In this day where computers and the web are a daily part of life, people now have better and more independent access to information and communication. New technology developments can make this access easier, but they can also raise new barriers. These barriers can often be removed by considering the needs of disabled users when designing and implementing computer interfaces. This is why we are presenting… Accessibility and Inclusion in eLearning Presented by: o Dr. Elizabeth Forgione-Barkas, Director of eLearning o Shantell Strickland-Davis, Professional Development Instructional Developer

Please put your questions or concerns about creating accessible eLearning experiences on your sticky note and place in the cloud.

Which one of these does NOT directly affect Higher Education? Americans with Disabilities Act (ADA) TEXT TO Individuals with Disabilities Act (IDEA) TEXT TO Section 504 of the Rehabilitation Act TEXT TO Section 508 of the Rehabilitation Act TEXT TO Poll Results:

Which one of these does NOT directly affect Higher Education? Americans with Disabilities Act (ADA) × Individuals with Disabilities Act (IDEA) Section 504 of the Rehabilitation Act Section 508 of the Rehabilitation Act

What percentage of administrators report a confidence that their online courses are Completely or Mostly compliant with Section 504 and 508? 24% - TEXT % - TEXT % - TEXT % - TEXT Poll Results:

World Wide Consortium (W 3 C) Web Content Accessibility Guidelines WCAG 2.0 Principles Perceivable Operable Understandable Robust Guidelines Success Criteria A AA AAA Sufficient and Advisory techniques

After viewing this video, how comfortable are you with completing an assignment that focuses around the understanding of the content of this video? Which disability group(s) do you think would be most affected when viewing this video?

Deaf or Hard of Hearing students may require accommodations in two main areas: Java Applets and Multimedia Video. Lip reading which is used by 10% of individuals who are DEAF or HARD OF HEARING can be misunderstood since only about 25% of spoken English words are clearly identifiable.

eLearning strategies for inclusion: Java Applets

eLearning strategies for inclusion: Closed Captioning and Transcripts

eLearning strategies for inclusion: Electronic Communications

After viewing this video, how comfortable are you with completing an assignment that focuses around the understanding of the content of this video? Which disability group(s) do you think would be most affected when viewing this video?

Some content items that may present difficulty to students that are blind or have low vision are: Images lacking sufficient description Charts and graphics Diagrams Maps Anatomical sketches Color-coded displays

eLearning strategies for inclusion: Meaningful Headings and Links

Close your eyes…

Alternate Text Source: better-than-paid-search/

eLearning strategies for inclusion: Text Alternatives to Graphics, Image Maps, and Photographs

eLearning strategies for inclusion: Audio and Video Text Descriptions

eLearning strategies for inclusion: Color Contrast

Color contrast - Standard WCAG 2.0 AA4.5:1 ratio

After viewing this video, how comfortable are you with completing an assignment that focuses around the understanding of the content of this video? Which disability group(s) do you think would be most affected when viewing this video?

eLearning strategies for inclusion: Organized, Clear Directions

eLearning strategies for inclusion: Extended Time

eLearning strategies for inclusion: Classroom Supplements