Toward Equity & Access: Illuminating the Pathways to Distance Learning July 13,

What is pepnet 2? Pepnet 2 (pn2) is a federally funded project whose mission is to increase the education, career, and lifetime choices available to individuals who are deaf or hard of hearing. We do this by supporting the professionals who work with these individuals. We provide: Live trainings Online modules available 24/7 Online facilitated trainings Technical Assistance and Live Chat Training materials online and for download Evidence based resources to support your work pepnet 2 is funded by the Research to Practice Division, Office of Special Education Programs and the US Department of Education via Cooperative Agreement #H326D110003

Agenda/Objectives Describe and define distance and online learning options Distinguish between online asynchronous, streaming, and synchronous learning sessions Demonstrate the effects of access for individuals who are deaf and hard of hearing in combination with the increasing trend of distance and online learning Review the benefits and challenges of distance and online learning from various perspectives

Points to Ponder How do individuals who are deaf or hard of hearing access distance and online learning opportunities? Are these methods of access effective?

Distance and Online Learning (DOL) Asynchronous – Instruction and learning occur at different times and in different locations (not live) – Examples: Pn2 QuickClasses and Training Modules Synchronous – Instruction and learning occur at the same time and in different locations (live) – Examples: Interactive Television / Video Courses and Live Streaming

National Center for Education Statistics

Pn2 Mini Needs Assessment Participant responses showed that captioned media continues to be key to providing accessible online education for students who are deaf or hard of hearing. Most of the institutions in this survey offer online programs (83%), but only about half (44%) have a formal captioning policy on their campus. Pepnet2 (2014). Supports and Services for Individuals who are Deaf Survey. Mini-needs assessment. Data available upon request at

Major Themes Captioning Timing Changes to requested accommodations Shift to “English text-heavy” course materials

pn2 Research Visual multitasking demands are higher on students who are deaf or hard of hearing Students who are deaf or hard of hearing must switch between sources consecutively, which often leads to missed information when content is presented concurrently Pepnet2 (2015). Online Learning: Benefits and Barriers. Research Brief.

Accessibility is lost when online learning courses utilize – audio content without captions or transcripts – services reliant on voice communication – and/or exclusively English content without ASL translations of text and audio content

Accommodations are a critical component to accessible learning environments for students who are deaf or hard of hearing. Issues related to accommodations are closely linked with technology. Pepnet2 (2015). Accommodations Use and Quality for SDHH. Article Summary.

Access Challenges Multiple Environments Multiple Perspectives Multiple Technologies

DOL: Multiple Environments

DOL: Multiple Perspectives

DOL: Case Study Background Graduate level analytics course online – Synchronous team meetings and class meetings with student presentations – Asynchronous verbal lectures with PowerPoint available online Student usually has a sign language interpreter for classes and meetings outside of school Visual interactions prohibited

DOL: Case Study Response Real-time captioning for synchronous team meetings and class meetings with student presentations – Textual representations of emotion, emphasis, non-verbal utterances (e.g. sighing) and tone Closed captioning for asynchronous PowerPoint and verbal lectures “Accommodations made a detailed process and detailed course in analytics more accessible” -- Student

DOL: Student Perspective How did this affect your learning experience? I would not have gotten the same level of learning and same level of knowledge as other students who can [without needing these accommodations] This helps break down the communication barriers. Communication is key to learning, especially in such rich, online opportunities.

DOL: Multiple Technologies

Skype Screen Share

DOL: Video Remote Interpreting ADA Requirements: Effective Communication – Real-time, full-motion video and audio – Dedicated high-speed, wide-bandwidth video connection – Sharp image large enough to display both the interpreter and the person using sign language – Clear, audible transmission of voices – Adequate staff training

Pn2 Video Conferencing

Where do we go from here? How do individuals who are deaf or hard of hearing access distance and online learning opportunities at your campus? Are these methods of access effective? “… [t]he issue is not whether the student with the disability is merely provided access, but the issue is rather the extent to which the communication is actually as effective as that provided to others."

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