Artifacts

Technology Use Plan: Supplemental Learning

Tadesse Abera Tedla

College of Education: University of Gondar

Course Name: EDT501

Instructor’s Full Name: Elaine Rettger

December 1, 2021

This technology use plan is prepared for the course “Inclusive Education” to be given to Ge’ez department freshman undergraduate students. The course has 8 units and the course units are prepared in 180 pages in softcopy module. The students are supposed to learn the course by themselves in group basis. To undertake the task, students are made to use PPT slides, YouTube and or Mobile Video record, Google search, and LCD Projector. Thus, the instructional strategies are independent learning, peer learning, presentation, demonstration, and group work. The learning theories to be applied therefore would be experiential and constructive learning theories as the students are given the full responsibilities to accomplish the course. Both formative and summative assessment types will be used to evaluate students’ work. The assessment results out of 100 % to be collected from both assessment types will be graded based on the grade scale of University of Gondar. Overall, assessment feedbacks from students will be collected as inputs to consider things in the future delivery of the course for other batches. At the end of the plan, relevant appendices related to the course evaluation are annexed.

Section 1: Context

The learning setting is Higher Education Institution (HEI), University of Gondar. I work in the university as a faculty member in the College of Education, in the Department of Special Needs and Inclusive Education. I teach both undergraduate and postgraduate students in the department and across other fields of studies found in the university. Currently, I am serving as a postgraduate coordinator of the college. The outline is for a four week block course in “Inclusive Education,” which is a freshman course for all undergraduate students in all Ethiopian universities.

The students are “Ge’ez Language” department students. Ge’ez Language is one of the oldest and the first language of Ethiopians. Nowadays, the language is confined to Ethiopian Orthodox Church. Supporting this idea, Yayeh-Yirad (2004) stated that,

Ge'ez, the ancient language of the Aksumite empire, is used today only for religious writings and worship in the Ethiopian Orthodox church. The ancient Ge'ez language is the ancestor of the modern Tigrinya and Tigré languages of Ethiopia and Eritrea. The oldest known inscription in Ge'ez dates from the 3rd or 4th century. The Bible was translated into Ge'ez between the 5th and 7th centuries. The period of classical Ge'ez literature was between the 13th and 17th centuries. Although Ge'ez ceased to be spoken popularly sometime between 900 and 1200, it continues as a liturgical language (p.4).

Before coming to see a bit highlight of demography of the students, I think it is being wise if I put the reason why I mentioned the above quotation so that discussing the highlights of the demography of the students next will not be confusing. I.e. The language Ge’ez has been for decades officially prohibited from being offered in public schools by different governments in the country. Whereas in some European countries including Germany it is being given up to PhD levels; that the language had been used to document classical knowledge and skills in all fields of studies (e.g. physics, mathematics, medicine, astronomy, agronomy, engineering, etc.) in the modern world. However, it is only quite recently that Ge’ez language has received due consideration of public discourse including the academia. For example, Ge’ez language department is opened and run for the first time only in University of Gondar in the country. Now let us see who the students are. The students are 65 in number and they are (58 male and 7 female, 2 PhD holders, 17 masters holders, 36 BA holders, 10 grade twelve complete, and excepting the 12^th grade complete students they are lecturers, bankers, lawyers, health workers, agricultural experts, business men and women, registrar personnel, administrators, and so on and so forth). The students are in terms of the technologies use (PPT slide, YouTube and or Mobile Video recording, Google search, and LCD Projectors) for the course; they can be labeled as early majority in terms of Rogers’ (2003) diffusion of innovation model scale. The course, “Inclusive Education” has Eight units these are: Understanding Disabilities and Vulnerabilities; Concept of Inclusion; Identification, Assessment and Differentiated services; Promoting Inclusive Culture; Inclusion for Peace, Democracy and Development; Legal frame work; Resources Management for Inclusion and Collaborative

Partnerships with stakeholders. The course is meant to equip the students with knowledge, attitude, and skills to be appreciative of diversity and creation of inclusive society irrespective of differences in disability, gender, culture, religion, political and sexual orientation, income status, family status, country of origin, and the list goes on. Yet, the major focus of the course is creating inclusive society for children, youth, and adults with disability. Thus, the students will have to see all stakeholders in the process (parents, health, education, and agriculture minister offices to mention few).

Section 2: Standards

First of all, the 65 students will be divided in to 8 groups (where seven groups will have 8 team members each and the eighth, 9). Before looking the standards it is better first to state the learning activities expected of the students:

ü Every student will be given the module in Inclusive Education in soft copy, having 180 pages. Every group is expected to prepare Power Point slides, maximum 60 slides for class presentation out of the module and related materials if possible.

ü Every group is expected to evaluate and judge existing YouTube that can best summarize the eight units of the module using short video clips of successful persons with disabilities in the world through Google search and or Video recording through their mobile phones by interviewing successful persons with disabilities in their localities, to be displayed to the whole class through LCD Projector.

