accessible it in education: problems, solutions, & policy change lori markland, loan program...
TRANSCRIPT
![Page 1: Accessible IT in Education: Problems, Solutions, & Policy Change Lori Markland, Loan Program & IT Specialist Michael Leone, IT Project Coordinator Maryland](https://reader036.vdocuments.net/reader036/viewer/2022070410/56649ea15503460f94ba4b23/html5/thumbnails/1.jpg)
Accessible IT in Education:
Problems, Solutions, & Policy Change
Lori Markland, Loan Program & IT Specialist
Michael Leone, IT Project Coordinator
Maryland Technology Assistance Program, a cooperative service of the Governor’s Office for Individuals with Disabilities
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Information Technology Impact On Education
Academic Success and Employment
Information Technology
Assistive Technology
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IT Used in Education
IT products store, process, transmit, receive, convert, and duplicate data and information, including:
• Computer software• Web pages• Course management systems (Courseware)• Video• Handheld computers (PDA’s)• Information kiosks• Copiers
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What does Access get you?
ACCESSIBILITY = PROFITABILITY1. It’s cheaper to design with accessibility in
mind, than to retrofit!2. It dissuades timely & expensive complaints
and lawsuits against an education institution.3. If you build it accessible, more students will
come…and that equals more tuition!More students = more tuition
Fact: According to the 2000 U.S. Census, 17.6% of Maryland's population has a disability. In 2000, MD had a population of 5,296,486 and a disability population of 854,345.
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Can everyoneuse these
technologies?
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IT Must be Perceivable
Example: People access computers…• Visually (e.g., monitor)
• Various resolutions• Various font sizes• Various browsers
• Audibly (e.g., screen reader)• By touch (e.g., Braille output device)
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IT must be operable
Example: People operate software using…• Mouse• Keyboard• Speech recognition• Keyboard emulation
• Head pointer with on-screen keyboard• Eye gaze sensor with on-screen
keyboard
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Problems and
Solutions
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Problem: Website is not accessible
• Uses graphics with no alternate text• Uses color as sole means of
communicating information• Uses non-descriptive link text
(e.g., “Click here”)
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Solution: Design accessible websites
• Follow web accessibility guidelines and standards – www.w3.org or www.section508.gov
• Check your site for accessibility using an evaluation tool
• Review the following options to ensure access
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Text Equivalent
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Web Page DesignBenefits• Older technologies • Slow Internet
connections• Different web
browsers• People with
disabilities using assistive technology
• Mobile technologies
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Color Blindness
Avoid using color as the only means of distinguishing between choices.
Color and Web Pages
PUSH GREEN BUTTON TO START
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Dairy
Beverages
Confections
Meat/Poultry
Seafood
Grains/Cereals
Condiments
Produce
Examples of Color
Avoid using color as the only means of conveying information.
Color Blindness
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Color Contrast
If the colors used in a site have poor contrast, it may be difficult
for some users to read.
This text has better contrast than the text above, but the heading on this slide is even
better.
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Problem: Distance Learning Course is not
accessible
•Uses images, graphs, and maps without alternate text tags
•Uses audio and video without captioning or audio description
•Uses PDF files without HTML alternatives
•Uses tables and forms that are not coded for accessibility
•Links to external websites and media without being sure that those resources are accessible
•Chat rooms are used for class discussion
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Solution:Design accessible online courses
• Follow guidelines provided by resources such as NCAM, National Center on Accessible Media http://ncam.wgbh.org/salt/guidelines or
UMUC’s Accessibility in Distance Education website www.umuc.edu/ade
• Activate accessibility features within Blackboard or WebCT when designing online courses
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The Scope of the Problem
• A recent U.S. Department of Education survey charted the growth of distance education in both two-year and four-year institutions.
http://nces.ed.gov/pubs2003/2003017.pdf
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The Scope of the Problem
• Forty-five percent of 2- and 4-year institutions that offered distance education courses in 2000-2001 had occasionally received requests in the last 3 years to provide accommodations for students with disabilities in distance education courses.
