Accessibility for Online Learning ACSS Monday – April 14, 2008 Nancy Hollins

Accessibility The degree to which a building or site allows access to people with disabilities. Site in this context refers to websites and online course pages. Accessibility

Online Learning  Totally on-line courses  Hybrid courses  Supplemental materials to on-campus courses On-line Learning

Accessibility for online learning  The intersection of accessibility and online learning is the topic of this presentation. Accessibility Online Learning

Purpose:  Provide information regarding online accessibility, including the most common guidelines  Provide information about strategies that can be implemented immediately to improve access  Develop a community of learners to deal with accessibility – raise awareness, engage in discussions and joint problem solving

Topics  Why should we care about accessibility and online education?  What is the role of the faculty member in ensuring accessibility?  Specific strategies to implement immediately  Resources

Online accessibility – why should we care?   Use the link above to go to the WebAIM webpage and scroll down to the video on accessibility. In this video, three individuals with various disabilities describe the features of online learning that make such learning inaccessible.

Why should we care? Legal reasons  American with Disabilities Act & Section 504 of the Rehabilitation Act of 1973 Prohibit discrimination against individuals with disabilities

Why should we care? Legal reasons  American with Disabilities Act & Section 504 of the Rehabilitation Act of 1973  Office of Civil Rights Institutions that use the internet for communication regarding programs, goods and services must make that information accessible Must “effectively communicate” with individuals with disabilities including students, faculty, staff, and the wider community”

Why should we care? Legal reasons  American with Disabilities Act & Section 504 of the Rehabilitation Act of 1973  Office of Civil Rights  Department of Justice Must provide “equal access to their programs, services or activities unless doing so would fundamentally alter the nature” of the programs or “would impose an undue burden”

Why should we care? Legal reasons  American with Disabilities Act & Section 504 of the Rehabilitation Act of 1973  Office of Civil Rights  Department of Justice  NYS Web Accessibility Policy 99-3 (1999) Requires all “New York State agencies’ web sites provide universal accessibility to persons with disabilities”

Why should we care? Business reasons  Recent census figures place the number of individuals with a disability at 20% and the number of severe disabilities at 10%.  The discretionary income of these individuals is estimated at $175 billion.  4 out of 10 individuals with a disability are online, spending an average of 20 hrs./wk.

Why should we care? Moral reasons  It is simply the right thing to do  According to a recent Harris Poll, 48% of respondents with a disability indicated that the quality of their lives had been significantly improved by the internet.

Accessibility is a team effort!  Developers of the course management system (CMS) e.g. webCT  Instructional technologists (IT)  Students  Learning specialists  Faculty

What is the role of the faculty member? Faculty need to learn what features of the CMS we can control to improve accessibility. Faculty need to advocate for accessibility when CMS is purchased. Faculty need to be proactive in getting the help we need with technology e.g. videocameras, audio, html code, pdf, flash, CMS features.

What is the role of the faculty member? Accessibility is an individual issue…students must advocate for their individual needs, but faculty need to provide a message of openness, acceptance, and be willing to work with the student. Faculty need to be aware of accessibility guidelines and implement them as possible within their courses.

Guidelines: Two primary standards for website accessibility 1) Web Accessibility Initiative (WAI) of the World Wide Web Consortium (W3C) – established the Web Consortium Accessibility Guidelines (WCAG 1.0). These are 14 basic guidelines, each of which is further expanded into a list of checkpoints. Currently under revision. 2) Section 508 Guidelines – similar but with some additions

Principles of Accessible Design based on WCAG and Section 508 guidelines  Provide appropriate alternative text to images, photos, graphics  Provide headings that are logically organized and sequenced  Ensure users can complete and submit all forms  Ensure links make sense out of context  Caption and/or provide transcriptions for media

Principles of Accessible Design based on WCAG and Section 508 guidelines  Allow users to skip repetitive elements on the page  Do not rely on color alone to convey meaning  Make sure content is clearly written and easy to read  Make all media accessible  Ensure that the keyboard can be used as well as the mouse

Specific strategies to implement immediately Provide appropriate alternative text to images, photos, graphics Provide a text-equivalent of all images, photos, and graphics. Text is more accessible to an individual who is blind (using a screen reader) or has a perceptual disability that makes pictures and graphics difficult to understand. Include an obvious link to this text.

Alternative Text - caption  Example of a caption: Note that a caption is typically only a few words placed near the image or photo. Picture of a golden retriever

Alternative Text - description  A description usually requires extensive wording necessitating a separate page. The link to such a page should be placed close to the graphic or image. The next slide gives you an example of a description. Group n Mean score S.D. With no accomodations With 1 accomodation With 2 accomodations Link to description

Alternative Text - description  The first group of 15 students who received no accomodations obtained a mean score of 23.5 with a standard deviation of 5.5. The second group had 14 students who received one accomodation. They achieved a mean score of 24.1 with a standard deviation of 5.7. The third group of 15 students received two accomodations and achieved a mean score of 31.2 with a standard deviation of 6.2.

