112 | ~To channel rainwater away from the path 113 | } 114 | 115 | // Sources: 116 | // [Deque University > IAAP CPACC Certification Preparation> Universal Design for the Physical World > Sidewalks](https://dequeuniversity.com/class/iaap-cpacc1/universal-design-physical-world/sidewalks) 117 | 118 | Which of the following is NOT a requirement in order for a sidewalk to be considered accessible? 119 | { 120 | ~has no obstacles for wheelchair users or for blind users to bump into 121 | ~has curb cuts to allow wheelchair access to and from the sidewalk to other surfaces 122 | =is graded to promote drainage and prevent pooling of water on the surface 123 | ~is broad enough to allow people in wheelchairs to navigate and pass by others 124 | } -------------------------------------------------------------------------------- /III/III.gift: -------------------------------------------------------------------------------- 1 | $CATEGORY: cpacc-practice/III 2 | 3 | // III. Laws, Regulations, Standards, Policies, and Organizational Accessibility Strategies 4 | 5 | // Sources: 6 | // [Web Accessibility Laws & Policies | Web Accessibility Initiative (WAI) | W3C](https://www.w3.org/WAI/policies/?q=non-discrimination-law) 7 | 8 | Which of the following could best be described as a civil rights or non-discrimination law? 9 | { 10 | ~Guidelines on Dissemination of Information through Government Websites (Hong Kong) 11 | ~EN 301 549 12 | =The Americans with Disabilities Act 13 | ~Section 508 of the Rehabilitation Action of 1973 14 | } 15 | 16 | // Sources: 17 | // [Web Accessibility Laws & Policies | Web Accessibility Initiative (WAI) | W3C](https://www.w3.org/WAI/policies/?q=non-discrimination-law) 18 | 19 | Which of the following could best be described as a civil rights or non-discrimination law? 20 | { 21 | ~21st Century Communications and Video Accessibility Act (CVAA) 22 | =Section 504 of the Rehabilitation Action of 1973 23 | ~The Universal Declaration of Human Rights 24 | ~The Web Content Accessibility Guidelines (WCAG) 25 | } 26 | 27 | // Sources: 28 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 29 | 30 | Which of the following could best be described as a multi-national standard or policy? 31 | { 32 | =The Web Content Accessibility Guidelines (WCAG) 33 | ~Section 508 of the Rehabilitation Action of 1973 34 | ~The Individuals with Disabilities Act 35 | ~The Americans with Disabilities Act 36 | } 37 | 38 | // Sources: 39 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 40 | 41 | According to the CPACC Body of Knowledge, which of the following is an example of a procurement law? 42 | { 43 | ~The Web Content Accessibility Guidelines (WCAG) 44 | =Section 508 of the Rehabilitation Action of 1973 45 | ~The Americans with Disabilities Act of 1990 46 | ~Convention on the Rights of Persons with Disabilities 47 | } 48 | 49 | // Sources: 50 | // [Web Accessibility Laws & Policies | Web Accessibility Initiative (WAI) | W3C](https://www.w3.org/WAI/policies/?q=non-discrimination-law) 51 | 52 | Which of the following could best be described as a civil rights or non-discrimination law? 53 | { 54 | ~The Web Content Accessibility Guidelines (WCAG) 55 | =The Accessibility for Ontarians with Disabilities Act (AODA) 56 | ~Section 508 of the Rehabilitation Action of 1973 57 | ~EN 301 549 58 | } 59 | 60 | // Sources: 61 | // [Web Accessibility Laws & Policies | Web Accessibility Initiative (WAI) | W3C](https://www.w3.org/WAI/policies/?q=non-discrimination-law) 62 | 63 | Which of the following could best be described as a civil rights or non-discrimination law? 64 | { 65 | =The Equality Act of 2010 66 | ~Web Accessibility Initiative Accessible Rich Internet Applications (WAI-ARIA) 67 | ~The Universal Declaration of Human Rights 68 | ~EN 301 549 69 | } 70 | 71 | // Sources: 72 | // [Technology Laws section of the IAAP CPACC Certification Prep course from Deque University](https://dequeuniversity.com/class/iaap-cpacc1/accessibility-laws/technology-domain) 73 | 74 | Which of the following could best be described as a domain-specific law or regulation? 75 | { 76 | ~Section 508 of the Rehabilitation Action of 1973 77 | ~The Act on the Elimination of Discrimination against Persons with Disabilities 78 | ~Standards sur l'accessibilité du Web 79 | =21st Century Communications and Video Accessibility Act (CVAA) (U.S.) 80 | } 81 | 82 | // Sources: 83 | // The [Certified Professional in Accessibility Core Competencies Body of Knowledge](https://iaap.membershipsoftware.org/files/IAAP%20CPACC%20BOK%202017_062317.docx) 84 | 85 | Civil rights laws could best be viewed as taking their cue from which theoretical model of disability? 86 | { 87 | ~Charity/Tragedy Model 88 | =Social Model 89 | ~Medical Model 90 | ~Legal Model 91 | } 92 | 93 | // Sources: 94 | // [Government accessibility standards and WCAG 2 | PowerMapper](https://www.powermapper.com/blog/government-accessibility-standards/) 95 | 96 | The Disability Discrimination Act of 1992 sets accessibility standards for which country? 97 | { 98 | ~Canada 99 | =Australia 100 | ~India 101 | ~Ireland 102 | } 103 | 104 | // Sources: 105 | // [France | Web Accessibility Initiative (WAI) | W3C](https://www.w3.org/WAI/policies/france/) 106 | 107 | The Référentiel Général d'Accessibilité pour les Administrations (RGAA) sets accessibility standards for which province or state? 