creating automatic compliance with disability regulations through the neal redundancy instructional...
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CREATING AUTOMATIC COMPLIANCE WITH DISABILITY REGULATIONS THROUGH THE NEAL REDUNDANCY INSTRUCTIONAL DESIGN MODEL
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PAMELA BEVERIDGE EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]
CURTIS W. CARTER EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]
2012 Global Learning Technologies ConferenceUNC-W School of Education
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BROWN & GREEN (2006)
We believe their statement was inclusive of all users rather than exclusive to any (p.122).
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INSTRUCTION WHICH MAY EXCLUDE STUDENTS
Instruction Population of Potential Exclusion
Audio Deaf Hearing-impaired
Graphics/ images
Blind Visually-impaired
Animation or Movement
BlindADHD
Seizures-related
Hyperlinks BlindColor-blind
Visually-impaired
Video Deaf Blind
Web Design ADHDBlind
Color-BlindVisually-impaired
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WHAT IS NEAL REDUNDANCY INSTRUCTIONAL DESIGN MODEL?
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NEAL INCLUDES:
A Non-Exclusive Analysis:
• Reviews specifically how the instruction can and will be used by students with disabilities;
• Factors in both the accessibility opportunities and limitations when different media for delivery are used;
• Is initiated during the needs-assessment by reviewing known accessibility issues for various delivery methods;
• Remains an active part of the design, development, and evaluation process.
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Click for UDL webpage http://www.udlcenter.org Guideline Example
Strong Color Contrast
Simple Navigation 3 keystroke limit
Prezis & Animations http://prezi.com/user/pbeveridge Hyperlinks give
purposeWRAL Online Local Weather Radar opens in a new window http://www.wral.com/weather/radar/
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Guideline Example
Alt text instructs user Ionic columns White House, DC USA NOTWhite House.jpg
Fonts Use san serifsVerdana Arial Tahomawith limit of 3 different fonts Serif handwriting
File names are not read only; explain purpose
EconTest1Save AS
Access UDL Tech Toolkit http://udltechtoolkit.wikispaces.com/
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NEAL MAKES INSTRUCTION LEGAL
• Corporate and private businesses will not always be able or willing to devote the resources necessary in designing new instruction.
• Education has a legal mandate to provide instruction that is accessible
• The Non-Exclusive Analysis provides design team members opportunity to make that a reality in the educational environment.
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NEAL INSURES ALL STUDENTS ARE CONSIDERED– FROM INCEPTION
• Insures students with disabilities are considered• Even when not included as part of the target
audience. • Will know beforehand whether the instruction is
or is not accessible given the design team has conducted the non-exclusive analyses.
• Learning aids are: • Automatically created to insure that the
instruction does not have to be re-designed to meet the needs of future learners.
• Designed to address both accessibility and the needs of learners who may have more trouble completing the instruction.
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REASONS LACK OF ATTENTION GIVEN TO ACCESSIBILITY WHEN DESIGNING INSTRUCTION
Must train the Instructional Designers
• We were unable in reviewing different curricula to find any university offering a course where emphasis is placed on designing instruction with accessibility as the primary consideration.
Professional Development for all on-line instructors
• On-line instructors are part of the Instructional Design team—most often, they ARE the design team.
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OUR HOPES• Anyone who creates instruction for educational
purposes is technically an "instructional designer."
• Using ADDIE model alone does not lend itself to supporting consideration of accessibility when designing and developing instruction.
• Hopefully, this conference will be a beginning where instructors and designers will begin to consider making accessibility as important as any other part of the instructional process- the "non-exclusive analysis" and the creation of automatic learning aids will we believe help to make this become a way of life.
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REFERENCES
• Brown, A. and Green, T. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Pearson Merrill/Prentice Hall.
• National Center On Universal Design for Learning, At CAST40 Harvard Mills Square, Suite 3, Wakefield, MA 01880-3233TEL (781) 245-2212, EMAIL [email protected]
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PAMELA BEVERIDGE EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]
CURTIS W. CARTER EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]
2012 Global Learning Technologies ConferenceUNC-W School of Education