Relevant Content Area standards

The content area standards already met what the University of Gondar, Education Quality Assurance and Audit Directorate (2016/2017) guide line for content development ( these are mastery, instructional design, learner support and assessment, accessibility and usability, course evaluation and grading system standards) for all courses offered in the institution across all fields of studies. Thus, the soft copy module prepared in 180 pages size in soft copy was prepared based on the guideline of the university’s. Therefore, while students are in the process of doing their group assignments to meet the course’s content standards they are expected to:

· Identify the needs and potentials of persons with disabilities and vulnerabilities;

· Identify environmental and social barriers that hinder the needs, potentials and full participations, in all aspects of life of persons disabilities and vulnerabilities;

· Demonstrate desirable inclusive attitude towards all persons with disabilities and vulnerabilities in full participations;

· Know assessment strategies for service provisions for evidence-based planning and implementation to meet the needs of persons with disabilities and vulnerabilities;

· Analyze environments and services according to the need and potential of the persons with disabilities and vulnerabilities;

· Familiarize with appropriate assistive technology and other support mechanisms that address the needs of persons with disabilities and vulnerabilities;

· Advocate for the right of persons with disabilities and vulnerabilities;

· Apply collaborative work with special needs experts and significant others for the life success of all persons with disabilities and vulnerabilities in every endeavor and in all environments; and

· Envision to create and maintain successful inclusive environment for persons with disabilities and vulnerabilities

Technology Related Standards

First of all, the technologies to be used by students to complete the course are Power Point slides, Google Search, YouTube and or Mobile video recorder, and LCD Projector. While doing the group assignments and throughout the block course, ISTE-S (2016) Standards will be adhered to. Specifically to the following standards:

1. Standard 1 (Empowered Learner): Students use the technologies (PPT slides, Google search, YouTube/Video mobile recorder, and LCD Projector) to demonstrate their learning what they have acquired in their group assignments with regard to the eight units.

2. Standard 2 (Digital Citizen): Students will be acquiring the knowledge and skills how to search, manipulate and use the specified technologies (PPT slides, Google search, YouTube/Video Mobile recorder, and LCD Projector) for their learning and use them in their careers as lawyers, business men, bankers, health workers, and etc.

3. Standard 3 (Knowledge Constructor): Students by using the technologies will be able to search and synthesize information from digital resources to demonstrate meaningful connections and conclusions for their learning and beyond.

4. Standard 4 (Innovative designer): Students will be able to acquire knowledge and skills how to flexibly use the specified technologies to appropriately manage their learning and beyond.

5. Standard 5 (Computational Thinker): Students develop and employ strategies for understanding the issues of the eight units proving their empowerment of utilizing technological methods.

6. Standards 6 (Creative Communicator): students will communicate clearly and express themselves creatively the issues of the eight units using the specified technologies.

7. Standards 7 (Global Collaborator). Students will explore local and global issues and use collaborative technologies to work with others to investigate solutions for children, youth, and adults with disabilities for their better inclusion in the society.

In summary, as it was clearly explained in the above, the 2 learning activities, specific content standards, and technological standers are made to be strongly aligned with each other. Thus, it is possible to suggest that the implementation of the technology use plan outline would be feasible and realistic in helping the students to accomplish the course by themselves.

Section 3: Affordance (s) and Relative Advantage (s)

The specified technologies in this technology use outline are quite helpful for the accomplishment of the course. Andragogically for example, in my university, students are highly adapted to lecture presentations by faculties throughout all courses. Thus, students will be able to adapt with doing things by themselves where they will be taking different roles through active engagement as leader/chairman, facilitator, secretary, timekeeper, note taker, compiler, converser, presenter, and reflector. Also, underwent through inter-and-intra-interactions for better socialization to appreciate diversity of ideas and the value of collaborative group work and social life. Besides, the students will be engaging more in reading further materials on how to use the specified technologies to the standard of excellence for classroom learning in due consideration of achieving better grades and future uses. Therefore, the affordance is incalculable in terms of introducing new pedagogy and engaging of students in experiential and constructivist learning process. Use of these technologies is highly aligned with experiential and constructivist learning theories therefore. Apparently, both experiential and constructivist learning theories suggest that students need to be given the full responsibility for their own learning by providing and encouraging them to access and find out the learning resource materials through the directions from the side of the teacher and by themselves. Then they are able to and have the potential to achieve the learning objectives (Kolb, 1981; Hildebrand, 2018). Besides, as to the theories, I as a course instructor, expected to give clear instruction on how to do the assignments, as indicated in the learning activities and content standards in the preceding.

I think the use of PPT slides, Google search, YouTube/Mobile video recorder, and LCD projectors to be used by students to complete the block course is highly affordable and advantages (see for example, Seth, Upadhyaya, Ahmad, & Moghe, 2010; Pratama, Arifin, & Widianingsih, 2020; Niu, Hemminger, & Lown, 2010; Balasubramanian, & Sabarish, 2016; DeWitt. Alias, Siraj, Yaakub, Ayob, & Ishak, 2013; Mary, 2017).

For example, PPT presentation enhances students learning and improves their learning as a result, the students got high grades (Craig & Amneric, 2006). Balasubramanian and Sabarish (2016) stated that Google searches provide a wide platform to search for the appropriate resources in a time efficient manner. 70% of the students get satisfied when they got information from one link. With regard to YouTube, DeWitt. Alias, Siraj, Yaakub, Ayob, and Ishak (2013) indicated students are able to download, view, and share video clips on an extensive variety of content which includes film clips, television shows, music and instructional videos, vlogs or videoblogs, as well as amateur video. “The YouTube becomes social media when the videos are shared and comments and other forms of interaction occur on the site” (p. 1119). In the end, with relation to LCD projector, Mary (2017) found LCD projector was preferred over the chalkboard as a teaching aid, especially for demonstration of diagrams and charts. Thus, while employing the specified technologies to complete the block course, students are expected to achieve the advantages indicated mentioned in the studies reviewed.

