The document discusses the importance of accessibility in online education, detailing various laws and guidelines, such as the ADA, Section 504, and Section 508, which ensure equal access for individuals with disabilities. It highlights the significance of Universal Design for Learning (UDL) in providing flexible learning options and reducing barriers for students. Additionally, it provides resources and compliance information related to web accessibility standards and the legal obligations of educational institutions.

1. Do You Know These?
A11y
ADA
DoJ
OCR
Section 504
Section 508
Section 508 refresh
UDL
WCAG 2.0 AA

2. Excellence in Online Learning
The Year of Access in Online
Education
Raymond Rose
Rose & Smith Associates
Slides available at http://Slideshare.Net/RaymondRose

3. Background
• K-12 educator
• Civil Rights Specialist with Mass Dept of Education
• Civil Rights Specialist/Manager New England equity assistance center
• Virtual High School designer/manager
• 1st virtual school special needs policy
• 2007 1st publication access and equity in online education
• Faculty, Instructional Technology and Distance Learning Coordinator,
Huston-Tillotson U.
• Technical Working Group, Center on Online Learning and Students with
Disabilities
• Access and Equity for All Learners in Blended and Online Education

4. What makes this the year
of access in online
learning?

5. What makes this the year of access in online learning?
Enforcement
Professional Development
Section 508 refresh

6. Terms To Know
A11y
ADA (Americans with Disabilities Act)
Section 504 of the Rehabilitation Act 1973
Section 508 of the Rehabilitation Act 1973
Section 508 refresh
US Dept of Justice (DoJ)
US Dept of Ed Office for Civil Rights (OCR)
WCAG 2.0 AA
Universal Design for Learning (UDL)

7. State of Legal Enforcement since 2007 (1 of 2)
Actions against: Websites, Online Courses, Digital Resources
Determined by: Compliance review, Complaints, Law Suits
Kindle and Arizona State
Google Apps for Education (NYU, NU)
Penn State
Florida State University
University of Montana
South Carolina Technical College
System
Lockhart ISD
Atlantic Cape Community College
California Community Colleges
Capela University/WebCT
Louisiana Tech University
Crowley ISD
Virtual Community School of Ohio
South Carolina Virtual Charter Schools
University of Montana-Missoula
University of Cincinnati
Youngstown tate University
Princeton University
Penn State University
Harvard University
Massachusetts Institute of Technology

8. Details can be found at
http://www.d.umn.edu/~lcarlson/atteam/lawsuits.html
https://www2.ed.gov/about/offices/list/ocr/docs/investigations/index.html?exp=7#section504rev
Case Western Reserve
Finlandia University
Law School Admissions Council
McNeese State University
Messa Community College and
Maricopa
Miami University (Ohio)
Mt Hood Community College
New York University
Northwestern University
Ohio State
Pace University
Reed College
University of Cincinnati
University of Colorado
University of California Berkeley
University of Kentucky
University of Maryland
University of Phoenix
University of Virginia, Darden School of
Business

9. OCR’s Operational Definition
“those with a disability are able to acquire the
same information and engage in the same
interactions — and within the same time frame —
as those without disabilities.”
OCR Compliance Review 11-11-2128, 06121583,
paraphrased from 11-13-5001, 10122118, 11-11-6002

10. Most Frequently Cited OCR Findings
• Lack of Alternative Text on All Images
• Documents Not Posted in an Accessible Format
• Lack of Captions on All Videos and the Inability to Operate Video
Controls Using Assistive Technology
• Improperly Structured Data Tables
• Improperly Formatted and Labeled Form Fields
• Improper Contrast Between Background and Foreground Colors

11. WCAG at a Glance
Perceivable
• Provide text alternatives for non-text content.
• Provide captions and other alternatives for
multimedia.
• Create content that can be presented in
different ways, including by assistive
technologies, without losing meaning.
• Make it easier for users to see and hear
content.
Operable
• Make all functionality available from
a keyboard.
• Give users enough time to read and use
content.
• Do not use content that causes seizures.
• Help users navigate and find content.
Understandable
• Make text readable and understandable.
• Make content appear and operate
in predictable ways.
• Help users avoid and correct mistakes.
Robust
• Maximize compatibility with current and future
user tools.

12. What is Universal Design?

13. Universal Design for Learning (UDL)
• Principle I: Provide Multiple Means of Representation (the “what”
of learning)
• Principle II: Provide Multiple Means of Action and Expression (the
“how” of learning)
• Principle III: Provide Multiple Means of Engagement (the “why” of
learning)
National Center on UDL
http://www.udlcenter.org/
13

14. FROM THIS TO ….

16. UDL Helps All Students

17. Why Universal Design for Learning?
Universal Design for Learning can mean the
difference between a student struggling
through a course or being able to learn the
material with "lower" barriers or no barriers
at all.

