Try to find a circle, star, and/or square.
http://colorvisiontesting.com/online%20test.htm#
demonstration card
Try to find a circle, star, and/or square
in 3 seconds.
http://colorvisiontesting.com/online%20test.htm#Test Card Number 1
Try and find a circle, star, and/or
square in 3 seconds
http://colorvisiontesting.com/online%20test.htm#Test Card
Number 2
Try and find a doc, boat, balloon, or
car as shown on the demonstration
card.
http://colorvisiontesting.com/online%20test....
Where would you go?
http://www.martin-missfeldt.com/images-pictures/speed-painting-videos/color-
blindness-visual-test.jpg
5 Steps to Improving Access and
Equity in Online Classes
Ray Rose
Rose & Smith Associates
This work by Raymond Rose is lic...
Who are you?
• Government
• Non-profit
• K-12
• Higher Education
• For-Profit
What do you do?
• Course Instructor
• Course designer
• Program Manager
• Administrator
• Other
Why are you at this session?
• Curious
• Concerned
• Looking for assurance I’m already doing
everything right
• To hear th...
Data to Consider
• 56.7 million people with disabilities in US
• 48 million (20%) in US have some hearing loss
• 11% of po...
Quick Thoughts
• Do you wear glasses/contact lenses?
• If you answer yes, you realize that…
• You’re one step from having ...
Standards…
• K-12
– iNACOL
– Quality Matters
• Higher Ed
– Quality Matters
– SLOAN-C
• Everyone
– WCAG
SLOAN-C
Course Structure
4. Instructional materials are easily accessible
and easy to use for student
5 .The course adequa...
SLOAN-C
Faculty Support
1. Technical assistance specifically for online
course development and online teaching is
provided...
SLOAN-C
Student Support
10. Policy and process is in place to support
ADA requirements.
iNACOL
Quality Online Courses V2
User Interface
4. Rich media are provided in multiple formats
for ease of use and access ...
iNACOL
Resources and Materials
11. Student have access to resources that
enrich the course content.
Section B: Instruction...
iNACOL
Accessibility
10. Course materials and activities are designed
to provide appropriate access to all students.
The c...
iNACOL
Teaching Standards
The online teacher knows and understands
legal mandates stipulated by the Americans
with Disabil...
iNACOL
Quality Online Programs
* iNACOL currently developing standards for blended learning
Quality Matters
Accessibility
8.1 The course employs accessible technologies and
provides guidance on how to obtain accomm...
Become Familiar with UDL
• Universal Design for Learning
– Multiple means of representation
– Multiple means of Action and...
Think Print disability
• Includes:
– Visual Print-disability
– Physical Print-disability
– Cognitive and/or Perceptual Pri...
Have you heard of/are familiar with
Section 504 of the Rehabilitation Act of
1973?
504 Basics
• Appoint 504 Coordinator
• Establish 504 Grievance Procedure
• Provide annual notice of Coordinator and
Grieva...
Section 504
• Section 504 of the Vocational Rehabilitation Act of 1973
(Vocational Rehabilitation Act, 1973)
– mandates th...
OCR Finding
Have you heard of Section 508?
(Section 508 Rehabilitation Act 1973)
Have you heard of ADA?
(Title II, ADA of 1990)
* “The use of the Accessibility Standards by OCR
does not imply that conformance to Section 508,
WCAG, and/or other electr...
Section 508
• Section 508 of the Rehabilitation Act of 1973 (U.S.
Department of Education, 1998),
– requires that electron...
Web Content Accessibility Guidelines
(WCAG) 2.0• Perceivable
– Text alternatives
– Time-based media alternatives
– Content...
Accessibility Requirements
• Development of
– Policies
• Program and Information Access
• Accessible Technology
– Procedur...
OCR Finding
5 Steps
• Design EVERY class/course/website as if will have
people with disabilities using it, (and it will).
• Metatag EV...
#1
Basic Design:
UDL is great, but not enough
#2
• Pay attention to color (color
blind)
#3
Graphics
• Alt Tag EVERYTHING
• NO Eye candy
#4
• Captioning/Transcripts ARE
NOT A LUXURY
#5
Everything needs to be
accessible: inside and outside
the LMS
More..
• Use Alternate Presentations
• The course content must be accessible
without a mouse.
• Do NOT trust vendors word ...
Resources
• CynthiaSays.com
• https://amp.ssbbartgroup.com/express
• NCAM.wgbh.org
– MAGpie
– CC for FLASH
• www.adobe.com...
More Resources…
• http://www.inacol.org/research/docs/NACOL
_EquityAccess.pdf
• Are Today’s Administrators Prepared, Dista...
Buy or Build
from 2009 Sloan Consortium Report on K-12 Online Learning
• Administrators typically rely on outside online
p...
