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.

Agenda• Part 1: Why is accessibility in course material an

issueo Definitionso Legal implicationso Etiquette

• Part 2: Universal Design for Learningo Definitionso Pedagogy / Design Principles

• Part 3: Principles of Accessible design• Part 4: Evaluation example / Adaptive

Technologies Demonstration• Part 5: Checklist for evaluating your course(s)

Part 1: Why is accessibility in

course material an issue

What 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 disability• Major life activities defined

Types of disabilities• Visual

▫ From low vision to blindness

• Hearing▫ From partial hearing loss to deafness

• Motor▫ From partial to full loss of mobility or dexterity

• Cognitive▫ From learning to developmental disabilities

▫Other – medical, brain injuries, speech, psychiatric▫ Other types of disabilities, such as seizure disorders

Part 2: Universal Design for

Learning

Universal 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 challengeso Equitable useo Flexibility in useo Simple and intuitive useo Perceptible informationo Low physical efforto Size and space appropriate for use

Universal Design Principles (UDL)

• Three primary principles for curriculum development that give all individuals equal opportunities to learno Provide multiple means of representationo Provide multiple means of action and

expressiono Provide multiple means of engagement

Present information

and content in different

ways

Differentiate the ways

that students

can express what they

know

Stimulate interest

and motivation

for learning

Part 3: Principles of

Accessible design

Best Practices• Course organization

o Confer with students• Flexibility and openness (“adaptive faculty”)

o Set clear course expectationso Provide alternative learning materials

• Using a variety of strategies• Multiple versions of assignments

o Make time limits and deadlines flexible• Use release criteria

• Accessible web publishing standards

Part 4: Evaluation example /

Adaptive Technologies Demonstration

Part 4: Evaluation example /

Adaptive Technologies Demonstration

The 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…

A Student’s Experience…http://www.desire2learn.com/video/accessibility/

Main ADA Applications…• JAWS (job access with speech)

o Screen reader that is utilized by someone who is blind• http://www.freedomscientific.com/products/fs/jaws-product-page.as

p

• ZoomText or MAGico Screen magnifier with speech that is utilized by someone with low-

vision• http://www.aisquared.com/zoomtext/• http://www.freedomscientific.com/products/lv/magic-bl-product-pag

e.asp

• Kurzweilo Text-to-speech applications or OCR application

• http://www.kurzweiledu.com/default.html

AT Exploration…

Formatting Issues…Braille can be tricky when a vertical layout is not used, blank lines are given, formulas are not explained, etc.

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

Just Unacceptable…

Video and/or Audio Clips…Notice the “CC” marked with the yellow arrow…

o This clickable option will turn on captioning for this video• BEST PRACTICE-Simply choose a captioned video• SECOND-Simply listen to the video and type a transcript to share

with the student in need• THIRD-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 )

Power Point Presentations…Email presentations to students…• Preferably before class and allow printing or

resavingo Students can resave presentations as RTF/Outline

• Easier to view• Screen Reader Friendly• Braille Liters/PAC Mates• Victor Stream

Share with your students…http://www.desire2learn.com/access/resources/

Accessible HTML Templates…

http://www.desire2learn.com/access/instructor_resources/HTML_templates

Please remember we are here to

help…http://www.mtsu.edu/dssemail/Faculty_Resources.shtml#1

Part 5: Checklist for

evaluating your course(s)

Questions / Comments