California Community Colleges
Distance Education Accessibility
Guidelines for Students with
Disabilities
Overview
by
Ellen Cutler
October 7, 2011
Goals
• Summarize the vital essence of the
Guidelines.
• Suggest some realistic expectations about
what we are going to with this information.
Access to Information,
Historic Approach based on
Individual Needs
• As effective as that provided to others
– Timeliness of delivery
– Accuracy of translation
– Provision in a manner appropriate for the
message….
Section 508,
The “Build It They Will Come”
Approach
• Computers, software, printers, telephones,
videos, DVDs…and web sites
“… DE resources must be designed to afford students
with disabilities maximum opportunity to access distance
education resources anytime, anywhere without the
need for outside assistance (e.g. sign language
interpreters, aides, etc.).” (12)
Universal Design Approach
• Universal Design incorporates
…accessibility features into the beginning
stages of course design. This is a
proactive approach to building broad
usability for many and alleviates the need
for numerous individual accommodations.
Basics
• Interface of the delivery system must be
accessible.
– eCollege…
Basics
Link text makes sense out of
context.
Eiffel Tower
versus
Click here to go to the Eiffel
Tower.
Basics
Excellent Contrast
versus
Poor Contrast
Avoid
tiny text.
Basics
• Provide text alternative for all images.
– Alt text (descriptive text) = colorful cacao
pods, Valrhona Chocolate
– Long description =
• The cacao tree fruit is a huge berry called cacao
pod, usually egg or melon-shaped, 5 to 12 inches
long and 3 to 5 inches wide. The cacao pod
contains 30 to 40 seeds.
Basics
• Captioned multimedia
• Transcript for audio files
Beyond Basics
•
•
•
•
•
PowerPoint
PDF
Tables
Forms
Headings
Support:
• Ellen Cutler x4496
• Tom Peters x8706
• WebAim:
www.webaim.org
Headings
Go with the Flow
• Access to distance education = organic process.
• “ … should be considered dynamic with the
promise of future updates a given.” (2)
• Section 508 revision imminent.
• Maintain consistency with universal design,
international standards, CA and federal web
standards, changing technologies.
Some Realistic Expectations
• Apply basic universal design principles to your own content.
• Ask questions (publishers, distance education providers, etc.).
– Are these web-based resources (e-packs. etc.) Section 508
compliant (confirm with legal standards for accessibility)?
• How was this determined?
• Is the text selectable?
– “Ultimately, it is the responsibility of each college to ensure that
the electronic information they procure is accessible.” (32)
• Notify DSPS promptly if you need support to accommodate a
student.
• Shared Obligations
– All college administrations, faculty and staff involved in providing
DE share the obligation to make DE accessible. (14)
Accessing the Guidelines
and Training
• Training
– @ONE’s Creating Accessible Online Courses
•
•
•
•
4 weeks, 10 hours/week
Should be preparing for or teaching online
Need course shell for practicing skills
Required course for @ONE Online Teaching Certification
• Best Online Resource
– www.webaim.org
• Link to Guidelines
– Distance Education Access Guidelines
http://www.htctu.net/dlguidelines/dlg_index.html
– Also in FAC 101’s Disability Access Guidelines unit