Accessibility Centre Model and Website Adaptation

Accessibility Centre Model and Website Adaptation

Presented By: Ms. Nada HanyIntegration Of An Assistive IT SystemWP4 D4.1

AgendaWhat is the Accessibility Centre Model (ACM)?Student Access and EngagementUniversal Design InitiativesThe Adaptive Technology CenterCampus ResourcesWebsite Adaptation

SWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 20152Accessible Education ModelSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 20153What is the Accessibility Centre Model?SWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 20154The ACM is dedicated to facilitating and supporting accessible education through active collaboration with students, faculty, staff, and the community. The ACM is dedicated to facilitating access and full inclusion of students with disabilities into the university environment. This is accomplished through effective collaborations, consultations, proactive advising, and the development of systemic campus change. The ACM works to create and sustain environments that are informed by and responsive to the diverse characteristics and experiences of students with disabilities and variations of ability.

Accessible Education ModelSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 20155Effective CommunicationSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 20156It is important to encourage students to communicate directly with you if barriers to full participation are encountered.Barriers may be experienced due to the design of lectures, web-based information, in-class activities, format of exams, program timelines, or online references. Instructors should incorporate strategies that are effective for a broad range of students with varying abilities and backgrounds.Staff ResponsibilitiesSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 20157Instructors will be informed with the registration of disabled students in a course through the head of department, that has access on the course registration.Minimally, instructors have the responsibility to ensure full access for students with disabilities by responding to a student's needs.Instructors will also be provided with a pre-prepared disability manual for guidance about considerations, instructional strategies, and needed accommodations.During an office hour or at another convenient time, discuss the appropriate accommodations plans with the student.This should be a confidential and private conversation.

Student ResponsibilitiesSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 20158Students have the responsibility to complete their registration and provide current and complete documentation of their disability.Students must meet with the AEC to discuss educational, accommodation, and medical history, as well as barriers to access. Students continue to meet with ACM staff as needed for updates to their situation. Students must communicate with their instructors directly about any accommodations that may be needed during the term.

Accommodation Best PracticesSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 20159University syllabi include a statement encouraging students with disabilities to make their needs known to the instructor early in the term. Organized service may include computer-based note-taking, classroom relocation, exam modifications, and alternative text formats. In some cases, policy modifications may be appropriate such as the substitution of some degree or course requirements or flexibility with attendance policies.

Accessible Education ModelSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201510Universal DesignSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201511Universal Design (UD) principles provide a framework to encourage faculty members to actively utilize and embed inclusive instructional practices into their course(s). Research has shown that students feel most successful in courses where clear, consistent expectations are set from the beginningLearning should be treated as a process, where a variety of instructional strategies are employed by the professor.

Syllabus Development SWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201512It demonstrates how you conceive your subject matter as a body of information on its own and how it fits into the larger work of your fieldIt provides evidence of your ability to define the essential elements and focus of the courseIt explains the methods, procedures and processes used by scholars in your fieldIt describes the organization of your presentation of your subjectIt defines learner outcomes in objective termsIt explains assessment procedures in terms of contribution to learning

Delivering InstructionSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201513Provide flexibility in the way information is presented.Provide flexibility in ways students respond or demonstrate knowledge and skills.Provide flexibility in ways students are engaged.Minimize potential barriers to instruction. This can address physical, perceptual, and cognitive barriers that can interfere with learning.Provide appropriate accommodations, supports, and challenges to benefitall students.Maintain high achievement expectations forallstudents

Evaluating InstructionSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201514Since assessment results can have far reaching consequences for students that range from recommending that a student get additional tutoring to denying registration or graduation, it is important to develop high quality assessments that are appropriate for all students.The purpose of inclusive assessment is to utilize flexible assessment methods that address barriers to expression of knowledge. An over reliance on a single mode of assessment may not account for differences in students physical, cognitive, emotional, or sensory differences.The first step in developing an inclusive assessment is to think carefully about the skills and content knowledge that you are attempting to evaluate.

