Blackboard’s User Experience team and Learning Technology Consultant for the
Centre for Academic Development (PIL) at Örebro University
Many of us don’t think about making content accessible until we come across someone that needs an accommodation. In this session, Katarina Hjärtmyr, Learning Technology Consultant for the Centre for Academic Development (PIL) at Örebro University and Andy Jacobson from Blackboard’s User Experience team will discuss how accessible content makes it easier for
everyone to learn. During the session we will review the concepts of universal design and offer tips and tricks for how they can be applied to content in your Blackboard Learn courses.
Accessibility Matters - Andy Jacobson, Senior Director, Blackboard User Exper...Blackboard APAC
This document discusses accessibility in online learning. It begins by defining disability under the Americans with Disabilities Act as including physical, mental, or sensory impairments that limit major life activities. It then outlines common disability types like sensory, motor, and cognitive and notes that 60-80% of students with disabilities do not disclose their disability. The document highlights challenges to accessibility like lack of knowledge, time, and awareness. It provides checklists for creating accessible content and captions videos. The goal is universal design and success for all students.
M4 Assistive Technology Presentation ITEC7530 Summer 2014 Dr. CarlsonPam Cummins
This presentation discusses assistive technology for students with special needs. It defines special needs as disabilities covered by the Individuals with Disabilities Education Act, including physical, mental, emotional and learning disabilities. Federal law requires these students have an Individualized Education Plan created by a team to set goals and determine support. The presentation then discusses strategies for teaching special needs students and examples of low-tech and high-tech assistive technologies that can help with tasks or improve functioning for students with disabilities affecting areas like attention, learning, hearing and more. Useful websites for finding more assistive technology resources are also provided.
This document discusses assistive technology (AT) resources for students with disabilities in classroom settings. It defines AT as any technology used by individuals with disabilities to perform functions that may otherwise be difficult. Examples of AT include mobility devices, software, hardware and peripherals. The document provides examples of AT for students with auditory impairments, ADHD, and learning disabilities. It emphasizes that educators should strive to create inclusive and least restrictive educational environments as required by law, where students receive maximum benefits within regular classrooms as much as possible.
This document discusses assistive technology (AT) resources for students with disabilities in classroom settings. It defines AT as any technology used by individuals with disabilities to perform functions that may otherwise be difficult. Examples of AT include mobility devices, hardware, software and peripherals. The document provides specific AT resources for students with auditory impairments, ADHD, and learning disabilities. It emphasizes that educators should strive to create inclusive and least restrictive educational environments as required by law, where students receive maximum benefits within regular classrooms as much as possible.
Assistive Media is a nonprofit organization founded in 1996 that provides an audio reading service for people with visual or perceptual impairments. It was the first internet-based service of its kind, opening access to previously inaccessible materials. Assistive Media aims to improve education, culture, and quality of life through the enjoyment of reading. It has over 100 book titles available and uses technologies like text-to-speech, audio players and recorders to make written content accessible and help build independence and confidence for those with disabilities.
The document provides an overview of assistive technology and how it can help students with various disabilities. It defines assistive technology as any device or service that helps individuals with disabilities function better. The document then describes several examples of assistive technologies and how they can benefit students with physical, sensory, or learning disabilities. It explains technologies like alternative keyboards, screen readers, speech recognition software, and assistive listening devices. Strategies for using different technologies in the classroom are also outlined.
This presentation is a class project for ED 505 about the various forms of Assistive Technology used in classrooms and how it benefits students with disabilities.
This document discusses adaptive and assistive technologies that can benefit various types of students. It describes technologies that can help students with physical difficulties, such as the intellikeys keyboard and SmartNav 4. Technologies are also discussed for students with cognitive difficulties, such as the Dragon speech recognition software and BoardMaker modification tool. Students with sensory impairments can be assisted by tools like the MAGic screen magnification software and FM amplification systems. The document also outlines technologies for at-risk, gifted and talented students, such as the ClassMate Reader, Kidspiration graphic organizer, ABCya! word clouds, and Storybird writing tool.
Accessibility Matters - Andy Jacobson, Senior Director, Blackboard User Exper...Blackboard APAC
This document discusses accessibility in online learning. It begins by defining disability under the Americans with Disabilities Act as including physical, mental, or sensory impairments that limit major life activities. It then outlines common disability types like sensory, motor, and cognitive and notes that 60-80% of students with disabilities do not disclose their disability. The document highlights challenges to accessibility like lack of knowledge, time, and awareness. It provides checklists for creating accessible content and captions videos. The goal is universal design and success for all students.
M4 Assistive Technology Presentation ITEC7530 Summer 2014 Dr. CarlsonPam Cummins
This presentation discusses assistive technology for students with special needs. It defines special needs as disabilities covered by the Individuals with Disabilities Education Act, including physical, mental, emotional and learning disabilities. Federal law requires these students have an Individualized Education Plan created by a team to set goals and determine support. The presentation then discusses strategies for teaching special needs students and examples of low-tech and high-tech assistive technologies that can help with tasks or improve functioning for students with disabilities affecting areas like attention, learning, hearing and more. Useful websites for finding more assistive technology resources are also provided.
This document discusses assistive technology (AT) resources for students with disabilities in classroom settings. It defines AT as any technology used by individuals with disabilities to perform functions that may otherwise be difficult. Examples of AT include mobility devices, software, hardware and peripherals. The document provides examples of AT for students with auditory impairments, ADHD, and learning disabilities. It emphasizes that educators should strive to create inclusive and least restrictive educational environments as required by law, where students receive maximum benefits within regular classrooms as much as possible.
This document discusses assistive technology (AT) resources for students with disabilities in classroom settings. It defines AT as any technology used by individuals with disabilities to perform functions that may otherwise be difficult. Examples of AT include mobility devices, hardware, software and peripherals. The document provides specific AT resources for students with auditory impairments, ADHD, and learning disabilities. It emphasizes that educators should strive to create inclusive and least restrictive educational environments as required by law, where students receive maximum benefits within regular classrooms as much as possible.
Assistive Media is a nonprofit organization founded in 1996 that provides an audio reading service for people with visual or perceptual impairments. It was the first internet-based service of its kind, opening access to previously inaccessible materials. Assistive Media aims to improve education, culture, and quality of life through the enjoyment of reading. It has over 100 book titles available and uses technologies like text-to-speech, audio players and recorders to make written content accessible and help build independence and confidence for those with disabilities.
