Whats Wrong with This Picture

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Whats Wrong with This Picture?

• Working with Students with Hidden Disabilities
  Online
• Linda R. Giar, Ed.D.
• Counselor/Learning Specialist and faculty member
• Alan Shapiro, M.S.
• Instructional Technologist and faculty member
• St. Petersburg College

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(No Transcript)
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• 1999-2003 Project Eagle I 5,000,000
• 2003-2007 Project Eagle II 4,470,750
• 2004-2007 Project Eagle I B 1,491,150
• 10,961,900

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http//www.spcollege.edu/eagle/
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• eCampus Growth
• In seven years, Project Eagle has propelled SPC
  eCampus into phenomenal growth.
• Over 18,000 students enrolled Fall 2007
• Offered 626 sections
• Offered 344 different courses

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• A new semester begins

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• hi dr g and class my name is chris i live in
  baltimore i needed to take a class online so i
  picked s p c

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• Dr gire - Pleas check the clasp rooster because
  Im curtain Im defiantly registered but I cant
  assess the coarse in angle.

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• E-mail
• Hello, Dr. Jennings This is Sharon from online
  SYG class. You have lot of videos in our course
  and I cant using them

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• Voice mail
• This is Mrs. Edison. My son Edward is in Ms.
  Sommers online elementary algebra class, and it
  made him sick! I want him out of that class
  immediately, and I hold the college responsible
  for his problems. You had better do something
  about that course.

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• E-mail
• You said in your syllabus that all of the
  required and optional reading assignment choices
  were labeled on the calendar. They are all the
  same. Please mark them so that I know which ones
  I have to do.

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Hidden disabilities that may need online
accommodation

• students with learning disabilities and ADHD
• students with mental health or medical
  disabilities
• students with vision impairments such as color
  loss, low vision, or blindness
• Deaf and hard-of-hearing students using American
  Sign Language

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The three most important points to remember are

• 1. If an online course is not authored using an
  accessible authoring tool and/or using inherently
  accessible code (e.g. XML, MathML) and properly
  structured formatting, there is almost nothing
  that can be done on the user side to access the
  material.

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• 2. Any authoring done to provide disability
  access will also improve use with PDAs,
  super-monitors, iPods, etc.

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• 3. Universal design techniques that benefit
  students with disabilities are also highly
  beneficial for students with limited English
  proficiency or students from disadvantaged
  educational backgrounds and usually everyone
  else.

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Section 508 (as applied to online learning)

• Design the course so that it is universally
  accessible.
• Provide alternate formats or pages with
  equivalent information and functionality.
• If there is no tech solution or possible
  alternate format, provide substitute or
  alternative.

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World Wide Web Consortium (W3C)as applied to
online learning

• Level I design issues (Priority) MUST be in place
  or some users will find impossible to access,
  such as
• Identifying buttons (click here, go)
• Indicating that a link exists in text
• (Microsoft chairman Bill Gates has)
• Using means other than color or image to indicate
  action (Required fields are indicated in RED,
  Map of Florida Click on your county for license
  information.)

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Limitations of Section 508/W3C for online learning

• does not address many new issues
• vague descriptions interpreted differently
• repair approach that provides basic technical
  access, but rarely addresses functional
  limitations for users
• mainly directed toward assistive technology for
  visual impairments
• higher levels of W3C would take impractical
  number of hours to retrofit

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Other Online Access Evaluators

• DAISY (Digital Access Information System)
  international accessible code development
  standard
• NIMAS (National Instructional Materials
  Accessibility Standard) K-12 text standard
• Commercial page scanning services
  http//webxact.watchfire.com/
• http//www.cynthiasays.com/ and others
• University of Illinois Functional Access Eval and
  links http//cita.rehab.uiuc.edu/evaluation/
• University of Wisconsin Madison accessibility
  tutorials
• http//www.cew.wisc.edu/accessibility

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Major Design Access Issues and Problems in Online
Learning

• Power Point
• image-based rarely can be read by screen
  reading equipment
• images and graphics cannot be given alt tags
  (text descriptions)
• no reflow magnification requires moving both
  scroll bars repeatedly

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• 2. FLASH Inherently difficult access on several
  levels
• Unless properly authored
• text can rarely be read by screen reading
  programs even 2006-7 versions.
• cannot be captioned for Deaf/LD/LEP.
• cannot be slowed for processing.
• is not scalable and will not reflow with
  magnification.
• has low level of alt tags - only possible to
  identify that a Flash product is running.

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• 3. PDF files
• While Acrobat 8.0, MS Windows Vista voice and
  other system programs advertise PDF audio access,
  results are mixed correct authoring essential,
  but not standard in authoring tools.
• New reader programs such as JAWS 8.0 and TextHelp
  PDF Aloud that CAN access correct PDF are
  linear -read only top-to-bottom and cannot
  skip.
• Color, contrast and font cannot be altered.
• No reflow (except non-form in Acrobat 8.0)
• If PDF files are pasted into Word to provide
  audio access, formatting and content are often
  scrambled or lost.

