Accessible LearningResearch PresentationTERI JUNGE

Disability Defined According to the United States Equal Employment Opportunity Commission website (http://www.eeoc.gov/laws/regulations/ada_qa_final_rule.cfm), a disability is defined as:“a physical or mental impairment that substantially limits one or more major life activities (sometimes referred to in the regulations as an “actual disability”), ora record of a physical or mental impairment that substantially limited a major life activity (“record of”), orwhen a covered entity takes an action prohibited by the ADA because of an actual or perceived impairment that is not both transitory and minor (“regarded as”). [Section 1630.2(g)]”

Disabilities May be Obvious or Invisible Obvious Disabilities

Inability to care for oneself Inability to ambulate Inability to communicate

Invisible Disabilities

Social/emotional disorders Learning disabilities Impulse control

Student Centered Educational Resources Educational resources such as content of web sites and

course materials should be designed with users of all abilities in mind.

Follow the Seven Principles of Universal Design for E-Learning Instructors when developing online courses.

http://www.3playmedia.com/2013/04/30/accessibility-specialists-understanding-invisible-disabilities-what-means-online-education

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Application of Principle 1Equitable Use

All users should have access to identical or equivalent content.

Examples:Design is appropriate for all usersVariety of resources that provide similar informationContent is presented in more than one formatAlternative options for completing assessments are available

Application of Principle 2Flexibility in Use

Individual preferences and abilities should be accommodated.

Examples:Accommodate various learning stylesAllow for alternative, but equal assignments and assessments

Application of Principle 3Simple & Intuitive Use

Easily understandable design.

Examples:Post clear and concise instructionsAvoid distracting graphicsSimple design of online resources

Application of Principle 4Perceptible Information

Necessary information is communicated effectively.

Examples:Streamlined design of online resourcesInformation available in a variety of formatsAssessments available in alternative formats

Application of Principle 5Tolerance for Error

Adverse consequences of untended actions are minimized.

Examples:Allow multiple attempts to submit work to antiplagiarism programAccommodations to allow extra time to submit work

Application of Principle 6Low Physical Effort

Efficient and comfortable design.

Examples:Ergonomic workstationReduction of eyestrain

Application of Principle 7Size and Space for Approach

and Use Accommodations are made to allow use regardless of the student’s physical features.

Examples:Appropriately sized workstationAccessible workstationIntegration of assistive devices

Student’s Responsibility

Identify known or suspected disability

Obtain assessment of perceived disability (including needed accommodations)

Report documented disabilities to school officials

Access needed resources

Accessibility and AssistanceTriton College

The Center for Students with Disabilities (CSD)Academic Success Center (ASC)Educational Technology Resource Center (ETRC)Center for Access and Accommodative Services (CAAS)Counseling

Additional Resource

Rose, D., Harbour, W., Johnston, C. S., Daley, S., & Abarbanell, L. (n.d.). Universal design for learning in postsecondary education: Reflections and principles and their application. Retrieved from http://www.udlcenter.org/sites/udlcenter.org/files/UDLinPostsecondary.pdf