Simon J. Hayhoe is the author of eight books on art education and museum access for people with disabilities and is also an educational advisor for the World Health Organization. His current work focuses on inclusive mobile technologies, and he has just completed a project investigating the use of mobile technologies by disabled people in museums and monuments. Hayhoe has also won numerous awards in his field, including a Fulbright Award and a Fellowship of the Metropolitan Museum of Art, and he has presented his work at major museums and colleges in the US, Russia, the UK, Singapore, Belgium, and Italy. Beyond work and writing, Hayhoe lives with his wife and two children, close to where he was born and raised.
I would like to thank the employees of the National Parks Service who provided information for this book and helped with the research. As they must remain anonymous, I cant thank them personally, but they know who they are. The five-step model was developed within the framework of the H2020 project ARCHES (http://www.ARCHES-project.eu), which has received funding from the European Unions Horizon 2020 research and innovation program under grant agreement no. 693229. In addition, I would like to acknowledge John Catt for helping with the chapter on inclusive technology.
Books and Articles
Architectural and Transportation Barriers Compliance Board. Electronic and Information Technology Accessibility Standards (36 CFR Part 1194). Federal Register 65, no. 246 (2000): 8050028.
Clarkson, John, Paul Langdon, and Peter Robinson. Designing Accessible Technology. London: Springer, 2006.
Deur, Douglas. The Park Lands of Isle au Haut: A Community Oral History. Seattle: University of Washington, 2013.
Halder, Santoshi, and Vassilios Argyropoulos. Inclusion, Equity, and Access for Individuals with Disabilities. Singapore: Springer, 2019.
Hayhoe, Simon. Cultural Heritage, Ageing, Disability, and Identity: Practice, and the Development of Inclusive Capital. New York: Routledge, 2019.
. An Enquiry into Passive and Active Exclusion from Unreachable Artworks in the Museum: Two Case Studies of Final-Year Students at California School for the Blind Studying Artworks through Galleries and on the Web. British Journal of Visual Impairment 32, no. 1 (2014): 4458.
. Epistemological Trends in the Literature on Mobile Devices, Mobile Learning, and Learners with Visual Impairments. Optometry and Vision Science 95, no. 9 (2018): 88997.
. Philosophy as Disability and Exclusion: The Development of Theories on Blindness, Touch, and the Arts in England, 16882010. Charlotte, NC: Information Age Publishing, 2016.
Hayhoe, Simon, Ruby Cohen, and Helena Garcia-Carrisoza. Locke and Humes Theory of Color Is Interrogated through a Case Study of Esref Armagan, an Artist Born Blind. Journal of Blindness Innovation and Research 9, no. 1 (2019): 1.
Kennedy, John M., and Igor Juricevic. Foreshortening, Convergence and Drawings from a Blind Adult. Perception 35, no. 6 (2006): 84751.
National Parks Service. All In! Accessibility in the National Park Service, Five-Year Strategic Plan. Washington, DC: National Parks Service, 2015.
. Directors Order 16A. Washington, DC: National Parks Service, 1999.
. Directors Order #42. Washington, DC: National Parks Service, 2000.
. The National Parks Service Special Directive 83-3. Washington, DC: National Parks Service, 1983.
Pavlov, Ivan. Conditioned Reflexes. Mineola, NY: Dover Publications, 1927.
Reiser, Roger, and John Dempsey, Trends and Issues in Instructional Design and Technology. London: Pearson, 2011.
Saettler, Paul. A History of Instructional Technology. New York: McGraw-Hill, 1968.
Skinner, Buhurus. Beyond Freedom and Dignity. New York: Bantam Books, 1972.
Thorndike, Edward. Animal Intelligence: An Experimental Study of the Associative Processes in Animals. Psychological Monographs: General and Applied 2, no. 4 (1898): i109.
United Nations. Enable: Rights and Dignity of Persons with Disability. Geneva, Switzerland: United Nations, 2006.
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