Section 4: Learning Environment

For the accomplishment of the course by students themselves, well-structured module in soft copy for the course inclusive education in 180 pages, internet connected computers, laptops, YouTube downloader software/Mobile video recorder, and LCD projectors are required. And these will be made available to the students. For example, there is a computer room in the university for the students and they will be using that. For the specified soft copy module and technologies the following budget are required (65 Computers, 6, 000.00 Birr each, totaling 380,000.00; 65 Lap top, 20,000.00 Birr each, totaling 1,300,000.00 Birr; 65 Flash disc, 300.00 Birr each, totaling, 19,500.00 Birr; 65 Mobile phones, 10,000.00 Birr each, totaling 650,000.00 Birr; Wi Fi cost to all students 200 Birr for two weeks for each student, totaling 13,000.00 Birr; and 1 LCD Projector with price cost of 65,000.00 Birr). The gross price cost will be 2,427,500.00 Birr which will be covered by the University of Gondar. Thus, the technologies will be used to accomplish the course. In the process, to make the learning environment quite smooth the following things will be done by me as a course instructor: course outline in inclusive education course will be given in the first day of the first class with due detailed explanations; time schedules for the assignment and its presentation and exam will be clearly communicated; my address including my office room number, phone number, email, and contact hours will be clearly communicated to students if incase they need some clarifications on the assignments; and finally facilitate presentations of the students and conduct final examination. Next steps of giving and receiving feedback to and from the students and grading and submission to the registrar office will continue.

Section 5: Integration Strategies

Group assignment will be used as already explained in the preceding. Each group is expected to comprehensively read and digest the 8 chapters primarily and look for other materials if only possible to prepare concise slides and present to the whole class. They are also expected to search YouTube having short video clips showing successful persons with disabilities through Google search and or Video record through their mobile phones by interviewing successful persons with disabilities in their localities and show to the whole class through LCD projector in group basis. Therefore, the instructional strategies are group work, presentation, demonstration/display, discussion, and reflection. Thus, the students will be fully responsible for their learning which lead us to the appropriate utilization of the experiential and constructivist learning theories. In other words, students will be made to use learning strategies of independent learning, peer learning, group learning, and project work to mention few. In the process the students will be expected to do two activities. First, every student will be given the module in Inclusive Education in soft copy, having 180 pages. Every group of students are expected to read individually and with their group members prepare Power Point slides, maximum 60 slides for class presentation. Second, every group is expected to find out through Google search and evaluate and judge existing YouTube that can best summarize the eight units of the module using short video clips of successful persons with disabilities in the world and or mobile video recording by interviewing local successful persons with disabilities, to be displayed to the whole class through LCD Projector.

For better integration strategies of the technologies in preparing PPT slides and presentation the following tips will be given to students. The students can go beyond the following tips; it does not mean they will be forced to follow the tips.

For example, Theriault (2013) suggested the following tips to have an effective preparation and PPT slide presentation:

Plan your presentation structure carefully: the key for any successful lecture is to have clear slides. Regard to the general rules of presentations, the key to a successful presentation is to have a clear structure and generally not more than five topic areas.

Text size: text must be read from all students specially those who sit in the back. The perfect slide ignores too small a font or too much text.

Avoid too much text: one common suggestion is to adhere to the 6*6 rule.

This rule reveals that a slide should not have more than six words a line and no more than six lines per a slide. The "Takahasi Method" goes so far as to recommend only words and texts in the slide and to make them primarily headings or subheadings.

Contrast: the contrast should be minimized since too much light in the dark background may strain the eyes. Students with dyslexia often find high contrast between text and background (as for instance black text on white background) very difficult to read.

Template: the teacher should not change the templates often, it will distract attention.

Make sure that you speak at a normal pace: do not allow the show to present the texts quickly. This is the most commonly encountered problems when converting to using PowerPoint.

A picture can be worth: a thousand words (Beakes, 2003, as cited in Theriault, 2013). Use graphs to enhance the presentations. Consider how you will make the diagrams available to the students so the students have time to copy during presentation.

Avoid using red and green combinations: for emphasis-the most common form of color blindness prevents separation of reds and greens.

Do not use more than two text colors: in a presentation unless there is a serious reason for that.

Use clip and graphics: only if they support the content.

Add motions, sounds or music: only when necessary. Excessive movement within or between the slides can interpret the message.

The time frame as has been said, is 1 month. Two weeks will be given for students to accomplish the activities for the two group assignments. While the remaining two weeks also be given for PPT slide presentation, YouTube/Mobile video recording displays, feedback, grading, and submission of the grades to the registrar office.

Section 6: Evaluation

First of all, formatively both group assignments will be rated out of 25% each, totaling 50%. And, in summative form, final exam will be out of 50%. Then, both formative assessment and summative assessment will produce 100%. Grade will be given based on grade scale of University of Gondar (A+= 90-100, A=85-90, A- = 80-85, B+ = 75-80, B= 70-75, B- = 65-70, C+ =60-65, C = 50-60, C- = 45-50, D= 40-45, Fx = 30-40, and F= 0-30).

Specifically in the formative assessment (25% each group work, totaling 50%) the following strategies will be used:

ü Every group representative will be given chance to rate members for the two group activities out of 5% each, based on participation scale of measurement (High-5, Medium-4, Minimal-3, Poor-2, and abscent-1). This ratings will be collected before class presentations of PPT slides and YouTube displays;

ü Each PPT slides and YouTube/Mobile video recording presentations and displays will be evaluated out of 5% using the rating scale of (Highly technical and substantive-5, Medium technical and substantive-4, Minimal technical and substantive-3, Less technical and substantive-2, and Poor technical and substantive-1);

ü Each PPT Slides and YouTube/mobile video recording will be collected and be rated out of 5% each, based on the rating scale of (Highly relevant-5, Medium relevant-4, Minimal relavant-3, Less relevant-2, and irrelevant 1); and

ü After each PPT slides and YouTube/mobile video recording presentations and displays respectively a test will be constructed out of 10%. The items of the test will be true/false (4 items 0.5 each, 2 Mark), multiple choice (10 items 0.5 each, 5 marks), and Essay (1 item, 3 mark).