The document provides an overview of assistive technology and how it can help students with various disabilities. It defines assistive technology as any device or service that helps individuals with disabilities function better. The document then describes several examples of assistive technologies and how they can benefit students with physical, sensory, or learning disabilities. It explains technologies like alternative keyboards, screen readers, speech recognition software, and assistive listening devices. Strategies for using different technologies in the classroom are also outlined.
This presentation is a class project for ED 505 about the various forms of Assistive Technology used in classrooms and how it benefits students with disabilities.
This document discusses adaptive and assistive technologies that can benefit various types of students. It describes technologies that can help students with physical difficulties, such as the intellikeys keyboard and SmartNav 4. Technologies are also discussed for students with cognitive difficulties, such as the Dragon speech recognition software and BoardMaker modification tool. Students with sensory impairments can be assisted by tools like the MAGic screen magnification software and FM amplification systems. The document also outlines technologies for at-risk, gifted and talented students, such as the ClassMate Reader, Kidspiration graphic organizer, ABCya! word clouds, and Storybird writing tool.
This document discusses assistive technology and its uses to help students with disabilities obtain an appropriate education. It defines assistive technology as devices or services that help individuals with disabilities. The document outlines that Section 504 and IDEA require schools to provide assistive technology to students with disabilities. It provides examples of assistive technology for students who are hearing impaired, visually impaired, learning disabled, or physically disabled. These include FM systems, screen magnifiers, optical character recognition, and adapted keyboards.
Assistive technology for special needs studentsshanerichards
This document discusses assistive technology for special needs students. It defines assistive technology as devices that help people with disabilities perform tasks. Assistive technologies are important for students with disabilities like ADHD, hearing or visual impairments, learning disabilities, and autism to help them learn. The document provides examples of assistive technologies for different disabilities, such as hearing assistive devices, software programs, and writing tools to help with writing skills and motivation. It also outlines steps to find assistive technologies for students with ADHD.
Assistive technology can help all students learn by increasing, maintaining, or improving their functional capabilities. There are various devices, equipment, website and software modifications that provide accessibility for students with disabilities. Teachers should be aware of communication devices, computer access devices, electronic aids for daily living, and mounting devices that can modify technology. Website developers can adjust access through guidelines to accommodate various disabilities. Software also provides accessibility features and Microsoft Office offers programs like word prediction and talking word processors.
This document discusses assistive technology and its uses for students with special needs. It defines special needs as a broad term that can include various disabilities and conditions. Assistive technology promotes independence by enabling tasks that were difficult or impossible. There are three main types of assistive technology: high-tech uses computers and software; low-tech is electronic but without advanced components; and no-tech uses non-electronic devices. Examples of assistive technology include using webcams for remote learning, text-to-speech software, and study carrels. For students with mild disabilities, word processing and writing support tools can help with motivation, mechanics, and recalling words. The document also discusses inclusion in classrooms and communities,
A Power Point on Assistive Technology in Educationcolleenvaccaro
This document discusses assistive technologies that can help students with disabilities access education. It defines assistive technology as any item that helps individuals with disabilities function. Examples of assistive technologies are provided for different types of impairments, such as hearing aids, screen reading software, and adapted keyboards. The document emphasizes that assistive technologies allow students to participate in learning and social activities. Schools should understand why assistive technologies are important in the classroom to eliminate barriers and set up inclusive environments for students. Laws like the IDEA and Tech Act support making assistive technologies available to improve the education of students with disabilities.
- Assistive technology refers to devices that help people with disabilities perform tasks that might otherwise be difficult or impossible. It can include things like wheelchairs, hearing aids, or software that reads text aloud.
- Adaptive technology refers more broadly to any technology designed to be usable by anyone, including those with disabilities or limitations. It aims to make technology accessible to all.
- The main difference is that assistive technology provides additional functionalities for people with disabilities, while adaptive technology modifies existing technologies to improve usability for a wider range of people, including those without disabilities.
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
This document discusses assistive technologies that can enhance the educational experience of students with disabilities. It defines assistive technology as any item or equipment that helps increase the functional abilities of individuals with disabilities. A six-step process is outlined for identifying the best assistive technologies for each student's needs through collaboration between educators and families. Examples are given of low-tech, high-tech, and no-tech assistive technologies and how they can support students with various disabilities or learning challenges. Potential downsides to using assistive technologies in classrooms are also addressed.
Assistive Tech-Intro, Definitions and Descriptions of Various Types of Assis...SylviaReza
Assistive technologies include any item or piece of equipment that is used to improve the functional abilities of individuals with disabilities. Devices can range from low-tech options like pencil grips to high-tech devices incorporating computer software. Low-tech assistive devices are often inexpensive and homemade, while mid-tech devices may be battery-operated and simple to use. High-tech assistive devices tend to be more complex and involve computers. Examples provided include alternative computer input methods and voice recognition software.
The document discusses assistive technologies that can help learners with special needs access educational technology. It describes technologies that aid learners with visual impairments like screen readers and magnifiers. It also covers technologies for learners who are deaf or hard of hearing like captioning. The document outlines accessibility features and assistive technologies for learners with mobility, dexterity, and language impairments as well. It provides examples of technologies and software that can help learners with diverse needs interact with and benefit from educational technologies.
This document discusses assistive technology and its uses for students with disabilities. It defines assistive technology as devices that help people with disabilities perform tasks. Assistive technologies can be low-tech, like communication boards, or high-tech, like specialized computers. They help students work more independently in school. An Individualized Education Program (IEP) determines what instructional supports a student needs. The document provides examples of different assistive technologies and how they can help students in areas like writing, math, and communication. It also discusses considerations for choosing appropriate assistive technologies.
The document discusses assistive technology mandates in education and available technologies to support students with disabilities. It defines assistive technology as any item or equipment that increases functional capabilities for students with disabilities according to Alabama law and IDEA. Requirements include providing a free and appropriate public education and assistive technologies. Examples of needs are speech, hearing, sight, learning and physical disabilities. Available technologies described are text-to-speech, e-readers, voice recognition, hearing assistance, sight/learning tools, and devices for physical limitations. Terms defined are IDEA, FAPE, IFSP, and IEP.
Bo Hartley Warren Assistive Technology PresentationBo Warren
Assistive technology refers to tools that help people with disabilities function but are not intended to fix deficits directly. These tools can range from simple items like tape recorders to more advanced computers and devices. Laws like IDEA require schools to provide assistive technology and related services to students with disabilities so they can benefit from education. Examples of assistive technology include talking calculators for vision impairments, FM systems for hearing impairments, and eye-tracking software for physical disabilities. The tools are meant to help students work around limitations and focus on learning.
