1. Focus on course content, rather than design. Once you determine what
elements and content you will include in your course, develop a navigation scheme that is based
on your outline or concept map.
2. Allow for simple navigation. B e c o n s i s t e n t throughout the course design and
use appropriate text to label links.
3. Include an accommodation statement. I n c l u d e a n accommodation statement in
your syllabus and in other introductory materials that includes contact information for the
Disability
Resource Center.
4. Select course management tools carefully. Although many of the tools
used in course management systems are helpful for instructional s t r a t e g i e s , t h e y m a y
p r e s e n t b a r r i e r s for some students. When in doubt of the accessibility of a discussion o r
t e s t i n g t o o l , c o n s u l t t h e a s s o c i a t e director of the Disability Resource Center-Access
Technology Center.
5.
Create a practice exam.
An easy way to make sure all
students will be able to access and navigate the layout of an online exam is to create a practice
exam. If the student happens to determine that the exam format is not compatible with hisfher
technology, it will be necessary to consult with the Access Technology Center in order to create an
alternative format.
6. Make available handwritten information in a tex t format. White
boards and handouts containing handwritten i n f o r m a t i o n c r e a t e b a r r i e r s t o individuals who
are blind or those individuals who have low vision or learning disabilities. It is important to make
this information available in a text format such as Word or HTML. Consult the Access Technology
Center for assistance in the conversion of these materials.
e desig
7. Model and teach discussion board etiquette.
Teach students the advantage
of keeping the discussion board organized by topic. Threaded discussions reduce the need to open
e a c h i n d i v i d u a l p o s t i n o r d e r t o read the content.
Choose color and font carefully. When using color, s e l e c t c o l o r s w i t h h i g h
c o n t r a s t such as white letters on a black b a c k g r o u n d o r b l a c k l e t t e r s o n a w h i t e b a c k g r o u n d .
8.
C h o o s e a s a n s serif font such as Anal or Helvetica f o r y o u r t e x t a n d m a k e s u r e t h e font size is
large enough to be read comfortably. Note that some students may not be able to see color, so using
color alone to convey meanings is not an affective practice.
9.
Provide documents in an accessible format
All course documents, including PowerPoint presentations, should
be made available in an alternative format such as Word, PDF or HTML. For assistance in converting
documents into an accessible format consult the Access Technology Center.
If it's visual
10.
-
m a k e i t auditory; if it's auditory
-
make it
visual
Making course materials available in a variety of formats allows for students of all learning styles
to
better absorb and process course information. If you have a st udent in your course who is blind or
has low vision, or is deaf or hard of hearing; it will be necessary to make all these
formats available. Again, you can consult the Access Technology Center to make these material
conversions.
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ATC also supports technology across campus at the Learning Diagnostic
Clinic, Disability Resource Center and BearCLAVV, as well as computer labs in Cheek and
Glass halls.
Conversion of textbooks and academic materials
The ATC staff makes every effort to provide textbooks and academic materials to students
in their
preferred alternative format, which includes:
Electronic text — DOC, RTF and PDF Audio — Daisy and MP3
Braille
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Large print
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The Access Technology Center (ATC) is a vital part of the Disability Resource
Center. It is a campus resource for faculty, staff and students with disabilities, as well as for those who
design programs and curricula. Through the use of technology, ATC creates more inclusive learning
environments for those with disabilities. Services include:
Equipment and technology review A s s i s t i v e t e c h n o l o g y t r a i n i n g Technology research assistance to
enhance learning environments Consultation to creating equitable participation experiences for students
Outreach opportunities to the
local community The ATC is staffed and located in Meyer L i b r a r y r o o m s 2 0 1 B - 2 0 1 G a n d i n c l u d e s
five workstations. The Center maintains an up-to-date inventory of additional access technology
equipment and software for s t u d e n t s t o c h e c k - o u t f o r t h e s e m e s t e r and for placement in
classrooms, labs
and internship sites. All ATC lab stations provide access to the following:
Close circuit televisions (CCTVs) PC or Mac
Keyboard and mouse alternatives Scanners
Speech recognition software
Screen reading software
Screen magnification software
Scanning software
mess
Technolog
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Web: www.missouristate.edu/atc
Email: ATC@missouristate.edu Phone:
417-836-4275
.- •
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0 MEGAN SHADRICK, MA, MS,
_
COMS, ASSOCIATE DIRECTOR,
ACCESS TECHNOLOGY CENTER
issouri _tate University a. eres to a strict non. iscrimination po icy an. .oes not iscrim mate on t e .asis o race, co or, re igion,
sex, national origin, ancestry, age, disability, veteran status, or on any basis (including, but not limited to, political af filiation and
sexual orientation) not related to the applicable educational requirements for students in any program or act ivity offered or
sponsored by the University. Prohibited sex discrimination encompasses sexual harassment, which includes sexual violence. DSV
101 13