In relation to the summative assessment final examination weighting 50% will be constructed. The following exam items will be used (NB. Exam items will be constructed based on content of each 8 units of the course): True/false (with 10 items 1 point each, 10 marks), Matching (with 10 items 1 point each, 10 marks), Multiple choice (with 15 items 1 point each, 15 marks), Short answer (with 5 items 1 point each, 5 marks), and essay (with 2 item 5 points each, 10 marks).

Eventually, the scores form the formative and summative assessment out of 100% will be compiled in Excel sheet to be seen by students for feedback. Then, if there is no anything to be re-corrected form the side of each student, grades will be assigned based on the grade scale indicated in the preceding for submission to the registrar office. Then, I as an instructor will evaluate the pros and cons of the course delivery, and will deduce lessons on those things what worked best and not. Accordingly, things will be arranged for future batches who are taking it as freshman course.

References

Balasubramanian, A. and Sabarish, B. A. (2016). A study on the impact of Google search on the reading habits of academicians. Indian Journal of Science and Technology, Vol 9(21), 1-4. DOI: 10.17485/ijst/2016/v9i21/95144.

Craig, R. J., & Amernic, J. H. (2006). PowerPoint presentation technology and the dynamics of teaching. Innovative Higher Education, 31(3), 147-160.

DeWitt. D., Alias, N., Siraj, S., Yaakub, M. Y., Ayob, J., and Ishak, R. (2013). The potential of Youtube for teaching and learning in the performing arts. Social and Behavioral Sciences ,103 ( 2013 ) 1118 – 1126.

ISTE Standards (2016). International society for technology in education. Retrieved on Novemebr 24, 2021 from https ://education.vermont.gov/sites/aoe/files/documents/edu-iste-standards-for-students-permitted-educational-use.pdf

Hildebrand, D. (2018). “John Dewey”. Stanford Encyclopedia of Philosophy. Retrieved on November 26, 2021 from https://plato.stanford.edu/entries/dewey/

Kolb, D. A. 1981. Experiential Learning Theory and the Learning Style Inventory: A reply to Freedman and Stumpf. Academy of Management Review, 6(2): 289–296.

Mary, P. (2017). A comparison of the effectiveness of LCD projector and chalkboard as a teaching aid for undergraduate lecture classes. Journal of Evolution of Medical and Dental Sciences, 6 (60), 4392+.

Niu, X., Hemminger, B., and Lown, C. (2010). National study of information seeking behavior of academic researchers in the United States. Journal of the American Society for Information Science and Technology, 61(February), 869–890. DOI:10.1002/asi

Pratama, S., H., Arifin, R., A., and Widianingsih, A.,W. (2020). The use of YouTube as a learning tool in teaching listening skill. International Journal of Global Operations Research, 1(3), 123-129.

Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.

Seth V, Upadhyaya P, Ahmad M, Moghe V. (2010). PowerPoint or chalk and talk: Perceptions of medical students versus dental students in a medical college in India. Advances in Medical Education and Practice, 1:11-16. Doi:10.2147/AMEP.S12154.

Theriault, M. (2013). The top 25 home-based business ideas. 5 Principles for making Power Point slides with impact,13(2),22-39.

University of Gondar, Education Quality Assurance and Audit Directorate (2016/2017). Focus area thresholds and institutional quality audit checklist. Unpublished Guideline.

Yayeh-Yirad, K. (2004). Cultural identity and local content development on the World Wide Web. The CyberEthiopia initiative: Paper presented at INFOCOM 2004 International Information and Communcations Technology (ICT) Exhibition and Forum. July 01-04, 2004. Addis Abeba, Ethiopia

Appendices

Formative assessment (weight 10%)

Appendix A.

Rubric for group member participation rate in PPT Slide presentations

Instruction: Dear group representative/leader please use the following rating for the level of participation of each your group members.

5= High Participation

4= Medium Participation

3= Minimal Participation

2= poor Participation

1= Absence of Participation

Group name

Name of the student

Level of participation

Rating

Remark

1.

2.

3.

4.

5.

6.

7.

8.

9.

.

.

.

.

.

.

65

Rubric for rating by me the PPT slides and YouTube/Mobile video recording presentations and displays will be evaluated out of 5% using:

5= Highly technical and substantive

4=Medium technical and substantive

3=Medium technical and substantive

2=Less technical and substantive

1=Poor technical and substantive

Group name

PPT Slide Presentations

YouTube/Mobile Recorded Video Displays

Rating

Remark

1.

2.

3.

4.

5.

6.

7.

8.

9.

Rubric for rating by me the PPT slides and YouTube/Mobile video recording preparations

will be evaluated out of 5% using:

5=Highly relevant

4= Medium relevant

3= Minimal Relevant

2= Less relevant

1=Irrelevant

Group name

PPT Slide Preparation

YouTube/Mobile Recorded Video Preparation

Rating

Remark

1.

2.

3.

4.

5.

6.

7.

8.

9.

Appendix B. Test

True/False Item

Direction: Write “True” if the statement is correct and write “False” if the statement is incorrect (0.5 Marks each)

______1. Person with hard-of-hearing refers to those who have difficulty understanding speech even with hearing aids.

______2. Individuals with emotional and behavioral disorder have appropriate types of behavior or feelings in normal circumstances.

______3.Individuals with intellectual limitations have significant limitations in both intellectual functioning and in adaptive behavior.

______4. Inclusion is seen as a process of addressing and responding to the diversity of needs of persons with special needs.

Multiple Choice Item: It was indicated to 10 items but 5 are put here as samples

Direction: Choose the letter that is appropriate answer for the given question and write it

in the provided space (0.5 Marks each).