108 | { 109 | ~Quebec 110 | ~Belgium 111 | =France 112 | ~Gabon 113 | } 114 | 115 | // Sources: 116 | // [Government accessibility standards and WCAG 2 | PowerMapper](https://www.powermapper.com/blog/government-accessibility-standards/) 117 | 118 | The Standards sur l'accessibilité du Web sets accessibility standards for which province or state? 119 | { 120 | =Quebec 121 | ~France 122 | ~Belgium 123 | ~Italy 124 | } 125 | 126 | // Sources: 127 | // [Government accessibility standards and WCAG 2 | PowerMapper](https://www.powermapper.com/blog/government-accessibility-standards/) 128 | 129 | The Equal Rights of Persons with Disabilities Law, 5758-1998 sets accessibility standards for which country? 130 | { 131 | ~Australia 132 | ~Canada 133 | ~USA 134 | =Israel 135 | } 136 | 137 | // Sources: 138 | // [Government accessibility standards and WCAG 2 | PowerMapper](https://www.powermapper.com/blog/government-accessibility-standards/) 139 | 140 | The Federal Disabled Equalization Law (BGG) sets accessibility standards for which country? 141 | { 142 | ~India 143 | ~Hong Kong 144 | ~Ireland 145 | =Germany 146 | } 147 | 148 | // Sources: 149 | // [Civil Rights Laws section of the IAAP CPACC Certification Prep course from Deque University](https://dequeuniversity.com/class/iaap-cpacc1/accessibility-laws/civil-rights) 150 | 151 | The Americans with Disabilities Act (ADA) applies to which groups? 152 | { 153 | ~Only the federal government 154 | ~All private entities 155 | ~Only federal and state government entities 156 | =Private entities that own, operate, lease, or lease to places of public accommodation 157 | } 158 | 159 | // Sources: 160 | // [Civil Rights Laws section of the IAAP CPACC Certification Prep course from Deque University](https://dequeuniversity.com/class/iaap-cpacc1/accessibility-laws/civil-rights) 161 | 162 | How is the Americans with Disabilities Act (ADA) enforced? 163 | { 164 | =Consumers (people with disabilities) filing formal complaints 165 | ~The Department of Justice conducts annual reviews of all federal government entities for compliance 166 | ~It is a published standard not a law, so there are no enforcement mechanisms 167 | ~The Social Security Administration conducts surveys of individual receiving disability benefits and uses that identify targets for investigation 168 | } 169 | 170 | // Sources: 171 | // [Technology Laws section of the IAAP CPACC Certification Prep course from Deque University](https://dequeuniversity.com/class/iaap-cpacc1/accessibility-laws/technology-domain) 172 | 173 | The Air Carrier Access Act (ACAA) applies to which of the following? 174 | { 175 | ~Only U.S. air carriers 176 | ~Only U.S. air carriers offering flights between states 177 | =U.S. and foreign air carriers operating flights within or to the U.S. or selling tickets to the U.S. public 178 | ~All air carriers based in countries which are signatories to the Convention on the Rights of the Disabled 179 | } 180 | 181 | // Sources: 182 | // [Government accessibility standards and WCAG 2 | PowerMapper](https://www.powermapper.com/blog/government-accessibility-standards/) 183 | 184 | The Equal Rights of Persons with Disabilities Law, 5758-1998 (Israel) applies to which of the following? 185 | { 186 | ~Only government websites 187 | =All government websites, and websites of businesses with annual turnover of 500,000 ILS (approx USD $125,000) 188 | ~All government websites, and websites of businesses 189 | ~Only websites of the Disability Services Administration 190 | } 191 | 192 | // Sources: 193 | // [Technology Laws section of the IAAP CPACC Certification Prep course from Deque University](https://dequeuniversity.com/class/iaap-cpacc1/accessibility-laws/technology-domain) 194 | 195 | The 21st Century Communications and Video Accessibility Act (CVAA) applies to which of the following? 196 | { 197 | ~Only the Public Broadcasting System 198 | ~Only telecommunications hardware and software providers 199 | ~Only television broadcasters 200 | =All entities already covered by FCC regulations (namely: telecommunication hardware and software providers and television broadcasters and television hardware/software providers) 201 | } 202 | 203 | // Sources: 204 | // [UN Convention on the Rights of Persons with Disabilities section of the IAAP CPACC Certification Prep course from Deque University](https://dequeuniversity.com/class/iaap-cpacc1/accessibility-laws/un-convention) 205 | // [The Universal Declaration of Human Rights section of the IAAP CPACC Certification Prep course from Deque University](https://dequeuniversity.com/class/iaap-cpacc1/accessibility-laws/un-declaration) 206 | // [Universal Declaration of Human Rights](https://www.un.org/en/universal-declaration-human-rights/) 207 | // [Convention on the Rights of Persons with Disabilities](https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html) 208 | 209 | Which of the following is NOT true about the Universal Declaration of Human Rights? 210 | { 211 | ~All member states of the United Nations have agreed to abide by the declaration. 212 | =It specifically defines the obligation of governments have to guarantee the rights of people with disabilities access information, including information technology. 213 | ~It was adopted by the United Nations General Assembly in 1948. 214 | ~It states that everyone has the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. 215 | } 216 | 217 | // Sources: 218 | // [Government accessibility standards and WCAG 2 | PowerMapper](https://www.powermapper.com/blog/government-accessibility-standards/) 219 | 220 | The Norwegian Anti-Discrimination and Accessibility Act (No. 42 of 2008) requires which websites to meet WCAG 2 AA (with some exceptions regarding time-based media and social media)? 