Addressing the Needs of
Students with Learning
Disabilities in Online Instruction
Everybody has learning differences. It's
just that some differences obstruct
learning because of the traditional way
in which we teach. (unknown author)
Section 1
Students with Learning
Disabilities. Who are They?
Outline
1.
2.
3.
4.
Introduction.
Objectives.
About learning disabilities.
Do I have a student with a learning
disability?
5. Student’s rights and responsibilities.
6. Accommodations.
7. Assistive technology.
1. Introduction
Have you met a bright and intelligent student who seems to
be unable to demonstrate a certain skill expected of
her/his age and abilities? If you answered positively, that
student might have a learning disability.
Students with learning disabilities are smart and capable
adults who experience learning difficulties because their
brain processes information in a different way that is not
supported by the traditional way of teaching.
The role of an educator is to create a learning environment
that cherishes and utilizes students’ diverse abilities and
removes barriers for their learning difficulties.
2. Objectives
In this module you will
• Distinguish characteristics of specific learning
disabilities.
• Recognize difficulties experienced by students
with learning disabilities.
• State the rights and responsibilities of college
students with learning disabilities.
• Give examples of accommodations and assistive
technology for students with learning disabilities.
3. About Learning Disabilities
Definition
Learning disabilities is a general term for significant difficulties in the acquisition and use of listening,
speaking, reading, writing, reasoning, or mathematical abilities. (National Joint Committee on
Learning Disabilities, 1981).
How does it apply to college students with learning disabilities?
•
Students with learning disabilities are adults with average or above average intelligence.
•
These students experience learning difficulties because their brain processes information in a
different way that is not supported by the traditional way of teaching.
•
The student may have difficulty in one or more ability areas:
– oral language (e.g. listening, speaking, understanding);
– reading (e.g. decoding, phonetic knowledge, word recognition, comprehension);
– written language (e.g. spelling and written expression);
– mathematics (e.g. computation, problem solving);
– organizational skills;
– social perception;
– social interaction.
•
Learning difficulties of students with learning disabilities range in severity.
•
Learning disabilities are common: about 5 percent of college students have a documented
learning disability.
•
And finally and most importantly, students with learning disabilities have ABILITIES that may, with
effective instruction, compensate for their specific learning difficulties.
3. About Learning Disabilities
Specific Learning Disabilities
Learning disabilities is an umbrella term for specific
learning disabilities that include but are not limited to:
• Dyslexia (problems with reading, spelling, and writing);
• Dyscalculia (difficulties in calculating numbers or
grasping mathematical concepts);
• Dysgraphia (difficulties with handwriting);
• Dyspraxia (difficulties with motor tasks such as
movements (moving a mouse));
• Short and long-term memory problems (difficulty
remembering facts, numbers, assignments, and difficulty
following instructions).
Dyslexia
Dyslexia is a most common specific learning disability.
Signs and symptoms may include the following difficulties:
• Slow and painful reading;
• Confusing the order of letters;
• Wide disparity between listening comprehension and reading
comprehension of text;
• Spelling;
• Handwriting;
• Recalling known words;
• Written language;
• Math computations;
• Decoding real words is better than nonsense words;
• Substituting one small sight word for another: a, I, he, the, there,
was.
Dyscalculia
Signs and symptoms may include difficulties with the following tasks:
• Understanding concepts of place value, and quantity, number lines,
positive and negative value, carrying and borrowing;
• Understanding and doing word problems;
• Sequencing information or events;
• Using steps involved in math operations;
• Understanding fractions;
• Making change and handling money;
• Recognizing patterns when adding, subtracting, multiplying, or
dividing;
• Putting language to math processes;
• Understanding concepts related to time such as days, weeks,
months, seasons, quarters, etc.;
• Organizing problems on the page, keeping numbers lined up,
following through on long division problems.
