Integrating UDL Into the Course Development Process – Part 1 Assistive Technology Initiative (ATI) Korey Singleton, Ph.D., ATP, RET ATI Manager August 18, 2017

What we’ll cover… Introductions Trends in Higher Education EIT Accessibility: What Does It “Look” Like? Universal Design Universal Design for Learning (UDL) Roles and Responsibilities

ATI’s Role... …ensuring equivalent access to electronic materials, software, and IT resources for individuals in the Mason community through video captioning, alternative text, web accessibility, and assistive technology. We also support students, faculty, staff, and visitors with disabilities and different learning styles through the provision of assistive technology resources.

ATI Staff & Reporting Structure University President VP, CDE Associate Director/ADA Coordinator, CDE ATI Manager IT Accessibility Coordinator Program Support Specialist Acc Media Coordinator Accessible Media Specialist Student Worker(s) ATI operates under Compliance, Diversity, and Ethics Office Reports up through ADA Coordinator to VP for CDE, who reports directly to University President More information about us available at http://ati.gmu.edu Webinars/Presentations: https://ati.gmu.edu/resources/presentations/ ATI Office consists of an Accessible Media Coordinator, an IT Accessibility Coordinator, an Accessible Media Specialist, a Program Support Specialist, and a student worker. Those positions report to the ATI Manager, who reports to the ADA Coordinator in the Compliance, Diversity, and Ethics office. The VP for Compliance, Diversity, and Ethics reports directly to the President.

Collaborative Partnership CDE DS Accommodations for Students w/ Disabilities Accommodations for Employees w/ Disabilities Electronic & IT Accessibility & Compliance

Trends in Higher Education Trends, Disability Support, Recent Litigation, Common Issues

Trends in Higher Education Disability Rates in Higher Education Increasing Increasing # of SWDs enrolling in higher education (U.S. GAO, 2009). Greater variation in types of disabilities…(Digest of Education Statistics, 2011). SWDs have lower participation and completion rates in higher education than their nondisabled peers (Mamiseishvili & Koch, 2011). Growing Role of Online Learning in Higher Education Increasing role of online learning in higher education (Allen & Seaman, 2013). Increasing adoption of newer and more innovative EIT (Kim, 2011). Inaccessible EIT can adversely impact the ability of a SWD to access course content (Bühler, Fisseler, & others, 2007; Fichten, Asuncion, Barile, Ferraro, & Wolforth, 2009). Growing number of legal challenges against higher education institutions for implementing inaccessible EIT (Zou, 2011; Szpaller, 2012).

Existing Disability Support Model in Higher Education “Existing strategies for supporting SWDs in higher education rooted in ‘medical model’ (Burgstahler, 2012).” Disclose Documentation Accommodation Extended time Notetaking support Interpreter

Recent Litigation (Re: EIT Accessibility)… UC-Berkeley (again) 2016 Miami (OH) (2016) CU-Boulder (2015) Harvard/MIT (2015) EdX (2015) Atlantic Cape CC (2015) Univ. of Phoenix (2015) Univ. of Cincinnati (2014) Univ. of Montana (2014) Youngstown State (2014) Maricopa CC (2014) Florida St. Univ. (2014) Louisiana Tech (2013) SCTCS (2013) UC-Berkeley (2013) Penn St (2011) Ohio St. (2010)

Common Issues from Litigation… Inaccessible LMS, University Wide Applications and teaching supplemental applications Timely delivery of alternate formats for textbooks Document accessibility (Word, PPT, PDFs) Captioning for videos Inaccessible library resources (databases, search, print resources) Additional classroom resources (e.g., iClicker, podiums) Inaccessible university websites/web resources ATMs Access to auxiliary offices (financial aid, registrar)

EIT accessibility: What Does iT “Look” Like? Types of Impairment, Assistive Technology, Demos/Examples

Types of Impairment and Assistive Technology 4/14/2018 Types of Impairment and Assistive Technology Sensory (Loss of vision, hearing, or both) Screen readers and refreshable braille devices for people who are bling or have other print disabilities Open or closed captioning for people who are deaf Learning/Cognitive Organizations, readability Physical Alternatives input tools, such as speech-to-text software, for people who cannot use a computer mouse Notes I have listed 3 classifications here..,while there’s certainly a great deal of variation that exists under these 3 classifications, they do broadly cover much of what we are discussing here today. When we discuss inaccessible EIT, make no mistake that 99% of the discussion (from a legal standpoint) centers around equivalent access for individuals with some degree of vision and/or hearing loss...Now, there’s only one case that I can think of which actually involved individuals with learning impairments (that was UC Berkeley and involved more timely access to printed materials in alternative formats like Braille, audio, or large print)... So, if we move beyond thinking about the discussion in terms of disability and more about the types of assistive technology that an individual uses in order to access a computer, things start to make a bit more sense. How instructional materials and/or our electronic resources are designed play a significant role in one’s ability to access information or participate in the programs or services that we offer... If I am blind, I need a screen reader to access a computer and to read electronic documents If I am deaf or hard of hearing, I need captions and transcripts for audio and video If I have a learning impairment, I benefit from information being presented in a consistent manner and chunked so as to allow me an easier time processing that information If I have a physical impairment which impacts my ability to use a mouse or a keyboard, I also benefit from how a document or website is structured since I too would require an alternative means for accessing a computer.

Anatomy of an Accessible Document Document courtesy of Portland Community College: http://www.pcc.edu/resources/instructional-support/access/documents/OnlineAccessibilityHandbook-loRes.pdf

Jaws Screen Reader Demo E.g., Navigating a Word Document (a screen reader user’s perspective) Video courtesy of High Tech Center at Taft College: https://www.youtube.com/watch?v=D8XFkGMF0sw

Before and After Demo - Websites E.g., Improving a website using Web Content Accessibility Guidelines (WCAG) 2.0, http://www.w3.org/WAI/demos/bad/

Understanding Web Accessibility E.g., Labeling Images/Graphics Graphics should have meaningful labels: E.g.: “Photo of Secretary of Education Arne Duncan reading to children at Central Elementary School.” Not: “Image” The labels can be visible to everyone, or they can be hidden in the programming of the web page. Designer’s choice!

Understanding Web Accessibility E.g., Color Contrast Meaningful information should be conveyed through more than just color. For example, individuals unable to identify color would not know which fields were required. A simple fix would be to add an asterisk(*) next to the required fields.

Understanding Web Accessibility E.g., Keyboard Navigation Users should be able to “tab” through the page and get to all information and functions. Pages should not require users to manipulate a mouse for navigation.

Universal Design Meaning, Examples

Definitions: Accommodation vs. Accessibility vs. Inclusive Design Inclusion User-centered Accessibility Compliance Accommodations Individual in nature Targeted Universal Design or UD

Equality vs. Equity

Why Universal Design? Term borrowed from the movement in architecture and product development that calls for curb cuts, automatic doors, video captioning, speakerphones, and other features to accommodate a vast variety of users, including those with disabilities.

Think about your users...