Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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11 – Accessibility and Universal Design Try to read the passage in Figure 11.2. It may give you an idea of the difficulty and frustration experienced by many dyslexic readers, as seemingly normal text requires extra effort and concentration to parse. Learning and cognitive disabilities are a challenging group to address, as there is no one approach that will suit everyone. Some students may learn just as quickly or more quickly than typical students when information is presented in a different medium. Some use the same technologies used by the visually impaired, such as screen readers and speech recognition software. Nevertheless, clear presentation and good navigation is critical. A variety of multimedia options will apply to different visual, auditory and learning skills. Table 11.1. Content developed using traditional approach and suggestions for adaptations Traditional approach Lecture type content Text-based content Reading from a textbook Assignments: written essay Assessment Adapted Chunks, include questions, statements of clarification and key points Alternative presentation: audio, video, handson interaction; scaffold for various resources (preselect them) Offer vocabulary, issues to discuss in the forum, encourage note-taking, using graphic organizers, offer information prompts (selftests with open ended questions) Offer a choice: written, oral, video or visual presentation Offer variety in responses: open-ended questions, oral response Give clear scoring rubrics, be prompt and detailed in giving feedback AGING USERS When considering accessibility in education, most people assume they will need to prepare for a few isolated examples of students with disabilities: one blind student in a class, or a handful of young students with learning issues. As we age, we may be affected by any of these types of disabilities to various degrees. Instructors should be aware that some of their older students may also have problems such as fading eyesight, or difficulty with fine mouse movements. ASSISTIVE TECHNOLOGY We have touched briefly on the idea of assistive technology, which is essentially any software or hardware that can be used to help overcome a disability. Tip A pair of glasses could be considered assistive technology, as it helps the user overcome poor vision. Instead of thinking about assistive technology in terms of types of disabilities it assists, let’s look at it from the point of view what kind of help it offers. Assistive technology could provide: • help with accessing a computer • help with reading • help with writing (composing, spelling, typing) • help with communication • help with learning • help with hearing and vision Figure 11.3 lists many of the computing issues for users with disabilities, and suggests some of the common hardware and software solutions used to overcome these problems. Designing and structuring online content DESIGN AND STRUCTURE Don’t throw away your art supplies! One of the most common misconceptions about accessible web design is that in order for a site to be accessible, it must have a simple, plain design with few or no images. Another myth is that an adequate, accessible site can be made by providing a “text-only” version of an existing website. This is a nuisance to maintain, as it requires you to keep not one but two versions of every single page. Remember, not all disabled students are blind! People with mobility or hearing issues and even poor eyesight will certainly appreciate a well-thought-out, aesthetically pleasing website as much as anyone. As you’ll see, many of your accessibility changes will be tucked away in the code of your pages, where they will be a benefit to disabled users without detracting from your site in any way. Education for a Digital World 157
11 – Accessibility and Universal Design Figure 11.3 Assistive technologies 158 Education for a Digital World
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Education for a Digital World ADVIC
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Contents Chapter Abstracts / v Intr
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Chapter Abstracts Part 1: The Impac
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Chapter Abstracts on a revised Bloo
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Chapter Abstracts BUILDING COMMUNIT
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Chapter Abstracts ration are expand
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Introduction phasizes the building
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1 Emerging Technologies in E-learni
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1 - Emerging Technologies in E-lear
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2 Virtual Design Studios: Solving L
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2 - Virtual Design Studios created,
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2 - Virtual Design Studios • allo
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2 - Virtual Design Studios Some Pro
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3 Challenges Confronted and Lessons
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3 - Challenges Confronted and Lesso
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4 Addressing Diversity in Design of
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5 - Mobile Learning in Developing C
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6 - The Impact of Technology on Edu
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7 Learning Management Systems Don M
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8 Exploring Open Source for Educato
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Page 194 and 195: 12 Articulation and Transfer of Onl
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14 - Assessment and Evaluation 14 A
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14 - Assessment and Evaluation DEFI
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14 - Assessment and Evaluation Exam
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Part 3: Implementing Technology Edu
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15 - Understanding Copyright: Knowi
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16 - ‘Open Licences’ of Copyrig
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17 E-learning Standards Randy LaBon
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17 - E-learning Standards Reference
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18 - Leadership and E-learning: Cha
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19 - Building Communities of Practi
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20 Instructional Strategies Peter F
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21 Media Selection Peter Fenrich If
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21 - Media Selection narrators, and
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21 - Media Selection Selecting medi
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21 - Media Selection Park, O. (1998
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24 - Evaluating and Improving Your
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Part 5: Engagement and Communicatio
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25 - Tools for Online Engagement an
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26 - Techno Expression Learning out
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27 Social Media for Adult Online Le
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28 - Online Collaboration: An Overv
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30 - Supporting E-learning through
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31 Looking Forward: Stories of Prac
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Contributors Dr. Mohamed Ally, Prof
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Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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