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The Scope of the Problem
• Thirty-seven percent reported never receiving this type of request in the last 3 years.
• 15 percent did not know if they had received requests for accommodations.
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The Scope of the Problem
Almost all (95 percent) 2- and 4-year institutions that offered distance education courses in 2000–2001 indicated that they had used web sites for their distance education courses (table 15). Of the institutions that had used web sites for distance education courses,
• 18 percent indicated that they followed established accessibility guidelines or recommendations for users with disabilities to a major extent,
• 28 percent followed the guidelines to a moderate extent, • 18 percent followed the guidelines to a minor extent, • 3 percent did not follow the guidelines at all, • and 33 percent did not know if the web sites followed accessibility
guidelines. This slide developed by MD TAP; info provided by Dept. of Ed.
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The Scope of the Problem
Major Compliance
18%
Moderate Compliance
28%Minor
Compliance18%
No Compliance3%
Unknown Compliance
33%
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Problem: Course software is not accessible
• Uses graphics with no alternate text• Mouse is required• Includes video, but no captions or audio
description
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Solution: Buy accessible software
• Ask vendors about audible output• Ask vendors about keyboard operability• Encourage vendors to develop accessible
products!• Add accessibility language to procurement
contracts, policies & procedures
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Keyboard Equivalents
= +
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Problem: Video is not accessible
• Audio is not accessible to people who are unable to hear it.
• Visual content, if not apparent from the audio track, is not accessible to people who are unable to see it.
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Solution: Use and create accessible video
• Ask vendors whether videos are captioned and/or audio described.
• Add captions to any video you produce. • Add audio description to any video you
produce. • Develop a procedure for systematically
captioning and audio describing videos created and/or used at your institution.
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Captions provide access to multimedia presentations for people who have a hearing impairment or an
auditory learning disability.
Captioning
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Multimedia
The content conveyed by multimedia should be communicated to everybody in a meaningful way, including those who cannot see the screen or hear the sound:
• Open and closed captioning for video • Video description• Audio description for important visual content and images
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Screen Reader Demo
Accessible University:What is and isn’t accessible?
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Federal Laws
Accessible Information Technology
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The Americans with Disabilities Act
Title II of the Americans with Disabilities Act (ADA) applies to “public entities”, including public colleges and universities.
Title II requires:• Reasonable modifications in policies,
practices, or procedures• Unless the modifications would
“fundamentally alter” the nature of the services
• “Effective communication”
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The Americans with Disabilities Act
Title III of the ADA applies to “places of public accommodation,” including private colleges and universities,
Title III provides that:• No individual shall be discriminated against
on the basis of disability in public accommodations
• “Effective communication”
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The Americans with Disabilities Act
Both the Title II and Title III regulations require that communication with people with disabilities be as effective as communication with others.
The ADA was passed in 1990, well before the Internet was in widespread use.
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The Americans with Disabilities Act
A Department of Justice letter opinion states that:
• “Effective communication” requirement applies to the Internet.
• Covered entities that use the Internet must be prepared to offer those communications through accessible means.
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Section 508 of the Rehabilitation Act
• In response to concerns about accessibility of federal government websites, the U.S. Congress passed new amendments to Section 508 of the Rehabilitation Act of 1973.
• These amendments were passed in 1998 and took effect in 2000.
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Section 508 of the Rehabilitation Act
Section 508 requires that Federal departments or agencies provide technology accommodations to their employees with disabilities, requiring:
• Procurement of accessible IT• Design of accessible federal websites
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Section 508 of the Rehabilitation Act
By its terms, Section 508 only applies to programs and services of the federal government.
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Section 508 of the Rehabilitation Act
However, officials at the U.S. Department of Education authored a letter in 1999 indicating that they interpreted Section 508 to have application to state entities, including some public colleges and universities because they receive federal monies.
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Section 508 of the Rehabilitation Act
This administrative interpretation has not yet been adopted by a federal court. However, colleges and universities may choose to adopt Section 508 as part of their Internet access policies.
