1. Accommodating On-line Learners: Much More Than Captioning
Linda Sullivan, MA, CAGS
Harvard University

2. Overview What is on-line learning?
What are the most common types of on-line classes?
How do we re-think accommodations for on-line learners?
Thinking about conditions: ADHD, LD, Sensory, Chronic Illness, Psychiatric, ASD
Who should we partner with on campus?
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3. What constitutes on-line learning?
A) Classes presented entirely on-line
B) Classes with on-line and in-class learners in real time
C) Classes presented partial semesters on-line with partial in-class
D) Classes where the “lecture” is presented on-line and in-class time is dedicated to activities, projects
E) Any class that has required activities using a Learning Management System, (LMS), 3rd party platform (e.g., Pearson MyMathLab)
F) All of the above
G) A,B,C,D
Answer: F
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4. Synchronous, Asynchronous, Blended Formats
Synchronous – live, real-time, learning
Asychronous – split time learning
Blended – combination of synchronous and Asychronous learning
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5. Why are methods important?
When thinking about individual accommodations for each class – must incorporate pedagogy
Example – application of captioning:
Asynchronous presentation – if course is developed prior to launch captions can be placed prior to availability
Synchronous – may need CART
Blended formats – captioning imprinted before release, if discussion group CART
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6. Understanding On-line Learners
What kinds of conditions?
ADHD, LD, Chronic Illness, Physical limitations, Mental Health, Sensory
Ages: Gifted 13-18, Traditional 18-22, Adult 25+, Mid Career- 40+
Age may impact documentation
Age may impact comfort with technology
How are supports developed?
Are you available 24/7, or for extended hours?
Is tech support available extended hours?
What are your tech requirements?
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7. Thinking about conditions: ADHD
Functional Limitation
Accommodation
Concentration
Pacing
Multi web sites (Facebook)
Auditory Information
Testing
Use fidgets, sit on yoga ball, chew gum, if no voice over, use music
Allow for more time between slides
Apps to control use of access
Captions (if available)
Add more time for testing
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8. Thinking about conditions: LD
Functional Limitation
Accommodation
Reading
Homework
Posts
Processing Delays
Ensure presentation is available in screen reading formats
Work with Professor/TA to ensure availability for questions and verbal contact
Voice-to-Text software, or voice files
Allow for individual timing of content
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9. Thinking about conditions: Chronic Health
Functional Limitation
Accommodation
Attendance
Meeting course requirements
Group projects
Lighting/video presentation
Flexibility in participation
Adjusted due dates
Late withdrawal
Permission to change PPTs background colors
Awareness of course requirements at registration
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10. Thinking about conditions: Psychiatric
Functional Limitation
Accommodation
Attendance
Electronic Access
Persistence with format
Clear guidelines around attendance policies- modified as needed
Security of transmission – alt ways of work submission
Pace course due dates throughout semester
Remote exam/proctoring
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11. Thinking about conditions: Sensory - Hearing
Functional Limitation
Accommodation
Cannot hear content
Captioning
CART
ASL
Video transcripts
Microphone usage for all participants
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12. Thinking about conditions: Sensory – Vision
Functional Limitation
Accommodation
Reading Lecture Content
Viewing videos
Understanding/interpreting visual aids (e.g., graphs, pictures)
Chat features – for interactive class participation
Increase fonts
Change background colors
Video description
Graph/picture description
Provide PPTs in formats compatible with screen readers
Ensure 3rd party platforms are accessible
Ensure option for voice interaction is possible
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13. Thinking about conditions: Mobility Impairments
Functional Limitation
Accommodation
Keyboard limitations
Sitting
Standing
Stationary time
Ensure content is navigatable using keyboard or voice commands
Students may need to stop/start and move positions; faculty need to offer breaks, or allow self-paced
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14. Thinking about conditions: ASD
Functional Limitation
Accommodation
Understanding on-line classroom social norms
Verbal skills
Navigating different systems
No reminders of due dates
Provide positive rules of engagement for students.
If verbal skills are lacking, ensure student can participate through writing
Provide clear instructions for accessing content, including frequency.
Assist student with calendar support for due dates.
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15. Re-thinking DS Delivery
Interactive Process
Increased availability
Testing accommodations
Faculty contact
Faculty training
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16. Key Relationships Course Development Faculty
Assistive Technology Specialists
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17. Summary On-line learning involves much more than on-line classes
Recognize differing course delivery methods
Infuse Universal Design Principles
Assist students with understanding requirements of courses
Work with faculty to develop opportunities for equal participation
Different disability types will need adjusting of accommodations based on course delivery type
LMS and 3rd party sites must be accessible on the surface and in content
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18. Questions & Contact Info
Questions…
Contact:
Linda Sullivan
Harvard University
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