Transcript About GRADE

Making the GRADE:
Improving Access to E-learning
Marsha Allen, Web Developer
Georgia Tech Research on Accessible Distance Education,
Southeast Disability & Business Technical Assistance Center,
Center for AT & Environmental Access (CATEA),
Georgia Institute of Technology
Objectives
• Increase awareness of the barriers students with
disabilities face in accessing the Internet.
• Provide resources for tools that identify barriers
and solutions to accessing the Internet.
• Inspire enthusiasm to learn more.
About Our Project
Georgia Tech Research
on Accessible
Distance
Education
www.catea.org/grade/
GRADE Mission
• Improve the accessibility of distance education for
students with disabilities throughout the nation with:
– Training and technical assistance,
– Information dissemination, and
– Research.
GRADE Funding & Copyright
Office of Post Secondary Education (OPE)
at the U.S. Department of Education
under Grant #P333A020050.
©2003 All Rights Reserved,
Georgia Tech Research Corporation.
Project Collaborator
Southeast Disability and
Business Technical
Assistance Center
www.sedbtac.org
DBTACs
• Network of 10 Regional
Centers with over 2,200
affiliates at the local, state
and regional level.
Contact Your Regional Center for
ADA and Accessible IT in Education
800-949-4232 (v/tty)
States Served by Southeast DBTAC
Alabama
Florida
Georgia
Kentucky
Mississippi
North Carolina
South Carolina
Tennessee
DBTAC Mission
• Facilitate voluntary compliance with the
Americans with Disabilities Act of 1990 (ADA).
• Facilitate widespread use of education-based
accessible electronic & information technology.
Location: GRADE, Southeast DBTAC
Atlanta, GA
And We’re Off …
• Push the green button to start.
Students with Disabilities in K-12
• One of every twelve students (or 5.2 million
students) in U.S. has some form of disability.
• Enrollment in special education grew twice as fast
as overall school enrollment.
• Percentage of students with disabilities graduating
from high school with a diploma has risen steadily in
recent years (51.7% in 1994 to 55.4% in 1998).
(Source:US Census, 2000)
Students with Disabilities in Higher Education
• Percentage of college freshmen with a disability has
more than tripled over the last twenty years (3% in 1978
to over 9% in 1998).
• One in eleven (or, 154,520) first-time, full-time freshmen
entering college in 1998 self-reported a disability ranging
from hearing, speech, orthopedic, learning, healthrelated, partially sighted or blind, or other conditions
(HEATH, 1999).
• Nearly all public postsecondary institutions enroll
students with disabilities (approximately 98% of public
institutions in 1998).
(Source: NCD People with Disabilities and Postsecondary Education, 2003)
Students with Disabilities in Higher Education
• In a recent study, 31% of the participants with Specific
Learning Disabilities (SLD) indicated that their disability was
first identified at the postsecondary level.
(Source: NCSPES, 2002)
• When declaring a primary disability, 44% of the participants
with an attention deficit disorder (ADD) indicated that their
disability was first identified at the postsecondary level.
(Source: NCD People with Disabilities and Postsecondary Education, 2003)
On the Same Page …
Defining Commonly Used Words
Assistive Technology (AT)
• Any technology used by people with disabilities to
help them accomplish or improve access to
environments and activities in education,
employment, recreation, and daily living tasks.
• Items or products can be acquired commercially off
the shelf, modified, or customized.
– i.e. Wheelchairs, hand controls, communication devices.
• Can include tools or software to help use computers.
Computer AT
• Voice-activated
software allows
people who cannot
use a keyboard to
enter text.
Computer AT
• Trackballs allow
people who do not
have the dexterity to
use a mouse to
move around on a
computer screen.
Computer AT
• Screen readers
translate the text of a
computer screen into
speech for persons
who are blind or
visually impaired.
Computer AT
• Magnification
software allows
people with low
vision to read
computer screens
at a comfortable
level of print.
Information Technology (IT)
• More and more
often, colleges and
universities are
integrating into all
aspects of the
student’s
experience.
Online Registration
Class Assignments
Grade Posting
Distance Learning
Testing
Housing
IT Products
– Websites
– Software applications
• Instructional or office software
– Telecommunications products
• telephones, cell phones
– Multimedia content
• DVDs, videotapes, broadcast, TV
– Self-contained, closed products
• copiers, fax, or kiosks
IT or AT?
Exact same technology can, in some situations, be used as either.
1.
Laptop used by students and teachers in a
classroom to enhance and facilitate learning.
–
2.
Purchased and supported by general education.
Laptop purchased to help a student with a
disability write because she cannot hold or
manipulate a pen but is able to use a regular
or adaptive computer keyboard.
–
Helps user to compensate for a physical limitation.
–
Purchased and supported by special education.
Barriers to Access
• Barriers generally occur when information
technology is not designed to take advantage
of assistive technology devices.