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Access Standards
Laws vs. Standards
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Standards In order to understand exactly what
educators, web designers, and others must do to make education accessible to people with disabilities, it is necessary to have adequate standards.
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Standards
There are two main sources for standards in the field of electronic accessibility:
• The World Wide Web Consortium (W3C) guidelines
• The Federal Section 508 standards
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W3C
• The W3C guidelines were written by the consortium, made up of leaders in the field of accessibility and web design.
http://www.w3c.org/WAI
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Section 508 Standards
• The Section 508 web access standards draw from the W3C, but do not contain all the elements.
http://www.section508.gov/
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Guidelines & Standards
• World Wide Web Consortium (W3C)• Web Content Accessibility Guidelines
(WCAG) 1.0• 14 guidelines• Priority 1, 2, and 3 checkpoints• Priority 1 = MUST do• Priority 2 = SHOULD do• Priority 3 = MAY do
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Guidelines & Standards (cont.)
Section 508 • Requires accessibility of electronic and
information technology (E&IT) developed, procured, maintained, or used by the Federal government
• Charged the Access Board with developing accessibility standards for E&IT
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Guidelines & Standards (cont.)
Section 508 Standards• Software applications and operating systems• Web-based intranet and internet information
and applications• Telecommunications products• Video and multimedia products• Self contained, closed products• Desktop and portable computers
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Accessibility Law
• Section 508• Section 504 of the Rehabilitation Act• Americans with Disabilities Act (ADA)• Individuals with Disabilities Education Act
(IDEA)• No Child Left Behind• Relevant state laws and/or policies
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State Law
IT Laws In Maryland
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MarylandMaryland Education Code Annotated §7-910
• Requires that technology-based instructional products purchased by Maryland public school systems meet Section 508 requirements.
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MarylandMaryland IT Non-Visual Access §3-410
• Requires that nonvisual access standards be used for procurement and the provision of information technology services and products provided by Maryland state agencies.
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State Laws
For more information on state laws, visit:http://www.ittatc.org/laws/stateLawAtGlance.cfm
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POLICY &
PROCEDURE:
Implementing Change
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Implementing Change
• Understand the barriers, problems, and possible solutions for accessibility
• Understand the State and Federal laws that have an impact on the institutions decisions
• Understand the standards & guidelines that can be used to ensure accessibility
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IT Accessibility on a Budget
• Have a plan & choose a standard to follow• Prioritize needs• Support quest for long-term solutions with
short-term lower cost solutions• Remember the economic benefits
• Accessible design saves money overaccessibility retrofits
• Accessible design saves money over human accommodations
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Make Your IT Accessibility Policies WORK
• Make the commitment• Select the standard• Engage in accessibility & UDL forums• Refine standards to achieve objectives beyond
compliance• Enforce consistent courseware development
practices• Provide sample courseware and templates• Implement testing procedures• PLAN TO EVOLVE
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Conclusion
1. In order for information technology to be fully accessible, all users must be able to perceive it and operate it.
2. There are standards that define accessibility for virtually all information technologies.
3. There are many excellent resources for getting help with making specific technologies accessible.
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Resources
• Maryland Technology Assistance Programhttp://www.mdtap.org
• Mid Atlantic ADA & IT Centerhttp://www.adainfo.org
• National Center on Accessible Information Technology in Education (AccessIT)http://www.washington.edu/accessit
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Ways to Learn More
There are a number of resources made available to those interested in IT Accessibility, Universal Design, AT in the Classroom and more.
Please contact MD TAP for a complete listing of these resources and join our IT listserv by sending an email to
![Page 61: Accessible IT in Education: Problems, Solutions, & Policy Change Lori Markland, Loan Program & IT Specialist Michael Leone, IT Project Coordinator Maryland](https://reader036.vdocuments.net/reader036/viewer/2022070410/56649ea15503460f94ba4b23/html5/thumbnails/61.jpg)
The Maryland Technology Assistance Program
1-800-833-4827
www.mdtap.org
Workforce and Technology Center
2301 Argonne Drive, Room T-17
Baltimore, MD 21218