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• 4. Math symbols and coding
• Math notation, especially sub- and superscripts,
  is often difficult to decipher on-screen for
  older students or students with learning or
  visual impairments.
• Students with some visual-spatial LDs and screen
  reader users need horizontal math equations.
  Audio programs cannot read vertical columns of
  numbers, only left to right across page.
• Math problems must be entered in MathML code in
  order for screen readers to recognize symbols.
  Even new equation editors such as ANGEL 7.2 and
  Respondus that employ MathType and could write in
  MathML - do not in default mode.

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• 5. Design
• In-line authoring tools used by most faculty
  (DreamWeaver, Front Page, etc.) create headings
  by using color or font size changes. A screen
  reader does not recognize these and cannot jump
  from section to section. DreamWeaver does not
  include heading codes in its accessibility
  features.
• Dynamic content cannot be examined by evaluator
  tools.
• continued

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• Pages that are designed using a specific pixel
  count (1024, etc.) will not reflow or enlarge
  well and also will not function on PDAs and other
  devices.
• Aside from the distraction and location confusion
  engendered by complex pages, audio screen readers
  are often confused or stopped by frames, inserts,
  java applets, buttons within banners, and other
  artistic or multimedia choices.
• Each link or section on a page must have a unique
  name, or a person using a screen reader cannot
  distinguish them (learn more, next, details
  )

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• Web Design for Students
• with Learning Disabilities

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Learning disabilities listed in DSM

• Reading disorder (dyslexia)
• Mathematics disorder (dyscalcula)
• Disorder of written expression (dysgraphia)
• Expressive language disorder
• Mixed receptive/expressive language disorder
  (auditory processing)
• Learning Disorder NOS

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LDs by neurological division

• Receptive (incoming)
• Processing (understanding)
• Expressive (outgoing)

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Possible online indicators of a student with a
learning disability

• good but incomplete timed tests
• obvious content knowledge but failing grades
• intelligent written submissions with severe
  spelling or mechanical errors
• high multiple-choice scores but poorly
  articulated written work
• appeals on multiple-choice quizzes/exams
• odd, non-context words in postings
• repeated questions and need for explanations
• answers to questions that were not posed or
  off-track comments
• missed puns/irony concrete comprehension

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Reading Disorder (Dyslexia)

• Reversals side to side (p/q, b/d. E/3)
• Reversals top to bottom (M/W, f/j, n/u, 6/9)
• Blanks (S/8, O/Q, o/p/q/b/p, B/E, E/F, E/L)
• Edges (mountain/maintain/Martian)
• Angles (4/9, S/5, R/B, k/b)
• Twisted lines
• Disappearing page sides
• Reverse eye movement (right-to-left)
• Partial omissions (missed dis-, un-, etc.)
• Total word or line omissions
• Lack of phonological awareness
• Substitution of similar-looking words in reading
  (retail/recall, similar/slimmer, etc.)
• Lack of comprehension and /or retention

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Goldybear and the Three Locksadapted from F.
Chase Taylor and his Colonel Stoopnagel radio
show

• Once a time upon, long before there were debby
  tears, there lived in a far wood away, the bear
  threes. There was the bodda pear, the bowwa mear,
  and the little bearby babe.
• Now, this grawily of fizzlies hived lappily for
  a tong, tong, lime meep in the doods, in a little
  louse wape out of hogs. Things rewe nife nutil
  one worning wheu they dat sown to pour their
  eatage. You see, the pather fear said, Py
  worridge is hoo tot!"
• And the bother mear qasted her torribge and
  saib, "This is har foo tot!" And the bittle lady
  dear said, "My porribge is hed rot, fike a
  lurnace!" So the bear threes becipeb to go for a
  loug woods in the walk, to let their corribge
  dool.

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Universal Page Layout Design Students with LD
or LEP

• high-contrast background/foreground with ability
  to change colors (508)
• larger sans-serif font no elaborate lettering
• short paragraphs
• avoidance of fast-moving, disappearing, or 3-D
  objects
• clean, simple graphics
• consistent, clear internal navigation w/ minimal
  shifting
• alpha or topical site index (508)
• narrated .ppt
• continued

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• concise sentences with clear meaning
• straightforward vocabulary and/or glossary
• upper case multiple choice options (A,B,C,D)
• demarcation of most important information,
  including key words
• (Which of these was NOT part of?)
• varied types of evaluation multiple choice,
  essay, projects, audio or video presentations,
  etc.
• avoidance of graded chat or other rapid
  keyboarding/participation
• authoring to allow use of text-to-speech and
  speech-to-text programs such as Kurzweil 3000,
  WYNN, ReadWrite, Premier (508)

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Alternate format LD and LEP

• text synopsis or script of audio or video (508)
• audio recording link to hear content pages
• outline format copy of .ppt saved as .doc or
  .rtf (508)
• interactive .pdf forms authored to allow audio,
  or Word format options (508)
• script, screen shots, button advance, .pdf format
  of Flash text or audio presentations (508)
• extended test time when a timer is used (modified
  508)