Dysgraphia
Signs and symptoms may include difficulties with the following tasks:
• Illegible printing and cursive writing (despite appropriate time and
attention given the task);
• Showing inconsistencies: mixtures of print and cursive, upper and
lower case, or irregular sizes, shapes or slant of letters;
• Unfinished words or letters, omitted words;
• Inconsistent spacing between words and letters;
• Exhibiting strange wrist, body or paper position;
• Having difficulty pre-visualizing letter formation;
• Copying or writing is slow or labored;
• Showing poor spatial planning on paper;
• Cramped or unusual grip/may complain of sore hand;
• Great difficulty thinking and writing at the same time (taking notes,
creative writing).
Dyspraxia
Signs and symptoms may include:
• Poor balance, clumsiness, frequent stumbling;
• Poor hand-eye coordination;
• Difficulty with motor planning;
• Inability to coordinate both sides of the body;
• Poor ability to organize self and belongings;
• Possible sensitivity to touch;
• Distressed by loud noises or constant noises like the
ticking of a clock or someone tapping a pencil;
• Difficulty with fine motor tasks;
• Irritation by scratchy, rough, tight or heavy clothing.
3. About Learning Disabilities
How Does It Feel to be a Student with a Learning
Disability? Experience It Yourself
Activity. Read the next page of the module and
share your thoughts on your experience.
Ideas for the simulation: create a module page in
which text is reversed, plays annoying sounds,
color contrasts are exaggerated, font is small,
there are a lot of abbreviations, no paragraphs,
no caps, etc. Provide a web form for feedback.
3. About Learning Disabilities
Here is how college students with learning disabilities describe
their college experience.
• “Because I did not learn like the other students around me, I thought
I was the dumbest person walking the earth…”
• “Knowledge is there, you just can't spit it out...it's like walking around
with a gag on."
• “It’s like being in handcuffs.”
• It's “like a silent disease...I'm struggling through my own little hell
every day of my life. No one sees that...”
• It’s “like someone that didn't have two arms and couldn't function.”
• "It's like being in a little box and I just want to get out."
• "I got caught in confusion, in a fog, and I couldn't think my way out."
• "I just can't get across the bridge. I can't make it to the other side like
everyone else.“
4. How do I know I Have a Student
with a Learning Disability?
• Usually, learning disabilities are called “invisible disabilities”. There
are no physical signs of learning difficulties.
• Ironically, in an online course, a specific learning disability becomes
a disability most visible to the instructor. Student’s difficulties may be
revealed in submitted assignments, interaction with the instructor
and peer students, and study and organizational skills.
• Not all students with learning disabilities report their disability to the
UT Disability Services Office and discuss their unique needs with
the instructor.
– They may be tired of the label.
– Some students may not seek support from Disability Services because
they are not aware that the difficulties they had in secondary school
were due to their learning disability.
– Some students may experience learning difficulties that impede their
learning but not severe enough to qualify as a learning disability.
4. How do I know I Have a Student
with a Learning Disability?
The following difficulties experienced by a student in online
instruction may signal a learning disability.
Language Difficulties
• Difficulty keeping the correct sequence of events;
• Poor performance in rapid-pace online chat;
• Poor comprehending and retaining information;
• Identifying the main theme or the important points;
• Scanty essays and written projects;
• Spelling errors, letter and number reversals, words
omitted or added;
• Incorrect sentence structure;
• Poorly developed ideas and no organization.
4. How do I know I Have a Student
with a Learning Disability?
Math Difficulties
• Understanding word problems;
• Copying problems accurately;
• Reversing or transposing numbers;
• Remembering the steps in an equation or a formula;
• Computation deficits.
Study Skills Difficulties
• Organizing and budgeting time;
• Initiating and completing tasks;
• Note taking and outlining material;
• Following directions and instructions;
• Taking more time than is available to complete assignments.
Social Difficulties
• Low tolerance of frustration;
• Giving up easily;
• Poor response to pressure;
• Poor sense of humor.
