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Introduction to Accessible Information Technology In Education: A Webcourse

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Title: Introduction to Accessible Information Technology In Education: A Webcourse Author: Jeff Witzel Last modified by: gaby m. dejongh Created Date – PowerPoint PPT presentation

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Title: Introduction to Accessible Information Technology In Education: A Webcourse


1
Introduction to AccessibleInformation
TechnologyIn Education A Webcourse
Jeff WitzelTechnology SpecialistAccessITsesame_at_
u.washington.eduaccessit_at_u.washington.edu
2
About AccessIT
  • National Center on Accessible Information
    TechnologyIn Education
  • Funded by the National Institution on Disability
    and Rehabilitation Research(NIDRR) of the U.S.
    Dept. of EducationLocated at the University of
    Washingtonhttp//www.washington.edu/accessit

3
Goals and Activities
  • AccessIT helps educational institutions make
    information technology accessible to all students
    and employees. In so doing individuals with
    disabilities can benefit from all
    technology-based educational and school-related
    activities.
  • AccessIT facilitates the implementation of
    policies, procedures, and practices that promote
    the procurement and use by educational entities
    of accessible information technology that applies
    universal design principles and meets recognized
    standards.

4
Goals and Activities
  • AccessIT works nationwide with NIDRR-funded
    Disability Business and Technical Assistance
    Centers (DBTACs). By providing training, support,
    dissemination materials, and technical assistance
    to the DBTACs, AccessIT utilizes and builds on
    this existing infrastructure for information
    dissemination and technical support.
  • AccessIT also provides information and training
    to educational institutions through its website
    and presentations at educational events.

5
The Webcourse Overview
  • Comprehensive Introductory Course, free to the
    public and viewable in your favorite web browser
  • Eleven lessons
  • Course includes interactive elements, multimedia,
    external links references, glossary, complex
    navigation, and review quizzes
  • Fully accessible

6
Potential Audiences
  • Educators
  • Policy Makers
  • Students of technology, library sciences,
    engineering, or information sciences
  • IT Specialists and Implementers
  • Advocates
  • Consumers
  • Administrators
  • Anyone one-stop shopping for a thorough
    introduction to accessibility issues

7
Getting Started
  • Register online athttp//access-it-online.info/
    webcourse
  • Required name and email addressGuaranteed not
    to generate any SPAMor additional inbox clutter
  • AccessIT will conduct a single follow-up online
    survey to assist us in maintaining funding

8
Content Lesson 1
  • INTRODUCTION
  • define information technology, assistive
    technology and universal design
  • discuss the use of information technology in
    education and some of the accessibility issues
    and solutions associated with it and
  • discuss some of the standards and guidelines
    relevant to accessible information technology.

9
Content Lesson 2
  • ACCESSIBLE WEB DESIGN
  • discuss how accessible web design often provides
    more choices for all users and why accessible
    web design is a good development practice in
    general
  • identify three common web elements that can pose
    accessibility problems
  • discuss the two major standards and guidelines
    for web accessibility and
  • list the merits and shortcomings of using text
    only pages as an alternative to a traditional
    website.
  • Evaluating a website comprehensively

10
Content Lesson 3
  • ACCESSIBLE DISTANCE LEARNING
  • explain the characteristics of accessible
    distance learning environments
  • describe some of the accessibility barriers
    instructors and students with disabilities
    experience when using distance learning tools
    and
  • list steps that educational institutions can take
    to make distance learning environments more
    accessible both in the short and long term.

11
Content Lesson 4
  • ACCESSIBLE SOFTWARE
  • discuss several common accessibility barriers
    users with disabilities encounter when using
    software programs
  • understand the basic issues and complexity
    involved in testing software for accessibility
    and
  • advocate for procurement of accessible software
    by educational institutions.

