Technology in the Classroom Accessibility Issues

1
Technology in the Classroom Accessibility
Issues

• Kim Shaw Assistive Technologist
• Nancy McQuigge Learning Strategist
• Centre for Student Development

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Overview of Assistive Technology

• Digital formats
• Word processors, spell checkers and grammar
  checkers, proofreading software
• Outlining/brainstorming software
• Speech recognition software
• Screen readers
• Calculators, talking dictionaries
• Books on tape, digital books, recorded lectures

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Assistive Technology (AT) for Disability
Categories Vision

• Visual Impairments range from low vision
  conditions to blindness
• AT selection depends on the characteristics and
  severity of the visual impairment
• Types of AT text-to-speech software (e.g.
  JAWS), screen magnification technology, Braille
  output technologies and access to digital text
  resources

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Visual Impairments Classroom Accommodations

• Access to print materials before or early in term
• Use of larger font size and use of dark coloured
  letters (white board, overheads, power point
  slides)
• Verbal explanation of diagrams and visual
  information presented in lecture
• Be aware of colour contrasts for visual
  information

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Assistive Technology Hearing Impairments

• Assistive listening devices hearing aids and
  personal FM systems
• Text captioning or transcription devices

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Hearing Impairments Classroom Accommodations

• Sign language interpreters
• Preferential seating
• Visual cues
• Instructor faces the class while talking (avoid
  putting back to audience)
• Use of microphone, if available
• Provide copy of lecture outline or notes

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Assistive Technology Mobility

• Texts in alternative format (e-text)
• Screen readers, text-to-voice software,
  voice-to-text software (speech recognition)
• Hardware and software commonly used switch
  activation, scanning software, touch pads and
  touch screens, onscreen or alternative keyboards,
  head mouse, foot mouse, etc.

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Mobility - Classroom Accommodations

• Accessible classroom and seating
• Access to lecture outline or notes
• Texts in alternative format
• Assistants of scribe or computer for tests/exams

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Assistive Technology Learning Disabilities

• Learning disabilities (LD) affect a persons
  ability to store, process, retrieve or produce
  information. LDs may result in difficulties for
  listening, speaking, reading,writing or math
  skills.
• Text-to-voice software, voice-to-text software,
  organizational tools/mind mapping software

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Classroom Accommodations LD

• Texts in alternative format
• Copies of lecture outline (overheads) and/or
  notes
• Assignments criteria given early
• Ability to tape lectures
• Reader, scribe/computer for test and exams

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Universal Instruction Design

• Assistive technologies are not used only by
  students with disabilities
• Various technologies can be accessed by students
  of all learning needs and styles
• Using technology in the classroom enables
  students of all learning styles to interact and
  learn course material
• Technology provides the opportunity to present
  material in various formats to enable all
  students

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Inspiration Software Demo

• Inspiration is an organizational/mind mapping
  software program that can be used by any student
• Demonstration
• www.inspiration.com

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Accessibility and Technology

• Provide a framework or outline of lecture at
  start and present in multiple formats
• Read key information presented on slides,
  blackboard, white board, overheads, etc
• Use a variety of presentation media (PowerPoint
  slides, overheads, videos)
• Face the class, use microphone, repeat student
  questions/comments

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Accessibility and Technology

• Ensure documents are easily laid out clearly
  labeled, readable fonts, minimal visual clutter
• Hardcopies of print materials and copies of audio
  visual material are available on reserve at
  library
• On-line journals and supplemental resources are
  accessible
• Print material provided in electronic formats
• Ensure electronic materials are converted to
  audio by screen reading software (e.g JAWS)

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Accessibility and Technology

• Electronic materials can be converted to audio by
  screen reading software
• Documents provided in RTF, HTML, TEXT
• PDF file with Accessibility feature turned on
  (see Adobe site) and not locked
• Power Point may not accessible by screen
  readers, unless format is converted

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Web Accessibility

• Provide text equivalents for all information
  represented in non-text format (e.g. images,
  image maps)
• Use ltaltgt tags for images and image buttons
• Tables/graphs include text description of the
  chart and the ltaltgt tags
• Provide text equivalents for audio used on web

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Web Accessibility

• Be cautious of colour and contrast
• Avoid flickering and flashing objects and text
• Provide a means to skip navigation
• Keep navigation links located together

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Kurzweil Demonstration

• Kurzweil is a text-to-voice software program
• Demonstration
• http//www.kurzweiledu.com/

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Additional Information

• Centre for Student Development http//csd.mcmaster
  .ca/sswd/services_disabilities.htm
• Special Needs Opportunity Windows (SNOW)
  www.snow.utoronto.ca
• Microsoft Accessibility www.microsoft.com/enable/a
  t/search.asp
• McMaster Universitys Ontarians with Disability
  Plan http//csd.mcmaster.ca/documents/McMaster_ODA
  Plan_DRAFT1-2005-2006.pdf

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• Ontarians with Disability Act
• http//www.ohrc.on.ca/en_text/consultations/2004-o
  da-submission_1.shtml

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Sources

• Gay, Greg. (2000). A Cognitive Basis for Web
  Design Accommodating Perceptual and Structural
  Styles. Accessed from http websavvy-access.org/r
  esources/wai_newgl.php.
• Hopkins, Janet. (2004). Assistive Technology (AT)
  to Support Students with Special Needs.
  www.curriculum.org.
• Lefebvre, Heidi. (2003. Make a Difference Tips
  for teaching students who have learning
  disabilities-handbook-. University of Arkansas
  Project Pace. www.ualr.edu/pace.
• Project Pace. (2002). Web Accessibility. Accessed
  from http//www.ualr.ed/pace/webaccess.
• University of Guelph. (2005) Universal
  Instructional Design (UID) A Faculty Workbook.
  Accessed from www.tss.uguelph.ca/uid/guides/websi
  teUIDprinc.html.
• University of Ontario. (2005). Web guidelines.
  Accessed from www.uoit.ca/EN/main2/11246/13525/13
  669/13751/17561/web_guidelines.html.