5. Students’ Rights and Responsibilities
Students with learning disabilities have rights
• to equally participate in the university’s programs and services;
• to be informed of the availability of disability services;
• to receive reasonable accommodations;
• not to inform the university of their learning disability;
• not to be asked to identify their disability. It is unlawful to ask students to
identify their disability if they have not previously volunteered the
information.
Students with learning disabilities have responsibilities
•
•
to meet the same academic standards as all students do;
to disclose their disability and present sufficient documentation to the
university disability services in order to receive special accommodations
and other disability services;
• to meet with the instructors to explain their unique needs.
Learn more information at the UT Disability Services’ website http://ods.utk.edu/
6. Accommodations for Students
with LD
The University of Tennessee Office of Disability Services
lists the following accommodations for students with
learning disabilities:
• alternative print formats;
• taped lectures;
• note-takers;
• alternative ways of completing assignments;
• course substitutions;
• early syllabus;
• exam modifications;
• study skills and strategies training.
7. Assistive Technology (AT) for
Students with LD
Students with learning disabilities may use assistive technology - a tool, piece
of equipment, or software - that helps them compensate for their learning
difficulty.
Examples of Assistive Devices
• Writing:
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•
Spell checker;
Online dictionary and thesaurus;
Word prediction in typing;
Voice input device.
Reading:
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Books on tape;
Screen reader (eReader, JAWS, Easy Access, Sound Proof);
Large-screen monitor;
Variable speech-control tape recorder;
Talking word processor;
Talking dictionary (defines and pronounces a word);
Self-voicing browser (WebSpeak, IBM Home Page Reader).
7. Assistive Technology (AT) for
Students with LD
• Listening:
– Personal FM listening device (small transmitter and receiver that
"brings" speaker's voice directly to listener's ear);
– Speech-control tape recorder (slows down or speeds up the
speech).
• Math:
– Talking calculator (use speech synthesis to speak numbers);
– Electronic worksheet.
• Organization and Memory:
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Personal data manager and organizer;
Notes manager;
Tape recorder;
Online calendar and planner;
Outlining program.
Summary
• Learning disabilities is an umbrella term for specific
learning disabilities that vary from person to person.
• Students with learning disabilities have average or
above average intelligence but they experience
learning difficulties because their brain processes
information in a different way that is not supported by
the traditional way of teaching.
• Not all students report their learning disabilities. Use
some clues to identify and support such students in
online instruction.
• Assistive technology and accommodations are available
for students to help them cope with their learning
difficulties.
Section 2
Why Should I Care About
Students with Learning
Disabilities?
Outline
1.
2.
3.
4.
5.
Objectives.
Why should I care?
Learning disabilities facts.
Federal laws and policies.
UT policies and services.
1. Objectives
In this module, you will
• recognize the importance of supporting
students with learning disabilities;
• identify federal laws that protect rights of
college students with learning disabilities
in online instruction;
• identify university policies and services
that support individuals with learning
disabilities.
2. Why Should I Care?
Is it relevant to me as UT faculty?
As a UT instructor, by addressing the needs of students
with learning disabilities
• You serve the UT’s mission of promoting a campus
environment that welcomes and honors diversity;
• You meet the legal obligation to comply with the federal
laws that protect college students with learning
disabilities from discrimination;
• You perform a humane task of helping highly motivated
and capable students achieve academic and career
success despite their learning difficulties;
• You improve learning experience for all students, with
and without disabilities, by using effective teaching
strategies.
3. Learning Disabilities Facts
•
•
•
•
•
•
•
•
The number of students with learning disabilities varies from 0.5% in the most highly
selective institutions to 10% in open admissions colleges (Vogel, 1998).
