The document discusses universal design for learning and accessibility in online courses. It provides guidance on creating accessible content, including following principles of universal design, working with the Disability Resource Center, ensuring accessibility of assessments and materials, and considering best practices such as providing text alternatives, captions, transcripts, and navigable content. Faculty are encouraged to include accessibility statements and collaborate to ensure a fully accessible learning experience for all students.
How to Make Learning More Accessible and Inclusive 2.0Lambda Solutions
In this digital age of disruptive technologies, we have access to an exorbitant amount of information and subsequently learning opportunities. We share knowledge, create resources, give feedback and so much more. But, not everyone is able to access these learning opportunities for a number of reasons - whether it be physical, sensory, or cognitive limitations or disabilities.
For more information and links to resources, check out this presentation from the MSDE College & Career Readiness Conference Specialized Instruction session.
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.
How to Make Learning More Accessible and Inclusive 2.0Lambda Solutions
In this digital age of disruptive technologies, we have access to an exorbitant amount of information and subsequently learning opportunities. We share knowledge, create resources, give feedback and so much more. But, not everyone is able to access these learning opportunities for a number of reasons - whether it be physical, sensory, or cognitive limitations or disabilities.
For more information and links to resources, check out this presentation from the MSDE College & Career Readiness Conference Specialized Instruction session.
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.
It Takes an Ecosystem – How Brightspace and our partners are making education...D2L
Part One. Video Captions: One Important Tool for Creating Accessible Courses for Truly Diverse Learners
Automatic Sync Technologies promotes the benefits of Universal Design for Learning, with a focus on providing closed captioning services for education providers and publishers. VP Art Morgan says "the most successful campus accessibility campaigns have a common thread: they promote accessibility as a civil right and explain how accessibility fosters diversity and inclusiveness."
Part Two. Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learning Online
Have you ever wanted to know why your students may not read the materials you post online? Have you considered that students may need a little extra help with reading and writing as they are progressing through your content? Make your online text materials talk as if they were a live lecture. Text-to-speech (TTS) technology provide users with the ability to listen to text content.
Readspeaker Automatic Sync webinar for BrightspaceD2L Barry
It takes an Ecosystem: How Brightspace and our partners are making education accessible to every learner. March 15, 2016, with Sheri Hutchinson of Readspeaker and Art Morgan of Automatic Sync Technologies.
Accessibility Tips: How to create accessible learning contentJacqueline L. Frank
Accessibility can be intimidating, but no fear! You don’t have to be an expert to get started. Come learn and share your knowledge on accessibility best practices for libraries, see how easy it can be, and learn how digital accessibility affects the ways users interact with libraries. This workshop will be in a sandbox format to provide people with a chance to converse, share tips, advice, and information on how to get started creating accessible materials quickly.
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 resource addresses inclusion with respect to different forms of face-to-face teaching (e.g., lectures, seminars/tutorials, and practice-based sessions) and associated materials (e.g., hand-outs and lecture slides).
So much of the library information and service we provide is online, and making our digital content accessible helps everyone in our community succeed. Following accessibility best practices not only improves the library experience, it also promotes diversity and inclusion by directly improving the equity of access for all library users. Learn some simple, inclusive-design guidelines for creating accessible digital content such as your website, LibGuides, Word docs, PDFs, and more. Finally, leave with tools and actionable tips for how to help make your library services and digital content more accessible and inclusive.
2. UNIVERSAL DESIGN FOR LEARNING
• Based on the Seven Principles of Universal Design
• Developed at the Center for Applied Special Technology
Provide Multiple Means of Representation
Provide Multiple means of action and expression
Provide multiple mean of engagement.
“Accessible course content can be used by everyone, to the greatest extent possible, regardless of age, ability,
or situation. Awareness of some of the potential barriers and challenges students face in can help you create
an online learning environment that accommodates individuals with disabilities, older people, children, novice
technology users and others in ways that benefit all users “
http://ondemand.blackboard.com/r91/documents/getting_started_with_accessible_content.pdf
3. DRC AT FIU
• The Disability Resource Center at FIU guides and supports students with disabilities throughout their
college experience from pre-admission through graduation, including but not limited to students whose
disabilities fall under the following categories:
• Attention Deficit Disorder/Attention Deficit Hyperactivity
• Autism Spectrum Disorder
• Blind or low vision
• Hard of Hearing
• Deaf/Hard of Hearing
• Orthopedic
• Psychological, Emotional, or Behavioral
• Speech/Language
• Learning Disabilities
• Traumatic Brain Injury
• Medical
http://drc.fiu.edu
4. YOUR ROLE AT FIU
Access is a University-wide responsibility. Ensuring meaningful access to the academic environment requires the
active participation of each instructor and often includes collaboration with the DRC. The University is committed
to the design of fully accessible learning experiences.
The following are minimum steps that all faculty members and course instructors should take to create an
accessible classroom experience for all students, including those with disabilities. DRC staff is available to
provide support and/or consult.
• Include an access statement on your course syllabus
• Work in partnership with the DRC to ensure all student assessments are accessible
• Post class notes or assist the DRC in locating a volunteer classmate to provide notes when requested
• Identify your reading schedule early so that materials can be made available in an accessible format
• Ensure that Sign Language Interpreters or CART writers have appropriate seating in the classroom
• Confirm that all videos shown in class are captioned when a deaf or hard of hearing student is
registered (the DRC can help)
5. GOALS
Perceivable
• Provide text alternatives for nontext content.
• Provide captions and alternatives for audio and video content.
• Make content adaptable; and make it available to assistive technologies.
• Use sufficient contrast to make things easy to see and hear.
Operable
• Make all functionality keyboard accessible.
• Give users enough time to read and use content.
• Do not use content that causes seizures.
• Help users navigate and find content.
6. GOALS
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 technologies.
7. BEST PRACTICES
• Use meaningful links to aid in navigation.
• Choose color and font carefully (most common color blindness is red and green) and don’t
use color only to convey meaning.
• Minimize blinking, flashing, or other distracting features.
• Ensure that images have alt text specified, which allow screen readers to replace the
image with descriptive text.
• If using a synchronous tool, such as Adobe Connect, record the meeting so that students
can access it later.
• Include transcripts with all videos.
• If you have timed presentations (slides), allow for users to pause them.
• Allow for content to be added in different formats
11. FORMATTING IN MICROSOFT WORD
• In Microsoft Word, using headers and other styles in Microsoft Word allows users of
screen readers to more easily navigate through a document. Be sure to organize
documents using these tools.
12. SAVING OFFICE FILES IN ACCESSIBLE VERSIONS
• Make sure to include Microsoft Word and
PowerPoint presentations in a PDF format
in addition to the original file and a
streaming version. To save Microsoft Office
files as a PDF, choose the "Save As Adobe
PDF" option in the File menu.