Name /astc/20-03-05 06/19/2008 04:43PM Plate # 0-Composite pg 32 # 1 Allen Press DTPro System GALLEY 32 File # 05ee Asst Technol 2008;20:000–000  2008 RESNA Developing Accessible Cyberinfrastructure-Enabled Knowledge Communities in the National Disability Community: Theory, Practice, and Policy *William N. Myhill, MEd, JD, †Derrick L. Cogburn, PhD, *Deepti Samant, †Benjamin Kwasi Addom, and *Peter Blanck, PhD, JD *Burton Blatt Institute, Syracuse University, Syracuse, New York **Collaboratory on Technology Enhanced Learning Communities (Cotelco), Syracuse University, Syracuse, New York Since publication of the Atkins Commission report in 2003, the national scientific community has placed significant emphasis on developing cyberinfrastruc- ture-enabled knowledge communities, which are de- signed to facilitate enhanced efficiency and collabo- ration in geographically distributed networks of re- searchers. This article suggests that the new cyberin- frastructure movement may not fully benefit those participants with disabilities, unless closer attention is paid to legal mandates and universal design principles. Many technology-enhanced learning communities pro- vide geographically distributed collaboration oppor- tunities that expand the inclusion of diverse peoples and help close the digital divide. However, to date, most collaboratory efforts have not emphasized the need for access among people with disabilities nor in meeting minimum standards for technological acces- sibility. To address these concerns, this article reports on two pilot collaboratory studies that explore the role advanced information, communication, and collabo- ration technologies play in enhancing geographically distributed collaboration among specific research and applied networks within the national disability com- munity. Universal design principles inform the design of the collaboratory and its use and our efforts to ensure access for all. Data for this article come from Web-based surveys, interviews, observations, comput- er logs, and detailed, mixed-methods accessibility test- ing. Emerging results suggest that with deliberate and systematic efforts, cyberinfrastructure can be more ac- cessible and generate benefits among persons with dis- abilities. The authors provide lessons learned and rec- ommendations for future research, policy, law, and practice. Address correspondence and reprint requests to to Peter Blanck, PhD, JD, Burton Blatt Institute, 900 S. Crouse Avenue, Suite 300 Crouse-Hinds Hall, Syracuse, NY 13244-2130. Key Words: Many technology-enhanced learning communi- ties provide geographically distributed collabora- tion opportunities that expand the inclusion of di- verse peoples and close the digital divide. The phrase digital divide generally refers to the gap between those with access to digital technology, which can serve as a gateway to membership in the information society and greater participation in employment and democratic processes (Strover, 2003, p. 275). Since the publication of the Atkins Commission report in 2003 (Atkins et al., 2003), the national scientific community has placed sig- nificant emphasis on developing cyberinfrastruc- ture-enabled knowledge communities designed to facilitate enhanced efficiency and collaboration in geographically distributed networks of research- ers. However, to date, most collaboratory efforts have not emphasized the need for full access to the collaboratory infrastructure by people with dis- abilities nor in meeting minimum standards for technological accessibility. Burghstahler (2002) explained that persons with disabilities can, and in a majority of situations do, face a second level of digital divide by being unable to use commonly ex- isting technological tools even if they have access to them. Although there is tremendous potential for col- laboratories and the new cyberinfrastructure movement to transform science with cutting-edge research opportunities and to provide a model for ?1 ?2