A learning disability reported by college freshmen comprises 40% of all reported
disabilities. (HEATH, 2001)
Students with learning disabilities make the fastest growing group of college
students with disabilities: 173% increase from 1989 to 1998 (Milsom & Hartley, 2005;
Trainin & Swanson, 2005)
Not all college students with learning disabilities utilize academic support services
available to them in college (Hartman-Hall and Haaga, 2002, Dahl, 2005)
Over half of adults with learning disabilities do not regard themselves as being
learning disabled, despite a documented diagnosis and support for their disabilities in
elementary, middle, or secondary school (Price, Gerber, & Mulligan, 2003)
Students with learning disabilities experience more difficulties in the humanities and
foreign language learning than in other subjects. (Heiman and Precel, 2003).
Students with LD prefer oral and visual materials. They devise techniques, such as
singing or chanting a text, imagining various associations, marking the text in a
special way, or making diagrams or sketches (Heiman and Precel, 2003).
Most students with learning disabilities spend over 30 hours a week on schoolwork
(Trainin & Swanson, 2005).
4. Federal Laws and Policies
Federal Laws
What does the federal law say on the access to online instruction for college students with learning disabilities?
1.
Section 504 of the Rehabilitation Act prohibits employers and organizations that receive federal financial
assistance from discrimination against individuals with disabilities.
2.
Americans with Disabilities Act (ADA) prohibits discrimination against individuals with disabilities in
communications and public accommodations.
3.
Section 508 of the Reauthorized Rehabilitation Act of 1998 provides standards for Internet accessibility.
4.
Individuals with Disabilities Education Act (IDEA) provides a legal definition of a learning disability. IDEA
guarantees free special education and related services to children with disabilities, including those with
learning disabilities, thus opening path for them to higher education.
Section 504 and Americans with Disabilities Act
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit
discrimination against individuals with disabilities by institutions of higher education.
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These laws define disability as “a physical or mental impairment that substantially limits one or more of
the major life activities of the individual.” Major life activities include "caring for oneself, performing
manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.”
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These laws require that post-secondary institutions provide reasonable academic adjustments
(accommodations) and auxiliary aids to qualified individuals.
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These laws do not require that institutions modify admissions standards, course content, or programs of
study for students because of their disability.
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These laws accessibility requirements also apply to programs offered on the Internet. (Johnson, Brown,
Amtmann, & Thompson, 2003)
4. Federal Laws and Policies
Federal Laws
Section 508
Section 508 of the Reauthorized Rehabilitation Act of 1998
provides standards for Internet accessibility.
– Section 508 requires federal agencies’ electronic
and information technology goods and services to
be fully accessible for people with disabilities.
– This is the first federal law that specifically mentions
Internet accessibility and sets specific standards for
accessible electronic and information technology.
– Many institutions of higher education including the
University of Tennessee adopted Section 508
standards in their accessibility policies.
4. Federal Laws and Policies
Federal laws
IDEA
The Individuals with Disabilities Education Act (IDEA) provides a legal definition of a
learning disability and increases opportunities for high school graduates with
learning disabilities to go to college.
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The Individuals with Disabilities Education Act guarantees free special
education and related services to children with disabilities, including those with
learning disabilities.
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Even though this law does not apply directly to the post-secondary education,
it has a significant effect on colleges. Supported by the IDEA, a growing
number of students with learning disabilities get prepared for the career path
that requires higher education.
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In addition, IDEA provides a legal definition of a learning disability.
“Specific learning disability is a disorder in one or more basic psychological
processes involved in understanding or in using language, spoken or written,
that may manifest itself in an imperfect ability to listen, think, speak, read,
write, spell, or to do mathematical calculations, including conditions such as
perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.” (20 U.S.C. $1401(26); 34 C.R.F. $300.7)
5. UT Policies and Services
What UT services are available to help students with learning disabilities?
– Office of Disability Services http://ods.utk.edu/ provides disability services to
students with learning disabilities in accordance with the university’s disability
policies and procedures.
