Transcript Universally Designed Documents

GTA Orientation, August 14, 2014
Allison Kidd & Shannon Lavey
Marla Roll
Director
Shannon Lavey
Service Coordinator
and Provider
Allison Kidd
Assistive Technology IT Coordinator
Accessibility Specialist
• Diversity in the Classroom
• Students with disabilities
• Various learning styles
• Assistive Technology and Accessibility
• Universal Design Tips
• Creating Inclusive and Usable Learning Materials
• Word, PowerPoint
• PDF
• Ethnicity & Culture
• Gender
• Nontraditional
• ELL/Native language
• Disabilities
• Learning/Cognitive Styles
Apparent
Nonapparent
• Mobility Impairments
• Visual Impairments / Blindness
• Hearing Impairments / Deafness
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Learning Disabilities
Attention Deficit Disorder (ADD/ADHD)
Autism Spectrum Disorder
Traumatic Brain Injury (TBI)
Post Traumatic Stress Disorder (PTSD)
Mental Illness
• Apparent disabilities
• Non-apparent
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• Nationally, 11.3% of undergraduates report some type of
disability1
• At Colorado State University2
• 8%–11% report a disability
• Non-apparent disabilities are the largest proportion and growing
• Even among students who say they have a disability, many do not seek
accommodations
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1National
2Schelly,
Center for Education Statistics, 2008; U.S. Government Accountability Office, 2009
Davies & Spooner, Journal of Postsecondary Education and Disability (Feb. 2011)
VARK (Fleming, 1992 and 2006)
1. Visual
2. Aural/Auditory
3. Reading/Writing
Multimodal
(multiple preferences)
4. Kinesthetic
Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To improve the academy, 11(1),
137.
Fleming, N., & Baume, D. (2006). Learning styles again: Varking up the right tree! Educational Developments, 7(4), 4.
• Build in accessibility from the start
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Curb cuts
Ramps and automatic door openers
TV closed captions
Ergonomic kitchen utensils
• Everyone benefits from a more flexible,
user-friendly environment
• Fix the environment, not the individual
The way the
ramp is built in
to these steps
makes them
both functional
and attractive.
• Digital ramp
• Technology that increases access to
computers or electronic information
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Text-to-speech
Voice recognition
Literacy Support Software
Word completion
Spell check
Ergonomic office equipment
• Can technology interact with the electronic
content?
Not Automatically!
• Content must be designed to interact well with
technology
This is Accessibility
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Searchability
Copy and Paste
Bookmarks or an Interactive Table of Contents
Text to Speech capability
Accessibility
• Keyboard access, alternative text to images, etc.
• Use Headings & Styles to Create Structure
• Provide Descriptive Alternate Text for:
• Images
• Links
• Graphs
• Video Content
• Audio Content (Transcript or Captions)
• Make Scanned PDFs “Searchable”
Use Headings
View Navigation Pane for Table of Contents
• Alternative text for images should describe the meaning of
the image in its context
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Ice Cream Manufacturer
Girl Scouts of America
My Niece's Blog
Diversity Website
Source: Jesse Hausler, ATRC & The ACCESS Project
• Stands for “Optical Character Recognition”
• Software that takes an image-only PDF and converts it
to text that a computer can recognize.
• Creates a document with text that is:
• Selectable
• Searchable
• Text-to-Speech Capable
• More Usable for Everyone
Scanned Image PDF
Searchable PDF
• OCR at the Scanner or Copier
• Look for “Searchable PDF” or “OCR” options before saving.
• OCR with Adobe Acrobat Professional
• After the PDF has been created
• Morgan Library Course Reserves
• E-Reserves staff can locate articles or chapters for your class
• They scan, OCR, and post the PDF online for your class to access
• Morgan Library Course Reserves (http://reserve.colostate.edu)
Add these three tips to your workflow to
help all students succeed.
Universally designed documents are…
• Helpful for many
• Essential for a few
• Services for CSU students, faculty and staff with disabilities
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Shannon Lavey – Service Coordinator & Provider
ATRC Website (http://atrc.colostate.edu)
(970) 491-6258
[email protected]
• Trainings on UDL and accessibility
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Allison Kidd – Accessibility Specialist
Hands-on TILT course offerings throughout the year
Ongoing help for making your materials universally designed
Tutorials at Accessible By Design (http://accessibility.colostate.edu)
[email protected]
Burgstahler & Cory (2008). Universal design in higher education: From principles to
practice. Cambridge, MA: Harvard Education Press.
Davies, Schelly & Spooner (in press). Measuring the effectiveness of universal design
for learning intervention in postsecondary education. Journal of Postsecondary
Education and Disability.
Rose, D., et al. (2006). Universal design for learning in postsecondary education:
Reflections on principles and their application. Journal of Postsecondary Education
and Disability, 19(2), 135-151.
Schelly, Davies & Spooner (2011). Student Perceptions of Faculty Implementation of
Universal Design for Learning. Journal of Postsecondary Education and Disability,
24(1), 17-28.