221 | { 222 | =All websites without exception 223 | ~Government and commercial websites created from July 2013 on 224 | ~Only government websites created from July 2013 on 225 | ~All government and commercial websites created from July 2008 on 226 | } -------------------------------------------------------------------------------- /I/A/index.md: -------------------------------------------------------------------------------- 1 | # A. Theoretical Models of Disability 2 | Recommended study tasks: 3 | 1. Characterize and differentiate between theoretical models of disability, including the strengths and weaknesses of their underlying assumptions [questions for I:A.1](1.gift) 4 | 2. Identify the names, terminology, and basic concepts of prominent theoretical models of disability. [questions for I:A.2](2.gift) 5 | 3. Compare and contrast the underlying assumptions of the different models. [questions for I:A.3](3.gift) 6 | 4. Compare the implications of each model on public and personal perceptions of disability. [questions for I:A.4](4.gift) 7 | 5. Evaluate the strengths and weaknesses of each model [questions for I:A.5](5.gift) 8 | 6. Demonstrate an understanding of which models align most closely with the principles of accessibility and universal design. [questions for I:A.6](6.gift) 9 | 7. Demonstrate an understanding of ways in which various models may overlap or complement each other. [questions for I:A.7](7.gift) 10 | 8. Apply the models to example scenarios in the lives of people with disabilities. [questions for I:A.8](8.gift) 11 | 12 | ## 1. Medical Model 13 | ### Definition of the Medical Model: 14 | 15 | From Disabled World: 16 | >The medical model is presented as viewing disability as a problem of the person, directly caused by disease, trauma, or other health condition which therefore requires sustained medical care provided in the form of individual treatment by professionals. In the medical model, management of the disability is aimed at a "cure," or the individual’s adjustment and behavioral change that would lead to an "almost-cure" or effective cure. In the medical model, medical care is viewed as the main issue, and at the political level, the principal response is that of modifying or reforming health care policy. 17 | Disabled World: [Disability Models](https://www.disabled-world.com/definitions/disability-models.php) 18 | 19 | From Wikipedia: 20 | >The medical model of disability is a sociopolitical model by which illness or disability, being the result of a physical condition intrinsic to the individual (it is part of that individual’s own body), may reduce the individual's quality of life, and cause clear disadvantages to the individual. The medical model tends to believe that curing or at least managing illness or disability mostly or completely revolves around identifying the illness or disability from an in-depth clinical perspective (in the sense of the scientific understanding undertaken by trained healthcare providers), understanding it, and learning to control and/or alter its 21 | course. By extension, the medical model also believes that a "compassionate" or just society invests resources in health care and related services in an attempt to cure disabilities medically, to expand functionality and/or improve functioning, and to allow disabled persons a more "normal" life. The medical profession's responsibility and potential in this area is seen as central. 22 | Wikipedia: [Medical model of disability](https://en.wikipedia.org/wiki/Medical_model_of_disability) 23 | 24 | ### Strengths of the Medical Model: 25 | 26 | The medical model can address the biological sources of disabilities, either by clinically curing them or providing ways to medically manage the conditions. The medical component of disabilities is a critical reality for many people. 27 | 28 | ### Weaknesses of the Medical Model: 29 | 30 | The medical model treats disability as a "problem" or inherent characteristic of the individual, and seeks cures or medical management of a bodily condition, often overlooking the broader sociopolitical constraints imposed by unwelcoming or inaccessible environments. 31 | 32 | Resourses of the Medical Model: 33 | * Disability and Society: Independent Living and the Medical Model of Disability 34 | * Disabled World: [Disability Models](https://www.disabled-world.com/definitions/disability-models.php) 35 | * University of Leicester: [The social and medical model of disability](https://www2.le.ac.uk/offices/accessability/staff/accessabilitytutors/information-for-accessability-tutors/the-social-and-medical-model-of-disability) 36 | * Disability Nottinghamshire Org UK [The Social Model vs The Medical Model of Disability ](http://www.disabilitynottinghamshire.org.uk/about/social-model-vs-medical-model-of-disability/) 37 | * Wikipedia: [Medical model of disability](https://en.wikipedia.org/wiki/Medical_model_of_disability) 38 | ## 2. Social Model 39 | ### Definition of the Social Model: 40 | 41 | From Disabled World: 42 | >The social model of disability sees the issue of "disability" as a socially created problem and a matter of the full integration of individuals into society. In this model, disability is not an attribute of an individual, but rather a complex collection of conditions, many of which are created by the social environment. Hence, the management of the problem requires social action and is the collective responsibility of society at large to make the environmental modifications necessary for the full participation of people with disabilities in all areas of social life. The issue is both cultural and ideological, requiring individual, community, and large-scale social change. From this perspective, equal access for someone with an impairment/disability is a human rights issue of major concern. 