– Library Services for Persons with Disabilities provides special library services to
students with disabilities registered through the Office of Disability Services and
works to provide equal access to library materials and services for all users.
http://www.lib.utk.edu/disabilities/
– Disability Careers Office assists college students with all types of disabilities in
receiving career planning and guidance through the Career Services office and
educates university faculty and staff on disability etiquette, accommodations,
disclosure, interviewing, and disability laws. http://career.utk.edu/dco/default.asp
– Center for Literacy Studies http://cls.coe.utk.edu/ maintains electronic Literacy
and Learning Disabilities Special Collection http://ldlink.coe.utk.edu/ for adult
education practitioners and adult learners with learning disability.
– Center on Disability and Employment http://www.cde.tennessee.edu developed
this instructional module to increase awareness among university faculty on the
needs of students with learning disabilities in online learning.
Summary
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•
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Students with learning disabilities who
comprise the largest and fastest growing
population among college students with
disabilities need faculty’s understanding and
support.
A number of federal laws protect the rights of
students with disabilities in online learning.
University of Tennessee has policies and
services set up to assist students with learning
disabilities.
Section 3
Make Online Learning
Accessible
Outline
1.
2.
3.
4.
5.
Objectives.
Overview.
Universal Design for Learning.
Teaching Strategies.
Accessible online course.
1. Objectives
By the end of the module you will:
• Define the principles of Universal Design
for Learning.
• State teaching methods and strategies
that benefit students with learning
disabilities.
• Share ideas on how you would like to
make your online course more accessible
for students with learning disabilities.
2. Overview
In this module you will find suggestions on teaching strategies, methods and techniques that
make online learning more effective for students with learning disabilities.
Many of the recommended methods, strategies and techniques are based on the principles of
Universal Design. All students in your class, regardless of their abilities, disabilities,
and other diverse needs will benefit from this approach.
Graphic: Utilize students’ diverse abilities while removing the barriers to learning disabilities in online
instruction.
1.
Use teaching methods and strategies that make the most of students’ diverse abilities in learning.
All of us are more capable in some functional areas and have some limitations in others. A student may have
difficulty reading a textbook but learn well by listening to the same book in audio format. Give a choice to
students to utilize their strengths and talents in the online learning process.
Online instruction offers a variety of formats that appeal to students’ diverse learning styles and senses. Use the
versatility and flexibility of digital media to give students options in how to perceive, present and engage
in the course content.
2.
Remove accessibility barriers for students with learning disabilities in online course elements and tools.
Some components of an online course may not be accessible for students with specific learning disabilities
because they do not support the way these students process information. For example, chat may be
problematic for a dyslexic student who has reading and spelling difficulty. The course elements may also
be not compatible with an assistive device used by a student. For example, an online test may fail to
support the word prediction or text-to-speech software.
Use the techniques recommended further in this module to remove accessibility barriers for students with
learning disabilities in online course elements and tools.
3. Universal Design for Learning
About Universal Design.
Universal Design is "the design of products and environments to be
usable by all people, to the greatest extent possible, without the
need for adaptation or specialized design." (The Center for
Universal Design, 1997).
Universal Design:
• emphasizes diversity of human abilities and needs;
• advocates alternatives for diverse learners rather than one-size-fitsall solutions;
• increases access opportunities for everyone (an entrance without
stairs assists equally someone who uses a wheelchair, moves a
heavy suitcase, or pushes a shopping cart);
• reduces the need for special accommodations.
Do you want more information on UD? Visit the Center for Universal
Design http://www.design.ncsu.edu/cud/index.html.
3. Universal Design for Learning
What is Universal Design for Learning?
UDL is an educational approach to teaching, learning, and assessment that accommodates learner
differences by providing multiple ways of achieving the same competences.
Flexibility and offering choices for students is the key of UDL.
Three Principles of Universal Design for Learning
1.
Multiple and flexible means of representation (instructors present information in multiple
formats and media to students who perceive the information through multiple senses).
2.
Multiple means of expression (students report back what they learned using multiple ways).
3.
