Americans with Disabilities Act (ADA): Implications for Information Design
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Americans with Disabilities Act (ADA): Implications for Information Design

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Americans with Disabilities Act (ADA): Implications for Information Design Americans with Disabilities Act (ADA): Implications for Information Design Presentation Transcript

  • Information Design implications for Americans withDisabilities Act (ADA)
  • Agenda› ADA Background› Designing ADA complaint Instructional Messages› Examples› Summary› Next Steps
  • Did you know… 43M• # of people in the United States with a disability 25• % of population who are hearing or vision impaired 33• % of college graduates age 25-64 with a disability
  • History of ADA •Section 504 of the Rehabilitation Act prevents discrimination1973 against individuals with disabilities. It provides that • President George H. W. Bush signs the Americans with Disabilities Act • Education for All Handicapped Children Act amended and renamed the1990 Individuals with Disabilities Education Act (IDEA) • Supreme Court decides that individuals with disabilities1999 must be offered services in the most integrated setting • Youth Information Centers (YICs) created to be run by2004 and for youth and emerging leaders with disabilities • K-12 public school students now taught the history of2006 the disability rights movement
  • ADA definition of a Disability Impairment Physical or substantially mental limits one or impairment more major life activities Individuals Individual is has a regarded as record of having such such an impairment impairment
  • Disabilities that affect LearnersLearning Disabilities Physical Disabilities Psychological and Medical Disabilities Hearing Impairments Visual ImpairmentsCommunication Disorders
  • Keeping ADA in mind…› Properly designed messages should accommodate all students needs› Employ Universal Instructional Design – Include alternatives to make it accessible and applicable to students with different backgrounds, learning styles, abilities, and disabilities
  • ADA vs UID› Accommodate on › Reduce barriers for a case-by-case all› Individual › Few individual accommodations accommodations needed needed› Accommodations › Inclusive delivery made after built in as content is content is developed developed › Minimal extra work› Extra work required during delivery during delivery
  • Design Considerations
  • Text Presentation› Avoid using very small font sizes› Use large, high contrast text to help students with low vision.
  • Image and Text› If you include an image, add an alternative text label for that image via the “Format Picture” option.
  • Color Presentation› Follow Tufte’s (1990) principles of using color – Bright and strong colors – Contrasting light – Colors in backgrounds – Unifying colors
  • Content and Organization› Use text for hyperlinks that make sense when read out of context; avoid "click here"› Accommodate students with learning disabilities by organizing information – Blocks of texts – Headings
  • Example› Imagine conducting a workshop on the importance of ADA compliance in the workplace and you show a video...
  • Violations of ADA› Background images are not properly organized› Text is not consistent and sometimes too small› It does not have an audio component
  • Summary› To accommodate learners who are visually impaired: – Enhanced verbal descriptions – Presentation outlines include text – Video presentations include audio
  • External Resources› Designing Instructional Messages – ADA and classroom instruction – UCONN ADA Fact Sheet – ADA Official Website› Blackboard’s self-paced accessibility course – Universal Design and Accessibility