43 | Disabled World: [Disability Models](https://www.disabled-world.com/definitions/disability-models.php) 44 | 45 | From Wikipedia: 46 | >The social model of disability is a reaction to the dominant medical model of disability which in itself is a functional analysis of the body as machine to be fixed in order to conform with normative values. The social model of disability identifies systemic barriers, negative attitudes and exclusion by society (purposely or inadvertently) that mean society is the main contributory factor in disabling people. While physical, sensory, intellectual, or psychological variations may cause individual functional limitation or impairments, these do not have to lead to disability unless society fails to take account of and include people regardless of their individual differences. The origins of the approach can be traced to the 1960s; the specific term emerged from the United Kingdom in the 1980s. 47 | The social model of disability has come to be one of the most prevalent approaches to disability, and has become somewhat of a rallying cry for disability advocates from a social justice perspective. 48 | Wikipedia: [Social model of disability](https://en.wikipedia.org/wiki/Social_model_of_disability) 49 | 50 | ### Strengths of the Social Model: 51 | 52 | The social model's focus on the disabling conditions in the environment and in society makes it clear that the barriers and challenges experienced by people with disabilities are not inevitable, nor are they exclusively a characteristic of the individual's "broken" body. Societies can improve the lives of people with disabilities considerably by ensuring that the world around us is designed to accommodate a wide range of human characteristics and abilities. 53 | 54 | ### Weaknesses of the Social Model: 55 | 56 | The social model of disability can tend to downplay the embodied aspects of disabilities too much, as if disability had nothing to do with bodily characteristics at all. The social model's push for social justice in the political arena can also put activists at odds with people with other political interests, antagonizing relationships and sometimes creating resolute political adversaries. 57 | 58 | ### Resources of the Social Model: 59 | * Disability Nottinghamshire: [The Social Model vs The Medical Model of Disability](http://www.disabilitynottinghamshire.org.uk/about/social-model-vs-medical-model-of-disability/) 60 | * University of Leicester: [The social and medical model of disability](http://www2.le.ac.uk/offices/accessability/staff/accessabilitytutors/information-for-accessability-tutors/the-social-and-medical-model-of-disability) 61 | * Disabled World: [Disability Models](https://www.disabled-world.com/definitions/disability-models.php) 62 | * Wikipedia: [Social model of disability](https://en.wikipedia.org/wiki/Social_model_of_disability) 63 |   64 | ## 3. Economic Model 65 | ### Definition of the Economic Model: 66 | 67 | From Disabled World: 68 | >Defines disability by a person’s inability to participate in work. It also assesses the degree to which impairment affects an individual’s productivity and the economic consequences for the individual, employer and the state. Such consequences include loss of earnings for and payment for assistance by the individual; lower profit margins for the employer; and state welfare payments. This model is directly related to the charity/tragedy model. 69 | Disabled World: [Disability Models](https://www.disabled-world.com/definitions/disability-models.php) 70 | 71 | ### Strengths of the Economic Model: 72 | The economic model recognizes the effect of bodily limitations on a person’s ability to work, and there may be a need for economic support and/or accommodations for the person’s disability. 73 | 74 | ### Weaknesses of the Economic Model: 75 | The economic model creates a legally-defined category of people who are “needy,” which can be stigmatizing for people with disabilities. Also, if a person doesn’t meet the legal threshold for “disabled,” or if there is a dispute as to a person’s disability, the person with the disability may not receive the support they need. 76 | 77 | ### Resources of the Economic Model: 78 | * Disabled World: [Disability Models](https://www.disabled-world.com/definitions/disability-models.php) 79 | * Michigan Disability Rights Coalition: [Models of Disability](http://www.copower.org/leadership/models-of-disability) 80 | 81 | ## 4. Functional Solutions Model 82 | ### Definition of the Functional Solutions Model: 83 | 84 | >The functional solutions model of disability is a practical perspective that identifies the limitations (or "functional impairments") due to disability, with the intent to create and promote solutions to overcome those limitations. The primary task is to eliminate, or at least reduce, the impact of the functional limitations of the body through technological or methodological innovation. The pragmatism of the functional solution model deemphasizes the sociopolitical aspects of disability, and instead prioritizes inventiveness and entrepreneurship. 