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![[DO-IT Staff member looks at a laptop computer screen with a DO-IT Scholar in classroom.]](Pics/cbinpg15.jpg)
Following is an agenda of a full-day CBI that is similar to one conducted at Florida State University. Its purpose was to improve the accessibility of campus websites.
8:00-8:30 a.m.
8:30-8:45
President
Vice President for Student Affairs
Distribute the evaluation form Pre- and Post-Test for Professional Development (found on pp. 29-30) to participants and ask them to fill out the Pre-Test (front side of the form).
Distribute CBI Agenda and the following handouts (found at http://www.washington.edu/doit/Brochures/)
8:45-9:30
Participants explore the big picture of accessible online teaching and learning:
9:30-10:30
In an interactive session, participants are led through a mock Blackboard™ course, which features a variety of accessibility problems and solutions. How do you assure that all students have access to Blackboard, your website, Adobe® PDF files, Microsoft® Word documents, PowerPoint presentations, and other resources?
10:30-10:45
10:45- noon
Discussion moderated by staff from FSU, College of Information and Assessment Services
FSU faculty, staff, and administrators brainstorm the current state of accessibility of instructional technology at FSU and identify next steps for moving forward. Suggestions are recorded on a flip chart.
12:00-1:10 p.m.
Real students with real issues share what it is like to be a person with a disability attending a major university and using online content. Participants ask questions.
1:10-3:15
(with one break)
Participants further explore common web accessibility problems and solutions. They learn the state of accessibility on a variety of technologies and file formats used in delivering web content, including PDF, Flash®, multimedia, PowerPoint, Blackboard, Java™, and AJAX. Resources are provided with more detailed information including the DO-IT Knowledge Base, which is linked from the DO-IT website at http://www.washington.edu/doit/ at "Search DO-IT Knowledge Base."
![[Two DO-IT Scholars smile while looking at information on a computer screen in a computer lab.]](Pics/cbinpg18.jpg)
3:15-3:30
3:30-4:15
After a brief introduction to available FSU web accessibility evaluation tools and resources, participants discuss the accessibility of specific FSU websites in one or multiple groups. Those with promising designs demonstrate their approaches to accessibility, and participants brainstorm possible solutions to accessibility problems.
4:15-4:30
Summarize content and results of CBI. Participants complete the Post-Test for Professional Development (back side of form found on pp. 29-30), which was distributed at the beginning of the CBI, and return to a designated location.
Following is the agenda of a full-day CBI that is similar to one conducted by the University of Washington. Its purpose was to help teachers fully include students with disabilities in their science courses by applying universal design and providing accommodations.
![[Scholar holds up a small clear box with a magnifying lens on the lid.]](Pics/cbinpg19.jpg)
In cooperation with Washington Science Teachers Association (WSTA) and Oregon Science Teachers Association (OSTA) University of Washington
8:30-9:00 a.m.
9:00-10:45
Distribute the evaluation form Pre- and Post-Test for Professional Development (found on pp. 29-30) to participants and ask them to fill out the Pre-Test (front side of the form).
Distribute CBI Agenda and handouts (located at http://www.washington.edu/doit/Brochures/)
Working Together: Science Teachers and Students with Disabilities (on DVD or at http://www.washington.edu/doit/Video/wt_sci.html).
Access Barriers, Access Solutions—Accommodations and Universal Design.
The Winning Equation: Access + Attitude = Success in Math and Science (on DVD or at http://www.washington.edu/doit/Video/winequ.html).
Complete a Student Abilities Profile (at http://www.washington.edu/doit/Brochures/Programs/accommodation.html#sap).
10:45- noon
Discover accommodation and universal design strategies for a hands-on science activity.
Equal Access: Universal Design of Instruction (on DVD or at http://www.washington.edu/doit/Video/ea_udi.html).
Making Science Labs Accessible to All Students.
12:00-12:45 p.m.
12:45-2:15
What can individual stakeholders (e.g., a student, teacher, parent) do to increase the success of students with disabilities in STEM (science, technology, engineering, and mathematics)? Consider both accommodations and universal design approaches.
Create a personal plan for implementation of universal design of your instruction. Distribute a copy of the publication Equal Access: Universal Design of Instruction (located at http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html), cross out items that do not apply; insert implementation dates for others.
What steps will you take to make your courses more accessible?
2:15-3:30
Computer Access: In Our Own Words (on DVD or at http://www.washington.edu/doit/Video/comp_acc.html) Note that additional technology videos in handouts focus on specific disabilities related to learning, mobility, and vision.
Overview of Technology Access Barriers and Solutions—Assistive Technology and Universal Design.
What can institutional stakeholders (e.g., schools, districts, state agencies) do to increase the success of students with disabilities in STEM? What systemic change efforts would you recommend? Consider both policies and practices.
3:30-4:00
What did you learn and how will you apply it?
Ask participants to fill out the Post-Test for Professional Development (back side of form found on pp. 29-30), which was distributed at the beginning of the CBI, and return to a designated location.
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