The document discusses assistive technology for students with special needs. It defines special needs as including learning disabilities, developmental delays, and behavioral issues. An Individualized Education Plan (IEP) provides customized education for students with special needs. Assistive technology can range from low-tech options like pen and paper to high-tech devices like specialized computers. It is important to choose the appropriate assistive technology to help each student reach their educational goals.
This document discusses assistive technology and special needs. It defines special needs as referring to students with disabilities who receive an altered education program through an individualized education plan (IEP). It notes that the Individuals with Disabilities Education Act (IDEA) requires IEP teams to consider assistive technology devices and services for students with disabilities. Examples of assistive technologies are provided for different types of disabilities, including ADHD, auditory disabilities, and mild disabilities. Resources on assistive technology are also listed.
The document discusses how assistive technology helps students with learning disabilities and other impairments achieve success in the classroom. It explains that assistive technology allows teachers to better instruct and include these students, as well as monitor their progress. Laws like the Technology-Related Assistance for Individuals with Disabilities Act aim to enhance the availability and quality of assistive technology devices and services for all students.
The document discusses various assistive technologies that can help students with different disabilities or at-risk students succeed academically. It describes how reading pens and Fast Forward Literacy software can aid students with cognitive disabilities by reading text aloud and allowing them to work at their own pace. It also mentions how voice recognition software and digital recorders can help students with physical disabilities complete tasks like typing and note-taking. For sensory disabilities, it outlines technologies like screen readers, Braille keyboards, and amplification systems. Word prediction software and digital museum projects are presented as ways to support at-risk students and gifted students respectively.
Assistive technologies for students with special needsrpittma12
1) Assistive technology refers to devices that help students with disabilities perform tasks by assisting, adapting situations, or rehabilitating them.
2) The goal of assistive technology is to give students greater independence.
3) When finding assistive technology, involve everyone who interacts with the student weekly, include the student, and be prepared to try multiple options.
Tips About Accessibility for Online Learning Instructors3Play Media
Learn what is reasonable for instructors and online course designers to know in order to begin designing courses that are welcoming to, accessible to, and inclusive of all students and instructors, including those with disabilities.
A workshop on how to work with all students on an equal playing field, including making sure your courses are accessible to students with disabilities.
This document discusses assistive technology and its uses to help students with disabilities obtain an appropriate education. It defines assistive technology as devices or services that help individuals with disabilities. The document outlines that Section 504 and IDEA require schools to provide assistive technology to students with disabilities. It provides examples of assistive technology for students who are hearing impaired, visually impaired, learning disabled, or physically disabled. These include FM systems, screen magnifiers, optical character recognition, and adapted keyboards.
Assistive technology for special needs studentsshanerichards
This document discusses assistive technology for special needs students. It defines assistive technology as devices that help people with disabilities perform tasks. Assistive technologies are important for students with disabilities like ADHD, hearing or visual impairments, learning disabilities, and autism to help them learn. The document provides examples of assistive technologies for different disabilities, such as hearing assistive devices, software programs, and writing tools to help with writing skills and motivation. It also outlines steps to find assistive technologies for students with ADHD.
Assistive technology can help all students learn by increasing, maintaining, or improving their functional capabilities. There are various devices, equipment, website and software modifications that provide accessibility for students with disabilities. Teachers should be aware of communication devices, computer access devices, electronic aids for daily living, and mounting devices that can modify technology. Website developers can adjust access through guidelines to accommodate various disabilities. Software also provides accessibility features and Microsoft Office offers programs like word prediction and talking word processors.
This document discusses assistive technology and its uses for students with special needs. It defines special needs as a broad term that can include various disabilities and conditions. Assistive technology promotes independence by enabling tasks that were difficult or impossible. There are three main types of assistive technology: high-tech uses computers and software; low-tech is electronic but without advanced components; and no-tech uses non-electronic devices. Examples of assistive technology include using webcams for remote learning, text-to-speech software, and study carrels. For students with mild disabilities, word processing and writing support tools can help with motivation, mechanics, and recalling words. The document also discusses inclusion in classrooms and communities,
A Power Point on Assistive Technology in Educationcolleenvaccaro
This document discusses assistive technologies that can help students with disabilities access education. It defines assistive technology as any item that helps individuals with disabilities function. Examples of assistive technologies are provided for different types of impairments, such as hearing aids, screen reading software, and adapted keyboards. The document emphasizes that assistive technologies allow students to participate in learning and social activities. Schools should understand why assistive technologies are important in the classroom to eliminate barriers and set up inclusive environments for students. Laws like the IDEA and Tech Act support making assistive technologies available to improve the education of students with disabilities.
- Assistive technology refers to devices that help people with disabilities perform tasks that might otherwise be difficult or impossible. It can include things like wheelchairs, hearing aids, or software that reads text aloud.
- Adaptive technology refers more broadly to any technology designed to be usable by anyone, including those with disabilities or limitations. It aims to make technology accessible to all.
- The main difference is that assistive technology provides additional functionalities for people with disabilities, while adaptive technology modifies existing technologies to improve usability for a wider range of people, including those without disabilities.
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
This document discusses assistive technologies that can enhance the educational experience of students with disabilities. It defines assistive technology as any item or equipment that helps increase the functional abilities of individuals with disabilities. A six-step process is outlined for identifying the best assistive technologies for each student's needs through collaboration between educators and families. Examples are given of low-tech, high-tech, and no-tech assistive technologies and how they can support students with various disabilities or learning challenges. Potential downsides to using assistive technologies in classrooms are also addressed.
Assistive Tech-Intro, Definitions and Descriptions of Various Types of Assis...SylviaReza
Assistive technologies include any item or piece of equipment that is used to improve the functional abilities of individuals with disabilities. Devices can range from low-tech options like pencil grips to high-tech devices incorporating computer software. Low-tech assistive devices are often inexpensive and homemade, while mid-tech devices may be battery-operated and simple to use. High-tech assistive devices tend to be more complex and involve computers. Examples provided include alternative computer input methods and voice recognition software.
