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Consider the following presentation example as you develop instruction for preservice and inservice teachers.
After this presentation, participants will be able to
Approximately 90 minutes.
For further preparation for this presentation, consult the Resources and Presentation Tips sections of this notebook, as well as the AccessSTEM website at http://www.washington.edu/doit/Stem/.
(Distribute handouts: Working Together: People with Disabilities and Computer Technology and Wide Access: Accessible Web Design)
Today we'll be discussing the challenges that people with disabilities face in accessing the information we provide in educational institutions and the means for ensuring their full access to the content. The objectives of this presentation are to clarify the ways that information is presented to students, describe challenges that each mode of information delivery presents, list solutions to these barriers, and learn about resources.
K-12 and postsecondary institutions are in the business of sharing information, and we do it in many ways, including spoken, printed, videotaped, and web-based forms. In our educational programs, we share information through classroom work, labs, homework assignments, library resources, and web pages. In our classes, we provide information to students through publications, videos, and web pages. How else do we provide information to our students and employees and to the public? (Solicit input from participants.)
Some methods used to impart information are not accessible to some people, particularly those with visual impairments, hearing impairments, mobility impairments, speech impairments, and health impairments. Those whose first language is not English or who have alternate learning styles also face difficulties in accessing some types of information.
Besides being the right thing to do, in the case of people with disabilities it is our legal obligation to provide access to all of the programs and services we offer. Section 504 of the Rehabilitation Act of 1973 requires that "no otherwise qualified individual with a disability shall, solely by reason of his/her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity."
Let's look at some of the specific ways we impart information in our school and the challenges these modes impose.
Much information in our classes is presented via the spoken word. Which of our students might have difficulty accessing information in this way, and how can we assure access? (Solicit input from participants to make this portion interactive. Be sure to cover issues related to the following.)
We also impart information to our students via print media. What access challenges do we create when we deliver information in this way? (Be sure to cover the following issues in the discussion.)
People with what types of characteristics might have difficulty accessing video or televised information? (You may want to put up the list of disability types again and go through the list to solicit input that may include learning disabilities and English as a second language, for which captioning and transcription can be useful, and blindness, for which audio description or having a person describe visual content might be appropriate.)
For audiotaped information, a written transcript can be helpful for students with hearing impairments, with learning disabilities, or for whom English is a second language.
For the rest of our time today, we will focus on an increasingly common mode for delivering information: computer-based technology. We will discuss access issues and solutions for specific individuals. There are two levels where access barriers can occur in this case.
The first challenge is gaining access to the computer itself. The second is gaining access to the information delivered via computer. Let's discuss the first challenge. To cover this topic, we will view a video in which individuals discuss the various ways that they access computers, some using adaptive (or assistive) technology. Note that this video is captioned, which makes it more accessible to individuals who have hearing impairments, for whom English is a second language, and who have learning disabilities. This version of the video is also audio-described. You will notice an additional voice periodically that describes the visual materials for a viewer who is blind.
(Solicit questions and comments from the audience.)
The adaptive technology demonstrated in the video provides access to the computer itself. However, the software and World Wide Web pages must be designed in such a way that they can be accessed by individuals who use this technology. Providing information on web pages in accessible format is the right thing to do, but legal mandates support this practice as well. The ADA requires that we make the content of information accessible to individuals with disabilities. A Department of Justice ruling in 1996, clarified that the ADA does apply to information delivered over the Internet. Developing web pages in an accessible format can also help us avoid expensive redesign at a later time if an individual with a disability needs access to the content.
Now we will view a short video that shows how World Wide Web pages can be designed in such a way that they are accessible to everyone, including people with disabilities and people for whom English is a second language.
(Solicit questions and comments from the audience.)
What steps can we take to assure that the websites at our institution are accessible to all students? (Discuss Section 508 standards and/or WAI guidelines discussed in handout and any state/institutional guidelines that apply.)
(Consider having participants discuss a case. Choose from the Student Abilities Profiles included in the Access to Math and Science Section of this notebook or in the AccessSTEM Knowledge Base at http://www.washington.edu/doit/Stem/kb.html.)
Today we have focused on how we can impart information in a way that makes it accessible to everyone. A good way to conceptualize this topic is to think about it as an application of the principles of "universal design." Universal design means "the design of products and environments to be usable by all people, without the need for adaptation or specialized design."
For every format used to present information, thinking about the variety of characteristics of individuals with whom we want to share this information is the first step toward assuring that everyone can access the content.
Here are some resources that might be useful to you as you work to maximize effective communication with all students in your classes. (Elaborate.)
For comprehensive information on accommodations, a wide range of case studies, frequently asked questions, and general resources, visit the AccessSTEM website at http://www.washington.edu/doit/Stem. This resource was developed at the University of Washington as part of a nationwide project to provide resources to science, technology, engineering, and mathematics educators and employers so that they can make their courses, programs, and worksites accessible to everyone. You can link to this resource from ____ . (Arrange to make the link from your school website before the presentation.)
Thank you for your time today and for your interest in finding ways to ensure that all of the students in our programs have equal opportunities to learn, explore interests, and express ideas.
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