Online Learning
Ensuring Accessibility and Engaging Students
SHARON TRERISE
IT ACCESSIBILITY ANALYST, SYRACUSE UNIVERSITY
ADA, Title II
Title II and its implementing regulations require public school districts to ensure
that communication with students with hearing, vision, or speech disabilities is
as effective as communication with students without disabilities.
The Title II regulations require that when a public school is providing auxiliary
aids and services that are necessary to ensure effective communication, they
must be provided in “accessible formats, in a timely manner, and in such a way as
to protect the privacy and independence” of a student with a disability.
… some examples of auxiliary aids and services are interpreters, note takers,
exchange of written materials, real‐time computer‐aided transcription services
(e.g., CART), assistive listening systems, accessible electronic and information
technology, and open and closed captioning.
Examples
Accessible Format
 If homework assignments are available on‐line, then the on‐line program used by the school
must be accessible to students who are blind.
Timely Manner
When it is made available to other students
Protects privacy and independence
If a blind student requests an accessible electronic book (e‐book) reader to complete in‐class
reading, instead of using a reading aide, the school district should provide the e‐book reader
because it would allow the student to go through the material independently, at his own pace,
and with the ability to revisit passages as needed.
IT Accessibility: Promotes Independence
REACTIVE APPROACH
 Provide a document in alternate format
when requested
PROACTIVE APPROACH
 Make all documents accessible before
posting on web or in online course
 Provide CART or sign language interpreter for  Videos must be captioned before scheduled
movie or video when requested
to be shown or before posting on web
 Blind student is excluded from participating
in class quiz using clickers
 Clickers brands are chosen which have a
Braille labeling option
Factors contributing to
effective communication
 Accessible format
 Timely
 Promotes independence
Online Course Environment
 CMS - Course management system (e.g. Blackboard, Moodle)
 Textbook (online or print)
 Documents (Word, PPT, PDF, etc.)
 Video & audio
 Interactions (chat or discussions w/in CMS, Twitter, webinar, etc.)
 Web-based resources – whether required or recommended
 Online and other technology tools (e.g. TurnItIn)
 Assessments (quizzes & exams)
Video
To Care and Comply: Disability Access at PCC
Stories from students whose education has been
impacted by inaccessible technology.
Portland Community College
Accessible formats – Who benefits?
Students who are blind
◦ Braille
◦ Electronic text and a screen reader or etext reader device
◦ MS Word
◦ PDF
◦ HTML / web page
◦ ePub3
Students who struggle with reading
◦ Electronic text and text-to-speech application
Students who are deaf or hard of hearing, students whose primary language is not English
◦ Synchronized captions for video, transcript for audio
Accessible formats - Textbooks
Accessible Formats
Word & PDF Documents
MS Word
 Use the MS Word accessibility checker (see Cheatsheet for creating accessible Word documents)
PDF
 Use the Adobe Acrobat Pro accessibility checker (see Cheatsheet for creating accessible PDF)
 Recommendation for students using screen readers: Provide Word document or convert to HTML
 Scanned PDF documents must be converted to real text using OCR tool
Tips:
 When converting from Word to PDF, build as much accessibility into the Word document as possible
 When converting from PowerPoint to PDF… Don’t. Create a text version instead.
Accessible Formats
Video & Audio
•More cost effective to use a vendor ($1.00 to $2.50/minute of video)
•Transcribing time averages 5 to 8 times the length of the video
•Tools for DIY Transcribing audio
• ExpressScribe (for creating transcript only - free)
• Amara (online captioning tool – free)
• Camtasia (for transcription and captioning - ~$100 / license)
•YouTube automated captions – Too inaccurate for realistic use
•Guidelines for captions
• DCMP Captioning Key
Accessible Interactions
Chat
◦ Typically inaccessible for screen reader users
◦ Difficult for students who struggle with reading to keep up
◦ Difficult for students with mobility impairments to type responses on pace with conversation
Webinars
◦ Make arrangements for CART for deaf and hard of hearing students
◦ Be sure a separate window for the CART transcript can be displayed in the webinar interface
Discussions
◦ Threaded discussion interface is typically very difficult for student using a screen reader
◦ Set up course management system so student receives an email when a discussion post is made
Accessible Assessments
Read order is important for screen reader users
What is the answer to this question?
a) Answer 1
c) Answer 3
b) Answer 2
d) Answer 4
Math equations & notation can be problematic for screen readers and text-to-speech software
Avoid the use of color in visual elements unless necessary
Use high contrast for text and background to maximize readability
 Timed tests must allow for time extension
Additional guidelines
Web-based Resources
•All websites used as required or recommended reading should be checked for accessibility
•All online educational tools / resources should meet accessibility guidelines
• WCAG 2.0 AA
• Section 508
•Where to get information
• From the vendor (VPAT)
• From other users / institutions
• Google it
•Test It: Web Accessibility Checklist
Examples
PRESENTATION TOOL
LEARNING & SKILLS REINFORCEMENT
APPLICATION
Prezi
Khan Academy
Prezi was developed using Adobe Flash and as such, is not considered
fully accessible by users with disabilities requiring the use of screen
readers. Since July 2014 viewing Prezi is possible using only JavaScript.
While this does not fully address accessibility, Prezi appears to be
moving to correct these issues. Meanwhile, educators should be aware
that Prezi is not ADA/508 compliant. An accessible PowerPoint version
of the presentation can be provided for students requiring screen
readers.
Some viewers find the Zooming User Interface to be distracting, even
motion-sickness inducing. Careful use of the ZUI by the creator can
minimize this consequence and turn it into an effective tool. With a
little practice you will master the balance between dynamism and
disruption.
Evaluation rating: 49% http://www.web2access.org.uk/product/172/
Examples
Accessibility information
User reports
Comment from user: Adding an audio option
which would read the text aloud (specifically in
word problems) would help enormously! It
would also increase confidence and
independence for these students.
Summary
Online content can be accessible
Plan ahead
 Build accessibility into all documents
 Choose forms of interaction that all students can participate in effectively
 Select web-based resources that are accessible
Ensure new technology purchases are accessible
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Talk to the vendor about compliance with accessibility standards
Gather accessibility information from other users and other institutions
Include accessibility requirement in RFP
If an accessible product is not available, encourage vendor to establish timelines for bringing product
into compliance