______5. Which of the following is correct in terms of expression in explaining person-first

language when referring disability of a given person.

A. Disability child

B. Disability person

C. Disability people

D. A student with disability

______6. The social Model views disability as a consequence of:

A. Environmental

B. Social

C. Attitudinal barriers

D. All of the above

E. A & B

_______7. Which expression is not about medical views of disability?

A. The individual is as a problem

B. The individual need to be changed

C. The barriers need to be removed

D. All of the above

E. A & B

_______8. Inclusion is about

A. Welcoming diversity

B. Reforms of special education alone

C. Meeting the needs of children with disabilities only

D. All of the above

_______9. Which of the following is true about causes of vulnerability

A. Rapid population growth

B. Poverty and hunger

C. Poor health

D. Low levels of education

E. All

Short Answer Item:

Direction: give short answers to the following points (0.5 marks each)

10. Generic term that indicating a continuum of hearing loss from mild to profound refers to __________.

11. __________refers to a disadvantage for an individual that limits or prevents the fulfillment of a role that is normal_________.

12. Write three causes of emotional and behavioral (EBD) disorder________,________,_______

13. List three causes of visual impairments______________,__________,_____________

14. List three rationale of inclusion_______________,_______________, _____________

15. List three roles of parents in inclusion _________,____________,____________

Essay Item:

Direction: Discuss through the following points (3 Marks)

1. Discuss the challenges and opportunities of inclusive education in Ethiopia ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Summative Assessment (weight 50%)

Appendix C. Final Examination (weight 50%)

True/False Item

Direction: Write “True” if the statement is correct and write “False” if the statement is incorrect (1 Marks each)

_______1. Acquired disability is more likely to cause a negative reaction than a congenital disability.

_______2. Persons with disability and without disability share the same experiences and interventions.

_______3. Inclusion is seen as a process of responding to the diversity of needs of persons with disabilities.

_______4. Inclusive education is more cost-effective than segregated education.

_______5. Differentiated services come first and followed by identification of disability.

_______6. Disability can exist without functional limitation.

______7. Inclusive education gives emphasis for students with disability than students without disability.

______8. Impairment or disability of the individual may not develop to handicap if external barriers are addressed.

______9. The individual current life circumstances could not determine the types of service needed by persons with disability.

______10. Educational equality and equal educational services is provided during the period of integration.

Multiple Choice Item (5 samples are put)

Direction:Match examples of environmental modification in column “A” with their best explanations in column “B,” you can choose once, more than one or not at all from column “B” (1 Marks each).

Column “A” Column “B”

_______11. Communication aids A. Sign language interpreter

________12. Accessible structural elements B. Built up handles

________13. Job accommodation C. Ramps, Elevators

________14. Mobility aids D. Simplification of tasks

________15. Different use of personnel E. White cane and braces

F. Computer assisted note taker

Multiple Choice Item

Direction: Encircle the letter which contains the best answer from the given alternatives (1 Marks each).

______16. Inclusion is about the need of:

A. Homogeneous group

B. Heterogeneous group

C. Identical groups

D. All

_______17. Education can be taken as:

A. Rehabilitation

B. Identification

C. Assessment

D. Integration

_______18. Early intervention is highly related with:

A. Adults

B. Adolescents

C. Children

D. All

_______19. Vaccination campaigns against communicable diseases are an example of:

A. Identification

B. Prevention

C. Remediation

D. Rehabilitation

_______20. For the development of inclusive education, which bodies are responsible?

A. Parents

B. Teachers

C. Learners with special needs

D. All

________ 21. A paradigm shift towards inclusion is needed because:

A. Inclusion education has many advantages only for children with special needs

B. Inclusive education enhances the attainment of the goal of education for all.

C. Inclusive education is not cost effective than segregated of inclusive education

D. All

________22. Which one of the following idea is a challenge of inclusive education?

A. Better understanding of the concept of disability

B. Absence of resistance to change

C. Lack of skills of teachers to teach students with disabilities

D. All

________23. In provision of services, which types of supports can be provided?

A. Direct services

B. Indirect services

C. Both indirect and direct services

D. All

________24. Enables PwDs to grow and excel by encouraging them to solve problems, came up with new ideas and develop new skills

A. Empowerment

B. Accountability

C. Humility

D. All

________25. Which types of services are provided for children with disabilities?

A. Education services

B. Material services

C. Diagnostic services

D. All

________26. Which one of the following are the benefits of identification of PWDs?

A. Identification helps children with disabilities to get diagnosis services

B. Identification helps to identify the needs of PWDs

C. Identification is important to provide different services for PWDs

D. All

________27. Which one of the following is the attributes of the physical environment that need to be in place to support performance of people with disability?

A. Object unavailability

B. Inaccessibility

C. Availability of sensory stimulation

D. All

________28. Which one of the following is the example external environmental modifications?

A. Alterations of a physical structure

B. Object modification

C. Task modification

D. All

_________29. Which one of the following is the example external environmental modifications?

A. Alterations of a physical structure

B. Object modification

C. Task modification

D. All

_________30. Which one of the following is an example environmental modification?

A. Mobility aids

B. Communication aids

C. Accessible structural elements

D. All

Essay Item

Direction: Use only the eight lines you are given to discuss your answers to every question

you are asked. Tip: before you write you need to think deep and use short sentences.

1. In your childhood write anything you observed peoples’ reaction to wards children with disabilities and their parents (5 Marks).

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. In your childhood did you have friends with disabilities, if no; did you know somebody who have? In both cases discuss those characteristics you observed from them (5 Marks)..