18. Legal Definition from the Higher Education
Opportunity Act of 2008 -
"The term ‘universal design for learning’ means a scientifically
valid framework for guiding educational practice that (A)
provides flexibility in the ways information is presented, in
the ways students respond or demonstrate knowledge and
skills, and in the ways students are engaged; and (B) reduces
barriers in instruction, provides appropriate accommodations,
supports, and challenges, and maintains high achievement
expectations for all students, including students with
disabilities and students who are limited English proficient.’’

19. Universal Design for Learning (UDL)
• Principle I: Provide Multiple Means of Representation (the “what”
of learning)
• Principle II: Provide Multiple Means of Action and Expression (the
“how” of learning)
• Principle III: Provide Multiple Means of Engagement (the “why” of
learning)
http://www.udlcenter.org/ 19

20. UDL Rubric
http://www.leadingpbl.org/f/Rubric%20for%20Implementation%20of%20UDL.d
oc

21. Dyslexia Simulation

22. Contact Information
Raymond Rose
Ray@rose-smith.com
Copies of slides are available at:
http://Slideshare.net/RaymondRose
And my blog:
http://rmrose.blogspot.com

23. UDL
Engagement
For purposeful, motivated learners, stimulate interest and motivation for
learning.
Representation
For resourceful, knowledgeable learners, present information and content
in different ways.
Action & Expression
For strategic, goal-directed learners, differentiate the ways that students
can express what they know.
http://www.cast.org/our-work/about-udl.html#.V5aMHbh97IU

24. Dyslexia Simulations
• http://www.dailymail.co.uk/sciencetech/article-3480257/What-s-
REALLY-like-read-dyslexia-Simulator-reveals-letters-words-appear-
people-condition.html
• http://webaim.org/simulations/dyslexia
• http://geon.github.io/programming/2016/03/03/dsxyliea

25. Resource
Color Blindness Simulator
http://www.seewald.at/en/2012/01/color_blindness_corre
ction_and_simulator
See through the eyes of your red, green or blue colorblind
student.
Android only
25

26. Web Content Accessibility Guidelines 2.0
• http://webaim.org/standards/wcag/WCAG2Checklist.pdf
• https://www.w3.org/WAI/WCAG20/glance/

27. Resources
PDF Information: Adobe and Accessibility website
www.adobe.com/accessibility.html
http://www.adobe.com/content/dam/Adobe/en/accessibility/products
/acrobat/pdfs/acrobat-xi-accessibility-checker.pdf
http://webaim.org/techniques/acrobat/acrobat
Creating Accessible Tables and Data Tables
http://webaim.org/techniques/tables/
http://webaim.org/techniques/tables/data
27

28. Resources
10 Free Screen Readers
http://usabilitygeek.com/10-free-screen-
reader-blind-visually-impaired-users/
28

29. Resource
FREE Screen Reader
NVDA
http://www.nvaccess.org/
NVDA (NonVisual Desktop Access) is a free “screen reader”
which enables blind and vision impaired people to use
computers. It reads the text on the screen in a computerized
voice. You can control what is read to you by moving the cursor
to the relevant area of text with a mouse or the arrows on your
keyboard.
29

30. Texas Administrative Code
TITLE 1 ADMINISTRATION
PART 10 DEPARTMENT OF INFORMATION RESOURCES
CHAPTER 206 STATE WEBSITES
SUBCHAPTER C INSTITUTION OF HIGHER EDUCATION WEBSITES
RULE §206.70 Accessibility
(a) Effective September 1, 2006, unless an exception is approved by the agency head or an exemption has been made for specific technologies pursuant
to §213.37 of this title, all new or changed web pages must comply with:
(1) the standards described in Section 508 Subpart B §1194.22, paragraphs (a) through (p), excluding paragraphs (b) and (k);
(2) the standards and specifications described in this section; and
(3) the standards and specifications applicable to an institution of higher education's accessibility policy described in §213.41 of this title.
(b) Based on a request for accommodation of a webcast of a live/real time open meeting (Open Meetings Act, Texas Government Code, Chapter 551) or
training and informational video productions which support the institution of higher education's mission, each institution of higher education must
consider alternative forms of accommodation. Refer to §206.1 of this chapter for definitions for Alternate Formats and Alternate Methods.
(c) An alternative version page, with equivalent information or functionality, must be provided to make a website comply with the provisions of this
section, when compliance cannot be accomplished in any other way. The content of the alternative page must be updated whenever the primary page
changes.
(d) Effective September 1, 2006, unless an exception is approved by the agency head or an exemption has been made for specific technologies pursuant
to §213.37 of this title, all new or changed web page/site designs must be tested by the institution of higher education using one or more Section 508
compliance tools in conjunction with manual procedures to validate compliance with this chapter.
(e) An institution of higher education must establish an accessibility policy as described in §213.41 of this title which must include criteria for
monitoring its website for compliance with the standards and specifications of this chapter. Additional information about testing tools and resources
are available on the Department's website.
(f) Each state website should be designed with consideration for current and emerging Internet connection technologies available to the general public.