Innovations in Accessibility for Students with Visual Impairments: Is the Assessment Cart Ahead of the Curriculum Horse? CCSSO/NCSA Conference June, 2017 Presenter: Carolyn Zierer Product Development Project Leader American Printing House for the Blind

Considerations in Creating Accessible Tests Primary Questions: What concept is being assessed? What format is needed? How will the test be administered?

Greatest Challenges Items requiring a student to read a detailed chart in order to provide responses to multiple questions. Maps including colors to determine levels of precipitation, elevation, or population. Photographs accompanying reading passages with questions referencing the photograph. Pictures used for writing prompts. Online simulations

HI! My name is Izzy. <image: a caterpillar with segments of various colors> What color is the fourth segment from Izzy’s head? A. pink C. yellow B. green D. red

Large Print Change colors or add patterns. Adding patterns may give an advantage over a print reader who can not identify or read color words.

Braille Change colors to distinct textured patterns. A key would be provided with names of colors next to the assigned pattern. Label each section. The item then becomes cluttered and provides an added advantage over the student who can not identify color words.

Trends in Statewide Testing Increased requests for item review for accessibility of online assessments Increased requests for graphics to be created so files can be accessed for on-demand embossing Increased requests for translation to be provided as a .brf for embossing on-demand

Trends in Statewide Testing Embossed tests are now being requested in numerous formats EBAE contracted and uncontracted UEB contracted and uncontracted EBAE with Nemeth contracted and uncontracted UEB with UEB math contracted and uncontracted UEB with Nemeth contracted and uncontracted

Challenges Publishers and states scrambling to meet the needs of all students. Adequate certified staffing to produce multiple formats of the same test in a timely fashion.

What’s Next? APH will research Unified English Braille (UEB) and its use in STEM subjects. This will lead our company in how we need to develop future products for our students. A group including recognized experts in braille literacy, mathematics, science, and research methodology will identify research questions regarding the representation, perception, and concept mastery of math and science materials in UEB.

Committee Members Cay Holbrook, Professor, The University of British Columbia Holly Lawson, Assistant Professor, Portland State University Derrick Smith, Associate Professor and Education Department Chair,University of Alabama in Huntsville Frances Mary D’Andrea, Instructor, University of Pittsburgh, and Educational Consultant specializing in Literacy and Students with Visual Impairments Robert Englebretson, Associate Professor at Rice University, Linguistics Department Joseph Petrosko, Professor Emeritus, University of Louisville

Topics to be Addressed Unified English Braille contains symbols that can be used to accurately represent all technical subjects including higher level math and science. Is this true for all upper level math and science courses? Low level perceptual and cognitive aspects of braille reading in technical symbols in UEB. Observing users and their techniques in both codes noting specifically speed, regressions, and if indicators affect reading. Given a specific mathematics (or other technical subject) concept, will students with or without prior knowledge of UEB symbols be successful at mastery of the concept?

This study will strive to answer multiple questions including: How accurate are students at various grade levels at using UEB symbols in technical subjects? Does length of formula/problem have an impact on comprehension, understanding? To what extent are students able to demonstrate STEM concepts with the use of UEB?

Primary Take Away Carefully consider all current or future persons taking the assessment prior to constructing any test items.