Why and How to Create an Accessible Online Learning Environment

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Why and Howto Create an Accessible Online
Learning Environment
Sheryl Burgstahler Terry Thompson AccessIT,
University of Washington
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AccessIT

• National Center on Accessible Information
  Technology in Education
• Co-sponsored by
• DO-IT
• UWCTDS
• www.washington.edu/accessit

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Pacific ADA IT Center

• One of ten regional U.S. technical assistance
  centers
• www.pacdbtac.org
• 800-949-4232

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Agenda

• Why?
• How?
• Resources

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Why Create an Accessible Online Learning
Environment?
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Its the Right Thing to Do

• Sheryl and Norm
• Randy
• Katie

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Legal Framework

• Rehabilitation Act of 1973
• Americans with Disabilities Act
• Section 508
• State laws, policies and standards

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Universal design benefits all, including people

• with disabilities
• with situational limitations
• in noisy or noiseless environments
• where English is a second language
• learning to read
• who need hands-free computing
• using older technology
• with different learning styles

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A Foundation for Advanced Technology

• Separation of content from presentation
• Ubiquitous support for the full spectrum of input
  and output devices
• Closed Captions
• Full text archival and searching capabilities
• Search results can link to specific keyframes
  within a video presentation

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Reduced cost of accommodation

• Including accessibility in the design saves
  over expensive time-sensitive retrofits
• Providing accessible online learning saves over
  hiring human readers and scribes

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Approaches to Access
UniversalDesign
vs.

• Accommodation

Reactive
vs.
Proactive
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How to Create an Accessible Online Learning
Environment
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Examples of Distance Learning

• Print Media
• Video
• Audio video conferencing
• Web
• Courseware
• Email
• Webcasts
• Instructional Software

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Draft WCAG 2.0 Guidelines

• Perceivable
• Operable
• Understandable
• Robust

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Standards and Guidelines

• World Wide Web Consortium (W3C)Web Content
  Accessibility Guidelines(WCAG 1.0)
• 14 guidelines
• 65 checkpoints (Priority 1 3)
• http//w3.org/TR/wcag10

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Standards and Guidelines

• Access Board Standards (Section 508)
• Software Applications 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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Standards and Guidelines

• Access Board Standards for Web Accessibility
• Based in part on WCAG Priority 1
• 16 standards
• http//www.access-board.gov

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Standards and Guidelines

• State Institutional Standards and Guidelines
• Examples
• California Community Colleges Distance Learning
  Guidelineswww.washington.edu/accessit/articles?18
  5
• University of Wisconsin MadisonWeb
  Accessibility Guidelineswww.washington.edu/access
  it/articles?140

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Draft WCAG 2.0 Guidelines

• Perceivable
• Operable
• Understandable
• Robust

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An Evolving Web Beyond HTML
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Client Scripting

• Use onfocus with onmouseover
• Use onblur with onmouseout
• Use onkeydown with onmousedown
• Use onkeyup with onmouseup
• Use onkeypress with onclick
• Avoid ondblclick and onmousemove

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Java

• Java Accessibility API
• User must have supporting assistive technology
• www.washington.edu/accessit/articles?24

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Flash

• Flash MX Accessibility Panel
• User must have supporting assistive technology
• www.washington.edu/accessit/articles?23

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XML

• In itself is an accessibility solution MathML,
  CML, SVG, SMILVoiceXML, MusicXML, DAISY
• New languages must include accessibility
  provisions
• W3C XML Accessibility Guidelines
• www.washington.edu/accessit/articles?26

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PDF

• An open standard various implementations
• Three general types
• Unstructured
• Structured
• Tagged

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Tagged PDF

• Supports alternate text for graphics
• Allows explicit control of read order
• Supports text reflow when content doesnt fit in
  window
• Built or updated with Acrobat 5.0 or higher.
• Few authoring tools support tagged PDF.
• User must have supporting assistive technology

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Courseware

• Most major courseware vendors provide an
  accessible standard interface
• Content accessibility is the responsibility of
  the course instructor
• Some features create accessibility problems,
  e.g., chat and whiteboard
• Assessment instruments can create barriers
• www.washington.edu/accessit/articles?63

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How to Learn More

• AccessIT
• www.washington.edu/accessit
• Disability and Business Technical Assistance
  Centers (DBTACs)
• http//www.adata.org/dbtac.html