apps and accessibility: educative experiences for students with disabilities

29
Apps and Accessibility Educative Experiences for Students with Disabilities SWTX PCA/ACA Conference Mark O'Hara, MA, MEd Karen O'Hara, MTSC Miami University Oxford, OH February 15, 2013

Upload: karen-ohara

Post on 11-Nov-2014

335 views

Category:

Education


1 download

DESCRIPTION

Joint presentation delivered with Mark O'Hara at the 34th annual Southwest Popular American Culture Association Conference, February 15, 2013. Provides an overview of research and resources. Addresses the ways technology can help or hinder learning, with a special emphasis on the use of iPads with children on the autism spectrum. More information at http://tinycc/ohara. Twitter: ohara_edtech

TRANSCRIPT

Page 1: Apps and Accessibility: Educative Experiences for Students with Disabilities

Apps and AccessibilityEducative Experiences for Students with Disabilities

SWTX PCA/ACA Conference

Mark O'Hara, MA, MEdKaren O'Hara, MTSCMiami UniversityOxford, OHFebruary 15, 2013

Page 2: Apps and Accessibility: Educative Experiences for Students with Disabilities

"Miami was a university before Florida was a state."

Page 3: Apps and Accessibility: Educative Experiences for Students with Disabilities

About UsKaren: M.A. Technical & Scientific Communication, working on grad. certificate in Interactive Media● IT Services staff● Adjunct in tech writing

Mark: PhD candidate (ABD)● High school English

teacher● Disability Studies

instructor, main campus

Page 4: Apps and Accessibility: Educative Experiences for Students with Disabilities

Food for thought

Page 5: Apps and Accessibility: Educative Experiences for Students with Disabilities

“Compared to traditional education, computer-aided education has largely proved to be more effective and efficient, primarily owing to additional motivation enhanced by the interaction with the computer” (Kirinic, et. al., 2010, p. 13).

Page 6: Apps and Accessibility: Educative Experiences for Students with Disabilities

“Many corners of the Internet still have not come to terms with accessibility for online information even with existing guidelines to refer to. One of the most galling examples is e-government Web sites, which are supposed to comply with Section 508 guidelines yet still have very high levels of inaccessibility” (Jaeger, 2006, quoted in Jaeger & Xie, 2009, p. 61).

Page 7: Apps and Accessibility: Educative Experiences for Students with Disabilities

…disability studies might effect a sea change by asking that the inclusion-exclusion binary be reconceived in terms of accessibility and inaccessibility, thereby taking power and momentum from those on the inside and stressing that societies should be open to everyone (Siebers, 20, p. 94).

Page 8: Apps and Accessibility: Educative Experiences for Students with Disabilities

Fewer experiences like this...

Page 9: Apps and Accessibility: Educative Experiences for Students with Disabilities

Designing for cognition

● Simplicity and consistency● Well-organized content and navigation● Tolerance of user error● Multiple modes of content delivery (text,

images, video, sound...)

(http://webaim.org/articles/cognitive/)

Page 10: Apps and Accessibility: Educative Experiences for Students with Disabilities

More experiences like this.

Page 11: Apps and Accessibility: Educative Experiences for Students with Disabilities

Research and Resources

Page 12: Apps and Accessibility: Educative Experiences for Students with Disabilities

AccessIT

● Based at University of Washington● Focuses on accessible educational

technology, all levels● Features a knowledge base, checklists,

videos, curriculum ● Useful for educators, policy makers,

librarians, technical support staff, and students and employees with disabilities and their advocates.

Page 13: Apps and Accessibility: Educative Experiences for Students with Disabilities

WebAIM

● Non-profit organization within Center for Persons with Disabilities at Utah State University

● A leading provider of web accessibility expertise internationally

● Knowledge, technical skills, tools to help organizations make their own content accessible to people with disabilities

● WAVE Web Accessibility Evaluation Tool: Example

Page 14: Apps and Accessibility: Educative Experiences for Students with Disabilities

WebAIM screen reader survey

● Full results available at http://webaim.org/projects/screenreadersurvey4/

● Latest survey conducted May, 2012● 1782 valid responses● 73.1% of respondents were located in North

America● 93% of respondents use screen readers due

to a disability

Page 15: Apps and Accessibility: Educative Experiences for Students with Disabilities

Accessible Web

● Perception of web content accessibility is decreasing.