The document discusses assistive technologies that can help learners with special needs access educational technology. It describes technologies that aid learners with visual impairments like screen readers and magnifiers. It also covers technologies for learners who are deaf or hard of hearing like captioning. The document outlines accessibility features and assistive technologies for learners with mobility, dexterity, and language impairments as well. It provides examples of technologies and software that can help learners with diverse needs interact with and benefit from educational technologies.
This document discusses assistive technology and its uses for students with disabilities. It defines assistive technology as devices that help people with disabilities perform tasks. Assistive technologies can be low-tech, like communication boards, or high-tech, like specialized computers. They help students work more independently in school. An Individualized Education Program (IEP) determines what instructional supports a student needs. The document provides examples of different assistive technologies and how they can help students in areas like writing, math, and communication. It also discusses considerations for choosing appropriate assistive technologies.
The document discusses assistive technology mandates in education and available technologies to support students with disabilities. It defines assistive technology as any item or equipment that increases functional capabilities for students with disabilities according to Alabama law and IDEA. Requirements include providing a free and appropriate public education and assistive technologies. Examples of needs are speech, hearing, sight, learning and physical disabilities. Available technologies described are text-to-speech, e-readers, voice recognition, hearing assistance, sight/learning tools, and devices for physical limitations. Terms defined are IDEA, FAPE, IFSP, and IEP.
Bo Hartley Warren Assistive Technology PresentationBo Warren
Assistive technology refers to tools that help people with disabilities function but are not intended to fix deficits directly. These tools can range from simple items like tape recorders to more advanced computers and devices. Laws like IDEA require schools to provide assistive technology and related services to students with disabilities so they can benefit from education. Examples of assistive technology include talking calculators for vision impairments, FM systems for hearing impairments, and eye-tracking software for physical disabilities. The tools are meant to help students work around limitations and focus on learning.
The document discusses assistive technology for students with special needs. It defines special needs as including learning disabilities, developmental delays, and behavioral issues. An Individualized Education Plan (IEP) provides customized education for students with special needs. Assistive technology can range from low-tech options like pen and paper to high-tech devices like specialized computers. It is important to choose the appropriate assistive technology to help each student reach their educational goals.
This document discusses assistive technology and special needs. It defines special needs as referring to students with disabilities who receive an altered education program through an individualized education plan (IEP). It notes that the Individuals with Disabilities Education Act (IDEA) requires IEP teams to consider assistive technology devices and services for students with disabilities. Examples of assistive technologies are provided for different types of disabilities, including ADHD, auditory disabilities, and mild disabilities. Resources on assistive technology are also listed.
The document discusses how assistive technology helps students with learning disabilities and other impairments achieve success in the classroom. It explains that assistive technology allows teachers to better instruct and include these students, as well as monitor their progress. Laws like the Technology-Related Assistance for Individuals with Disabilities Act aim to enhance the availability and quality of assistive technology devices and services for all students.
The document discusses various assistive technologies that can help students with different disabilities or at-risk students succeed academically. It describes how reading pens and Fast Forward Literacy software can aid students with cognitive disabilities by reading text aloud and allowing them to work at their own pace. It also mentions how voice recognition software and digital recorders can help students with physical disabilities complete tasks like typing and note-taking. For sensory disabilities, it outlines technologies like screen readers, Braille keyboards, and amplification systems. Word prediction software and digital museum projects are presented as ways to support at-risk students and gifted students respectively.
Assistive technologies for students with special needsrpittma12
1) Assistive technology refers to devices that help students with disabilities perform tasks by assisting, adapting situations, or rehabilitating them.
2) The goal of assistive technology is to give students greater independence.
3) When finding assistive technology, involve everyone who interacts with the student weekly, include the student, and be prepared to try multiple options.
Tips About Accessibility for Online Learning Instructors3Play Media
Learn what is reasonable for instructors and online course designers to know in order to begin designing courses that are welcoming to, accessible to, and inclusive of all students and instructors, including those with disabilities.
A workshop on how to work with all students on an equal playing field, including making sure your courses are accessible to students with disabilities.
The document discusses web accessibility for online courses and provides recommendations for making web content accessible to people with disabilities. It defines web accessibility, outlines common disabilities affected by accessibility, and reviews standards and guidelines like Section 508 and WCAG. Recommendations are given for making web pages, images, videos, PDFs, and online courses accessible through techniques like alt text, captioning, color contrast, and keyboard navigation. Resources for evaluation tools and more information are also listed.
This document discusses various assistive technologies that can help students with different disabilities access the curriculum. It outlines a sample lesson plan incorporating assistive technologies for students with cerebral palsy (switch access), visual impairments (zoom text), learning disabilities (text-to-speech), ADD (timers, monitoring software), and hearing impairments (headsets). Universal design principles are emphasized to make instruction accessible and engaging for all students, regardless of ability. The document also lists the most common assistive technologies and provides information on remaining course assignments.
This document discusses web accessibility and provides guidance on making web content accessible to people with disabilities. It defines accessibility and discusses why it is important to consider, including legal requirements. It outlines various disabilities and how they may impact accessing information online. The document then provides best practices and techniques for making web design more accessible for people who are blind, have low vision, color blindness, hearing loss, physical or cognitive disabilities. It emphasizes using semantic HTML, separating design from content, providing text alternatives and captions. The document also introduces the WCAG guidelines for web accessibility.
The document discusses accessibility issues and proposes new definitions and approaches. It notes that inaccessibility is not about disabilities but a mismatch between user needs and content. It proposes universal user-centered accessibility where resources are tested based on how they meet user needs and preferences, with users having control over choices. Metadata would describe content in terms of meeting needs and priorities are given to user choice and inclusivity. Tools that validate and evaluate accessibility based on guidelines producing metadata could help make authoring and content more accessible.
This document discusses assistive technologies that can help students with various disabilities including ADHD, auditory processing disorder, and mild learning disabilities. It describes symptoms of each disability and provides examples of technologies such as speech recognition software, talking calculators, optical character recognition programs, portable word processors, and audio books that can assist students with focusing, reading, writing, and learning. The document also includes references for further information.
The document provides an overview of assistive technologies and accessibility. It discusses the National Disability Coordination Officer Program which provides services to help people with disabilities access education and employment. It defines disability and assistive technology, and provides examples of assistive technologies like screen readers. It also discusses legislative responsibilities around accessibility and universal design. Contact information is provided for the National Disability Coordination Officer in the Northern Territory.