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Instructional design model

1. What makes the Instructional Design Model you've selected stand out from the others?

First of all it must be conceived that, studies (for example, Ashcroft, 2004; Teshome, 2007; Both cited in Mulu, 2012; Amare, 2007; as cited in Mulu, 2012; Mulu, 2012; Rediet, 2015; Tadesse et al., 2013, Wariyo, 2020; Mesfin, 2020; Tefera et al., 2018) indicated there is low quality education in my country Ethiopia and witnessed students’ low motivation and engagement to learn. That is why I have selected the Keller’s ARCS model, the fact that it is learner-focused. Hence, using this model, I believe that I would play a significant role in alleviating those quality education problems related to students side (less motivation and engagement) as long as I am teaching and giving training to both undergraduate and postgraduate students. I am myself new to the model. The challenge is country wide, I will begin introducing the model to my department and college facilities and make it a research area, so that I can expand the experience across colleges and the university and beyond.

2. In what way can the model you selected support your learning objectives?

As we know there are three types of learning objectives as for Blooms’ (1956) Taxonomy of Educational Objectives. These are Cognitive domain with six dimensions (Remember, Understand, Apply, Analyze, Evaluate, and Create in its revised form), Affective domain with five dimensions (Receiving, Responding, Valuing, Organization, and Characterization), and Psychomotor domain with five dimensions (Imitation, Manipulation, Precision, Articulation, and Naturalization). Thus, when we see the dimensions of each three learning domains they require teachers to be student focused. In other words, specific dimensions of the three domains require to be done more by students and less by teachers. The role of the teachers is just only scaffolding. Therefore, as a faculty member when I design my instruction the model helps me to be in line with ensuring students’ active involvement and engagement in the instruction. In other words, I will design my instruction in advance to be learner-focused as the most motivating one and its implementation follows accordingly.

3. Do you think the model you've selected will support the needs of your learners?

Obviously, Keller's ARCS model is learner-focused (Keller, 1983, 1984) which I have selected and apparently it helps to meet the need of my learners. As long as I design my instruction in advance to be my learners focused, it means I am always to the wants, interests, and needs of my students. To be specific, when the instruction is designed the Keller’s model requires me as a teacher to be considerate enough about my teaching methodologies, provision of learning materials, applying formative assessment for learning, fusion of individual and group assignments with instructional technologies, allotting ample time for each activity, delivering feedback on time, and the so on and so forth.

4. Do you have the resources necessary to use the model you've selected?

In Ethiopia, the Ministry of Education (2013) prescribes instruction to be learner-centered, so applying Keller’s ARCS model is mandatory for all teachers at all levels. The same thing works for me too. In an effort to apply it I believe that there the necessary resources for me to apply it in my University, University of Gondar. For example, there is well-furnished library with latest books, modules and handouts; access to smart boards and LCD Projectors; internet connectivity and wired computers with Wi-Fi; laboratories; some students have access to laptops; these days students area already using different instructional technologies for example YouTube, Facebook, and Telegram; existent of top-management and middle level managers who support student-centered instruction; there is quality education coordinator both at college and university level, and so on and so forth.

References

Bloom, B. S. (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I. Cognitive Domain. New York: Longman.

Carr, A. M. & Carr, C. S. (2000). Instructional Design in Distance Education, IDDE Database: ARCS – motivation theory. Retrieved January 28, 2021 at http://ide.ed.psu.edu/idde/ARCS.htm

Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and models: An overview of their current status. C. M. Reigeluth. Hillsdale, NJ, Lawrence Erlbaum Associates.

Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. Aspects of Educational Technology Volume XVII: Staff Development and Career Updating. K. S. A. J. Trott. London, Kogan Page.

Keller, J. M. (2006). ARCS design process. Retrieved January, 2021 at

http://arcsmodel.com/Mot%20dsgn%20A%20prcss.htm

Mesfin, I. (2020). Factors affecting quality of Education in Ethiopian Higher Educational Institutions: The case of Dilla University. Journal of Research & Method in Education (IOSR-JRME), 10 (4), 55-58.

Ministry of Education, (MoE) (2013). Education Statistics Annual Abstract: 2010/2011. Addis Ababa: Ministry of Education.

Mulu, N. (2012). Quality and quality assurance in Ethiopian higher education: Critical issues and practical implications. Ipskamp Drukkers, Enschede, the Netherlands.

Rediet, T. (2015). Expanding quality assurance in Ethiopian higher education. Working Papers in Higher Education Studies. 1(2), 20-42. Retrieved on October 26, 2017, from http://www.wphes-journal.eu/

Tadesse, R., Taye, T., Bekalu, F., Adula, B., Abi, L. (2013). Quality of education: The case of Jimma University. Education, 3(5), 267-278. DOI: 10.5923/j.edu.20130305.03.

Tefera, T., Manathunga, C., and Gillies, R. (2018). Making sense of quality teaching and learning in higher education in Ethiopia: Unfolding existing realities for future promises. Journal of University Teaching & Learning practice, 15 (1), 1-22.

Wariyo, L. (2020). Higher education quality assessment in Ethiopia: A comparative study. Multidisciplinary Journal of Education, Social and Technological Sciences, 7(1), 1-31. DOI: 10.4995/muse.2020.10512

Redesign with CARP

Step1. Select an artifact

For this assignment I have selected the website of University of Gondar (UoG), where I work in as a faculty member. The website is: www.uog.edu.et

Step 2: Familiarize Yourself with the Artifact

· What is your first impression as you are exposed to the artifact?

My first impression as I read the website of UoG’s as an artifact, is feeling of full of doubt. Because in Unit 3’s assignment in this course, website evaluation, “Template for Accessibility Evaluation Report Web-based Internet Information and Applications,” I have revealed a lot of defects of the website. So, at glance, I should say I would find the same thing in the current assignment too.

· What is the information you expect to acquire and learn from the artifact?