● Use of properly structured headings remains of great importance for assistive tech.

● Items that cause the most difficulty on the web remain largely unchanged over the last 2.5 years, with inaccessible Flash content and CAPTCHA being the most problematic.

Page 16: Apps and Accessibility: Educative Experiences for Students with Disabilities

Completely Automated Public Turing test to tell Computers and Humans Apart

Page 17: Apps and Accessibility: Educative Experiences for Students with Disabilities

"Invisible" Disabilities

Page 18: Apps and Accessibility: Educative Experiences for Students with Disabilities

Autism

● manifests on a spectrum● no definitive causes (many theories)● more common than previously believed;

CDC estimates 1 in 88 children in United States has been identified as having an autism spectrum disorder (ASD)

● may involve communication, socialization, sensory processing

Page 19: Apps and Accessibility: Educative Experiences for Students with Disabilities

Technology that enables cognition

● Multiple options for user input (keyboard, mouse, voice, gesture)

● Tolerance of user error● Ways to focus attention● Code/architecture complies with

standards (WCAG, HTML)

Improving web accessibility for this audience will improve access for everyone.(http://webaim.org/articles/cognitive/)

Page 20: Apps and Accessibility: Educative Experiences for Students with Disabilities

WebAIM screen reader survey: mobile is king

● 72% of the respondents use a screen reader on a mobile device, up from only 12% three years ago.

● 58.5% of respondents use Apple iOS devices○ When it comes to accessibility, Apple holds a

distinct advantage over Android

Usage of built-in screen readers is increasing...and people are satisfied with the options.

Page 21: Apps and Accessibility: Educative Experiences for Students with Disabilities

Assistive and Available

Page 22: Apps and Accessibility: Educative Experiences for Students with Disabilities

Before the iPad, Leo's autism made him dependent on others for entertainment, play, learning, and communication. With the iPad, Leo electrifies the air around him with independence and daily new skills. People who know Leo are amazed when they see this new boy rocking that iPad...I don't usually dabble in miracle-speak, but I may erect a tiny altar to Steve Jobs in the corner of our living room.

-Shannon des Roches Rosahttp://www.blogher.com/ipad-nearmiracle-my-son-autism

Page 23: Apps and Accessibility: Educative Experiences for Students with Disabilities

Leo Playing FirstWords on his iPad

http://youtu.be/m9U9U1cPi64

Page 24: Apps and Accessibility: Educative Experiences for Students with Disabilities

iOS 6 accessibility functions(activated from Settings>General>Accessibility)

● VoiceOver: gesture-based screen reader● Invert colors: higher contrast for reading● Speak Selection: used like Voice Over for

speaking text snippets● Guided Access: a teacher can lock an app,

disable some buttons, and restrict touch input to certain parts of the screen

● Assistive touch: programs in different gestures to enable one finger or a stylus

Page 29: Apps and Accessibility: Educative Experiences for Students with Disabilities

ReferencesCDC.gov (2008). CDC Features - New Data on Autism Spectrum Disorders. [online] Retrieved from:

http://www.cdc.gov/features/countingautism/ [Accessed: 30 Jan 2013].

des Roches Rosa, S. (2010). The iPad: a Near-Miracle for My Son With Autism. [online] Retrieved from:http://www.blogher.com/ipad-nearmiracle-my-son-autism [Accessed: 29 Jan 2013].

Jaeger P, Xie B. Developing online community accessibility guidelines for persons with disabilities and older adults. Journal OfDisability Policy Studies [serial online]. June 2009;20(1):55-63. Available from: CINAHL Plus with Full Text, Ipswich, MA. Accessed January 29, 2013.

Kirinic, V. V., Vidacek-Hains, V. V., & Kovacic, A. A. (2010). Computers in Education of Children with Intellectual and RelatedDevelopmental Disorders. International Journal Of Emerging Technologies In Learning, 12-16. doi:10.3991/ijet.v5s2.1246

Siebers, T. (2008). Disability theory. Ann Arbor : University of Michigan Press, c2008.

Washington.edu (2002). Welcome to AccessIT. [online] Retrieved from: http://www.washington.edu/accessit/ [Accessed: 29 Jan 2013].

Webaim.org (2013). WebAIM: Web Accessibility In Mind. [online] Retrieved from: http://webaim.org/ [Accessed: 29 Jan 2013].