Specific strategies to implement immediately Provide appropriate alternative text to images, photos, graphics Another reason for using text involves the necessitate for some users (visually impaired) to magnify the size of the image or text. Text tends to be more understandable when magnified. Keep text within a graphic to a minimum as it will be difficult to see relationships when graphics are enlarged. The next two slides provide a simulation of enlarging both text and images for your comparison.

Alternative Text - caption Picture of a golden retriev er

Alternative Text - description  The first group of 15 childr en who receiv ed no treatm ent obtain ed a mean score of 23.5 with a stand ard deviati on of 5.5. The secon d group ….. G ro u p n Mean score Mean score S.D. S.D. W it h n o tr e at m e nt W it h # 1 tr e at m e nt W it h # 2 tr e at m e nt

Specific strategies to implement immediately Provide headings that are logically organized and sequenced Outlines of content often reveal problems with logical organization and sequence. The headings used in the outline can be useful as links to allow students to skip content and reduce scrolling (which can cause fatigue of individuals with mobility disabilities).

Specific strategies to implement immediately Provide headings that are logically organized and sequenced Scanning for headings occurs left to right, top to bottom. Use the sequence on the left below rather than the sequence on the right. Module 1Module 2vs.Module 1Module 3 Module 3Module 4Module 2Module 4

Specific strategies to implement immediately Ensure users can complete and submit all forms Forms are not typically a problem with online courses directly but may impact login, the purchase of texts (online bookstore), registration, and other “business” functions related to enrollment in a course. This is typically a matter for the IT and CMS developer but faculty can alert such experts to the need for accessible forms.

Specific strategies to implement immediately Ensure links make sense out of context Too often, links are labeled in a way that has no inherent meaning. The link should be able to stand on its own. Good examples are on the right below: “Click here” vs. “Description of accessible strategies” “Learn more” vs. “Examples of more accessible strategies”

Specific strategies to implement immediately Caption and/or provide transcriptions for media Both audio and video media are problematic. Provide text- based captions or transcriptions for all such media. The blind and visually impaired will need this text to describe the video portion of the media; the deaf and hearing impaired will need to have this text for the audio portion. Avoid animation (or limit) as such features are distracting to individuals with attentional deficits.

Specific strategies to implement immediately Allow users to skip repetitive elements on the page If you use a format that includes repeating information each time a new page is accessed, allow the student to skip that information.

Allow users to skip repetitive elements on the page For example, providing an outline below as an advance organizer may be important for some students. But the student using a screen reader will have to hear the first sentence(s) over and over again to get to new information. Note the repetition a screen reader would cause in the next two screens. Outline of Accessibility Strategies 1. Strategies for the blind 2. Strategies for the visually impaired 3. Strategies for the deaf and hearing impaired 4. Strategies for the individual with a mobility impairment 5. Strategies for the individual with a cognitive disability

Allow users to skip repetitive elements on the page Outline of Accessibility Strategies  Strategies for the blind screen readers require keyboards and text  Strategies for the visually impaired  Strategies for the deaf and hearing impaired  Strategies for the individual with a mobility impairment  Strategies for the individual with a cognitive disability

Allow users to skip repetitive elements on the page Outline of Accessibility Strategies  Strategies for the blind  Strategies for the visually impaired need a screen design that can be enlarged  Strategies for the deaf and hearing impaired  Strategies for the individual with a mobility impairment  Strategies for the individual with a cognitive disability

Allow users to skip repetitive elements on the page Instead of requiring repetition, give the student the option of skipping to the entire content through the use of a link (skip navigation link). Obtain entire list (links to next page) Outline of Accessibility Strategies  Strategies for the blind  Strategies for the visually impaired  Strategies for the deaf and hearing impaired  Strategies for the individual with a mobility impairment  Strategies for the individual with a cognitive disability

Allow users to skip repetitive elements on the page Outline of Accessibility Strategies  Strategies for the blind screen readers require keyboards and text  Strategies for the visually impaired need a screen design that can be enlarged  Strategies for the deaf and hearing impaired transcriptions are needed for all audio components  Strategies for the individual with a mobility impairment be sure keyboard can be used rather than mouse  Strategies for the individual with a cognitive disability avoid animation

For important repetitive elements on the page, put critical information first In this example, note that the screen reader on the left will repetitively read “provider of accessible devices” before new information is available to the student. Whereas on the right, the new information is available immediately. Links to resources Provider of accessible devices: EASI Provider of accessible devices: CAST Provider of accessible devices: NCAM Links to resources EASI: provider of accessible devices: CAST: provider of accessible devices: NCAM: provider of accessible devices:

Specific strategies to implement immediately Do not rely on color alone to convey meaning A large number of our students are colorblind. Recent studies have found that 8-10% of males are colorblind to some degree; 0.5% of females are colorblind to some degree.