85 | 86 | ### Strengths of the Functional Solutions Model: 87 | 88 | The strongest aspect of this model is that it is results-oriented. It seeks to provide solutions to real-world challenges, while sidestepping the often convoluted sociopolitical implications of disability within society. 89 |   90 | ### Weaknesses of the Functional Solutions Model: 91 | When new technologies are involved, profit-driven entrepreneurs can sometimes miss the mark, creating products that may be innovative but not practical or useful, or which may be of more benefit to the innovators than to the target population, especially if the proposed solutions are expensive. Also, when the primary cause of a particular challenge is the socioeconomic circumstances in the environment, the functional solutions model's de-emphasis on socioeconomic issues can cause would-be innovators to ignore the most important aspects of the original problem. 92 | 93 | ### Resources of the Functional Solutions Model: 94 | * Marty Cooper: [Models of Disability and Accessibility](https://martyncooper.wordpress.com/2012/10/10/models-of-disability-and-accessibility/) 95 | 96 | ## 5. Social Identity or Cultural Affiliation Model 97 | ### Definition of the Social Identity or Cultural Affiliation Model: 98 | 99 | >The social identity or cultural affiliation model refers to a sense of deriving one's personal identity from membership within a group of like-minded individuals. This model is most evident among people who are deaf, because of their shared linguistic experience as sign language users. Deaf culture and identity owes much of its strength to the somewhat exclusive nature of being a part of a close-knit linguistic minority. 100 | Other people with disabilities may also feel a sense of belonging to a community with common life experiences and interests. 101 | 102 | ### Strengths of the Social Identity or Cultural Affiliation Model: 103 | 104 | The social identity or cultural affiliation model accepts the person's disability completely, and uses it as a point of pride in being associated with other people in a similar condition. 105 | 106 | ### Weaknesses of the Social Identity or Cultural Affiliation Model: 107 | 108 | Sometimes the sense of belonging felt by one group of people is counterbalanced by a sense of exclusion and not belonging by people who don't quite fit the group's expectations. 109 | 110 | ### Resources of the Social Identity or Cultural Affiliation Model: 111 | 112 | ## 6. Charity Model 113 | ### Definition of the Charity Model: 114 | 115 | The charity model regards people with disabilities as unfortunate and in need of assistance from the outside, with those providing charity viewed as benevolent contributors to a needy population. 116 |   117 | ### Strengths of the Charity Model: 118 | The charity model can inspire people to contribute their time and/or resources to provide assistance when it is genuinely needed. 119 | 120 | ### Weaknesses of the Charity Model: 121 | 122 | The charity model can be condescending toward people with disabilities, who may come to resent the feeling that they are the object of pity by other people, and that they must depend on accepting or cultivating this pity on a continual basis. The charity model often focuses on short-term, immediate needs, often at the expense of more comprehensive, and ultimately more effective, long-term solutions. 123 | 124 | ### Resources 125 | * [Michigan Disability Rights Coalition: Models of Disability](https://www.copower.org/leadership/models-of-disability) 126 | * NCBI: [US Surgeon General’s Call to Action to Improve the Health and Wellness of Persons with Disabilities](https://www.ncbi.nlm.nih.gov/books/NBK44667/) 127 | -------------------------------------------------------------------------------- /LICENSE: -------------------------------------------------------------------------------- 1 | Unless otherwise noted, questions are made available under the following license: 2 | 3 | Attribution-ShareAlike 4.0 International 4 | 5 | ======================================================================= 6 | 7 | Creative Commons Corporation ("Creative Commons") is not a law firm and 8 | does not provide legal services or legal advice. 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More_considerations 54 | for the public: 55 | wiki.creativecommons.org/Considerations_for_licensees 56 | 57 | ======================================================================= 58 | 59 | Creative Commons Attribution-ShareAlike 4.0 International Public 60 | License 61 | 62 | By exercising the Licensed Rights (defined below), You accept and agree 63 | to be bound by the terms and conditions of this Creative Commons 64 | Attribution-ShareAlike 4.0 International Public License ("Public 65 | License"). To the extent this Public License may be interpreted as a 66 | contract, You are granted the Licensed Rights in consideration of Your 67 | acceptance of these terms and conditions, and the Licensor grants You 68 | such rights in consideration of benefits the Licensor receives from 69 | making the Licensed Material available under these terms and 70 | conditions. 71 | 72 | 73 | Section 1 -- Definitions. 