Online Accessibility for Students with Disabilitiesakascuena
This document discusses why accessibility should be considered when designing online classes and provides guidance on how to make classes accessible for students with disabilities. It notes that accessibility is required by law under Section 508 and is part of CWI's mission of open access. The document defines accessibility and outlines best practices for visual, audio, motor, and cognitive accessibility. It recommends considering disabilities and providing alternatives to graphics, maximizing color contrast, including transcripts for audio/video, and contacting disability services for support. Tools for evaluating and improving accessibility are also suggested.
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learn...D2L Barry
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learning Online, Sheri Hutchinson and Karen LaPlant – Hennepin Technical College.
Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
ian Stewart, UK Sales Manager, BrowseAloud - PSFBuzz North East - Effective Social Networking and Web 2.0 Strategies for Local Authorities - a Public Sector Forums Conference, 7 July 2009, Newcastle.
Enhancing Workforce Productivity through the Use of Adaptive Technology by Ka...Kathryn Burke
Presentation given at the June 11, 2009 Building Tomorrow Today Conference, Edmonton, Alberta
For info contact: Kathryn Burke, Executive Director, Learning Disabilities Association of Alberta at execdir@LDAA.ca
This document discusses accessibility for content designers. It defines accessibility as removing barriers that prevent people with disabilities from interacting with websites and services. It notes that 1 in 5 people have a disability and outlines various types of disabilities including visual, auditory, cognitive and mobility impairments. The document stresses that accessibility benefits everyone and is required by law. It provides guidance on making content perceivable, operable, understandable and robust. It recommends getting an accessibility specialist to evaluate services and including people with disabilities in user research.
The document discusses making textbooks more accessible for students with dyslexia. It notes that dyslexia is often not properly recognized or supported in schools. While technology like text-to-speech is available, alternative textbook formats are rarely offered and students lack mobile access. There is a lack of accessible e-texts and support for personalized technologies. However, students are increasingly using mobile devices on their own to access reading materials and make adjustments to suit their needs. The document advocates for providing assistive technology on all student and teacher computers in schools, as well as expanding access to accessible e-book libraries.
Strategies for Enhancing eLearning Accessibilitysaikumarmba2023
eLearning accessibility is crucial for an inclusive learning environment. Educational institutions can ensure equal opportunities for all students by prioritizing accessibility practices and using assistive technologies. This commitment not only complies with rules but also promotes inclusion, equity, and diversity. Let's collectively enhance eLearning accessibility, fostering a more enriched and diverse future of education.
The document discusses Universal Design for Learning (UDL), which is a framework for designing curriculum to meet the diverse learning needs of all students. UDL provides alternatives for representation, action and expression, and engagement to remove barriers and support access through multiple means of engagement, representation, and action and expression. The document also discusses assistive technology and how it can help implement UDL and support students with disabilities by reducing barriers to accessing curriculum.
The document discusses Universal Design for Learning (UDL), which is a framework for designing curriculum to meet the diverse learning needs of all students. UDL provides alternatives for representation, action and expression, and engagement to remove barriers and support access through multiple means of engagement, representation, and action and expression. The document also discusses assistive technology and how it can help implement UDL and support students with disabilities by reducing barriers to accessing curriculum.
Campus Commitment for Equal Access_Techshare India 2014BarrierBreak
Presented by Lokesh Mehra - Director -Education Advocacy, Microsoft India at Techshare India 2014
Microsoft is making a small contribution to young people with disabilities, by removing education barriers and promoting an inclusive learning environment that provides equal access to information technology.
Objectives of presentation and benefits for the audience:
• Indian education landscape
• Govt. of India - policies example HEPSN/TEPSE
• Current awareness of accessibility in educational institutions
• Leveraging technology for empowering accessibility amongst trainers and experts
• Gaming v/s Learning / influence on accessibility
Similar to Accessible Content is Better for Everyone (20)
South West College - A virtual Academy that boosts employabilityBlackboardEMEA
A series of specific designed courses, coupled with badges and gaming, helps students in Northern Ireland to master the skills they need to be ready for the workforce. The South West College team share their story.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
Client Insights - National University Ireland, Galway: Online Results Entry u...BlackboardEMEA
As part of a wider Academic Simplification suite of projects, this webinar shares how it sought to improve academic administrative efficiencies and assessment data accuracy through the assessment grades.
Their existing home-grown process for grades return presented a number of issues and, a decision was made to investigate the use of the Grades Journey Solution. This webinar will describe the project requirements and how the Grades Journey Solution has been adapted to meet some (but not all) of these since their Online Results Entry project went live in December 2015.
Client Insights - Glasgow Caledonian University: Marks Integration and the Di...BlackboardEMEA
The concept of the digital university is often raised as a major issue within HE developments. Many universities have digital elements but still operate on a pre-digital basis. This webinar will outline how the piloting of the Grades Journey Solution at Glasgow Caledonian University is a microcosm of what a university has to address if it claims to be digital. Jim will share the results of their pilot and the intended outcome e.g. a simplified workflow for the single input of grades and their extraction into the SIS.
The Assessment Journey Programme at Sheffield Hallam University is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
Presenter: Joseph Gliddon
Organisation: Bristol University
Description: This session explores work implemented over several years at the University of Bristol to develop a scalable workflow for coursework assessment and feedback online.
The workflow combines technical and pedagogic planning to support lasting cultural change. This uses Blackboard packages, which can also support consistent provision of other activities across multiple courses.
This work was done to address key challenges in this area, including:
-meeting complex requirements in a consistent way
-needing a standard approach which is scalable across multiple courses
-ownership of the process by Schools to ensure sustainability
-easily updating content across many courses with minimum editing
Session covers policy, pedagogic approaches, engaging academic & administrative leads, and the process.
TLC2016 - Power Using' Blackboard for purely online learnersBlackboardEMEA
Presenter: Nathalie Thorne
Organisation: Leeds Beckett University
Description: The Distance Learning Unit at Leeds Beckett have been described as 'power users' of our Blackboard installation. Since 2012 we have revolutionised how our academics deliver an integrated learning experience for purely online learners, with our instructional design team utilising various tools and techniques available in Blackboard to produce interactive, enjoyable and rewarding modules for our learners.
This session will demonstrate our distance learning style, showing how we have used discussion boards, wikis and other tools to create an immersive experience for our learners.
TLC2016 - Assessment Journey: a programme to enhance the educational experien...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: The Assessment Journey Programme at Sheffield Hallam University (UK) is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Within this session we will present on the changes needed in order to shape our institutional vision for assessment and the technology required within it. We will share our experiences of exploiting Blackboard solutions (including the Grades Journey) to implement the technological future state for online management of assessment, and report on the lessons learned and the challenges faced around merged enrolments, extension management, and reassessment.
