The DO-IT publication, Universal Design of Web Pages in Class Projects, provides guidance for instructors who want to incorporate universal design and accessibility content into their web design classes. The publication includes options for teachers who wish to provide short introductions on web accessibility as well as more comprehensive coverage of the topic.
The Television Decoder Circuitry Act of 1990 required that television sets with screens 13 inches or larger manufactured for sale in the United States must have built-in closed-caption decoder circuitry that allows viewers to display closed captions on their sets. Closed captioning is technology that provides visual text to describe dialogue, background noise, and sound effects in television programming. The deadline for compliance with this act was July 1993.
Many individuals with different types of disabilities have difficulty accessing the information in graphs, charts, drawings, and three-dimensional models. For example, a student with a visual impairment may be unable to visually extract the information in a graph. A student with a mobility impairment may be unable to physically manipulate a three-dimensional model. A student with a learning disability may have difficulty decoding the information in a graph.
Mathematics and science are disciplines that have historically communicated ideas visually. This is especially true of formulas and equations, where relationships between parts are understood by their spacial relationship to one another. Communicating these same ideas to people who are unable to see poses significant challenges. However, a variety of solutions exist.
Yes, there are funds available specifically for producing captioning. While the U.S. Department of Education is still a major source of caption funding, a good deal of captioning today is made possible by corporate support. Corporate contributions supplement or match those allotted by a program's producer and its distributor (i.e., the broadcast or cable network or syndicator).
Distance learning courses may include web-based materials, videotapes and other multimedia, printed materials, video conferences, and telephone conferences. These courses should be accessible both to the students who use them and to the instructors who create them.
The best way to begin is to consult print and web resources for making distance learning materials more accessible to people with disabilities. You can find extensive resources at AccessDL, The Center on Accessible Distance Learning.
Lab science classes like chemistry create unique access challenges for some students with disabilities. However, resources exist to help educators maximize the participation of all students in these important learning experiences.
Several websites provide comprehensive information about making science, technology, engineering, and mathematics (STEM) accessible to students with disabilities. They include:
Following the basic design guidelines listed below can help you create overhead visuals that are easily read by people of many different ages and abilities to read and see. Large print and well-organized visual aids are particularly helpful for some students with disabilities that affect their sight, learning, or hearing.
Yes, although standard fume hoods may be inaccessible to some users because of height and configuration, portable fume hoods allow flexibility in configuration and placement. They can be placed on adjustable-height tables to allow access for users who are seated, short in stature, or using a wheelchair. Several models of portable, ductless fume hoods are available from AirClean Systems. These hoods require no installation other than the connection of a power cord and can be easily set up on carts or tables.