74 | 75 | a. Adapted Material means material subject to Copyright and Similar 76 | Rights that is derived from or based upon the Licensed Material 77 | and in which the Licensed Material is translated, altered, 78 | arranged, transformed, or otherwise modified in a manner requiring 79 | permission under the Copyright and Similar Rights held by the 80 | Licensor. For purposes of this Public License, where the Licensed 81 | Material is a musical work, performance, or sound recording, 82 | Adapted Material is always produced where the Licensed Material is 83 | synched in timed relation with a moving image. 84 | 85 | b. Adapter's License means the license You apply to Your Copyright 86 | and Similar Rights in Your contributions to Adapted Material in 87 | accordance with the terms and conditions of this Public License. 88 | 89 | c. BY-SA Compatible License means a license listed at 90 | creativecommons.org/compatiblelicenses, approved by Creative 91 | Commons as essentially the equivalent of this Public License. 92 | 93 | d. Copyright and Similar Rights means copyright and/or similar rights 94 | closely related to copyright including, without limitation, 95 | performance, broadcast, sound recording, and Sui Generis Database 96 | Rights, without regard to how the rights are labeled or 97 | categorized. For purposes of this Public License, the rights 98 | specified in Section 2(b)(1)-(2) are not Copyright and Similar 99 | Rights. 100 | 101 | e. Effective Technological Measures means those measures that, in the 102 | absence of proper authority, may not be circumvented under laws 103 | fulfilling obligations under Article 11 of the WIPO Copyright 104 | Treaty adopted on December 20, 1996, and/or similar international 105 | agreements. 106 | 107 | f. Exceptions and Limitations means fair use, fair dealing, and/or 108 | any other exception or limitation to Copyright and Similar Rights 109 | that applies to Your use of the Licensed Material. 110 | 111 | g. License Elements means the license attributes listed in the name 112 | of a Creative Commons Public License. The License Elements of this 113 | Public License are Attribution and ShareAlike. 114 | 115 | h. Licensed Material means the artistic or literary work, database, 116 | or other material to which the Licensor applied this Public 117 | License. 118 | 119 | i. Licensed Rights means the rights granted to You subject to the 120 | terms and conditions of this Public License, which are limited to 121 | all Copyright and Similar Rights that apply to Your use of the 122 | Licensed Material and that the Licensor has authority to license. 123 | 124 | j. Licensor means the individual(s) or entity(ies) granting rights 125 | under this Public License. 126 | 127 | k. Share means to provide material to the public by any means or 128 | process that requires permission under the Licensed Rights, such 129 | as reproduction, public display, public performance, distribution, 130 | dissemination, communication, or importation, and to make material 131 | available to the public including in ways that members of the 132 | public may access the material from a place and at a time 133 | individually chosen by them. 134 | 135 | l. Sui Generis Database Rights means rights other than copyright 136 | resulting from Directive 96/9/EC of the European Parliament and of 137 | the Council of 11 March 1996 on the legal protection of databases, 138 | as amended and/or succeeded, as well as other essentially 139 | equivalent rights anywhere in the world. 140 | 141 | m. You means the individual or entity exercising the Licensed Rights 142 | under this Public License. Your has a corresponding meaning. 143 | 144 | 145 | Section 2 -- Scope. 146 | 147 | a. License grant. 148 | 149 | 1. Subject to the terms and conditions of this Public License, 150 | the Licensor hereby grants You a worldwide, royalty-free, 151 | non-sublicensable, non-exclusive, irrevocable license to 152 | exercise the Licensed Rights in the Licensed Material to: 153 | 154 | a. reproduce and Share the Licensed Material, in whole or 155 | in part; and 156 | 157 | b. produce, reproduce, and Share Adapted Material. 158 | 159 | 2. Exceptions and Limitations. For the avoidance of doubt, where 160 | Exceptions and Limitations apply to Your use, this Public 161 | License does not apply, and You do not need to comply with 162 | its terms and conditions. 163 | 164 | 3. Term. The term of this Public License is specified in Section 165 | 6(a). 166 | 167 | 4. Media and formats; technical modifications allowed. The 168 | Licensor authorizes You to exercise the Licensed Rights in 169 | all media and formats whether now known or hereafter created, 170 | and to make technical modifications necessary to do so. The 171 | Licensor waives and/or agrees not to assert any right or 172 | authority to forbid You from making technical modifications 173 | necessary to exercise the Licensed Rights, including 174 | technical modifications necessary to circumvent Effective 175 | Technological Measures. For purposes of this Public License, 176 | simply making modifications authorized by this Section 2(a) 177 | (4) never produces Adapted Material. 178 | 179 | 5. Downstream recipients. 180 | 181 | a. Offer from the Licensor -- Licensed Material. Every 182 | recipient of the Licensed Material automatically 183 | receives an offer from the Licensor to exercise the 184 | Licensed Rights under the terms and conditions of this 185 | Public License. 186 | 187 | b. Additional offer from the Licensor -- Adapted Material. 