Multiple means of engagement (instructors provide multiple ways to engage students’
interest and motivation).
Do you need more information on UDL? Visit the website of the Center for Applied Special
Technology (CAST). http://www.cast.org/
3. Universal Design for Learning
Teaching Methods Based on UDL
Presenting Information to Students:
– Present information and concepts in a variety of modalities.
– Provide multiple examples.
– Highlight key features.
– Incorporate new knowledge into old knowledge.
Example: Present new content in a variety of ways: video, PowerPoint slide show, audio presentation, textbook,
demonstration, group work, case study, information search, etc.
Example: Assign reading materials that are available not only in print but also on CD-ROM or another electronic
format.
Receiving Information from Students
– Provide flexible models of skilled performance.
– Provide opportunities to practice with supports.
– Provide ongoing, relevant feedback.
– Offer flexible opportunities for demonstrating skill.
Example: Give a choice of an assignment: demonstrating a practical application of the knowledge, writing a
research paper, or audio-recording a presentation.
Engaging Students in Content
– Offer choices of content and tools.
– Offer adjustable levels of challenge.
– Offer choices of rewards.
– Offer choices of learning context.
Example: Provide multiple ways for students to interact with each other: discussion board, email, chat,
telephone, in-person communication.
4. Teaching strategies
Apply teaching strategies that will benefit students
with learning disabilities as well as other students.
Valuing Diversity
• Praise, encourage, and nurture all students.
• Put a statement on your syllabus inviting students to
meet with you to discuss disability-related
accommodations and other special learning needs.
• Avoid segregating or stigmatizing any student.
• Respect the privacy of all students.
• Ask students how their learning can be enhanced.
• Be sure students are aware of the special services
offered on campus.
• Keep in touch with the learning center, with the student's
permission—the education specialists should know if the
student is falling behind or needs additional support.
4. Teaching strategies
Class Management
• Make the class syllabus available several weeks before the classes
begin to allow students the opportunity to purchase books and begin
the reading assignments.
• Clearly explain all expectations and indicate the due dates.
• Be available to clarify material and respond to questions, and
encourage this kind of contact with you.
• Discuss with the class the value of study groups.
• Help interested students find study partners and organize study
groups.
• Alert students to reading materials, assignments, etc.
• Let the class know the office hours schedule several times during
each semester.
4. Teaching strategies
Presentation of Content
• Start a presentation with a review and overview of the topics that will be
covered.
• Encourage questions and class discussion, and allow enough time for this.
• Emphasize main ideas and key points frequently.
• Highlight key ideas.
• Repeat, repeat, repeat.
• Avoid using figurative language unless you are sure all students will
understand it.
• Use multiple modes to deliver content.
• Make sure alternate delivery modes are accessible to students with a wide
range of abilities, disabilities, interests, and previous experiences.
• Provide teaching materials with summaries.
• Use experiential, concrete activities to teach abstract concepts.
4. Teaching strategies
Assignments
• Break down large assignments into smaller components.
• Give clear and concise instructions sequenced logically.
• Use a combination of written, verbal, and pictorial instructions.
• Allow oral or taped papers, projects, and presentations, in addition to written ones.
• Search for quality rather than quantity in reports, homework, and projects.
• Monitor the progress of students by giving frequent and specific feedback, so that
improvement can be pinpointed.
• Provide effective prompting during an activity and feedback after the assignment is
completed.
• Encourage different ways for students to interact with each other and with you.
• Check with the students frequently to give help before frustration begins.
• Prepare review sheets.
• Give immediate feedback regarding student’s strengths and weaknesses.
• Provide role-modeling/demonstration and allow practice.
• Encourage using assistive technology.
• Set flexible time limits on performing a task.
4. Teaching strategies
Assessment
• Provide multiple ways for students to demonstrate knowledge (tests,
papers, portfolio, group work, demonstrations, presentations)
• Review what a test will cover as well as the kind of test it will be.
• Explain expectations for the test in advance.
