Download to read offline
Uploaded byYue-Ting Siu, TVI
Tools for Access to Multimedia in the Classroom & Home
The document discusses the importance of media accessibility in education, emphasizing the need for equal learning opportunities for students with disabilities, particularly those who are blind or hearing impaired. It highlights the role of the Described and Captioned Media Program (DCMP) in providing resources like described and captioned educational media and lesson guides. Additional tools and guidelines for creating accessible multimedia are also shared to promote inclusion and effective communication in educational settings.
More Related Content
Similar to Tools for Access to Multimedia in the Classroom & Home
Tools for Access to Multimedia in the Classroom & Home
- 1. Tools for Accessto Multimedia in the Classroom & Home bit.ly/multimediaa11y Yue-Ting Siu, TVI SFSU and UC Berkeley Twitter: @TVI_ting ysiu@berkeley.edu Mary Ann Siller, M.Ed CTVI – Texas dmasiller@sbcglobal.net Twitter: @dcmp_tweets #AERIntlConf
- 2. Principles of MediaAccessibility ● Every student deserves equal access to learning opportunities. ● For students with vision loss: o Media in the classroom = hurdle o Lack of accessible technology • Access is necessary to: o Enhance communication o Create language opportunities o Expand educational options o Enrich lives #AERIntlConf
- 3. Principals of MediaAccessiblity (cont’d) ● Description and captioning make educational media accessible to blind, low vision, deaf, and hearing impaired students. ● 15% of educational content = captioned ● 1% of educational content = described ● Description: o Takes into account and targets the unique learning styles of children with visual impairments o Supports the connection to how lessons align with needs of diverse learners. ● DCMP Tip Sheet: http://www.dcmp.org/descriptionkey #AERIntlConf
- 4. About DCMP TheDescribed and Captioned Media Program (DCMP): ● Believes accessible media is an integral tool in the teaching and learning process for all stakeholders in the educational community. ● Promotes and provides equal access to communication and learning for students who are blind, visually impaired, deaf, hard of hearing, or deaf-blind. ● Provides an online catalog that allows members to browse by topic or perform a keyword search. #AERIntlConf @DCMP_tweets
- 5. About DCMP (cont’d) ● Lesson guides available for a large number of titles, inclusion of caption and description scripts. ● Provides a collection of free 4,200 described and captioned educational media that is online or as free-loan media. ● Information and research about accessible media. ● Offers a free monthly newsletter with key educational resources. #AERIntlConf @DCMP_tweets
- 6. Case Study: The“flipped” classroom ● Multimedia incorporated into lesson plans ● Aligned to Common Core materials ● Independent vs. dependent study ● Immediacy of access! #AERIntlConf @TVI_ting
- 7. Tools: What CanThey Do? Promote o Equal Access! o Independent Access! o Social Inclusion! o Digital Inclusion! Uses o Alt text versus captions o Image description o Audio (video) description #AERIntlConf @TVI_ting
- 8. Alt text: MicrosoftWord and Powerpoints #AERIntlConf @TVI_ting
- 9. Image description: POETtool https://diagram.herokuapp.com
- 10. Video description: YouDescribe www.youdescribe.org #AERIntlConf @TVI_ting
- 11. Description Guidelines ThreeKey Steps: Observe, Analyze, and Communicate Step 1. Describe what you see and don’t infer ● Identify elements of the work by segments-- objects, people, setting, arrangement ● Descriptive Elements-- Color, Shape, Line, Texture…. ● Use Vivid Language ● Do not try to fill every pause Step 2. Analyze/understand the work to be described ● What is happening, what is emphasized, what are possible meanings ● Goal/Purpose: Object/scene to be described ● Be careful not to infer….note mood, meaning, main idea/message #AERIntlConf
- 12. Description Guidelines (cont’d) Step 3. Communicate ● Clear, Precise Thoughts ● Orderly Flow (General to Specific) ● Concise, Prioritize Description ● Vivid/Descriptive Words ★ Eliminate extra information/language ● Consistent vocabulary ★ Use present tense (walks vs. walking) #AERIntlConf
- 13. The Meadows Museumat SMU: Portrait of Ilya Ehrenburg—1915 Diego María Rivera #AERIntlConf
- 14. Resources http://bit.ly/aermultimediahandouts bit.ly/multimediaa11y • DCMP Description Key (Guidelines for K-12) http://www.dcmp.org/descriptionkey/ • DCMP Description Tip Sheet http://www.dcmp.org/ai/227/ Guidelines & Tutorials for: • STEM image descriptions • DIAGRAM Poet tool • Video descriptions • YouDescribe • Handbook for museums & educators for accessible programs #AERIntlConf
- 15. Contact Us! Yue-TingSiu, TVI NLCSD Fellow and Doctoral Candidate ysiu@berkeley.edu Twitter: @TVI_ting www.facebook.com/yuetingsiu Mary Ann Siller, M.Ed. CTVI Teacher of Students with Visual Impairments, Description Leadership Network, and DCMP and VDRDC Committee Member dmasiller@sbcglobal.net #AERIntlConf
Editor's Notes
- #3 Integration of media into the classroom has historically represented yet another hurdle to contend with the maze of access to the general education curriculum. The National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities indicated there is a lack of accessible technology for students to enhance communication and language opportunities, expand their educational options, or enrich their lives. Lesson planning, instruction, and progress monitoring are key pieces of teaching…….and I believe YouDescribe will fit well in any lesson.
- #4 Description = Takes into account and targets the unique learning styles of children with visual impairments, who often don’t realize the same opportunities for learning through imitation and incidental experience as do their sighted peers.
- #6 • Selected after research of national curricular priorities and user input. • Formally evaluated by teachers.
- #13 Consistent…….Example Patio, Terrace, Veranda; Walks, Strolls, Saunter Communication…. Expressive properties, Dynamics, Mood, Statement, Purpose
- #14 Power of Description-- Introduction: This is an abstract portrait. It represents a person, but is comprised of geometric shapes, various paint textures and mostly flat, muted colors. The subject sits facing us; his face is near the center of the painting. The face is a white, trapezoid shape and appears mask-like, with slanted eyes and a nose comprised of two intersecting curved lines. He has a simple V-shaped mouth, from which a brown pipe extends down to our right. The pipe is heavily textured to create a kind of high relief on the surface of the canvas. Above the face, is a flesh-colored semi-circle representing the forehead. Shoulder-length, black wavy hair frames the face and forehead; it is also created using heavily-textured paint. On his head, he wears a tall, wide-brimmed, gray hat. The subject’s body is composed of brown, blue and gray rectangles with a yellow cone-shaped patch beneath his chin. Extending down along the right side of his body (our left), is an L-shape that represents the subject’s right arm. He holds a black fountain pen in his right hand, and he is poised to write in a yellow book which lies open on his lap. Like the pipe, the pen is so fully modeled that it resembles an actual object attached to the canvas. The background is also comprised of rectangular shapes. A roughly textured reddish-brown rectangles rises above the figure’s right shoulder and a golden- colored rectangle rises above him on his left.