Do not rely on color alone to convey meaning  The pages listed below in RED are required reading. The pages listed in GREEN are optional.  Pages  Pages  Pages  The pages listed below in RED and followed by an asterisk are required reading. All other pages are optional.  Pages 12-15*  Pages 30-31*  Pages 44-47

Specific strategies to implement immediately Make sure content is clearly written and easy to read (content first and then format) Use high contrast to ensure content can be read easily by the visually impaired (e.g. white on blue, black on white). Simplify the page layout Organize information into “chunks” Use multimedia (icons, graphics, audio, video) to provide multiple methods for understanding (just be aware of accessibility issues of that media).

Specific strategies to implement immediately Make all media accessible - Portable document format (pdf)  Make sure the pdf document was created with Adobe Acrobat version 6 or higher.  The document cannot include scanned content.  Ensure all embedded images have text captions or descriptions.

Specific strategies to implement immediately Make all media accessible - Powerpoint  If simple text, powerpoint files are accessible to screen readers.  If non-text (graphics, animation, video), create text and/or audio to accompany all slides and post separately  If audio, the powerpoint will be inaccessible to individuals with hearing impairment - include text with all audio  Check Office Accessibility Wizard – see resource list

Specific strategies to implement immediately Make all media accessible – Website links  Ensure the websites you link to are accessible  WAVE Use the link above to go to the WAVE site. Type the web address (url) of the site you want to evaluate for accessibility into the form. The report that is generated will tell you what accessibility problems are present on the site. Do not link to sites with excessive accessibility errors.

Specific strategies to implement immediately Ensure that the keyboard (tab key) can be used as well as the mouse  Screen readers do not work with the mouse.  Individuals with mobility issues may use input devices that do not work with the mouse (e.g. headsticks, mouthsticks).  This is usually a CMS issue but the IT may be able to help faculty work around this problem.

Specific navigation strategies to implement immediately  A dense, content rich page may make navigation confusing. Ensure that navigation links are placed in a consistent location.  Make links large and stationary for individuals who have fine motor problems.  Keep navigation short to avoid fatigue for individuals with mobility problems.

Specific interactional strategies to implement immediately  Generally accessible methods Asynchronous discussion Blogs  Inaccessible methods Synchronous chat mobility impairments – too slow to respond blind – often not accessible to screen readers

Course Management System (webCT)  Structure of CMS can impact accessibility  CMS is rapidly changing and updating  Faculty need to advocate for the CMS that meets accessibility guidelines, not just technical, pedagogical, and financial needs  webCT and Blackboard have been shown to be fairly accessible as well as openly amenable to working with faculty on accessibility issues.

So…how do we (at U.C.) address accessibility?  Work on developing accessibility throughout the curriculum  Develop model projects (e.g. courses, websites, departments)  Develop learning partnerships  Other?????

References  AccessIT (2004). What Considerations Should Be Made In Order To Develop Accessible Web-Based Distance Learning Courses? Retrieved on March 11, 2008 from  Boyd, R.K., & Moulton, B. (2004). Universal design for online education: Access for all. In D. Monolescu, C.C. Schifter, & L. Greenwood (Eds.) The Distance Education Evolution: Issues and Case Studies. Hershey PA: Information Science Publishing.  Edmonds, C.D. (2004). Providing access to students with disabilities in online education: Legal and technical concerns for higher education. The American Journal of Distance Education, 18(1),  Kinash, S., Crichton, S., & Kim-Rupnow, W.S. (2004). A review of literature at the intersection of online learning and disability. The American Journal of Distance Education, 18(1),  Mills, S.C. (2000). Unlocking the gates to the kingdom: Designing web pages for accessibility. Retrieved electronically from ERIC database (ED ) on November 5,  Seale, J.K. (2006). E-Learning and Disability in Higher Education. New York, NY: Routledge, Taylor & Francis Group.  Theofanos, M.F., & Redish, J. (n.d.). Guidelines for Accessible and Usable Web Sites: Observing Users Who Work with Screen Readers. Retrieved on April 2, 2008 from

Resources  Blind Readers Page -  Center for Applied Special Technology (CAST) -  Center for Assistive Technology and Educational Access  Equal Access to Software and Information (EASI) –  National Center for Accessible Media (NCAM) -  NCAM has developed MAGpie for captioning and audio descriptions. Available at  National Center on Accessible Information Technology in Education  Office Accessibility Wizard is available at  Section 508 guidelines are available at  Web Accessibility in Mind (WebAIM) -  This organization has developed WAVE which is available at  Web Content Accessibility Guidelines (WCAG 1.0) are available at  WCAG 2.0 (not yet adopted) – Overview is available at 

Thank you!