Online Learning Ensuring Accessibility and Engaging StudentsSHARON TRERISEIT ACCESSIBILITY ANALYST, SYRACUSE UNIVERSITY

ADA, Title II Title II and its implementing regulations require public school districts to ensure that communication with students with hearing, vision, or speech disabilities is as effective as communication with students without disabilities.

The Title II regulations require that when a public school is providing auxiliary aids and services that are necessary to ensure effective communication, they must be provided in “accessible formats, in a timely manner, and in such a way as to protect the privacy and independence” of a student with a disability.

… some examples of auxiliary aids and services are interpreters, note takers, exchange of written materials, real time computer aided transcription services ‐ ‐(e.g., CART), assistive listening systems, accessible electronic and information technology, and open and closed captioning.

Examples Accessible Format If homework assignments are available on line, then the on line program used by the school ‐ ‐must be accessible to students who are blind.

Timely MannerWhen it is made available to other students

Protects privacy and independenceIf a blind student requests an accessible electronic book (e book) reader to complete in class ‐ ‐reading, instead of using a reading aide, the school district should provide the e book reader ‐because it would allow the student to go through the material independently, at his own pace, and with the ability to revisit passages as needed.

IT Accessibility: Promotes IndependenceREACTIVE APPROACH

Provide a document in alternate format when requested

Provide CART or sign language interpreter for movie or video when requested

Blind student is excluded from participating in class quiz using clickers

PROACTIVE APPROACH

Make all documents accessible before posting on web or in online course

Videos must be captioned before scheduled to be shown or before posting on web

Clickers brands are chosen which have a Braille labeling option

Factors contributing to effective communication Accessible format Timely Promotes independence

Online Course Environment CMS - Course management system (e.g. Blackboard, Moodle)

Textbook (online or print)

Documents (Word, PPT, PDF, etc.)

Video & audio

Interactions (chat or discussions w/in CMS, Twitter, webinar, etc.)

Web-based resources – whether required or recommended

Online and other technology tools (e.g. TurnItIn)

Assessments (quizzes & exams)

VideoTo Care and Comply: Disability Access at PCC Stories from students whose education has been impacted by inaccessible technology.

Portland Community College 

Accessible formats – Who benefits?

Students who are blind◦ Braille◦ Electronic text and a screen reader or etext reader device

◦ MS Word◦ PDF◦ HTML / web page◦ ePub3

Students who struggle with reading◦ Electronic text and text-to-speech application

Students who are deaf or hard of hearing, students whose primary language is not English◦ Synchronized captions for video, transcript for audio

Accessible formats - Textbooks

Accessible FormatsWord & PDF Documents

MS Word Use the MS Word accessibility checker (see Cheatsheet for creating accessible Word documents)

PDF Use the Adobe Acrobat Pro accessibility checker (see Cheatsheet for creating accessible PDF) Recommendation for students using screen readers: Provide Word document or convert to HTML Scanned PDF documents must be converted to real text using OCR tool

Tips: When converting from Word to PDF, build as much accessibility into the Word document as possible When converting from PowerPoint to PDF… Don’t. Create a text version instead.

Accessible FormatsVideo & Audio

•More cost effective to use a vendor ($1.00 to $2.50/minute of video)

•Transcribing time averages 5 to 8 times the length of the video

•Tools for DIY Transcribing audio• ExpressScribe (for creating transcript only - free)• Amara (online captioning tool – free)• Camtasia (for transcription and captioning - ~$100 / license)

•YouTube automated captions – Too inaccurate for realistic use

•Guidelines for captions• DCMP Captioning Key

Accessible Interactions Chat

◦ Typically inaccessible for screen reader users◦ Difficult for students who struggle with reading to keep up◦ Difficult for students with mobility impairments to type responses on pace with conversation

Webinars◦ Make arrangements for CART for deaf and hard of hearing students◦ Be sure a separate window for the CART transcript can be displayed in the webinar interface

Discussions◦ Threaded discussion interface is typically very difficult for student using a screen reader◦ Set up course management system so student receives an email when a discussion post is made

Accessible AssessmentsRead order is important for screen reader users

What is the answer to this question?a) Answer 1 c) Answer 3b) Answer 2 d) Answer 4

Math equations & notation can be problematic for screen readers and text-to-speech software

Avoid the use of color in visual elements unless necessary

Use high contrast for text and background to maximize readability

Timed tests must allow for time extension

Additional guidelines

Web-based Resources•All websites used as required or recommended reading should be checked for accessibility

•All online educational tools / resources should meet accessibility guidelines• WCAG 2.0 AA• Section 508

•Where to get information• From the vendor (VPAT)• From other users / institutions• Google it

•Test It: Web Accessibility Checklist

ExamplesPRESENTATION TOOL

Prezi Prezi was developed using Adobe Flash and as such, is not considered

fully accessible by users with disabilities requiring the use of screen readers. Since July 2014 viewing Prezi is possible using only JavaScript. While this does not fully address accessibility, Prezi appears to be moving to correct these issues. Meanwhile, educators should be aware that Prezi is not ADA/508 compliant. An accessible PowerPoint version of the presentation can be provided for students requiring screen readers.

Some viewers find the Zooming User Interface to be distracting, even motion-sickness inducing. Careful use of the ZUI by the creator can minimize this consequence and turn it into an effective tool. With a little practice you will master the balance between dynamism and disruption.

Evaluation rating: 49% http://www.web2access.org.uk/product/172/

Examples

LEARNING & SKILLS REINFORCEMENT APPLICATION

Khan Academy Accessibility information

User reports

Comment from user: Adding an audio option which would read the text aloud (specifically in word problems) would help enormously! It would also increase confidence and independence for these students.

SummaryOnline content can be accessible

Plan ahead Build accessibility into all documents Choose forms of interaction that all students can participate in effectively Select web-based resources that are accessible

Ensure new technology purchases are accessible Talk to the vendor about compliance with accessibility standards Gather accessibility information from other users and other institutions Include accessibility requirement in RFP If an accessible product is not available, encourage vendor to establish timelines for bringing product

into compliance