Transcript Are My Course Materials ADA Compliant? Barbara Draude (ITD) & Amy Burks (Disabled Student Services)

Are My Course
Materials ADA
Compliant?
Barbara Draude (ITD) & Amy Burks
(Disabled Student Services)
Objectives
This 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 issue
o Definitions
o Legal implications
o Etiquette
• Part 2: Universal Design for Learning
o Definitions
o 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 challenges
o
o
o
o
o
o
Equitable use
Flexibility in use
Simple and intuitive use
Perceptible information
Low physical effort
Size and space appropriate for use
Universal Design
Principles (UDL)
• Three primary principles for curriculum development
that give all individuals equal opportunities to learn
o Provide multiple means of representation
o Provide multiple means of action and expression
o 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 expectations
o 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
Accessibility in the ATC…
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.
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-productpage.asp
• ZoomText or MAGic
o 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-productpage.asp
• Kurzweil
o 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 [email protected] )
Power Point Presentations…
Email presentations to students…
• Preferably before class and allow printing or resaving
o 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