Are My Course Materials ADA Compliant ?

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Are My Course Materials ADA Compliant ?. Barbara Draude (ITD) & Amy Burks (Disabled Student Services). Objectives. This workshop will examine best practices for ADA (Americans with Disabilities Act) course compliance/accessibility. - PowerPoint PPT Presentation

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Are My Course Materials ADA Compliant?

Are My Course Materials ADA Compliant?Barbara Draude (ITD) & Amy Burks (Disabled Student Services)

ObjectivesThis workshop will examine best practices for ADA (Americans with Disabilities Act) course compliance/accessibility. Explain why ADA compliance / Accessibility is a factor in course design.List the basic principles associated with Universal Design for Learning.Consider how sample materials can be made more accessible.Apply an ADA compliance / accessibility checklist to a course.

AgendaPart 1: Why is accessibility in course material an issueDefinitionsLegal implicationsEtiquette Part 2: Universal Design for LearningDefinitionsPedagogy / Design PrinciplesPart 3: Principles of Accessible designPart 4: Evaluation example / Adaptive Technologies DemonstrationPart 5: Checklist for evaluating your course(s)Part 1: Why is accessibility in course material an issueWhat is ADA?ADA stands for the Americans with Disabilities Act. The first law was embodied in Section 504 of the Rehabilitation Act of 1973, often referred to as the Civil Rights Act for people with disabilities. In 1990, this law was reinforced with the Americans with Disabilities Act. In January 2009, the ADA Amendments Act of 2008 became effective. Definition of person with disabilityMajor life activities defined The first law to mandate equal access was embodied in Section 504 of the Rehabilitation Act of 1973, often referred to as the Civil Rights Act for people with disabilities.

In 1990, this law was reinforced with the Americans with Disabilities Act. The ADA reinforces the concept of reasonable accommodations in education and mandates greater access to employment, transportation, and public accommodations for individuals with disabilities.

ADAAA to correct the narrow definitions provided through court cases. Broadened the definitions of disabilities and how proven. That to be substantially limited in performing a major life activity under the ADA an individual must have an impairment that prevents or severely restricts the individual from doing activities that are of central importance to most peoples daily lives.

20th anniversary5Types of disabilitiesVisual From low vision to blindness HearingFrom partial hearing loss to deafnessMotorFrom partial to full loss of mobility or dexterityCognitiveFrom learning to developmental disabilitiesOther medical, brain injuries, speech, psychiatricOther types of disabilities, such as seizure disorders

Talk about the details of each - Summaryhttp://web.jhu.edu/disabilities/faculty/types_of_disabilities/http://www.washington.edu/doit/Faculty/Strategies/Disability/

Attention-Deficit/Hyperactivity Disorders Blindness or Low VisionBrain InjuriesDeaf/Hard-of-HearingLearning DisabilitiesMedical DisabilitiesPhysical DisabilitiesPsychiatric DisabilitiesSpeech and Language Disabilities

6Part 2: Universal Design for LearningUniversal Design Principles (UDL)Framework encouraging flexible designs from the start that have customizable options which allow leaners to progress from where they are; eliminating unnecessary barriers without eliminated the necessary challengesEquitable useFlexibility in useSimple and intuitive usePerceptible informationLow physical effortSize and space appropriate for use

Universal Design Principles (UDL)Three primary principles for curriculum development that give all individuals equal opportunities to learnProvide multiple means of representationProvide multiple means of action and expressionProvide multiple means of engagement

Present information and content in different waysDifferentiate the ways that students can express what they knowStimulate interest and motivation for learningPart 3: Principles of Accessible designBest PracticesCourse organizationConfer with studentsFlexibility and openness (adaptive faculty)Set clear course expectationsProvide alternative learning materialsUsing a variety of strategiesMultiple versions of assignmentsMake time limits and deadlines flexibleUse release criteriaAccessible web publishing standards

Part 4: Evaluation example / Adaptive Technologies Demonstration12Part 4: Evaluation example / Adaptive Technologies DemonstrationAmy starts here ()

Slides 11-2313The Adaptive Technology Center (ATC, LIB 174) strives to provide equitable access at the same academic and instructional level that the overall student body enjoys daily.

