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Accessibility essentials

Accessibility essentials. Alistair McNaught – Senior Advisor, JISC TechDis service. Accessibility should be about removing barriers…. ….not creating them. Accessibility is relevant for all learners, not just disabled learners. What is accessible teaching/learning about?. Plain text.

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Accessibility essentials

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  1. Accessibility essentials Alistair McNaught – Senior Advisor, JISC TechDis service Accessibility should be about removing barriers…. ….not creating them. Accessibility is relevant for all learners, not just disabled learners.

  2. What is accessible teaching/learning about? • Plain text. • Video clip 1 • PowerPoint animation. • Video clip 2.

  3. Implementing accessibility. There are alternative approaches to fulfilling the “anticipatory duty” of the DDA. Each rests on different assumptions.

  4. Implementing accessibility 1 • Approach:Ensure multiple versions of resources exist, designed for different access needs. • Assumptions:* There is a large time/money budget to create resources.* There is a correlation between a particular disability and a particular solution. * Staff creating resources have a wide range of technical skills.

  5. Implementing accessibility 2 • Approach:Ensure each resource is “designed for all” using web accessibility guidelines in order to be accessible to any learner. • Assumptions:* It is possible to design a resource so that it adds value equally to all learners.* Staff creating resources are creating them in html (hypertext markup language).* Staff creating resources will learn how to implement the technical guidelines.

  6. Implementing accessibility 3 • Approach:Ensure staff get training to develop the range of tools/resources in their repertoire. • Assumptions:* By increasing creative opportunities open to teaching/learning staff, they can be more responsive to learner needs.* Staff will be prepared to change and develop their teaching styles.* The institution will tolerate resources with sub optimal accessibility provided no actual learner is disadvantaged.

  7. Accessible text

  8. Difficulties with traditional hard-copy text • Difficulty in accessing printed materials • Difficulty in making sense of what is written down • Unfamiliar vocabulary • Unfamiliar context • Difficulty in unpicking key arguments/themes • Font – size, style or colour • Background colour • Physical difficulties in handling printed materials Issues Learners affected All learners affected if limited copies or high concurrent demands. Many learners affected particularly those with specific language difficulties (ESOL or Deaf students) and Dyslexia. Learners with vision impairments, dyslexia or strong visual learning styles. Learners with motor difficulties or hidden disabilities (eg chronic fatigue syndrome).

  9. Benefits of online Text resources: 1 - Visual adjustments • Change the size, style and colour of font • Magnify text – with line reflow; Word, PDF • Change the background colour in a specific word document • Change to a different line spacing • Using inbuilt heading styles and document map

  10. Benefits of online Text resources: 2 - Accessing the meaning • Inbuilt tools – Thesaurus, Translation. • Document map - thesis before / after. • Supporting explanations – hyperlinks & screen tips.

  11. Benefits of online Text resources: 2 - Accessing the meaning • Audio explanations – • Embedded sound in Word or PowerPoint (eg pronunciation of key terms). Eg: Earth history. • Text to speech via inbuilt functionality (eg Acrobat Reader) or third party software like NaturalReader. • Links to audio format eg MP3 file. Iceland

  12. Benefits for authors • Auto-correct/Auto-text. • Document map and outline views for planning and consistency. • Auto table of contents. • Auto captions. • Planning in Outline view.

  13. Play time Go to www.techdis.ac.uk/community • HE support • Institute of Education training event • Login as guest (click button) • Download sample files

  14. Text – issues arising?

  15. Accessible images

  16. The natural habitat for Deer are the mountains and moorlands of Wales

  17. Typical deer habitat – excellent visibility gives early warnings; abundance of fresh water and a patchwork of different vegetation types

  18. Click the button below to see the cone of vision for the deer Start 170 º

  19. Deer have excellent vision The eye is sited high in the skull on a prominent ridge of bone. This position gives a wide field of view – around 170 degrees.

  20. How are Deer adapted to their lifestyle?Move cursor over deer’s features for more information.

  21. Deer are well adapted for their lifestyle. The highly sensitive nose contains many internal folds to maximise the surface area for sense cells. Large horns can be used for defense. Long, light legs allow rapid acceleration. Eyes wide apart means reduced binocular vision but improved field of view - important for a herbivore at the mercy of carnivores. Large, highly mobile ears allow high degree of hearing and a good ability to pinpoint the source of potential dangers.

  22. Accessible multimedia Multimedia may be an accessibility solution to another problem (e.g. text heavy resources) or the primary source of information. If the former, accommodations may not be necessary. If the latter you need to consider the learning objectives before deciding on the appropriate accommodation. Accommodations can add value to ALL users – eg biology video. Accessibility accommodations may include: Video Appropriate narration Effective text descriptions - eg Scene description for VIPs Subtitling for deaf/HoH Signalling alternatives SoundDescription of purposeTranscription of content:Ensuring sound is controllable and navigable. Samples:Sound drag ‘n drop – “Web pages & screenreaders” – Forth Bridge – Jenkins

  23. What, how and why?ie purpose and learning objectives! • Video IS an assistive technology (even without subtitling, captioning and long description) • Subtitles etc might add accessibility to ALL users – sample 1 • And subtitles are not difficult / expensive to produce – demo • Accessibility accommodations include • Appropriate narration • Effective text descriptions - eg • Scene description • Subtitling • Signalling alternatives “Don’t bother with this, it’s not worth it” • Which would you recommend for the following: • Forth Road Bridge – Scottish songs

  24. Finally See TechDis staff packs – www.techdis.ac.uk/staffpacks accessible e-learning, Benevolent Bill etc See TechDis Accessibility Essentials See TechDis website (Role>teaching and learning) See OU inclusive teaching site www.open.ac.uk/inclusiveteaching/index.php See Strathclyde Teachability http://www.teachability.strath.ac.uk/ Skills for access http://www.skillsforaccess.org.uk/

  25. Feedback • Please fill in the feedback forms and leave as you go.

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