TLC2016 - Taking assessments and examinations to the next level: AlephQBlackboardEMEA
Presenter: Christine Lippens
Organisation: Universiteit Antwerpen
Description: It is often a challenge to educators to offer high quality assignments and quizzes in the context of blended learning. As a rule, intra-term assigments do not generate a lot of student engagement or enthusiasm, unless they match what students can expect on their actual final exam. And even if this is the case, additional incentives are often needed to ensure student participation. Over the past 5 years, Antwerp University has been succesfull in implementing technology driven solutions to achieve this, with degrees of participation exceeding 90% and significant improvement in exam results, without having to compromise on academic content.
TLC2016 - Turning Blackboard Learn into a Digital Examination Platform: lesso...BlackboardEMEA
Presenters: Walter Roosels & Geert De Schutter
Organisation: Universiteit Antwerpen voor Associatie Antwerpen
Description: Once your institution has decided to make a shift towards (more) online examinations, these are the most important aspects that have to been taken in consideration before 'shaping' the Digital Examination Platform:
-Benefits of digital examinations
-Organisation of digital examinations
-What testsoftware to use?
-Security
-Computer and examination infrastructure
-Teacher support
University of Antwerp shares her 8 years experience implimenting digital examinations, using an agile solution: Blackboard Learn & our own examination Building Block.
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
TLC2016 - Driving Up Quality. Improving the quality of Blackboard Learn cours...BlackboardEMEA
Presenters: Danny Monaghan & Peter Mella,
Organisation: University of Sheffield
Description: This session will describe how we created a programme to help and promote development of quality course material in Blackboard Learn, by creating an exemplary course programme based on Blackboard’s. We will show delegates how we started this process, and how we are attempting to create a small and self-sustaining community of academics who are actively looking to develop high quality course content that don’t require large scale support, by using the tools available in Learn rather than relying on a high level of technical knowledge or external software packages to create rich content. We will conclude by looking to the future, and show where we would like this work to take us.
TLC2016 - Exchange of experience through (Blackboard):A tool to develop facul...BlackboardEMEA
Presenter: Rasha Malik
Organisation: Dar Al Hekma
Description: This research titled as “Exchange ofexperience through (Blackboard):A tool to develop faculty’ skills in Innovative learning”has been developed by a team from Dar AlHekma University in academic year 2014-2015. Thisresearch aims to expand the scientific communication and exchange of experiences between faculties across different departments and combinethe traditional teaching methods with the newest teaching ways that depends on technology(Blended learning).
Presenter: Ciara Duffy
Organisation: South West College
Description: South West College have introduced a new student enhancement initiative called the “SWC Virtual Academy” which is student-centered, interactive, engaging and available 24/7.
The Academy, which is hosted on Blackboard Learn, provides a series of online programmes designed to prepare students for future employment by building their expertise in core skills using today’s most popular technologies. Students can choose from a wide variety of fully online or blended programmes including: Employability, Entrepreneurship, Business Start-up, Digital Skills and Study Skills. Over 10,000 digital badges have been awarded to students for the successful completion of individual courses/programs since September 2015. This session will encourage educators to reflect on how the student delivery models are evolving.
TLC2016 - Online intercultural Exchange (OIE): capacity building for a flexib...BlackboardEMEA
Presenter: Teresa MacKinnon
Organisation: University of Warwick
Description: The Language Centre at the University of Warwick has been enhancing the language learning experiences of students through opportunities to connect directly with peers in other countries. The Clavier project began in 2011 using the Languages@Warwick platform as a shared point of contact. The portal course, known as EWC, incorporates Blackboard Collaborate tools for live and asynchronous contact and has provided a scalable model for other language courses which are now growing in Spanish and German classes at Warwick.
TLC2016 - Using badges to motivate and engage studentsBlackboardEMEA
Presenter: Inger-Marie Falgren Christensen
Organisation: University of Southern Denmark
Description: The gap between educational institutions and students is widening. Many institutions maintain traditional methods and adopt new at a slow pace. Some educators and developers are looking to gamification to bridge the gap. This workshop will help participants’ explore the potential of badges in education.
An introduction to badges and the purposes of using these in education will be provided. Ways of integrating badges into courses will be explained. Furthermore, the process of designing and issuing badges in Blackboard Learn will be demonstrated.
Participants will get the opportunity to discuss how badges can be integrated in their context, share examples and design badges for their own students.
TLC2016 - Peer Review, Peer Assessment, and Peer Feedback methods based on Bl...BlackboardEMEA
Presenter: Hubert Nachtegaele
Organisation: Universiteit Antwerpen
Description: Our teaching staff asks support for types of “Self and Peer Assessment” which are not possible with the S&PA tool incorporated in Bb Learn.
Our Blackboard Support Team tries to support the desired types of S&PA by creative combinations solely of Bb Learn Course Tools, without using external tools (except Excel). In this session we will show how we realize this for different types of S&PA: “Groups reviewing assignments of other groups”, “Students assessing their peers and themselves within a group”, “Peer Reviewing using a rubric”, and "Anonymous Peer Feedback for oral presentations"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
3. Andy Jacobson
Senior Director of Operations
Blackboard User Experience
andy.jacobson@blackboard.com
@uxmoose
Andy Jacobson
4. What are some of the biggest challenges with accessibility?
Here is what educators and students had to say!
What Matters Most?
5. 0 25 50
Lack of Knowledge
Lack of Time
Challenges with the LMS
Lack of Awareness
% of Respondents
Barriers to Accessibility
6. 0 25 50
Assistive Technology
Captioning Videos
Using Flash
Accessibility of LMS
Keyboard Navigation
Accessible Powerpoint
Learner Challenges
% of Respondents
Biggest Knowledge Gaps
7. 0 25 50
Captioning
Time on Tests
Alternative Content
Completing Work
Differentiated Materials
Posting to Discussions
Reading Attachments
% of Respondents
Biggest Challenges Facing Students
8. Defining Disability
Disability: permanent physical, mental or intellectual limitation of
a person’s functional capacity that as a consequence of injury or
illness existed at birth, has arisen since then or can be expected
to arise.