Accessibility in the ATC

The main goal is to provide ALL students equal access without compromising the integrity of ANY academic materials.14A Students Experiencehttp://www.desire2learn.com/video/accessibility/

Open link and watch to set the tone and bring ideas to the table.15Main ADA ApplicationsJAWS (job access with speech)Screen reader that is utilized by someone who is blindhttp://www.freedomscientific.com/products/fs/jaws-product-page.asp

ZoomText or MAGicScreen magnifier with speech that is utilized by someone with low-visionhttp://www.aisquared.com/zoomtext/http://www.freedomscientific.com/products/lv/magic-bl-product-page.asp

KurzweilText-to-speech applications or OCR applicationhttp://www.kurzweiledu.com/default.html

Discuss and make note that each of these vendors offer demo downloads or we have networked site licenses that could be installed for your review.16AT Exploration

Explore within Barbaras D2L shell with each of the main ADA applications to give the audience a real students prospective.

Start with

JAWSZoomTextKurzweil 300017Formatting IssuesBraille can be tricky when a vertical layout is not used, blank lines are given, formulas are not explained, etc.

Notice the formatting differences and the possibility of human error when one is not an expert in that field (Biology).

Single columns, left-alignedBLANKSSubscriptsEtc.

18Equations

Equation editors are wonderful; however, some students may require written or verbal explanations.

Most equation editors create image files (bmp, jpeg, etc.) and image files are not JAWS friendly. Once again human error and being an expert within a field (Pre-Calculus) plays a part.

Single ColumnsTableFormulas or special characters/symbolsEtc.19Just Unacceptable

Handwriting is not OCR friendly! Copy quality becomes a problem!20Video and/or Audio ClipsNotice the CC marked with the yellow arrow

This clickable option will turn on captioning for this videoBEST PRACTICE-Simply choose a captioned videoSECOND-Simply listen to the video and type a transcript to share with the student in needTHIRD-Simply offer the student an alternative assignment with the same educational benefits

FITC Video Expert is Darryl Leach ( 615-898-2140 or dleach@mtsu.edu )

21Power Point PresentationsEmail presentations to studentsPreferably before class and allow printing or resavingStudents can resave presentations as RTF/OutlineEasier to viewScreen Reader FriendlyBraille Liters/PAC MatesVictor Stream

Point out two images and note from this to that.

The ATC does not enjoy reinventing the wheel by having to retype an instructors handouts.

Make sure to let them know pictures will be lost and descriptions should be included if information is needed for academic performance.22Share with your studentshttp://www.desire2learn.com/access/resources/

Excellent starting point for student questions and concerns.23Accessible HTML Templateshttp://www.desire2learn.com/access/instructor_resources/HTML_templates

No need for reinventing the wheel! 24Please remember we are here to helphttp://www.mtsu.edu/dssemail/Faculty_Resources.shtml#1

Teamwork and collaboration is a must to ensure that ALL of our students have a equal opportunity to succeed at obtaining a higher education.

DSS has posted a NEW website that hopefully will better assist faculty working with students with disabilities.

Please include the following SYLLABUS STATEMENT

Faculty members should use the following statement in their syllabus:

"Reasonable Accommodations for Students with Disabilities: " ADA accommodation requests (temporary or permanent) are determined only by Disabled Student Services. Students are responsible for contacting the Disabled Student Services Office at 615-898-2783 to obtain ADA accommodations and for providing the instructor with the Accommodation Letter from Disabled Student Services".

This will encourage students to think about what they need and properly ask for accommodations.

25Part 5: Checklist for evaluating your course(s)Questions / Comments

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