california community colleges distance education accessibility guidelines for students with...

California Community CollegesDistance Education Accessibility

Guidelines for Students with Disabilities

Overviewby

Ellen CutlerOctober 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 Guidelinesand 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