Barriers to Access
• Software that requires
the use of a mouse to
perform commands is
inaccessible to people
with disabilities that
cannot use a mouse.
Barriers to Access
• Copier that has
controls outside of
accessible reach
ranges is
inaccessible for
persons who use
wheelchairs.
Barriers to Access
• Computer lab that
is located in an
inaccessible
building cannot be
accessed by
people with mobility
disabilities.
Internet Barriers
• Students with disabilities can face a variety
of barriers to accessing Internet sites.
Internet Barriers
• Educators that use the Internet in their
classrooms should be aware of these barriers
and work to remove these barriers from
college and university websites.
Accessible Information Technology
• Designed to be available to anyone, no
matter what sort of assistive technology may
be used, and regardless of how or where the
information is accessed.
Universal Design (UD)
• Design of products, environments, and
communications to be usable by all people, to the
greatest extent possible, without the need for
adaptation or specialized design.
“Design for all, Inclusive design,Lifespan design”
How Does UD Relate to Access?
• Provides for varying ability not as special condition but
as common occurrence throughout life.
• At any point in our lives, a person’s ability to function
can be altered temporarily or permanently.
• Maximizes range of users who will be able to use,
regardless of environment, situation or disability -hands-free, eyes-free, or ears-free use.
• Usability (Human Computer Interaction – HCI) and
aesthetics are mutual.
How are the seats different?
… In the mark-up.
•Same applies to
UNIVERSAL
DESIGN
of
Internet sites.
Internet Barriers
• Internet pages are constructed using a
special code or language.
• Most familiar language is called HyperText
Markup Language (HTML).
Internet Barriers
• This code (or markup) indicates where text and
images appear on an webpage.
<a href="http://www.sedbtac.org/about/index.cfm"
target="_self" title="About Southeast DBTAC Project, Staff,
and Website (ctrl/alt + b)" class="mainNavlink"
accesskey="b">About Us</a>
<img src="http://www.sedbtac.org/images/bulletW.gif"
border="0" alt="|" height="10" width="10">
<a href="http://www.sedbtac.org/ada/index.cfm"
target="_self" title="Americans with Disabilities Act Portal
(ctrl/alt + d)" class="mainNavlink" accesskey="d">ADA</a>
The Internet Barriers
Experience
Original Image
More Than Color…
Hearing is Seeing …
•
•
•
•
•
•
•
•
Screenreaders
Get
Information
One
Word
At
A
Time
•
•
•
•
•
•
•
•
And
By
Viewing
Links
Or
Headings
In
Page.
Setting the Table
Without
proper
coding, this
data table
would be
unreadable.
Reading Order of Tables
Screen
readers
read
information
across
tables
in a
linear
way
thereby
making
it
difficult
to
understand
information
contained
in tables.
Listening to the Web
A
B
C
D
Mouse Hunt …
Southeast DBTAC:
Your Regional
Resource Center
for the ADA
Hit the Lynx…
Passing the Test
• Perform user testing.
• View in text-only browser.
– Lynx Viewer
www.delorie.com/web/lynxview.html
• Use screenreader or voice-enabled tool.
– IBM Home Page Reader
www-306.ibm.com/able/dwnlds/index.html
Passing the Test
– Catch the WAVE:
http://wave.webaim.org/index.jsp
– Don’t Be Hermish
www.hermish.com/check_access.cfm
– AIS Web Accessibility Toolbar
www.nils.org.au/ais/
Passing the Test
• Available Tools List:
http://www.w3c.org/WAI/ER/existingtools.html
• Some symbols denoting web accessibility:
Passing the Test
• Print with images OFF and black/white to reveal
issues like contrast, distractions, print settings.
• Navigate without a mouse (keyboard only).
• Check the load time.
• View in various graphic browsers, operating systems.
• Use tools to validate code/markup and style sheets.
Implementing Universal Design:
Resources, Tips, and Tools
Beyond the Web …
• Various barriers also exist in
– Word, Excel, PDF, and PowerPoint files.
• Examples of barriers:
– Multiple columns.
– Lack of structure which AT relies upon.
– Lack of textual equivalent for images, media.
– Lack the software to view the document.
Illinois Accessible Web Publishing
Wizard for Microsoft Office
• Converts Word documents, PowerPoint presentations and
Excel spreadsheets to accessible, valid webpages with style
sheet through an easy-to-use interface that automates most
of the conversion needed for accessibility.
• Adds “Save As Accessible Web Page” option under File
menu of all Office applications.
http://cita.rehab.uiuc.edu/software/office/index.html
www.catea.org/grade/
GRADE Resources & Services
•
•
•
•
•
•
•
Fact Sheets
Lunch N’ Learns
Leadership Institute
Trainings, Publications, & Exhibits
Retrofit Courses as Accessible Models
MERLOT Partnership
Technical Assistance
Accesselearning
• Free, online 10-module tutorial from GRADE.