• Aim for concise and clear instructions and sentences when
designing questions for exams.
• Give new directions on each section of the test as the format
changes.
• Eliminate or reduce the number of timed tests.
• Provide examples of study questions for exams that show the test
format that will be used.
5. Accessible Online Course
It is important to identify difficulties that students with learning disabilities may
have in online learning environment and adjust an online course to remove
the barriers for their successful learning.
Some of the difficulties experienced by students with LD in an online course
include:
• Sensitivity to glare and bright light of the computer screen;
• Sensitivity to high color contrast (e.g., black on white text seen as a pattern
of white and black);
• Restricted field of clear vision: a reader can see only a few letters on a
screen;
• Seeing the “big picture” behind details;
• Scanning the content;
• Focusing on the content;
• Remembering lengthy text, instructions or procedural steps;
• Inability to use an assistive device;
• Performing a task within the set timeframe;
• Inability to undo the task performed by error.
5. Accessible Online Course
The following online course elements/components
may pose accessibility barriers for students with
learning disabilities.
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Web pages
Audio, Video and Multimedia
Discussion boards
Chat and instant messaging
Tests and quizzes.
Further in this module you will find suggestions
how to make each of these course components
and tools more accessible for students with
learning disabilities.
5. Accessible Online Course
Web Pages
Layout
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Keep the layout simple, clean and logical.
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Don’t crowd the design with multiple details.
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Enhance the layout with graphics and colors.
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Use thumbnails as previews of large graphics if appropriate.
Navigation
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Keep the navigation consistent.
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Give clear labels and signs to navigational elements.
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Enhance navigation with conventional graphics and symbols, e.g., “<“ for “back”; “>” for “next”; “?”
for “information, help”.
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Keep the number of navigation steps minimal.
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Provide navigational feedback (breadcrumbs, drop-down menu, a changed color of the
navigational element) to let the person know where he/she is after clicking the link.
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Make a visited link visually distinct from an unvisited one.
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In the body of text, underline hyperlinks for users to easily recognize them.
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Provide a few options of the navigation paths (visible menu, drop-down menu, breadcrumbs).
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Provide a prominent exit that returns the person to the original starting point from any point in the
sequence.
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Avoid pop-up windows. Provide an alert about a pop-up window if you use it.
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Provide common help documentation: Help, Q&A, Contact, Sitemap, etc.
•
Provide clear and detailed instructions for navigating the course.
5. Accessible Online Course
Web Pages
Text Structure
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Provide a short summary or review of the content in the first paragraph.
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Place the key idea of the paragraph in the first sentence of each paragraph. Then give supporting information.
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Break the information into small chunks: one idea per paragraph.
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Break the text into short paragraphs.
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Use headings, numbered lists, bullet points, and indented quotes.
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Use full stops, semicolons or commas after headings and lists to separate items in voice.
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Use indents.
Use tables and graphs to present suitable information.
Keep the line length 60-80 characters.
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Use expandable bullets. Clicking on a bullet item brings more information under the bullet
Give two versions of the content: short and long. Or provide an abbreviated content and a “read more” link at the end.
Text Format
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Language
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Font
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Left-align the text. Do not use fully justified text.
Avoid italicized text or text in all capitals.
Avoid patterned or tiled background of the text.
Use white space to separate elements of text: lines, paragraphs, margins, etc. Avoid cluttered content.
Avoid blinking and moving text.
Highlight key words and ideas using bold or contrasting color.
Use short, simple, and unambiguous phrases.
Provide definitions of abbreviations, acronyms, and technical terms
Avoid the use of jargon unless you are sure your audience knows it
Provide a Glossary of terms.
Use the font that is easy to read.
Limit the number of different typefaces (not more than two fonts).
Do not use small font size. The default size is preferable.
5. Accessible Online Course
Web Pages
Color and contrast
• Provide sufficient contrast between elements of a page.