Contact Information
• Raymond Rose
– ray@rose-smith.com
– 512.791.3100
Five Steps to Improve Access and Equity in Online Courses (TxDLA 2014)
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Five Steps to Improve Access and Equity in Online Courses (TxDLA 2014)

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There's no question; online courses must be designed to be accessible. The three major standards organizations include access. Easier said than done! And, standards don't provide any real guidance on how to me the legal requirements, let alone meet the standards.

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Five Steps to Improve Access and Equity in Online Courses (TxDLA 2014)

  1. 1. Try to find a circle, star, and/or square. http://colorvisiontesting.com/online%20test.htm# demonstration card
  2. 2. Try to find a circle, star, and/or square in 3 seconds. http://colorvisiontesting.com/online%20test.htm#Test Card Number 1
  3. 3. Try and find a circle, star, and/or square in 3 seconds http://colorvisiontesting.com/online%20test.htm#Test Card Number 2
  4. 4. Try and find a doc, boat, balloon, or car as shown on the demonstration card. http://colorvisiontesting.com/online%20test.htm#Test Card Number 3
  5. 5. Where would you go? http://www.martin-missfeldt.com/images-pictures/speed-painting-videos/color- blindness-visual-test.jpg
  6. 6. 5 Steps to Improving Access and Equity in Online Classes Ray Rose Rose & Smith Associates This work by Raymond Rose is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
  7. 7. Who are you? • Government • Non-profit • K-12 • Higher Education • For-Profit
  8. 8. What do you do? • Course Instructor • Course designer • Program Manager • Administrator • Other
  9. 9. Why are you at this session? • Curious • Concerned • Looking for assurance I’m already doing everything right • To hear those 5 tips.
  10. 10. Data to Consider • 56.7 million people with disabilities in US • 48 million (20%) in US have some hearing loss • 11% of post-secondary students have a disability
  11. 11. Quick Thoughts • Do you wear glasses/contact lenses? • If you answer yes, you realize that… • You’re one step from having a disability • Everyone can become disabled… and probably will if we don’t die first.
  12. 12. Standards… • K-12 – iNACOL – Quality Matters • Higher Ed – Quality Matters – SLOAN-C • Everyone – WCAG
  13. 13. SLOAN-C Course Structure 4. Instructional materials are easily accessible and easy to use for student 5 .The course adequately addresses the needs of students with disabilities via alternative instructional strategies and/or referral to special institutional resources From… http://sloanconsortium.org/quality_scorecard_online_program
  14. 14. SLOAN-C Faculty Support 1. Technical assistance specifically for online course development and online teaching is provided for faculty. 2. Instructors are prepared to teach online education courses and the institution ensures faculty receive training, assistance, and support at all times during the development and delivery of courses.
  15. 15. SLOAN-C Student Support 10. Policy and process is in place to support ADA requirements.
  16. 16. iNACOL Quality Online Courses V2 User Interface 4. Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.
  17. 17. iNACOL Resources and Materials 11. Student have access to resources that enrich the course content. Section B: Instructional Design
  18. 18. iNACOL Accessibility 10. Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAG2.0). Section D: Technology
  19. 19. iNACOL Teaching Standards The online teacher knows and understands legal mandates stipulated by the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), the Assistive Technology Act, and Section 508 or other similar guidelines/requirements for accessibility Standard F: Teacher Knowledge and Understanding
  20. 20. iNACOL Quality Online Programs * iNACOL currently developing standards for blended learning
  21. 21. Quality Matters Accessibility 8.1 The course employs accessible technologies and provides guidance on how to obtain accommodation. 8.2 The course contains equivalent alternatives to auditory and visual content. 8.3 The course design facilitates readability and minimizes distractions. 8.4 The course design accommodates the use of assistive technologies.
  22. 22. Become Familiar with UDL • Universal Design for Learning – Multiple means of representation – Multiple means of Action and Expression – Multiple means of engagement http://www.cast.org/udl/
  23. 23. Think Print disability • Includes: – Visual Print-disability – Physical Print-disability – Cognitive and/or Perceptual Print-disability
  24. 24. Have you heard of/are familiar with Section 504 of the Rehabilitation Act of 1973?