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• Web Design for
• Students with ADD/ADHD, Mental Health, and
• and Medical Disorders

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Online indicators of a student with possible
ADD/ADHD

• good but incomplete work
• careless mistakes and missed details
• erratic performance
• failure to follow instructions
• difficulty organizing and scheduling
• losing or forgetting
• impulsivity

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Online indicators of a student with possible
mental health issues

• tangential or rambling postings
• over-verbosity
• chronic complaints about rules, methods, other
  students
• rigidity
• overreaction or under-reaction
• personal attacks
• erratic performance

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Online issues for students with select chronic
conditions seizures, diabetes, MS, lupus, MD,
sickle cell, and others

• Blinking or moving icons or objects (including
  Flash or imbedded video) can trigger seizures.
• Medication often slows processing.
• Visual and physical deficits or side effects are
  common.
• Students can face unexpected hospitalizations or
  incapacitation.

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Universal Page Layout Design ADHD, mental
health and medical disorders

• avoidance of flashing, spinning, dissolving or
  moving icons and objects OR advance warning
  outside the course pages AND non-moving option
  (508)
• low-distraction, high-contrast backgrounds and
  colors that can be modified (508)
• clear, concise information in short paragraphs
• simple, step-by-step instructions
• avoidance of graded chat or rapid keyboarding
• complete calendar/syllabus at start of semester

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Alternate format ADHD, mental health, and
medical conditions

• extra time on testing with timer (508)
• hard copy of assignments and information
  contained on pages with unavoidable moving or
  flashing objects (508)
• large-print or standard hard copy of forms, .ppt,
  or other non-reflow items (508)
• increased personal interaction
• consideration on make-ups or late submissions
• alternative assignments

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• Web Design for
• Students with
• Visual Disabilities

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Broad types of visual disability(congenital or
adventitious)

• color loss or irregularity
• disorders needing magnification
• incomplete or reduced field
• blurred or distorted field
• near-total to total loss

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Possible online indicators of a student with a
visual disability

• inability to recognize labeling by color
• repeated missed information from sidebars,
  banners, or java inserts
• postings or papers in conversational English
  and/or with no mechanics
• inability to locate links or buttons within
  course
• requests for .doc versions of .ppt or .pdf files
• inquiry about books on tape or e-books

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Universal Page Layout Design low or altered
visual disorders

• larger san-serif font
• clean backgrounds
• high-contrast foreground/background
• white space around text
• avoidance of buttons or links inside banners or
  other images
• authoring to permit color and background changes
  (508)
• authoring to permit reflow
• authoring to permit use of speech-to-text and
  text-to-speech programs (508)

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Alternate format low or altered visual
disorders

• extra time on testing with timer (508)
• redundant text links for image-based hot spots
  (508)
• large-print or standard hard copy of forms, .ppt,
  or other non-reflow items (508)
• button advance OR scripts, audio
  descriptions/narrations, or screen shots of
  Flash, java applets, or other objects and inserts
  that cannot be slowed or enlarged

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Universal Page Layout Design screen reader
users

• Accessible authoring!
• For example
• built-in headers (not color or size) to allow
  skip navigation (508)
• alt text tags (508)
• CSS (cascading style sheets)
• unique headings, links, buttons, etc. to allow
  reader to distinguish (508)
• mathML equations

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Alternate format screen reader users

• text-identified links and buttons(508)
• redundant links and information placed outside
  banners or images (508)
• option or link for horizontal numerical sequences
• .doc option for .pdf files
• outline .ppt view saved as .doc or .rtf
• .doc script for video or technically
  inaccessible images

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• Web Design for
• Students who use American Sign Language

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Possible online indicators of a student who uses
ASL

• difficulty in tenses and subject-verb agreement
  when writing
• unusual word order and/or omissions
• requests for explanations of vocabulary or
  phrases in the course or tests, sometimes not
  subject-related
• inquiry about notes for online course

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From p.97, Art History Custom Edition Stokstad
(Prentice Hall and Harry Abrams, 1995)

• English version
• Forceful and easy to comprehend, the images on
  the Narmer palette present a kings exploits as
  he wished them to be remembered.
• ASL version
• Pictures strong easy understand title
  N-A-R-M-E-R P-A-L-E-T-T-E show king his life
  actions success.

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Universal Page Layout Design students who use
ASL

• clear, concise, basic vocabulary
• glossary or hot words
• short paragraphs
• illustrative static graphics when possible
• content summaries or study guides
• avoidance of graded chat or rapid keyboarding

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Alternate format students who use ASL

• extra individual support Consider video relay
  or webcam.
• script links for audio
• captioned DVD (preferred) or script for streaming
  video
• synchronized captioning (508)
• synchronized interpreting (508)

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• Questions?
• Comments?