• Use solid color for the background. Avoid patterned or tiled
background for the text.
• Avoid high contrast between background and text (white and black).
• Use softer colors for graphical elements, rather than sharply
contrasting colors.
• If feasible, provide a mechanism to customize colors, e.g., change
the background color.
5. Accessible Online Course
Web Pages
Images
Images include photos, logos, illustrations, simple animations, charts, graphs, and other types of
graphic content. Properly used, images let the learner know at a glance what the content is about
and provide important explanation for difficult concepts.
Techniques that will benefit students with LD:
– Add concise descriptions of complex graphics (graphs, charts, etc.).
– Make sure images illustrate or enhance the text, rather then distract from it.
– Do not use flickering and blinking images.
5. Accessible Online Course
Audio, Video and Multimedia
Properly used, audio, video, and multimedia programs (Flash, Shockwave, Java) enhance learning of
students with LD.
Techniques to benefit students with LD.
•
Provide clear instructions on how to access and use the video and audio.
•
Offer multiple formats of the audio or video and allow users to select the file type and/or player
that works best for them.
•
Provide synchronized captions for video.
•
Provide transcripts for audio.
•
Avoid background sounds playing by default without the learner’s control.
•
Do not play video, audio, or animation unless on the user’s demand. Give the learner controls,
such as Play, Pause, etc.
•
Provide audio descriptions of visual events.
•
Allow the learner to go back and view the multimedia presentation again.
•
Do not set time limits on reading/viewing a presentation.
5. Accessible Online Course
Discussion Boards
Discussion boards and other text-based asynchronous communication tools (e.g., email, discussion
groups) work well for students with learning disabilities who need more time to read and compose
messages or who use reading software or word prediction programs.
The following techniques will benefit students with LD
•
Be flexible: provide alternate modes of discussion that suit students (e.g., mailing list, audio
conferencing).
•
Make sure the discussion board you use in class is easy to navigate.
•
Provide instructions on the use of the discussion board.
•
Set clear rules for participation.
•
Allow anonymous contributions in discussion postings. Those students who have problems with
spelling and expressing their ideas in writing, may be more willing to participate.
•
Accept that not all students will post to the discussion board. But they still will be making use of
the discussion through passive learning from others’ contributions.
•
Clarify whether and how the discussion board will be used for assessment.
•
Establish discussion boards for informal interactions between students.
•
Provide informative names to identify discussion threads and message subject lines.
•
Paraphrase questions and answers and highlight key points throughout discussions.
5. Accessible Online Course
Chat/instant messaging
Fast paced conversation, multiple simultaneous threads of exchanges and
confusing interface of a chat application may pose obstacles for students
who may have language, memory, or concentration difficulties.
Techniques to benefit students with LD
• If you offer chat or instant messaging as a communication tool, provide an
alternative method of communication (e.g., e-mail, listserv, or voice
conversation over the Internet http://en.wikipedia.org/wiki/Voice_over_IP).
• Provide mechanisms that allow users who communicate slowly to
participate effectively (e.g., speaker designation)
• Integrate chat with a whiteboard, a graphical chat tool.
• Make sure chat can be used through keyboard only (no mouse required)
• Make sure chat works with common screen readers.
• Make sure chat has consistent and easy to use interface and controls.
• Explain to students how to access the chat log, a transcript of the chat.
5. Accessible Online Course
Tests and Quizzes
Here are a few things to consider when offering an online test or quiz.
• Make sure a quiz or test can be used with an assistive device, such as
screen reader and word prediction software.
• If the test is timed, think how you can provide an accommodation for a
student with learning disability who needs additional time.
• Make sure a student will be able to undo the task performed by error.
• If in doubt whether the test provides equal access to all students or if a
student requests accommodations in assessment, consult with the UT
Disability Services Office.
Summary
• Principles of Universal Design for Learning
guide teaching strategies, methods and
techniques aimed at effective online
learning for students with learning
disabilities.