  25. 25. 504 Basics • Appoint 504 Coordinator • Establish 504 Grievance Procedure • Provide annual notice of Coordinator and Grievance Procedure
  26. 26. Section 504 • Section 504 of the Vocational Rehabilitation Act of 1973 (Vocational Rehabilitation Act, 1973) – mandates that qualified people with disabilities have access to programs and services that receive federal funds • Americans with Disabilities Act (ADA) of 1990 (Americans with Disabilities Act, 1990) – reinforced and extended Section 504 – prohibiting institutions from excluding and otherwise discriminating against students with disabilities in public programs and services, – regardless of whether or not they are federally funded • U. S. Department of Justice, 1996 – if qualified individuals with disabilities enroll in online courses, these courses must be made accessible to them Vocational Rehabilitation Act. (1973). Pub. L. 93-112, U.S. Code. vol. 29, § 701 et seq. Americans with Disabilities Act, 1990. 42 U.S.C.A. § 12101 et seq. (West 1993). Retrieved June 1, 2004, from http://www.usdoj.gov/crt/ada/statute.html
  27. 27. OCR Finding
  28. 28. Have you heard of Section 508? (Section 508 Rehabilitation Act 1973)
  29. 29. Have you heard of ADA? (Title II, ADA of 1990)
  30. 30. * “The use of the Accessibility Standards by OCR does not imply that conformance to Section 508, WCAG, and/or other electronic and information technology standard is either required or sufficient to comply with either Section 504 or Title II. Rather, OCR’s limited application of the Accessibility Standards served only as an investigative line of inquiry, assessing the designated website against specific technical requirements, which may indicate potential compliance concerns under Section 504 and Title II.” *OCR Compliance Review: Docket #15-11-5002*Boilerplate from OCR Compliance Reports
  31. 31. Section 508 • Section 508 of the Rehabilitation Act of 1973 (U.S. Department of Education, 1998), – requires that electronic and information technologies that federal agencies procure, develop, maintain, and use – be made accessible to people with disabilities, both employees and members of the public, – unless it would pose an undue burden to do so. • The Vocational Rehabilitation Act Amendments (1998) – mandated the U.S. Architectural and Transportation Barriers Compliance Board (Access Board) to develop accessibility standards for electronic and information technology to which federal agencies must comply • Section 508 directly applies to federal agencies. – Texas Administrative Code, Title 1, Chapters 206 and 213 • Electronic Info Resources Accessibility Policy/DIR
  32. 32. Web Content Accessibility Guidelines (WCAG) 2.0• Perceivable – Text alternatives – Time-based media alternatives – Content can be presented in different ways – Easier for users to see and hear content • Operable – Keyboard functionality – Time constraints removed – Sensitivity to seizure-inducing design – Easily navigate and find content • Understandable – Text content readable and understandable – Web pages are predictable in appearance and operation – Help users avoid and correct mistakes • Robust – Maximize current and future user compatibility – Including assistive technologies http://www.w3.org/TR/WCAG20/
  33. 33. Accessibility Requirements • Development of – Policies • Program and Information Access • Accessible Technology – Procedures • Course Development Guidelines – Guidelines/Standards • Section 508 Standards • W3C Guidelines • Institutionally Designed Standards – Dissemination • Provision of – Ongoing Training • Staff • Instructors – Technical Support – Enforcement/Reward – Evaluation/Revision Burgstahler, S. (2002). Distance Learning: Universal Design, Universal Access. AACE Journal, 10(1), 32-61. Norfolk, VA: AACE. Retrieved from http://www.editlib.org/p/17776.
  34. 34. OCR Finding
  35. 35. 5 Steps • Design EVERY class/course/website as if will have people with disabilities using it, (and it will). • Metatag EVERY graphic with a useful description. – What is justification for Eye-Candy? • Provide alternate presentations of ALL multimedia. – Caption or transcript all video • Judicous use of color • (K-12) Create an Online Education Special Education Policy – Vendor’s statement of accessibility for compliance is not protection. • You need to review and insure accessibility
  36. 36. #1 Basic Design: UDL is great, but not enough
  37. 37. #2 • Pay attention to color (color blind)
  38. 38. #3 Graphics • Alt Tag EVERYTHING • NO Eye candy
  39. 39. #4 • Captioning/Transcripts ARE NOT A LUXURY
  40. 40. #5 Everything needs to be accessible: inside and outside the LMS
  41. 41. More.. • Use Alternate Presentations • The course content must be accessible without a mouse. • Do NOT trust vendors word on accessibility. – 6 different vendors materials cited by OCR.
  42. 42. Resources • CynthiaSays.com • https://amp.ssbbartgroup.com/express • NCAM.wgbh.org – MAGpie – CC for FLASH • www.adobe.com/accessibility.html • http://files.eric.ed.gov/fulltext/ED509623.pdf
  43. 43. More Resources… • http://www.inacol.org/research/docs/NACOL _EquityAccess.pdf • Are Today’s Administrators Prepared, Distance Learning, A Magazine for Leaders Vol7 #2, 2010
  44. 44. Buy or Build from 2009 Sloan Consortium Report on K-12 Online Learning • Administrators typically rely on outside online providers, including post secondary institutions, independent vendors, and state virtual schools; • Eighty-three percent of districts use multiple providers; • The reliance on outside providers are due to shortages of qualified teachers in high need specialized areas, such as, STEM subjects; • Districts have inequities in state funding; and • A lack of foundation exists to determine quality in online providers, online content, or online pedagogy. (Sloan Consortium, 2009)
  45. 45. Contact Information • Raymond Rose – ray@rose-smith.com – 512.791.3100

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