As I explained in the above, I have selected the website of the university where I am working as a faculty member in the Special Needs and Inclusive Education under College of Education. Nevertheless, though I use the website, I had never bothered to closely scrutinized the website’s design in line with CARP and whatever standard. Because, I just only know website, not how it can be designed as I confessed already. Therefore, in doing the present assignment, I would undertake a comprehensive analysis and critic of the website in its design based on CARP of Malamed (2015) and other related literatures in the area. In the end, I will give my evaluation to the concerned body of the university, especially to the ICT directorate, to enrich the website’s design.

· Do you find it easy to locate the information you need? How is the information organized in the artifact?

The website of the university is accessible and it was very easy to locate information I needed. Besides, it must be conceived that information posted in the website include not limited to: announcements for extension and regular applicants in undergraduate and postgraduate programs; announcements for registration, exam periods, class, ends, and graduation days; displays training sessions and posters; music festivals; research finding displays; higher officials of the country meetings with university communities; trainings in different disciplines for university communities and people near and around the university; research call for abstracts and conferences national and international; good wishes for festivals, holidays, and national ceremonies; announcements for entrepreneurship and creative contestants; displays of donations for drought heat areas and immigrants from different areas; vaccination; announcements for free legal and health services; memorandum understandings; and so on and so forth.

Step 3: Analyze the artifact using CARP

First off all, it should be clear that in analyzing the contrast of the website I have used the contrasting points that were given in the PPT of this course as an introductory (ASU, how can good design make information easier to understand? The big four: Contrast Repetition, Alignment, Proximity), as put in Table 1, 2, 3, and 4 below:

[Contrast] How did the designer make users/audiences notice the different information presented in the artifact? How does the key information stand out from other information?

Table 1. Contrast of the website of UoG

No

Contrasting Items

www.uog.edu.et

Strengths

Weaknesses

1

Making different things different

-As explained in the above what the website of the university posts in the above, every post has clear headings

-every post has informative texts

Every heading and text sometimes is supported with images

-images are given different colors

-the headings of every post has similar size and mostly the same color i.e black

-Almost all texts are suffocated and have the same font size and weight.

-texts are written in black color.

-texts in the images are sometimes are unreadable

-sometimes the texts in the images are unreadable due to mismatch of color of the images

-texts and images are sometimes written border to border of the margins

2

Making the important elements stand out

- -The website tries to give the needed information to audiences

-

- Based on the conveying of the information the-day-to day function of the university has continued

- -The website provides every day needed information

-though the website gives information, but from the close look, nothing stands out in both text headings, fonts, colors, and the like.

- For example, if is training, what kind of training components are not boldly written instead, a huge content of information about the training is posted.

-In the images a lot of things are included but without focus of the important things.

3

Muting less important elements

-the only strength part is the website gives every new information to audiences and or customers of the university

-the weaknesses are too much.

Every text is written in similar font size and weight.

- Images include a lot of texts and emphasis is not given where to focus

- -Readers/customers are forced to read every text and see every image to understand things. It gives no room for customers to save their time and energy to take easily notice of the posts if they do not go line by line of texts and images

[Alignment] How did the designer make the information look organized?

Table 2. Alignment of the website of UoG

No

Alignment Items

www.uog.edu.et

Strengths

Weaknesses

1

Speak with one visual voice

-the website provides texts of notice in left, center, and right alignments

-The website provides visuals in in left, center, and right alignments

-the website provides texts and visuals in in left, center, and right alignments

-the alignments for texts are mixed, they are scattered everywhere.

-the alignments for visuals are mixed, they are scattered everywhere.

- the alignments for texts and visuals are mixed

- Generally speaking the alignments of the website are not properly designed by the designers. All texts and images and mix of the two are occupying the whole space of the margins.

2

Unify and organize the page

- -Gives information to audiences or customers

- But the website is not that much organized. Because, posts and announcements cannot be conceived by readers without being overwhelmed.

3

Message is better communicated

-the website gives messages in both texts and visuals

-it creates discomfort and uneasiness for readers of the website that it forces readers to invest time and energy to read every text and visual to comprehend the message.

o [Repetition] What elements/tools (e.g., types, colors, shapes, etc.) are used repeatedly in the design to guide users/audiences to acquire information?

Table 3. Repetition of the website of UoG

No

Repetition Items

www.uog.edu.et

Strengths

Weaknesses

1

The entire page (unites, joins, fuses) is united together

-the only strength is the webpage delivers every information to its readers and or customers

-the webpage sometimes lacks organization between texts and images.

-rarely creates language errors, grammar and punctuation mistakes for example.

2

Information is organized

- The website frequently sends posts or announcements in those areas I explained in the above. E.g. announcements for extension and regular applicants in undergraduate and postgraduate programs and others.

- Uses similar fonts, colors, headings

- The texts, headings, and visuals need to have various font sizes, and different colors.

- -The website needed to be very brief in texts and visual presentations and displays instead massificactions.

3

Consistency in design

- -On average it is consistent

-mistakes in language, texting, and visualizing need to be corrected.

o [Proximity] How did the designer group or arrange different parts of information to show their relationships and their related functionality?

Table 3. Proximity of the website of UoG

No

Proximity Items

www.uog.edu.et

Strengths

Weaknesses

1

Items related should be grouped

-there is an attempt that texts and visuals are somehow grouped together.

- texts and visuals are not put together especially when texts are put in visuals and visuals supported by texts

2

Implies a sense relationship

-there is an attempt that texts and visuals have somehow exhibited sense of relationship.

-as explained scattered texts and visuals are observed, yet there is sense of relationship.

3

Defines a beginning and ending

-there is an attempt that every post of text or visuals in the website has beginning and endings. Except there is absence of contrast.

