Attitudes Towards Accessibility - towards everyday good teaching practice
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Attitudes Towards Accessibility - towards everyday good teaching practice

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Attitudes towards accessibility - understanding attitudes in order to embed accessibility into everyday teaching practice

Attitudes towards accessibility - understanding attitudes in order to embed accessibility into everyday teaching practice
Sarah Horrigan, April 2009

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  • Accessibility as everyday good practice – understanding attitudes Presented by: Sarah Horrigan, eLearning Developer Marek Oledzki, Learning Technologist

Attitudes Towards Accessibility - towards everyday good teaching practice Attitudes Towards Accessibility - towards everyday good teaching practice Presentation Transcript

  • Accessibility as everyday good practice - understanding attitudes
    • Sarah Horrigan, eLearning Developer
    • Marek Oledzki, Learning Technologist
    • April 2009
  • Accessibility might be said to be about…
    • Making changes on request
    • Accommodating disabled students’ needs
    • Giving people access
    • Providing things in more than one format
    • Widening participation
    • Meeting legal requirements
  • Sounds simple!
  • What’s the problem?
  • There’s a huge gap between knowing about accessibility and acting on that knowledge
  • If we know accessibility is an important issue…why do we do so little about it?
  • When asked about assistive technologies in a recent staff survey, the responses included…
  • What in the name of all things is an assistive technology? No idea what this is all about? I don't understand these terms I have no idea what you are talking about unfortunately
  • Is it denial?
  • … but none of my students have a disability … but it’s not my responsibility … but they can use a screen-reader, it’s fine … but there’s nothing wrong with my materials
  • However…
    • Affects 1 in 6 people in the UK
    • There is a steady increase with age
    • Less than 10% of those aged 16 – 29
    • BUT… more than 20% of those aged 45 – 59
    • Plus… accessibility is not a disability-only issue!
  • Is it because it’s complex?
  • It can look that way…
  • Source: WCAG 2.0 Guidelines , Wordle.net
  • Is it a question of aesthetics? Is it a question of cost?
  • There is no single answer – if we can understand some of the issues we can start to make change
  • So, what does accessibility really mean?
  • An example…
    • “ Speaking ALT text
    • Visited link Access Matters
    • alt plus one page has two Headings and four links
    • Heading Level 2 Test case for
    • Heading Level 2 Visited link Speaking ALT text
    • This test case illustrates several methods of specifying ALT text for images. It can be used to determine exactly what screen readers or other assistive technology provide for various cases.
    • Immediately following is an image with no ALT text at all.
    • Immediately following is an image with ALT text of only two quote characters.
    • Immediately following is an image with ALT text of quote space quote.
    • Immediately following is an image with descriptive ALT text.
    • Graphic bullet
    • Comments are welcome at the
    • Visited Link
    • essay about this topic in the Access Matters blog.
    • Copyright copyright 2005 Bob Easton. All Rights Reserved. ”
    A transcript of a screen reader reading out a web page:
  • In the example, how many images were on the page?
    • None
    • 1
    • 2
    • 3
    • 4
    • Couldn’t tell
  • There were four images
  • There was no real right or wrong answer… the real issue is that by not providing questions first we didn’t allow you to skim ahead, look out for key phrases or read with a purpose. Well structured teaching would have made this far more accessible
  • What should we really know about accessibility?
  • It can impact all of us It can improve things for all of us
  • Accessibility Inclusive teaching Effective teaching Maximizing learning Confusing? Threatening? Inflexible? Complex? Irrelevant? Ugly?
  • Accessibility Inclusive teaching Effective teaching Maximizing learning
  • So… what can we do about it?
    • small changes =
    • BIG DIFFERENCE
    • I mages – think about how they’re used
    • N et – use the Net, put materials online
    • C larity – make all communications clear
    • L ayout – use white space, avoid clutter
    • U seful – consider how your materials will be used
    • D escribe – resources, all resources, need describing
    • E xperience – ask about it, share it
  • What should you remember from today?
    • Accessibility = inclusive teaching
    • Accessibility is part of a process of good practice
    • Changes can be simple
    • You cannot know everything about accessibility
    • Ask your students what they need