To check out any of these materials or anything else in the collection, contact the Library at 800-437-7924 or send an email to libiidc@iu.edu.
Brooks, R., Joyner, K., McNamara, M.L., & Witman, M. (2024). All aboard: Conducting accessible community involvement for public transit. Accessible Avenue.
""The public transit industry invests a lot of time and effort communicating with the public. And while it's often required by law or as a condition of our funding, experience has taught us that effective public involvement leads to better service and a greater level of public acceptance. most transit agencies are good at effective community engagement, but making these efforts accessible and inclusive for people with disabilities can be challenging. This book was created for just this reason. Within its pages, the authors begin by making the case for accessible community engagement. Then, they explain how typical public involvement strategies, ranging from informal surveys to highly orchestrated community events, can be made accessible for people with an array of disabilities. The book provides specific advice on appropriate disability etiquette, creating and delivering accessible documents and presentations, conducting accessible in-person and virtual meetings, and managing just about every aspect of maintaining long-term community relationships that are accessible and inclusive for virtually everyone."--Back cover.
Myles, B. S., Trautman, Ml. L., & Schelvan, R. L. (2024). The hidden curriculum: Understanding unstated rules in social situations. Future Horizons.
"The world around us is a complicated place filled with expectations, rules, assumptions, guidelines, regulations, and policies. This "hidden curriculum" exists across environments, places, people, and cultures. Although rules and mandates can be complex, most of us take comfort in them--often unconsciously--because they help us to know what to do in everyday situations. We like rules if they are consistent. It is when they are unclear, or are unstated that we can become upset, indignant, or confused. Some people learn the hidden curriculum and its impact automatically. Others learn the hidden curriculum only by direct instruction. That is the purpose of this book. In this third edition, the essential features of the original book have been maintained and information on evidence-based practices has been added. In addition, it provides a series of instructional strategies that can be used to teach the hidden curriculum. Instructional aids include charts, forms, and templates designed to make the job of teaching and learning the hidden curriculum more effective." -Publisher.