Accessible Education ModelSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201515Technology Access ProgramSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201516The Technology Access Program (TAP) works with students who need to use assistive technologies, such as screen readers (text to speech), and voice recognition programs (speech to text) to provide direct support to students when there are barriers to technology access or usability. When appropriate, students will be referred for an orientation on the relevant technology and procedures. The Technology Access Program is available as a resource to faculty and students with questions about inclusive design of course related materials, and relevant assistive technologies.The TAP also offers consulting and workshops for the university community on various aspects of creating universally designed digital materials. Support is available to assist faculty/staff in producing accessible digital content that works in various display/playback environments.Accessible Education ModelSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201517Campus ResourcesSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201518The Office of Academic Advising supports students in making important academic decisions throughout their time at the University. The mission of the Student Union: is to create a supportive space for students with all types of disabilities and their allies, to join with our communities, to educate others about disability and disability culture, and to advocate for increased awareness and accessibility around the University. The Office of Dean of Students Affairs is dedicated to enhancing the lives and learning of all students at the University. They seek to engage students through a variety of leadership positions, programs and services. Website AdaptationWeb AccessibilitySWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201520Web accessibilityrefers to theinclusive practiceof removing barriers that prevent interaction with, or access towebsites, by people withdisabilities. When sites are correctly designed, developed and edited, all users have equal access to information and functionality.Web Accessibility AimsSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201521

Visual Impairments including Blindness and Low visionMotor Impairments like difficulty or inability to use the hands, or muscle slownessDeafnessorHearing ImpairmentsLearning disabilities(dyslexia) andCognitive disabilitiesaffecting memory, attention, problem-solving and logic skills. OR Seizures.Examples of Web Accessibility PracticesSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201522When a site is coded with semantically meaningfulHTML, with textual equivalents provided for images and with links named meaningfully, this helps blind users using text-to-speech software and/or text-to-Braille hardware. When text and images are large and/or enlargeable, it is easier for users with poor sight to read and understand the content. When links are underlined (or otherwise differentiated) as well as colored, this ensures thatcolor blindusers will be able to notice them. Whenclickablelinks and areas are large, this helps users who cannot control amousewith precision. Examples of Web Accessibility PracticesSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201523When pages are coded so that users can navigate by means of thekeyboardalone, or a singleswitch accessdevice alone, this helps users who cannot use a mouse or even a standard keyboard. When videos areclosed captionedor asign languageversion is available, deaf and hard-of-hearing users can understand the video. When flashing effects are avoided or made optional, users prone toseizurescaused by these effects are not put at risk. When content is written in plain language and illustrated with instructional diagrams and animations, users withdyslexiaand learning difficulties are better able to understand the content. Assistive TechnologiesSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201524

Remediating Inaccessible WebsitesSWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201525Once an accessibility audit has been conducted, and accessibility errors have been identified, the errors will need to be remediated in order to ensure the site is compliant with accessibility errors. The traditional way of correcting an inaccessible site is to go back into the source code, reprogram the error, and then test to make sure the bug was fixed. Because this is a complicated process, many website owners choose to build accessibility into a new site design or re-launch, as it can be more efficient to develop the site to comply with accessibility guidelines, rather than to remediate errors later.Accessible Web applications and WAI-ARIASWING: Integration of an "Assistive IT" System AASTMT 27 Apr-1 May 201526For a Web page to be accessible all important semantics about the page's functionality must be available so that assistive technology can understand and process the content and adapt it for the user. However as content becomes more and more complex, the standard HTML tags and attributes become inadequate in providing semantic reliably. WAI-ARIA(Accessible Rich Internet Applications) is a specification published by theWorld Wide Web Consortiumthat specifies how to increase theaccessibilityofdynamic contentanduser interface componentsdeveloped withAjax,HTML,JavaScriptand related technologies. ARIA enables accessibility by enabling the author to provide all the semantics to fully describe its supported behavior. Thank You for Listening.