Swedish Code of Statutes, Discrimination Act, SFS 2008:567
9. Students with some kind of disability in higher education
2009 2010 2011 2012 2013 2014
Deaf/sign language speaking students 153 141 136 134 141 144
Hard of hearing 203 218 203 193 208 196
Dyslexia 3634 4370 4417 4939 5457 5945
Learning difficulties 955 1427 1694 1943 2588 3070
Mobility impairment 492 606 567 584 555 648
Visual impairment 203 235 288 294 286 280
Other conditions 330 335 486 529 642 780
Total 5970 7332 7791 8616 9877 11063
10. Accessibility on the web
Web Accessibility Initiative – WAI
A web for everyone
“Web accessibility means that people with disabilities can
perceive, understand, navigate, and interact with the Web, and
that they can contribute to the Web.“
http://www.w3.org/WAI/intro/accessibility.php
26. Deaf or hearing impaired
Neurological processing
Non-native speakers
Noisy environment
Literacy and learning to read
All about captioning
28. Storyboard
Create your video
Upload to YouTube
Wait 2-6 hours
Log back in and select Video
Manager
Click Edit and select Captions
Click Automatic Captions
How to caption in YouTube
31. Accessible Content Checklist
Images have ALT text and/or descriptions
Documents are properly structured
PDFs are tagged
Instructions are clear and succinct
Color choices have proper contrast
Videos are captioned
Editor's Notes
My name is Katarina Hjärtmyr and I work as a learning technology consultant at Örebro University. I work mostly with Blackboard but in our team we also support for instance Kaltura which is a new tool for us in Örebro. I have worked at the University for almost eight years and for the last two at the centre for academic development.
When we changed from Blackboard 8 to Blackboard 9, we had contact with one blind student and one blind and deaf student to see if Blackboard was good enough when it came to accessibility. Interesting to see them work and how they found their way around Blackboard. The thing they complained about was the discussion board, but this was a few years ago and the discussion board is much more accessible than it was earlier.
We need to get the teachers attention about accessibility. In Örebro we try in different ways. We had what we call an eLunch about ICT where we talked about accessibility and what teachers should think about when they design their courses and material. The eLunch is an hour at lunch-time. One of the universities from the Swedish Blackboard usergroup hosts webinar. Everyone can bring their lunch to their computer or sit with colleagues and just listen. It can be about how to work with tests, courses or how to flip your classroom.
The Swedish usergroup meets twice a year and last autumn we also invited faculty. We had breakout-sessions and in one we talked about accessibility.
It is necessary to talk a lot about this subject. Not only for the students who have a disability, but for all students and colleagues as well. When students complain about Blackboard they tend to say that it is hard to find material. And if you don’t find material when you have perfect eye vision how would it be if you for instance was blind and needed a screen reader.
User Experience – we are the team at Blackboard that designs the interactions and the look and feel of Blackboard products.
We conducted surveys with faculty and students on accessibility.
Chart showing barriers to accessiblity as identified by instructors.
40 % - Lack of Knowledge
27 % - Lack of Time
20 % - Challenge with the LMS
18% - Lack of Awareness
We are seeing that lack of awareness is becoming less and less of a problem. We just talked about the LMS, so let’s focus on lack of time and lack of knowledge. These two are related. With better knowledge of how to make content accessible, you will get better at it, find efficient ways to do it, and get the results that you need in less time.
This chart shows the biggest knowledge gaps that teachers self-identified with regards to accessibility
42 % - Assistive Technology
35 % - Captioning Videos
35 % - Using Flash
35 % - Accessibility of the LMS
30 % - Keyboard Navigation
28 % - Accessible Powerpoint
25 % - Learner Challenges
This Chart shows the biggest challenge areas that students face are
42 % - Captioning
38% - Time on Test
38 % - Alternative Content
28 % - Completing Work
27 % - Differentiated Materials
20 % - Posting to Discussions
8 % - Reading Attachments
January 1 this year the Swedish law against discrimination was tightened when it comes to disability. If your webpage, your digital information or your facilities isn’t accessible it is discrimination. So how does the law define disability?
Disability: permanent physical, mental or intellectual limitation of a person’s functional capacity that as a consequence of injury or illness existed at birth, has arisen since then or can be expected to arise.
This is in Sweden but I guess it looks similar in your countries.
In Swedish Higher Education we have a specific division that works with these students at each university. At Örebro University it’s called Disability Support. It is the students responsibility to contact the team and bring some kind of documentation of the disability if special support shall be provided at the school.
This slide shows how many students we have in Sweden with some kind of disability. This is statistics from Stockholm University.
If you look at the number of students with dyslexia or learning difficulties you can see that the number of students have increased. These are disabilities which you cannot see but there are many students to consider when you design your course, publish a document or a recording.
At Örebro University we have about 440 students with some kind of disability. But that is only those who have contacted our Disability Support, the real figure is probably higher.
So then, what is accessibility on the web? We have looked at WAI, Web Accessibility Initiative. One of their most important work is to publish guidelines to help us all to create content that is accessible to everyone. The guidelines are part of the international standard for web accessibility.
WAI is a part of the World Wide Web Consortium (W3C) which is an international community with the mission to develop web standards.
According to WAI web accessibility means that people with disabilities can use the web, a web for everyone and more specifically: Web accessibility means that people with disabilities can perceive, understand, navigate, and interact with the Web, and that they can contribute to the Web
You don’t have to be disabled to count for this organisation. Older people also have trouble to navigate on the web, or see since eyesight tends to deteriorate the older you get.
There are many different kinds of technical help. It can be hardware, software or other technical tools to help control your computer.
Spell check, keyboard with braille or a computer that is controlled by your voice.
Some kind of help can be the only way a student can take a course – the LMS mustn’t be an obstacle for these students.
There are special software to magnify your screen, but the easiest way is probably to press Ctrl + to make the text on the screen bigger if you need to.
But when you design your course, or the LMS, think of these persons.
Look at this image, this is in Blackboard creating an object, where is the Send-button? You can see the scrollbars but they also can be hard to find your way if you have visual impairment.
The difference between these two are that the screen reader describes the page as well as reads the text. Text-to-speech is what it sounds like, a software which converts text to speech. You mark the text you want to have read and the computer reads the text for you. This is a useful tool for many students, not only those with for instance dyslexia. You can use text to speech both with text from other people but also text of your own. Many students need help with reading and writing, and could be helped if someone reads the text for them.
There are a lot of different kinds of screen readers on the market. Here are a few of them.
What is important to think about when you design your course is that your students who use screen readers also only use their keyboards to control the computer.