188 | Every recipient of Adapted Material from You 189 | automatically receives an offer from the Licensor to 190 | exercise the Licensed Rights in the Adapted Material 191 | under the conditions of the Adapter's License You apply. 192 | 193 | c. No downstream restrictions. You may not offer or impose 194 | any additional or different terms or conditions on, or 195 | apply any Effective Technological Measures to, the 196 | Licensed Material if doing so restricts exercise of the 197 | Licensed Rights by any recipient of the Licensed 198 | Material. 199 | 200 | 6. No endorsement. Nothing in this Public License constitutes or 201 | may be construed as permission to assert or imply that You 202 | are, or that Your use of the Licensed Material is, connected 203 | with, or sponsored, endorsed, or granted official status by, 204 | the Licensor or others designated to receive attribution as 205 | provided in Section 3(a)(1)(A)(i). 206 | 207 | b. Other rights. 208 | 209 | 1. Moral rights, such as the right of integrity, are not 210 | licensed under this Public License, nor are publicity, 211 | privacy, and/or other similar personality rights; however, to 212 | the extent possible, the Licensor waives and/or agrees not to 213 | assert any such rights held by the Licensor to the limited 214 | extent necessary to allow You to exercise the Licensed 215 | Rights, but not otherwise. 216 | 217 | 2. Patent and trademark rights are not licensed under this 218 | Public License. 219 | 220 | 3. To the extent possible, the Licensor waives any right to 221 | collect royalties from You for the exercise of the Licensed 222 | Rights, whether directly or through a collecting society 223 | under any voluntary or waivable statutory or compulsory 224 | licensing scheme. In all other cases the Licensor expressly 225 | reserves any right to collect such royalties. 226 | 227 | 228 | Section 3 -- License Conditions. 229 | 230 | Your exercise of the Licensed Rights is expressly made subject to the 231 | following conditions. 232 | 233 | a. Attribution. 234 | 235 | 1. If You Share the Licensed Material (including in modified 236 | form), You must: 237 | 238 | a. retain the following if it is supplied by the Licensor 239 | with the Licensed Material: 240 | 241 | i. identification of the creator(s) of the Licensed 242 | Material and any others designated to receive 243 | attribution, in any reasonable manner requested by 244 | the Licensor (including by pseudonym if 245 | designated); 246 | 247 | ii. a copyright notice; 248 | 249 | iii. a notice that refers to this Public License; 250 | 251 | iv. a notice that refers to the disclaimer of 252 | warranties; 253 | 254 | v. a URI or hyperlink to the Licensed Material to the 255 | extent reasonably practicable; 256 | 257 | b. indicate if You modified the Licensed Material and 258 | retain an indication of any previous modifications; and 259 | 260 | c. indicate the Licensed Material is licensed under this 261 | Public License, and include the text of, or the URI or 262 | hyperlink to, this Public License. 263 | 264 | 2. You may satisfy the conditions in Section 3(a)(1) in any 265 | reasonable manner based on the medium, means, and context in 266 | which You Share the Licensed Material. For example, it may be 267 | reasonable to satisfy the conditions by providing a URI or 268 | hyperlink to a resource that includes the required 269 | information. 270 | 271 | 3. If requested by the Licensor, You must remove any of the 272 | information required by Section 3(a)(1)(A) to the extent 273 | reasonably practicable. 274 | 275 | b. ShareAlike. 276 | 277 | In addition to the conditions in Section 3(a), if You Share 278 | Adapted Material You produce, the following conditions also apply. 279 | 280 | 1. The Adapter's License You apply must be a Creative Commons 281 | license with the same License Elements, this version or 282 | later, or a BY-SA Compatible License. 283 | 284 | 2. You must include the text of, or the URI or hyperlink to, the 285 | Adapter's License You apply. You may satisfy this condition 286 | in any reasonable manner based on the medium, means, and 287 | context in which You Share Adapted Material. 288 | 289 | 3. You may not offer or impose any additional or different terms 290 | or conditions on, or apply any Effective Technological 291 | Measures to, Adapted Material that restrict exercise of the 292 | rights granted under the Adapter's License You apply. 293 | 294 | 295 | Section 4 -- Sui Generis Database Rights. 296 | 297 | Where the Licensed Rights include Sui Generis Database Rights that 298 | apply to Your use of the Licensed Material: 299 | 300 | a. for the avoidance of doubt, Section 2(a)(1) grants You the right 301 | to extract, reuse, reproduce, and Share all or a substantial 302 | portion of the contents of the database; 303 | 304 | b. if You include all or a substantial portion of the database 305 | contents in a database in which You have Sui Generis Database 306 | Rights, then the database in which You have Sui Generis Database 307 | Rights (but not its individual contents) is Adapted Material, 308 | 309 | including for purposes of Section 3(b); and 310 | c. You must comply with the conditions in Section 3(a) if You Share 311 | all or a substantial portion of the contents of the database. 312 | 313 | For the avoidance of doubt, this Section 4 supplements and does not 314 | replace Your obligations under this Public License where the Licensed 315 | Rights include other Copyright and Similar Rights. 