UDL technology frameword implementation


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  • *JUDY Give a brief overview of principles that guided the development of the accessibility standards. Provide demonstration of screen reading technology with Secret Sounds of the Forest combined with graphics on second computer as a tool used by students who have learning disabilities or who are blind. Show an example of alternative pointing devices. Ask participants to think about similar these principles are to those for effective instructional design. From Madeleine Rothberg ’s Accessibility: Making Education Technology Accessible to Students with Disabilities. August 7, 2001. National Center for Accessible Media, WGBH Educational Foundation, An SIIA Webinar.
  • Examples include: Use of an alternative keyboard called the IntelliKeys like it’s a mouse Joystick Touch window
  • *JOHN SET THE STAGE ACTIVITY Ask for a show of hands to indicate how many participants are familiar with accessibility features built into existing products. Then review the contents of the slide. Explain that we’ll be taking a hands-on look at these accessibility features next. Ask participants to turn to 1194.21 Software and Operating Systems Applications handout. Read through for 5 minutes to get feeling for language of the regulation.
  • *JUDY 5 MINUTES TO GO THROUGH CHECKLIST – Direct to Question Sheet if haven’t done so yet. Explain how the Information Technology Industry Council (ITI) adopted the standards and has put them into a checklist format others can use. We recommend using this checklist as a guideline for your review of technology-based instructional products. Examination of the Technical Standards for Equivalent Access: Software Applications and Operating Systems 1194.21 Click on the link to review the Section 508 Subpart B Technical Standards in the ITI Accessibility Checklist. Ask participants to find the three handouts they need to review the technical standards.  
  • *JOHN REVIEW SLIDE to Reiterate Commercially available products and not teacher or school created technology-based curriculum materials.
  • *JOHN 5 MINUTES TO GO THROUGH CHECKLIST – Direct to Question Sheet if haven’t done so yet. Explain how the Information Technology Industry Council (ITI) adopted the standards and has put them into a checklist format others can use. We recommend using this checklist as a guideline for your review of technology-based instructional products. Examination of the Technical Standards for Equivalent Access: Software Applications and Operating Systems 1194.21 Click on the link to review the Section 508 Subpart B Technical Standards in the ITI Accessibility Checklist. Ask participants to find the three handouts they need to review the technical standards.  
  • *JUDY Text-Only Pages “ A text-only page, with equivalent information or functionality, shall be provided to make a web site comply with the provisions of this part, when compliance cannot be accomplished in any other way. The content of the text-only page shall be updated whenever the primary page changes. 36 C.F.R.§ 1194.22(k)           This is an alternative for pages that are inaccessible for students with disabilities.   20.        If the reviewed web page contains barriers to access for students with disabilities, is there an alternative text-only page that contains the same information and is updated as often as the reviewed page? 21.        How well does the page work with assistive technology that students with disabilities may use such as a screen reader (IBM Home Page Reader as a free screen reader you can download from IBM’s web site)? http://ibm??? 22.        List the accessibility successes and problems identified during the evaluation and plans the company may have for addressing the problems. Either check the company’s web site or call for accessibility information.
  • *JUDY Demonstrate Blackboard accessibility information on the web. Remind participants to refer to evaluation checklist handout.
  • *JUDY Participants will complete this hands-on learning activity at their computers. Language for RFP vendor may want to list Bobby approved for priority 1 meets 508 criteria Explain priorities. Explain how as we gain experience with accessibility features, it helps us better understand the Section 508 Standards. Indicate how some companies whose web-based products are widely used in Maryland provide public information about how well their commercial web-based products meet these standards.   Ask participants to review either of the two accessibility evaluations products and comment on questions and concerns.   Suggest there are other web sites that meet accessibility standards and a variety of ways to determine if web sites are accessible   Demonstrate how to use Bobby accessibility tool to obtain a report on the accessibility of a web page.   Review burning questions.
