TROY University Rebecca Ingram, Ph.D. TROY University Rebecca Ingram, Ph.D. College of Education

Course Accessibility Issues: Universal Design

Legal Mandate Americans with Disabilities Act Section 504 of the Rehabilitation Act Section 508 of the Rehabilitation Act (federal programs)

Universal Design What is Universal Design? What are the origins of Universal Design? What are some examples of Universal Design?

Universal Design for Learning (UDL) What is UDL? Why do we need UDL?

Key Ideas Recognition Networks Strategic Networks Affective Networks

Guidelines Multiple Means of Representation Multiple Means of Expression Multiple Means of Engagement

Access Issues Actual Experience Examples

Correct usage of fonts and color in your text: Use sans-serif fonts rather than serif fonts, as they are easier to read on the computer. Use black text on a white background. Make sure there is high-contrast between the background color and the font color. Make sure the text is easy to read by avoiding bright colors in your background color. onlyUse only one font … Use only one font!!! Be mindful of too many CAPS, italics or bold text. Do Not Use underlining for emphasis, as this could be mistaken for a link. Designing your eCourse to Embrace Accessibility

Correct hyperlink language for screen readers In your links, Do Not Use hyperlinks that read Click Here. Graphics All graphics should have alternative text (alt tags) for screen reader ease. Label your alt tags to describe and match the graphic image. Limitations on animations Do Not Use animated or blinking images or text or graphics, as they can cause seizures for some folks. Video captioning and scripts Provide close-captioning and/or audio description or transcripts for all video.

Designing your eCourse to Embrace Accessibility Free Web Accessibility Evaluation Tools (100+ sites) Vischeck is a way of showing you what things look like to someone who is color blind.

Design Considerations Start Early Use Blackboard Tools Use Online Programs

How Do I Get Started? Be proactive Provide information in Promotional Publications Ensure media can be accessed Enforce Standards Establish Procedures Provide Information to Instructors, Design Staff Review Periodically

References/Resources Accessibility of online courses & section 508. (2009). Retrieved from /accessibility/ /accessibility/. Center for universal design. NC State University. Retrieved from DO-IT: Disabilities, opportunities, internetworking and technology. (2012). University of Washington. Retrieved from Extend the amount of time a student has to take an assessment. (2011). Retrieved from an-assessment/ an-assessment/. Kolowich, S. (2011). Elaborating on online accessibility. Inside Higher Ed. Retrieved from s_against_discriminating_against_disabled_students_with_technology#ixzz1r0cxH6Aphttp:// s_against_discriminating_against_disabled_students_with_technology#ixzz1r0cxH6Ap. Preliminary review of web sites for accessibility. (2005). W3C Web Accessibility initiative. Retrieved from Transforming education through universal design for learning. CAST. Retrieved from Web accessibility evaluation tool. (2012). WAVE. Retrieved from Where can I find online resources for learning about accessible information technology? (2010). AccessIT. Retrieved from

Resources (Continued) Web Accessibility Initiativehttp:// Sec 508 Web-based Intranet and Internet Info and Applicationshttp:// Free Accessibility Checkhttp:// Suggested Guidelines for Online Courseshttps://go.dmacc.edu/ONLINE/Pages/adacompliance.aspx Guidelines for Administratorshttp:// color-contrast Designing for People with Sight and Color Deficiencieshttp:// color-contrast Blackboard’s Commitment to Accessibilityhttp://

Dr. Rebecca Ingram Gayle Nelson