1. Online Learning Ensuring Accessibility and Engaging Students SHARON TRERISE IT ACCESSIBILITY ANALYST, SYRACUSE UNIVERSITY

2. ADA, Title II Title II and its implementing regulations require public school districts to ensure that communication with students with hearing, vision, or speech disabilities is as effective as communication with students without disabilities. The Title II regulations require that when a public school is providing auxiliary aids and services that are necessary to ensure effective communication, they must be provided in “accessible formats, in a timely manner, and in such a way as to protect the privacy and independence” of a student with a disability. … some examples of auxiliary aids and services are interpreters, note takers, exchange of written materials, real‐time computer‐aided transcription services (e.g., CART), assistive listening systems, accessible electronic and information technology, and open and closed captioning.

3. Examples Accessible Format  If homework assignments are available on‐line, then the on‐line program used by the school must be accessible to students who are blind. Timely Manner  When it is made available to other students Protects privacy and independence  If a blind student requests an accessible electronic book (e‐book) reader to complete in‐class reading, instead of using a reading aide, the school district should provide the e‐book reader because it would allow the student to go through the material independently, at his own pace, and with the ability to revisit passages as needed.

4. IT Accessibility: Promotes Independence REACTIVE APPROACH  Provide a document in alternate format when requested  Provide CART or sign language interpreter for movie or video when requested  Blind student is excluded from participating in class quiz using clickers PROACTIVE APPROACH  Make all documents accessible before posting on web or in online course  Videos must be captioned before scheduled to be shown or before posting on web  Clickers brands are chosen which have a Braille labeling option

5. Factors contributing to effective communication  Accessible format  Timely  Promotes independence

6. Online Course Environment  CMS - Course management system (e.g. Blackboard, Moodle)  Textbook (online or print)  Documents (Word, PPT, PDF, etc.)  Video & audio  Interactions (chat or discussions w/in CMS, Twitter, webinar, etc.)  Web-based resources – whether required or recommended  Online and other technology tools (e.g. TurnItIn)  Assessments (quizzes & exams)

7. Video To Care and Comply: Disability Access at PCC To Care and Comply: Disability Access at PCC Stories from students whose education has been impacted by inaccessible technology. Portland Community College

8. Accessible formats – Who benefits? Students who are blind ◦Braille ◦Electronic text and a screen reader or etext reader device ◦MS Word ◦PDF ◦HTML / web page ◦ePub3 Students who struggle with reading ◦Electronic text and text-to-speech application Students who are deaf or hard of hearing, students whose primary language is not English ◦Synchronized captions for video, transcript for audio

9. Accessible formats - Textbooks

10. Accessible Formats Word & PDF Documents MS Word  Use the MS Word accessibility checker (see Cheatsheet for creating accessible Word documents) PDF  Use the Adobe Acrobat Pro accessibility checker (see Cheatsheet for creating accessible PDF)  Recommendation for students using screen readers: Provide Word document or convert to HTML  Scanned PDF documents must be converted to real text using OCR tool  Tips:  When converting from Word to PDF, build as much accessibility into the Word document as possible  When converting from PowerPoint to PDF… Don’t. Create a text version instead.

11. Accessible Formats Video & Audio More cost effective to use a vendor ($1.00 to $2.50/minute of video) Transcribing time averages 5 to 8 times the length of the video Tools for DIY Transcribing audio ExpressScribe (for creating transcript only - free) Amara (online captioning tool – free) Camtasia (for transcription and captioning - ~$100 / license) YouTube automated captions – Too inaccurate for realistic use Guidelines for captions DCMP Captioning Key

12. Accessible Interactions Chat ◦Typically inaccessible for screen reader users ◦Difficult for students who struggle with reading to keep up ◦Difficult for students with mobility impairments to type responses on pace with conversation Webinars ◦Make arrangements for CART for deaf and hard of hearing students ◦Be sure a separate window for the CART transcript can be displayed in the webinar interface Discussions ◦Threaded discussion interface is typically very difficult for student using a screen reader ◦Set up course management system so student receives an email when a discussion post is made

13. Accessible Assessments  Read order is important for screen reader users What is the answer to this question? a) Answer 1c) Answer 3 b) Answer 2d) Answer 4  Math equations & notation can be problematic for screen readers and text-to-speech software  Avoid the use of color in visual elements unless necessary  Use high contrast for text and background to maximize readability  Timed tests must allow for time extension  Additional guidelines Additional guidelines

14. Web-based Resources All websites used as required or recommended reading should be checked for accessibility All online educational tools / resources should meet accessibility guidelines WCAG 2.0 AA Section 508 Where to get information From the vendor (VPAT) From other users / institutions Google it Test It: Web Accessibility Checklist

15. Examples PRESENTATION TOOL Prezi Prezi was developed using Adobe Flash and as such, is not considered fully accessible by users with disabilities requiring the use of screen readers. Since July 2014 viewing Prezi is possible using only JavaScript. While this does not fully address accessibility, Prezi appears to be moving to correct these issues. Meanwhile, educators should be aware that Prezi is not ADA/508 compliant. An accessible PowerPoint version of the presentation can be provided for students requiring screen readers. Some viewers find the Zooming User Interface to be distracting, even motion-sickness inducing. Careful use of the ZUI by the creator can minimize this consequence and turn it into an effective tool. With a little practice you will master the balance between dynamism and disruption. Evaluation rating: 49% http://www.web2access.org.uk/product/172/http://www.web2access.org.uk/product/172/ Examples LEARNING & SKILLS REINFORCEMENT APPLICATION Khan Academy Accessibility information User reports Comment from user: Adding an audio option which would read the text aloud (specifically in word problems) would help enormously! It would also increase confidence and independence for these students.

16. Summary  Online content can be accessible  Plan ahead  Build accessibility into all documents  Choose forms of interaction that all students can participate in effectively  Select web-based resources that are accessible  Ensure new technology purchases are accessible  Talk to the vendor about compliance with accessibility standards  Gather accessibility information from other users and other institutions  Include accessibility requirement in RFP  If an accessible product is not available, encourage vendor to establish timelines for bringing product into compliance