12
Content Lesson 5
  • ACCESSIBLE TELECOMMUNICATIONS
  • identify ways in which telecommunications
    equipment is being used in schools
  • describe accessibility barriers that students or
    employees with disabilities may face when using
    telecommunications equipment and
  • identify solutions that can make
    telecommunications products more accessible and
    useable for people with disabilities.

13
Content Lesson 6
  • ACCESSIBLE MULTIMEDIA
  • identify challenges some users may encounter when
    using multimedia
  • discuss the relationship between specific sensory
    impairments and related multimedia components in
    terms of accessibility and practical solutions

14
Content Lesson 6
  • consider the different approaches to making
    multimedia accessible and think about multimedia
    problems in terms of creating the most robust
    experience for all consumers
  • identify several components of "rich media" and
    its methods of delivery
  • conceptualize the process of adding captions and
    video description to multimedia projects and
  • discuss laws, guidelines and standards that apply
    to multimedia accessibility.

15
Content Lesson 7
  • SELF-CONTAINED CLOSED PRODUCTS
  • discuss accessibility barriers related to self
    contained closed products
  • describe ways to avoid or minimize accessibility
    problems and
  • discuss the process of procuring accessible self
    contained, closed products.

16
Content Lesson 8
  • ACCESSIBLE INFORMATION TECHNOLOGY AND THE LAW
  • identify the three federal disability rights laws
    that address the obligations of public K-12 and
    postsecondary education to ensure that
    individuals with disabilities have access to IT
  • explain how the obligations of IDEA, Section 504
    of the Rehabilitation Act of 1973, and Title II
    of the ADA apply to the provision of accessible
    IT in public education

17
Content Lesson 8
  • describe what guidance OCR provides concerning
    access to information
  • explain the differences between accessible IT
    solutions and assistive technology solutions and
  • explain the differences in probable outcomes that
    result when a school provides accessible
    information technology versus individual
    accommodations.

18
Content Lesson 9
  • IT POLICY IN EDUCATION
  • describe characteristics of different approaches
    to designing accessibility policies in both K-12
    and postsecondary environments
  • describe the attributes of effective
    accessibility policies and
  • systematically review an accessible IT policy.

19
Content Lesson 10
  • PRODUCING RICH MEDIA FOR THE WEB
  • understand what is meant by a "media player," and
    discuss accessibility features and functionality
    among major brand name players on the market
    today
  • name several key concepts and components of
    streaming media, as well as different methods of
    broadcast and delivery and how they affect access
    for people with sensory disabilities

20
Content Lesson 10
  • conceptualize the process of adding captions and
    audio description to rich media projects to make
    them accessible to most users and
  • consider the challenges inherent in producing and
    presenting true multi-sensory rich media
    experiences in an accessible format.

21
Content Lesson 11
  • ACCESSIBLE FILE FORMATS
  • Discuss the extent to which popular file formats
    support accessibility
  • Explain the concept of "structural integrity" and
    how it relates to accessibility of file formats

22
Content Lesson 11
  • Describe ways to improve accessibility of files
    created using Word, PDF, HTML, and PowerPoint.
  • Describe the rationale behind DAISY and the
    National Instructional Materials Accessibility
    Standard (NIMAS) and how its implementation will
    improve the availability of accessible materials.
  • Describe what current state and federal laws say
    about accessible file formats

23
Accessibility
  • Course completely formatted with CSS2 standards
  • Table version available on demand
  • Text Only version available on demand
  • Generated from a single dynamic Dreamweaver
    template with no backend database
  • Instructional designers able to add and subtract
    content with simple HTML elements within a single
    template

24
Accessiblity (contd)
  • All external links announced via a title
    attribute
  • Hotkeys defined for easy navigation
  • All documents maintain structural integrity (list
    elements, paragraphs, etc.)
  • All scripted elements degrade gracefully to
    no-script environments
  • All multimedia elements closed-captioned

25
SCREENSHOTS

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Contact Info
  • accessit_at_u.washington.edu
  • sesame_at_u.washington.edu
  • http//access-it-online.info/webcourse
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