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Office for Learning and Professional Development

Training Accommodation and Accessibility

Inclusion and Respect for all Learners

Learning Objectives

Describe Title 1 of the American’s with Disabilities Act

Define accommodation and accessibility

Identify examples of universal design principles

Recognize the benefit of implementing universal design principles in training

Adopt respectful interaction with individuals with disabilities

2

What is your favorite Microsoft

keyboard shortcut

quick fix

customizable feature

3

American’s with Disabilities Act (ADA) Title 1: Employment

Prohibits discrimination in recruitment, hiring, promotions, training, pay, social activities, and other privileges of employment.

4

Accommodation VS Accessibility

5

Reasonable Accommodation

Equal Accessibility

Universal DesignAlso known as Inclusive Design

6

Designs that assist individuals with and without disabilities by making access more equitable for all.

Broad-spectrum ideas meant to produce buildings, products and environments that are inherently accessible to older people, people without disabilities, and people with disabilities.

Universal Design Principle One Equitable Use

Example: Auto open doors

Possibly designed for whom?

Beneficial to whom?

7

Universal Design Principle Two Flexibility in Use

Example: Museum allowing patron to choose to read or have an auditory reference

Possibly designed for whom?

Beneficial to whom?

8

Universal Design Principle Three Simple and Intuitive Use

Example: Escalator

Possibly designed for

whom?

Beneficial for whom?

9

Universal Design Principle Four Perceptible Information

Example: Both auditory and visual instructions (concurrent)

Possibly designed for whom?

Beneficial to whom?

10

Universal Design Principle Five Tolerance for Error

Examples: Undo function on the computer

Possibly designed for whom?

Beneficial to whom?

11

Universal Design Principle Six Low Physical Effort

Example: Doors with lever / loop handles instead of knobs

Possibly designed for whom?

Beneficial for whom?

12

Universal Design Principle Seven Size and Space for Approach and Use

Example: Wide entrance or gate

Possibly designed for whom?

Beneficial for whom?

13

Where Do I Belong?

Look at the Universal Design Examples on page twelve of the Learner Guide

Review the Universal Design Principles printed in the learner guide

Determine what principle is being illustrated by each example

Work Station Accommodations

15

Video Phone

Work Station Accommodations

Closed Circuit Television (CCTV)

16

Work Station Accommodations

Screen Magnification Software

Zoomtext

17

Work Station Accommodations

Screen Reader Software

JAWS

18

Work Station Accommodations

Speech to Text Software

19

Work Station Accommodations

Universal Computer Settings

Ease of Access Center

1. Start button

2. Control Panel

3. Ease of Access Center

20

Work Station Accommodation

Modified Work Station

21

PAUL AND PAULA PROOFREADER

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My Favorite PowerPoint Side

Hello an welcome to training!!

Today we are going to talk about everything you always wanted to know

about accessibility in training!I am so excited to let you know all this great

information!I just know that you will love haring all of it Every day you

will utalize all the great information provided today to all staff. This will be

some of the most valuable traijning you have ever had so listen up!!!!

I facilitated a training session on this before and all who attended said they learned alot. I have went from one corner of the state to another to talk about this subject. I just cant wait for you to participate!! Hear we

go!

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Accessible Presentation Materials

Course Development

PowerPoint

Information Volume

Font

Size

Contrast

Type

24

Accessible Learner Materials

25

Serif VS

San Serif Font

Accessible E Learning Modules

Captioning

Notes

Narration

Auto-Advance slides

Compatibility with screen reader and screen magnification software

26

Accessible Course Enrollment

Allow schedule planning time by providing staff with general information on upcoming classroom and E Learning course options.

Notify staff of what courses are required as well as the completion deadline date for each.

When enrollment for specific courses is available have a notification plan.

Make accessibility instruction available.

Accessible Learner Materials

Alternative Format Learner Guides

For Deaf and those with limited manual or finger dexterity

For Blind

28

Accessible Evaluation Tools

Knowledge Assessments

Learner Feedback

Should also be developed following accessibility best practices

Choose a product that is compatible with screen reader software

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Respectful CommunicationPerson First Language

30

Terms to Avoid Instead say this

Handicapped Accessible

Crippled Person with a specific disability

Confined to a wheel chair Wheel Chair User

Suffers with Has a diagnosis of....

Jargon and euphemisms – not always appreciated such as:

Physically ChallengedDifferently Abled

31

Pre-session set up - universal

Classroom Accessibility

Classroom Accessibility

Pre-session set-up for specific populations

Wheel Chair User

Individual who is Blind

Individual who is Deaf

32

Distance Visual Acuity

Glaucoma and Cataract

Retinitis Pigmentosa and Macular Degeneration

Degrees of Hearing Loss

Classroom AccessibilitySurprise!

Wheel Chair User

An Individual who is Blind

An Individual who is Deaf

37

Respectful and Considerate Interaction

What is wrong with this picture??

38Pictures from the United Spinal Association. Used by permission

39

Want to help?

Ask First!

40

Not Sure?

Ask!

Don’t Assume!

41

Use the lap or tray table

as your storage space?

I don’t think so!

42

Block Accessible Paths?

No Way!

43

Talk to the individual’s

attendant or guide?

Absolutely not!

Talk to the

individual!

44

Give vague

instructions

to a person

who is blind?

No! Doing so

could be

dangerous!

45

Take the arm of an

individual who is blind

to help them navigate

a dangerous area?

Offer your arm so

that the individual

can hold you and

keep his/her balance.

Proper Reference to Individuals with Visual Disabilities

Blind

Visually Impaired

46

47

Talk with your lips

covered to a person

who is hard of hearing?

No! Talk facing the

individual with your

lips uncovered by

papers or hands.

Proper Reference to Individuals with Hearing Disabilities

Deaf

Hard Of Hearing

48

49

Writing notes is acceptable

Consider learning to finger spell

Consider learning a few common ASL terms

http://www.lifeprint.com/

Remember that Deaf people speech read

Proper Interaction with the Deaf with no interpreter

50

No worries about

cleaners, markers

or cologne?

Be careful about these

and understanding of

individuals with lung

conditions and sensitivities.

Classroom Accommodation and Accessibility

Limited manual or finger dexterity

Sleep disorders

Speech disorders

Allergies

Chronic lower back pain

Sensory loss

51

52

FM System

Classroom Accommodations

Service Animals

Used by individuals with various disabilities

May not always be identified

Health codes superseded

Behavior usually good

53

How to Interact with a Service Dog

http://www.bing.com/videos/search?q=How+to+interact+with+a+service+dog&&view=detail&mid=0EFA0A40C977EE6444BE0EFA0A40C977EE6444BE&FORM=VRDGAR&adlt=strict

54

Conflict Management

Conflicts result most often from misunderstandings

Resolution requires patience and a listening ear

55

Emergency Evacuation Plan

Have a plan

Speak to the individual for clarification

as needed

56

Putting It All Together

Remember responsibilities as noted in the ADA

Implement universal design principles

Seek to be accommodating and provide accessible learning materials

Interact respectfully with all learners

Develop both a conflict management and safety plan to implement as needed.

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WRAP UP