316 | 317 | 318 | Section 5 -- Disclaimer of Warranties and Limitation of Liability. 319 | 320 | a. UNLESS OTHERWISE SEPARATELY UNDERTAKEN BY THE LICENSOR, TO THE 321 | EXTENT POSSIBLE, THE LICENSOR OFFERS THE LICENSED MATERIAL AS-IS 322 | AND AS-AVAILABLE, AND MAKES NO REPRESENTATIONS OR WARRANTIES OF 323 | ANY KIND CONCERNING THE LICENSED MATERIAL, WHETHER EXPRESS, 324 | IMPLIED, STATUTORY, OR OTHER. THIS INCLUDES, WITHOUT LIMITATION, 325 | WARRANTIES OF TITLE, MERCHANTABILITY, FITNESS FOR A PARTICULAR 326 | PURPOSE, NON-INFRINGEMENT, ABSENCE OF LATENT OR OTHER DEFECTS, 327 | ACCURACY, OR THE PRESENCE OR ABSENCE OF ERRORS, WHETHER OR NOT 328 | KNOWN OR DISCOVERABLE. WHERE DISCLAIMERS OF WARRANTIES ARE NOT 329 | ALLOWED IN FULL OR IN PART, THIS DISCLAIMER MAY NOT APPLY TO YOU. 330 | 331 | b. TO THE EXTENT POSSIBLE, IN NO EVENT WILL THE LICENSOR BE LIABLE 332 | TO YOU ON ANY LEGAL THEORY (INCLUDING, WITHOUT LIMITATION, 333 | NEGLIGENCE) OR OTHERWISE FOR ANY DIRECT, SPECIAL, INDIRECT, 334 | INCIDENTAL, CONSEQUENTIAL, PUNITIVE, EXEMPLARY, OR OTHER LOSSES, 335 | COSTS, EXPENSES, OR DAMAGES ARISING OUT OF THIS PUBLIC LICENSE OR 336 | USE OF THE LICENSED MATERIAL, EVEN IF THE LICENSOR HAS BEEN 337 | ADVISED OF THE POSSIBILITY OF SUCH LOSSES, COSTS, EXPENSES, OR 338 | DAMAGES. WHERE A LIMITATION OF LIABILITY IS NOT ALLOWED IN FULL OR 339 | IN PART, THIS LIMITATION MAY NOT APPLY TO YOU. 340 | 341 | c. The disclaimer of warranties and limitation of liability provided 342 | above shall be interpreted in a manner that, to the extent 343 | possible, most closely approximates an absolute disclaimer and 344 | waiver of all liability. 345 | 346 | 347 | Section 6 -- Term and Termination. 348 | 349 | a. This Public License applies for the term of the Copyright and 350 | Similar Rights licensed here. However, if You fail to comply with 351 | this Public License, then Your rights under this Public License 352 | terminate automatically. 353 | 354 | b. Where Your right to use the Licensed Material has terminated under 355 | Section 6(a), it reinstates: 356 | 357 | 1. automatically as of the date the violation is cured, provided 358 | it is cured within 30 days of Your discovery of the 359 | violation; or 360 | 361 | 2. upon express reinstatement by the Licensor. 362 | 363 | For the avoidance of doubt, this Section 6(b) does not affect any 364 | right the Licensor may have to seek remedies for Your violations 365 | of this Public License. 366 | 367 | c. For the avoidance of doubt, the Licensor may also offer the 368 | Licensed Material under separate terms or conditions or stop 369 | distributing the Licensed Material at any time; however, doing so 370 | will not terminate this Public License. 371 | 372 | d. Sections 1, 5, 6, 7, and 8 survive termination of this Public 373 | License. 374 | 375 | 376 | Section 7 -- Other Terms and Conditions. 377 | 378 | a. The Licensor shall not be bound by any additional or different 379 | terms or conditions communicated by You unless expressly agreed. 380 | 381 | b. Any arrangements, understandings, or agreements regarding the 382 | Licensed Material not stated herein are separate from and 383 | independent of the terms and conditions of this Public License. 384 | 385 | 386 | Section 8 -- Interpretation. 387 | 388 | a. For the avoidance of doubt, this Public License does not, and 389 | shall not be interpreted to, reduce, limit, restrict, or impose 390 | conditions on any use of the Licensed Material that could lawfully 391 | be made without permission under this Public License. 392 | 393 | b. To the extent possible, if any provision of this Public License is 394 | deemed unenforceable, it shall be automatically reformed to the 395 | minimum extent necessary to make it enforceable. If the provision 396 | cannot be reformed, it shall be severed from this Public License 397 | without affecting the enforceability of the remaining terms and 398 | conditions. 399 | 400 | c. No term or condition of this Public License will be waived and no 401 | failure to comply consented to unless expressly agreed to by the 402 | Licensor. 403 | 404 | d. Nothing in this Public License constitutes or may be interpreted 405 | as a limitation upon, or waiver of, any privileges and immunities 406 | that apply to the Licensor or You, including from the legal 407 | processes of any jurisdiction or authority. 408 | 409 | 410 | ======================================================================= 411 | 412 | Creative Commons is not a party to its public 413 | licenses. Notwithstanding, Creative Commons may elect to apply one of 414 | its public licenses to material it publishes and in those instances 415 | will be considered the “Licensor.” The text of the Creative Commons 416 | public licenses is dedicated to the public domain under the CC0 Public 417 | Domain Dedication. Except for the limited purpose of indicating that 418 | material is shared under a Creative Commons public license or as 419 | otherwise permitted by the Creative Commons policies published at 420 | creativecommons.org/policies, Creative Commons does not authorize the 421 | use of the trademark "Creative Commons" or any other trademark or logo 422 | of Creative Commons without its prior written consent including, 423 | without limitation, in connection with any unauthorized modifications 424 | to any of its public licenses or any other arrangements, 425 | understandings, or agreements concerning use of licensed material. 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