  • *JOHN Handouts: Telecommunications Products Checklist Examination of the Technical Standards for Equivalent Access: Telecommunications Products 1194.23          Review contents of slide Ask participants how many school districts have students using computer based telecommunication products for instruction, then review the standards based on this information. A teletypewriter (TTY) is an input device that allows alphanumeric character to be typed in and sent, usually one at a time as they are typed, to a computer or a printer. The Teletype Corporation developed the teletypewriter, which was an early interface to computers. Teletype mode is the capability of a keyboard, computer, application, printer, display, or modem to handle teletypewriter input and output. Basically, this is a one-character-at-a-time mode of sending, receiving, or handling data, although it is often modified to handle a line of characters at a time. Since this mode requires little programming logic, it is often used where memory is limited. The Basic Input/Output Operating System ( BIOS ) sends messages to a PC display using teletype mode. Most printers offer a teletype mode. The simplest video display output format is text in teletype mode. Many modems today continue to include support for a TTY interface. From: http://whatis.techtarget.com/definition/0,,sid9_gci213663,00.html
  • *JOHN If the modifications change the nature of the product, then it doesn’t meet criteria. For example, if a PDA is to be made accessible for non-visual users, no longer provides standard PDA functions Other standards similar to those for previous products. This criteria is unique for self-contained products. This diagram is available from: http://www.section508.gov/figure2.htm
  • *JOHN Most hardware manufacturers have addressed these standards as we’ll see later when we look at the Buy Accessible data base. Examination of the Technical Standards for Equivalent Access: Desktop and portable Computers
  • *JOHN From the “Road to Accessibility” web site at section508.gov, click on the Buy Accessible Data base. Demonstrate how to use the data base to find accessible hardware.
  • *JOHN Section508.gov is portal web site to all the federal resources involved with supporting implementation of Section 508. There are links to the regulations, information for government representatives, and training resources available online Ask participants what links they want to explore a try one or two.
  • *JOHN Click on the accessibility link and demonstrate how to find additional resources. Point out the links for sending e-mail messages to request additional information. Solicit Questions
  • *JUDY Handout: Action Planning Form Clock or Teach Timer to show time
  • *JUDY Developing Action Plan Handout Planning Next Steps for Implementation Small group discussion and planning - activity.          Organize participants into groups by school district using labels on nametags.          Ask those who are one or two from one district to join others in similar district according to size.          Ask small group participants to decide on roles. o        Facilitator is responsible for keeping group on task and on time. o        Couch is responsible for giving feedback to keep group going. o        Reporter is responsible for abstracting what to share for large group discussion. Recorder is responsible for taking notes. Leading questions: Bring to executive staff meeting, make board of Ed aware, train evaluation and selection staff and principles,parent, community, business, support and monitor, regulations within county that need to be modified (ask Donna for questions on how to address) Action, Person taking responsibility Ask participants to form groups of four by school district. Remind participants they will need each person to assume a role: Facilitator Timekeeper Recorder Coach and Materials Management Refer participants to hand out for recording discussion points for these questions. Give participants 10 minutes to address these questions and prepare for what they want to share with the large group. If there’s an additional 5 minutes time, ask participants to complete a simple action plan that includes Action Step, Person Responsible, and Date Due. Ask groups to share the outcome of their discussions.          Display questions to guide discussion during action planning.          Remind groups of Post-it Chart as Parking lot for questions to address later.          State the amount of time for completing the activity with 5- and 2-minute warnings given.          Circulate among groups to address questions that arise. At the 5-minute warning remind groups to think about what they might want to share with the large group.
  • *JUDY Do you need to continue meeting back in your district? Large group discussion          Remind each group to share one item to reflect on what they learned from action planning.          Keep PowerPoint slide with questions that each group is to discuss on the screen. Allow groups to share one insight each. If time, ask for remaining questions about action planning.
  • *JUDY Handout: Evaluation Questions, Summary, and Wrap-up Ask participants for questions, thank them for their participation, and remind them to complete evaluation forms Then thank the audience for their participation, ask them to complete the evaluation forms, and bring the session to a close.