• Addresses most common needs in distance
education with instruction in techniques to:
– Enhance the usability for all students.
– Improve the accessibility for students with disabilities.
www.accesselearning.net/
Contents of Modules
• Each module covers one common component in
distance learning providing:
– Background information
– Step-by-step techniques
– Practice labs with PC and Mac files
– Resources
– How to upload to CMS (WebCT, Blackboard)
Modules 1-5
1.
2.
3.
4.
5.
Access Barriers in Distance Learning
Planning for Accessibility
PowerPoint
Video
Animations
Modules 6-10
6.
Word Documents
7.
8.
9.
10.
Excel Documents
PDF Files
Common Web Elements (HTML)
Scripts and Java
Navigation Structures within AEL
A Typical Page in AEL
AEL Tools and Software Page
A Lab Assignment in AEL
An AEL Evaluation Form
AccessIT
• National Center on Accessible
Information Technology in Education
www.washington.edu/accessit/
AccessIT Knowledge Base
• Searchable database of questions and
answers regarding accessible E&IT
www.washington.edu/accessit/kb.php
Webcourse: Introduction to
Accessible Technology in Education
• A free online course that provides an
introduction to accessible information
technology in education.
www.washington.edu/accessit/webcourse.php
Web Accessibility in Mind (WebAIM)
• Provides knowledge, technical skills, tools,
organizational leadership strategies, and vision to
empower organizations to make their content
accessible to people with disabilities.
www.webaim.org
Dive Into Accessibility
• Online book that answers 2 questions:
–"Why should I make my web site more accessible?"
–"How can I make my web site more accessible?"
• Contents can be organized by: person, disability,
design principle, web browser, publishing tool
www.diveintoaccessibility.org
Accessibility in Distance Education
• Focuses on helping faculty develop accessible online
learning materials for people with disabilities.
• Offers 5 sections based on common questions:
– What is Accessibility?
- “How To”
– Understanding Disabilities
- Best Practices
– Legal Issues
www.umuc.edu/ade/
Legal Requirements for Accessibility to
Information Technology
Americans with Disabilities Act (ADA)
• Title II requires communication with people with
disabilities be as effective as communication
with others.
• Passed in 1990, well before the Internet was in
widespread use.
ADA and the Internet
• Department of Justice letter opinion states:
– “Effective communication” requirement applies
to the Internet.
– Covered entities using the Internet must be
prepared to offer communications through
accessible means.
Section 508 of the Rehabilitation Act
• Passed in 1998.
• Took effect in 2000.
• Applies to programs and services of
the federal government.
Section 508 of the Rehabilitation Act
• Federal departments or agencies must provide:
– Technology accommodations to their
employees with disabilities.
– Design of accessible federal websites.
– Procurement of accessible IT.
Section 508 and Education
• U.S. Department of Education letter in 1999
interpreted Section 508 to have application to
state entities, including some public colleges
and universities.
Section 508 and Education
• This administrative interpretation has not yet
been adopted by a federal court.
• However, states may choose to adopt Section
508 as part of their Internet access policies.
Section 508 of the Rehabilitation Act
• Example:
– University of Wisconsin-Madison (UWM)
adopted Section 508 as part of its web
accessibility standards, both for newly designed
pages and “legacy” pages created before 2001.
Section 508 of the Rehabilitation Act
• No standards under the ADA for Internet
accessibility, but …
• Universities,like UWM, that adopt Section 508
policies voluntarily will likely be able to show that
they are complying with the accessibility
requirements of the ADA.
Standards
• To understand exactly what web designers
must do to make information technology
accessible to people with disabilities, it is
necessary to have adequate standards.
Web Accessibility Standards
• World Wide Web Consortium (W3C) Web Content
Accessibility Guidelines (WCAG)
• Federal Section 508 standards
W3C WCAG
• Written by international consortium of leaders in
accessibility and web design.
• 1.0 current version; 2.0 due out this year.
www.w3c.org/WAI
Section 508 Standards
• Draws from the W3C WCAG, but does not
contain all the elements.
www.section508.gov
“Universal design of instructional materials and activities
makes the learning goals achievable by individuals with
wide differences in their abilities to see, hear, speak,
move, read, write, understand English, attend, organize,
engage, and remember. This is built into the design and
systems and not added on after-the-fact.”
- Council for Exceptional Children
“The power of the Web is in its universality. Access
by everyone, regardless of disability,
is an
essential aspect.”
- Tim Berners-Lee, W3C Director,
Inventor of the World Wide Web
Challenge To You …
• Redefine true accessibility to be a state of …
UNIVERSAL DESIGN.
THINK
Contact Us
• Web: www.catea.org/grade/
www.accesselearning.net/
• Phone: 404-894-4960 (v/tty)
• Fax:
404-894-9320
• Email: [email protected]
[email protected]