Transcript PDI - Colorado State University

January 8th, 2009
Marla Roll, MS, OTR
Director of ATRC, Office of Equal Opportunity & Diversity
Assistant Professor, Dept of Occupational Therapy
Jesse Hausler
Coordinator of Assistive Technology IT
ATRC, Office of Equal Opportunity & Diversity
 Access
Project at CSU
 Principles
 Online
of Universal Design for Learning
Content and Universal Design for
Learning
 ACCESS
to Postsecondary Education
through Universal Design for Learning
A
grant funded by the US Dept. of
Education, Office of Postsecondary
Education
 ACCESS
II just awarded in late 2008
 Development
of tutorials for faculty development
• http://accessproject.colostate.edu/udl/modules/index.cfm
 Development
of self-advocacy materials
• http://accessproject.colostate.edu/sa/
 Begin
research on outcomes related to
implementation of Universal Design in CSU
gateway courses
• http://accessproject.colostate.edu/research/
research – data will be collected to
measure:
 Expand
• Perceptions of increased access to course content
• Increased opportunities for engagement and
representation
 Karla Gingerich and Psych teaching Fellowes
 Ken Blehm and CVMBS faculty
 Dissemination
of Access I materials
A
set of principles and techniques for
creating inclusive classroom instruction
and accessible course materials.
 At
its core is the assertion that when
instructors increase the number of learning
options available to students, everyone
benefits.
 As
conceptualized and implemented at
CSU, UDL consists of three broad
principles:
• Presenting information and concepts in multiple
ways and in a variety of formats.
• Allowing students multiple ways to express their
comprehension and mastery of a topic.
• Encouraging students to engage with new ideas
and information in multiple ways.
 An
extension of Universal Design as it
relates to architectural concepts
• Design and build structures that accommodate the
widest spectrum of users
• Includes individuals with disabilities, without the
need for adaptation or specialized design
 By
applying the notion of built-in flexibility
to the educational curriculum, UDL
promotes equal access to information and
learning.
 How
can this image of bike riders explain
Universal Design?

UDL acknowledges the diversity of students in
today’s classrooms:
•
•
•
•
students with different life experiences
language backgrounds
learning styles
abilities and disabilities

UDL recognizes the ever-widening range of
instructional technologies employed by faculty and
students.

The goal of UDL is to make learning, and the
materials of instruction, accessible to all students.
 Let’s
start with some common
Misconceptions
• Everyone has the same screen size that I do.
• Everyone either can or prefers to read page
content with their eyes.
• Everyone can use a mouse to navigate.
• Everyone can interpret the audio portions of my
page with their ears.
• Everyone can visually interpret the pictures,
charts, and diagrams on my page.
 In Reality:
• Users may have small monitors, use a low
•
•
•
•
resolution, screen magnifiers, or mobile devices.
Users may be Dyslexic, Blind, or have other
needs or preferences for Text-to-Speech.
Some users do not use a mouse.
Users may prefer not to, or be unable to process
auditory information.
Users may prefer not to, or be unable to process
visual information found in charts, images, and
diagrams
 So
what do I have to think about?
• HTML structural elements and Cascading Style
•
•
•
•
•
Sheets (CSS)
Images, Charts, and Diagrams
Keyboard vs. Mouse
Transcripts, Captions, and Descriptive Text
Tables
Forms
 Separate
Content from Presentation
 Use appropriate structural markup:
• Headings: <h1>, <h2>, <h3>,…
• Paragraphs: <p>
• Logical Divisions: <div>
• Lists: <ul>, <ol>, <dl>
• Tables: <table>, <th>, <td>
 Value
of an visual element is limited if
meaning is only conveyed visually
 Include an associated alternative text for
visual elements
 Describe the meaning given the context,
rather than its appearance
 Completely describe Charts and Diagrams
 Acknowledge decorative images
 How
does the context of this image effect
the alternative text?
 The
Alt text for this chart would say:
• Fastest growing occupations in 2004-2014.
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Home health aides 56%,
Network Systems and Data Comm Analysts
54.6%, Medical Assistants 21%,
Physician Assistants 49.6%,
Computer Software Engineers 48.4%,
Physical Therapist 44.2%,
Dental Hygienists 43.3%,
Computer Software Engineers 43%,
Dental Assistants 42.7%,
Personal and Home Care Aides 41%
 Some
users prefer and other users need to
navigate the web without using the mouse.
 Any webpage can (and should) be made
navigable using only the Tab, Arrows, and
Enter keys.
 JavaScript and AJAX are the biggest
culprits of keyboard inaccessibility, but they
can be made keyboard friendly.
 Avoid using “onMouse” script actions
without providing a keyboard alternative.
– written or text based record of
dictated or recorded speech
 Transcript
– transcript timed to display with
the video track
 Captions
Text – narration of key visual
elements in a video or multimedia product,
including action, setting, and characters
necessary for understanding
 Descriptive

Use tables for Data only whenever possible, avoid using
tables for layout purposes.

Avoid nesting tables inside one
another.
Use the <caption> tag to include
a description.
Use <TH> for table headers cells.
Use <TD> for table data cells.
Properly markup tables with two
or more logical rows and/or
columns of headers.




 Ensure
complete keyboard access, and a
logical tab sequence.
 <Label> form elements properly.
 Group related elements using <fieldset> and
<legend> tags.
 Avoid dynamically changing forms and focus
changes.
 Use the proper form element for the situation.
 Provide contact information, in case of
trouble.
 Web
Content Accessibility Guidelines
 WCAG 2.0
• Perceivable – processing content
• Operable – Interaction with the system
• Understandable – readable, predictable, error
recovery
• Robust – help in retrieving, rendering, interacting
 BBC
Videos
• http://news.bbc.co.uk/1/hi/technology/7789622.stm
 Many
of the same principles apply:
• Styles and Headings
• Images need alternative text
• Proper use of tables
 MS
Word, Excel, and PPT examples
(if there is time)
Jesse Hausler
[email protected]
970-491-0625
Marla Roll
[email protected]
970-491-2016