1. Accessible Learning Research Presentation TERI JUNGE

2. Disability Defined According to the United States Equal Employment Opportunity Commission website (http://www.eeoc.gov/laws/regulations/ada_qa_final_rule.cfm), a disability is defined as:http://www.eeoc.gov/laws/regulations/ada_qa_final_rule.cfm  “a physical or mental impairment that substantially limits one or more major life activities (sometimes referred to in the regulations as an “actual disability”), or  a record of a physical or mental impairment that substantially limited a major life activity (“record of”), or  when a covered entity takes an action prohibited by the ADA because of an actual or perceived impairment that is not both transitory and minor (“regarded as”). [Section 1630.2(g)]”

3. Disabilities May be Obvious or Invisible Obvious Disabilities  Inability to care for oneself  Inability to ambulate  Inability to communicate Invisible Disabilities  Social/emotional disorders  Learning disabilities  Impulse control

4. Student Centered Educational Resources Educational resources such as content of web sites and course materials should be designed with users of all abilities in mind. Follow the Seven Principles of Universal Design for E- Learning Instructors when developing online courses. http://www.3playmedia.com/2013/04/30/accessibility-specialists-understanding-invisible- disabilities-what-means-online-education/http://www.3playmedia.com/2013/04/30/accessibility-specialists-understanding-invisible- disabilities-what-means-online-education/

5. Application of Principle 1 Equitable Use All users should have access to identical or equivalent content. Examples:  Design is appropriate for all users  Variety of resources that provide similar information  Content is presented in more than one format  Alternative options for completing assessments are available

6. Application of Principle 2 Flexibility in Use Individual preferences and abilities should be accommodated. Examples:  Accommodate various learning styles  Allow for alternative, but equal assignments and assessments

7. Application of Principle 3 Simple & Intuitive Use Easily understandable design. Examples:  Post clear and concise instructions  Avoid distracting graphics  Simple design of online resources

8. Application of Principle 4 Perceptible Information Necessary information is communicated effectively. Examples:  Streamlined design of online resources  Information available in a variety of formats  Assessments available in alternative formats

9. Application of Principle 5 Tolerance for Error Adverse consequences of untended actions are minimized. Examples:  Allow multiple attempts to submit work to antiplagiarism program  Accommodations to allow extra time to submit work

10. Application of Principle 6 Low Physical Effort Efficient and comfortable design. Examples:  Ergonomic workstation  Reduction of eyestrain

11. Application of Principle 7 Size and Space for Approach and Use Accommodations are made to allow use regardless of the student’s physical features. Examples:  Appropriately sized workstation  Accessible workstation  Integration of assistive devices

12. Student’s Responsibility Identify known or suspected disability Obtain assessment of perceived disability (including needed accommodations) Report documented disabilities to school officials Access needed resources

13. Accessibility and Assistance Triton College  The Center for Students with Disabilities (CSD)  Academic Success Center (ASC)  Educational Technology Resource Center (ETRC)  Center for Access and Accommodative Services (CAAS)  Counseling

14. Additional Resource Rose, D., Harbour, W., Johnston, C. S., Daley, S., & Abarbanell, L. (n.d.). Universal design for learning in postsecondary education: Reflections and principles and their application. Retrieved from http://www.udlcenter.org/sites/udlcenter.org/files/UDLinPostsecondary.pdf