  • UDL technology frameword implementation

    1. 1. Empowering All Learners with Accessible Technology-based Instructional Products Section 508, Subpart B, Technical Standards Sponsored by: The Maryland State Department of Education, In partnership with: The Johns Hopkins University’s Center for Technology in Education
    2. 2. Principles of Accessible Design <ul><li>Allow for customization based on user preference </li></ul><ul><li>Provide equivalent access to auditory and visual content based on user preference </li></ul><ul><li>Provide compatibility with assistive technologies and complete keyboard access </li></ul><ul><li>Provide contextual and orientation information </li></ul><ul><li>Follow specifications, standards, and/ or guidelines </li></ul><ul><li>Rothberg, M. (August 7, 2001). Accessibility: Making Education Technology Accessible to </li></ul><ul><li>Students with Disabilities. http://www.siia.net/divisions/education/8-7-01/contents.asp </li></ul>
    3. 3. Alternative Pointing Devices
    4. 4. Did you know that… <ul><li>Many commonly used technology products have accessibility features built in? </li></ul><ul><li>Accessibility features are available in: </li></ul><ul><ul><li>Operating systems in Control Panel </li></ul></ul><ul><ul><li>Integrated office application products </li></ul></ul><ul><ul><li>Internet browsers </li></ul></ul>
    5. 5. Section 508 Subpart B Technical Standards <ul><li>1194.21 Software and Operating Systems Applications </li></ul><ul><li>http://www.access-board.gov/sec508/guide/1194.21.htm </li></ul>
    6. 6. <ul><li>When considering Web-based Information and Applications, include accessibility criteria in local guidelines for evaluation and selection as well as request for bid, request for proposal, and other procurement documents. </li></ul>
    7. 7. Section 508 Subpart B Technical Standards <ul><li>1194.22 Web-based Intranet and Internet Information and Applications http://www.access-board.gov/sec508/guide/1194.22.htm </li></ul>
    8. 8. Web-based Products with Information on Accessibility Standards <ul><li>SIRS Publishing, Inc.: http://www.sirs.com/corporate/accessibility.htm </li></ul><ul><li>Gale Group: http://www.galegroup.com/press_room/article/oct01_electronic.htm </li></ul>
    9. 9. Ways to Determine If a Web-based Product is Accessible <ul><li>Use Section 508 Accessibility Standards </li></ul><ul><li>Search for accessibility information on company Web site </li></ul><ul><li>Contact company for specific information </li></ul><ul><li>And…? </li></ul>
    10. 10. Tool for Evaluating Web Page Accessibility <ul><li>Bobby: http://cast.org/bobby/ </li></ul><ul><li>Level 1 equivalent to 508 Standards </li></ul>
    11. 11. Technical Standards for Equivalent Access <ul><li>1194.23 Telecommunication Products </li></ul><ul><li>1194.24 Video and Multi-media Products </li></ul><ul><ul><ul><li>These standards are addressed in the Software and Operating Systems and Web-based Intranet and Internet Information and Applications standards. </li></ul></ul></ul>
    12. 12. Self-Contained Products <ul><li>Applies to accessible Personal Digital Assistants (PDAs), graphing calculators, and devices like AlphaSmarts. </li></ul>
    13. 13. Desktop and Portable Computers <ul><li>History of work in this area through government and industry partnerships </li></ul><ul><li>Or go to Buy Accessible data base </li></ul><ul><ul><li>http://www.section508.gov/index.cfm?FuseAction=Content&ID=2 </li></ul></ul>
    14. 14. Resources <ul><li>“ Buy Accessible” Data Base: http://www.section508.gov/buy_accessible/public_access/main.cfm </li></ul>
    15. 15. Section 508 Resources http://www.section508.gov/
    16. 16. Maryland Resources <ul><li>Accessible Computer-based Instructional Technology: </li></ul><ul><ul><li>http://cte.jhu.edu/accessibility </li></ul></ul>
    17. 17. Develop an Action Plan <ul><li>Form small groups of 3-4 with staff from your district </li></ul><ul><li>Determine group roles: facilitator, recorder, reporter, and coach </li></ul><ul><li>Discuss key issues affecting implementation: supports and challenges </li></ul><ul><li>Draft an action plan using the handout </li></ul><ul><li>Select one insight to share with large group </li></ul>
    18. 18. Develop an Action Plan <ul><li>Guiding questions: </li></ul><ul><li>How will you implement this regulation? </li></ul><ul><li>What policies, procedures, and people do you have in place to help with implementing this regulation? </li></ul><ul><li>What additional supports do you need? </li></ul><ul><li>What are the logical next steps you recommend for your staff to take? </li></ul>
    19. 19. Share Insights from Action Planning <ul><li>How did you do with your action planning? </li></ul><ul><li>What did you learn from others during action planning? </li></ul><ul><li>What resources did you find helpful? </li></ul><ul><li>What are some critical questions that remain? </li></ul>
    20. 20. Questions? <ul><li>Donna R. Riley </li></ul><ul><li>Policy and Resource Specialist </li></ul><ul><li>Maryland State Department of Education </li></ul><ul><li>Division of Special Education/ Early Intervention Services </li></ul><ul><li>200 West Baltimore Street </li></ul><ul><li>Baltimore, Maryland 21201 </li></ul><ul><li>(410) 767-0858 </li></ul><ul><li>(410) 333-8165 fax </li></ul><ul><li>[email_address] </li></ul>
    21. 21. Thank You!