I have done a recording of how a screen reader sound when you click on a web page. This is NVDA logging in to Blackboard.
Or something?
Even if the LMS is accessible, the teacher or coursebuilder can make the course inaccessible. When I talk to students about Blackboard they often say it is hard to find anything in Blackboard. It is messy and you can’t find what you are looking for.
So as a teacher you need to think about how you structure your course. It needs clear headings and use the same way to publish material in the whole course. The information must be transparent and easy to understand. Think about the column from the earlier slide, about the students with learning difficulties – they must also have the same chances to finish the course.
At this slide I have tried to create a course in Blackboard with what I think is a poor structure. When I made this presentation, I was looking in a few courses and I found “real examples” of this. I am not surprised that students say it is hard to find material. In this example you have a few different ways to present your material, folders or links in the menu. And where is week 2? Confusing for the students, and you don’t need to have a disability to think that this is hard to understand.
Next image is what I think is a better way to structure your course. Easy to understand what you can find and where. You can also describe in the folders a review on what is to be found in each folder and explain which tools to use and how and when. Use the features in Blackboard to make the menu clear. Use the divider and subheader in the menu, and talk to your colleagues how you want to work in your course or programme.
When you use Word, use the templates when formatting the text. For instance headings, don’t use bold text and larger font size.
This is also for the tagging, it will be correct from the start. If you want to insert a list, use the numbers or bullets. And use columns instead of tables if you want to divide the text.
For instance our guides to Blackboard used to be in tables to have an image and text to it. Last summer we started making our guides more accessible. We’re not there yet but we’re working on it. Tables are only for data and not for designing pages. For links in your text choose add a hyperlink and the tagging is correct.
You can also check if your document is accessible for people with disabilities. This works in Word, Excel and PowerPoint in the same way the spell check makes you aware of wrong spelling, you can see if your document is accessible for everyone.
When you go to the File-tab and click Check for issues you find the button Check Accessibility. If there is anything you’ve forgotten you will be reminded of it at this check. In the first image you see that I have missed the alt text for an image but if I put the ALT text where it should be I’ll get the green check mark.
And the same thing goes for the content editor in Blackboard. Use the features in Blackboard, headings, bullets and so on. Don’t just copy paste from word, you will get a lot of extra unnecessary html-code. The text is better when it is unformatted and do the formatting in the content editor.
You can also use the keyboard to reach everything in Blackboard. You see the text above the content editor, press tab to enter the content editor and alt + f10 for the toolbar. You need to be inside the content editor if you want to move to the toolbar.
It is necessary that the PDF is correctly tagged so that the technical help can tell the difference between a heading and ordinary text or an image. If you save your PDF in the wrong way or if it’s not tagged at all the screen reader think it is an image. When I was working on this presentation I tried the screen reader a lot, and one day I received an e-mail from a company in Sweden. The screen reader only said graphic, graphic and it was a few links in the text. As I said earlier, it is not easy to understand how a screen reader works if you haven’t heard it.
This is how it can look in an ordinary course at Örebro University. An old text, probably not in the shops anymore and the author has given her permission to publish part of the text in Blackboard. But when you use a scan to copy the page, the screen reader only sees an image. There are ways to unlock many of the PDF:s, not in this example but if it is a Word-document it is possible. This works okay when the text is in English and very bad if it is in Swedish because of some of our Swedish signs.
You need to write in word, and create the PDF from there for all tags to be correct. If you do it the right way your PDF is accessible as well. When you open the PDF you can check if your PDF is accessible. Use the tool-button to check accessibility in the document.
And in PowerPoint as well, use the themes already in the programme.
Before your presentation consider providing your audience with handouts, so that everyone can follow your presentation.
If you want to publish your PowerPoint in a course, think about publishing it in different ways. Maybe both handouts and your presentation? If you publish your presentation remove all your animations, the screen reader can’t read them correctly.
Key Color Considerations
Use a consistent color scheme. Use no more than five colors in your palette. Different shades of the same hue with one or two extra colors as accents work well.
Choose a light shade for the background color. Dark text against a white background is the most readable combination. If you decide to use a non-white background, select a light color to maximize contrast. Avoid dark pages or loud glaring colors, such as bright red, green, or yellow. These cause eye fatigue and are hard to read.
Use color discreetly and use strong color sparingly. For example, black on yellow is a good color combination because the contrast between the colors is strong. But for the entire page? Instead, use the black and yellow combination for drawing attention to a portion of your page, such as an information chart.
Choose different colors for each of the three link statuses: visited, active, and static. Keep these consistent throughout the course. Link colors should be dark enough to be easily visible on a white background.
Avoid placing red and green, and blue and brown together. These color pairings are hard to tell apart by people with color blindness.
Do not rely on color alone to relay key information. Make important text stand out by highlighting it in bold, using an asterisk (*) beside it, or using the emphasis tag. Use the ALT attribute on colored images to help convey information that is color dependent.
Alt text is an HTML attribute that is added to the code where an image appears. Alt text is meant to identify the image to someone using a screen reader. It also helps everyone if the image link is broken.
There is another attribute you can add: LongDesc. Use this for more than 250 characters. The LONGDESC attribute is used to explain the image.
Captioning is important to many different types of learners. I know that I find them incredible valuable when I am watching British TV! I can either turn the volume way up, or turn the captions on. But all kidding aside, captioning video is important for accessibility. Captioning video creates accessible content for the deaf and hearing impaired, but also learning who certain types of neurological processing problems, non-native speakers, people who are struggling with basic literacy, children learning to read and people working in noisy environments.
It is time consuming and expensive to try and caption content after you have incorporated it into your course. A better strategy is to find content that is already captioned.
YouTube – add the filter cc
You can also find captioned content on iTunes, Hulu, and other sites.
You can caption any videos that you “own” – upload to YouTube. Having a storyboard is very important, even if you are making “off-the-cuff” videos. Have an outline and what you are going to say typed out. This will take a little extra time up front, but it will save you time in the long run. With a storyboard, you’ll sound better in your video, and you will make fewer retakes. You’ll also be able to copy and paste your narration into YouTube instead of typing.
After you upload a video to YouTube, you’ll need to wait a few hours for the automatic captioning to complete. It’s certainly not perfect, but depending on how clearly your audio track is, it can get you 80-85% there. The most important feature is the automatic time coding so your captions synch to the video. That in and of itself is amazing!
So to sum up, if your LMS is accessible and your content is, it will be a success for everyone.