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Information Access

Purpose

After the presentation, faculty and administrators will be able to:

• list typical ways that information is presented at postsecondary institutions (e.g., lectures, printed materials, Web pages, electronic mail, videotapes);
• describe the challenges each mode of information delivery creates for people with different types of disabilities; and
• list solutions to the barriers to obtaining information students with disabilities typically face in academic settings.

Length

Approximately 90 minutes.

Presenter

Department chair, faculty, staff, teaching assistant, student, or other department member who has experience working with technology and with students with disabilities. The program may be co-presented with a staff member of a campus unit responsible for providing academic and/or computing accommodations for students with disabilities.

Preparation

• Select presenter(s).
• Develop presentation outline and activities using the Sample Script provided in this section and the ideas listed in the Presentation Tips section of this notebook.
• Create overhead transparencies from the overhead transparency templates or use the PowerPoint™ version of the visual aids.
• Add contact information about resources available to your campus to the overhead transparency or PowerPoint slide entitled "Resources" and to printed publications as appropriate.
• Photocopy handout templates, Working Together: People with Disabilities and Computer Technology and World Wide Access: Accessible Web Design, and create alternative formats as necessary.
• Create and photocopy presentation evaluation instrument.
• Link from your unit's Web page to The Faculty Room at http://www.washington.edu/doit/Faculty/.

Equipment and Tools

• VHS VCR and monitor
• visuals: overhead projector and transparencies or LCD projector, computer, and PowerPoint presentation; Internet connection (optional)
• videotapes (open captioned and audio described versions of Computer Access: In Our Own Words and World Wide Access: Accessible Web Design [Video])
• handouts (Working Together: People with Disabilities and Computer Technology and World Wide Access: Accessible Web Design)
• presentation evaluation instrument (pages 191-193)

Presentation Outline

1. Distribute handouts.
2. Introductions.
3. Begin presentation.
4. Introduce and play videotapes.
5. Discuss possible accommodation strategies and department/campus issues.
6. Summarize resources.
7. Distribute and collect completed evaluation instruments.

Resources

For further preparation for this presentation, consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Academic/.

Information Access: Sample Script

Today we'll be discussing the challenges that people with disabilities face in accessing the information we provide in postsecondary education institutions and the means of ensuring their full access to the content.

The objectives of this presentation are to... (Paraphrase objectives on visual.).

Presentation Modes

Colleges and universities are in the business of sharing information and we do it in many ways, including spoken, printed, videotaped, and Web-based forms.

In our academic programs, we share information through classroom work, labs, homework assignments, library resources, Web pages, and distance learning programs.

On our campus, the administration provides information to students through processes such as registration and records. We provide information to the public through our many publications and Web pages. How else do we provide information to our students and employees and to the public? (Solicit input from participants.)

Specific methods that we use 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 alternative 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."

Access Challenges

Let's look at some of the specific ways we impart information on our campus and the challenges these modes impose.

Spoken Word

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:

• Low vision (e.g., enlarge the materials, reformat your electronic documents in large print, send the material in electronic form so that the student can reformat, books on tape).
• Blindness (e.g., describing visual aids, technology that can help students take notes, books on tape, electronic text).
• Deaf or hearing impaired (e.g., sign language interpretation, real-time captioning, lip-reading, printed information).
• Speech impairment (e.g., computer-based communication devices, printed input that allows students with speech impairments to ask questions and participate in discussions, conduct discussions electronically).
• Mobility impairment (e.g., group assignments, provide information electronically, preferential seating, books on tape).
• Health impairment (e.g., extra exam time, provide information electronically, conduct electronic discussions).
• Students with learning disabilities, students for whom English is a second language, and students who are visual learners (e.g., printed information, clear and well-organized information, visual cues, books on tape, electronic text).)

Printed Word

We also impart information to our students via printed word. What access challenges do we create when we deliver information in this way?

(Be sure to cover the following issues in the discussion:

• Students with low vision will need enlarged text (e.g., use a photocopy machine to enlarge the materials, reformat your electronic documents in large print, or send the material in an electronic format).
• Blindness (e.g., providing information in electronic form so that the student can use a computer system with speech output or Braille output, or so that disabled student services can arrange to create the materials in Braille or on tapes).
• People with hearing impairments typically do not have challenges accessing the printed word.
• People with speech impairments typically do not have challenges accessing the printed word.
• Mobility impairment (e.g., benefit from having materials in electronic form if they are unable to manipulate printed materials).
• Health impairment (e.g., benefit from having materials in electronic form if they are unable to manipulate printed materials).
• Students with learning disabilities, students for whom English is a second language, and students who are visual learners (e.g., create printed information that is clear, well-organized, and includes visuals such as overheads, graphics, and diagrams).)

Videotaped/Televised Information

People with what types of characteristics might have difficulty accessing videotaped 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, where captioning and transcription can be useful; and blindness, where audio description or having a person describe visual content might be appropriate.)

Audiotaped Information

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.

Computer-Based Information

For the rest of our time today we will focus on an increasingly common mode for delivering information, computer-based technology. We will discuss the 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 videotape where 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 to those who have learning disabilities. This version of the videotaped presentation 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 videotape provides access to the computer itself. However, the software, including 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. The ADA also requires that we make the content of information accessible to individuals with disabilities. A Department of Justice ruling in 1996 clarified that the ADA also applies 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.)

Case Study

(Consider having participants discuss a case. Case #5 on page 75 in the Presentation Tips section of this notebook would be appropriate.)

Conclusion

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."

If, in every format used to present information, we think about the variety of characteristics of individuals with whom we want to share this information, we can assure that everyone can access the content.

Resources

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 Faculty Room at http://www.washington.edu/doit/Faculty/. This resource was developed at the University of Washington as part of a nationwide project to provide resources to faculty and administrators so that they can make their courses and programs accessible to all students. You can link to this resource from ____ (Arrange to make the link from your campus/departmental disabled student services home page before the presentation.). Consider linking to this Web site from your departmental Web pages for faculty.

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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Disabilities, Opportunities, Internetworking & Technology
doit@u.washington.edu
Modified: December 17, 2003