-absence of contrast

Step 4: Write a Narrative Analysis

· Write 1-2 detailed paragraph(s) analysis for each design action with the support of the images or screenshots to illustrate your analysis. For each action, include the following:

It must be conceived that in the preceding 4 tables I have gone through in a detailed manner in an effort of analyzing the website of University of Gondar (www.uog.edu.et). Therefore, to avoid repetition and redundancy, I am not going through over things again. Therefore, I looked for an option. The alternative was, I selected one flyer included/posted in the website and gave feedback on it in the next paragraphs.

o Identify and critique the area(s) where the actions (i.e., contrast, alignment, repetition, proximity) were employed.

Source of the flyer: University of Gondar, posted April 1 at 10:22 AM

I think in the above flyer, the contrasts were made in the photos of the keynote speakers, the social platform apps, and the background of the photos and the texts. The heading text size and the points of the workshop were of different font size. White, blue, gray blue, red, yellow, green, and grey white colors were used to make the contrast. Somehow the contrasts were nice. When it comes to the alignment of the flyer, the alignment of the heading and the workshop presenters were at the center. And issues of the workshop and the apps were aligned to the left and right. However, they occupied the whole margin of the flyer, which should be corrected. Besides, some apps at the top left and right were unknown which app there were referring. With regard to repetition the same text size in issues of workshop, names of workshop keynote speakers, size of apps were repeated consistently. Colors were repeated consistently. While, in terms of proximity, there were apps and the major points of workshop. However, the greatest defect made in the flyer was in this area (proximity); because the apps and areas of the workshop were scattered to the left and the right. Therefore, in order to keep proximity of the flyer, apps and points of the workshop should be placed in the same area, either to the left, center, and or right of the flyer.

o Identify the area(s) where you think the action should be employed but are not present.

In the flyer, I think the date of the workshop, the place of the workshop, time of the workshop, type of the workshop either face-to-face or virtual, who the workshop presenters are, who will be workshop participants, who are the workshop organizers I mean which college, faculty or school and the like information of the work shop should have been indicated but left undone.

o Critique the area(s) where the actions were employed but contain problems.

Some of the social media apps were mentioned but are not enough; telegram and Facebook apps were mentioned but the background color was gray white so that it can be overlooked or unnoticed by students with visual impairments and therefore another visible color should be used; the workshop is meant for high school students but picture of female students was not included it should inserted, and the like issues.

In a nut shell, I would like to thank the instructional designers of this current course. I have got several lessons about which I took for granted and bothered nothing. I have just started to evaluate every communication tool design as it has to be approached scientifically and started communication with my faculty members and the top management about the website of the university. I got a reminding lesson that before I apply any communication tool I have to search and make a scientific analysis on its design, before I use it in my class. Thanks!

References

Jordi P., Pablo A., Jonathan T., Ferran M., and Jitendra M. (2016). Multiscale combinatorial grouping for image segmentation and object proposal generation. IEEE Transactions on Pattern Analysis and Machine Intelligence 39, 1 (2016), 128–140.

Kristian, B., Mads, B., Fredrik, K., and Frode, E. (2019). Effectiveness of Color-Picking Interfaces among NonDesigners, In Proceedings of the 16th International Conference on Cooperative Design, Visualization and Engineering 2019 (CDVE 2019), LNCS vol. 11792, Springer, pp. 181-189. DOI: https://doi.org/10.1007/978-3-030-30949-7_21

Malamud, C. (2015). Visual design solutions: Principles and creative inspiration for learning professionals. Hoboken, NJ: Wiley & Sons.

Shunan, G., Zhuochen, J., Fuling, S, Jingwen, L., Zhaorui, L., Yang, S., and Nan, C. (2021). Vinci: An Intelligent Graphic Design System for Generating Advertising Posters. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. 1–17.

Rafael, A. and Carlos, D. (2020). Analysis of automated contrast checking tools. In Proceedings of the 17th International Web for All Conference (W4A '20). Association for Computing Machinery, New York, NY, USA, Article 18, 1–4. DOI:https://doi.org/10.1145/3371300.3383348

Template for Accessibility Evaluation Report Web-based Internet Information And Applications

Name

Website

Date

Tadesse Abera Tedla

www.uog.edu.et

March 20-27,2002

1. Abstract/Summary (Note: complete this section after writing your report using the model text below.)

This report describes the conformance of the www.uog.edu.et website with general Web Content Accessibility Guidelines (WCAG). The review process is described in Section 4 below and is based on the W3C's A First Review of Web Accessibility Evaluation. Based on this evaluation, the www.uog.edu.et website does not meet the accessibility standards. Detailed review results are described in Section 5 below. Resources for follow-up study are listed in Section 6 below.

2. Background/Context about Evaluation

Conformance evaluation of web accessibility requires a combination of semi-automated evaluation tools and manual evaluation by the reviewer. The evaluation results in this report are based on evaluation conducted on the following date(s): March 20-27, 2002. The website may have changed since that time. I chose to review the www.uog.edu.et website because I use the website as a faculty member of the University of Gondar (UoG). Specifically speaking, I selected the website just to suggest areas of improvement in the website to the top management of the University to consider things in the enrichment of the website particularly to meet accessibility of the website for students with disabilities. UoG is one of the oldest and first generation universities in Ethiopia and the only university which has huge number of students with disabilities coming from all regions of the country and east African countries supported by MasterCard Foundation. To see things in detail, UoG (n.d.) depicted that:

The University of Gondar (Ethiopia) and Queen’s University (Canada), supported by the MasterCard

Foundation, have developed a 10-year partnership to advance inclusive higher education for young people with

disabilities, develop new occupational therapy programs and advance research for inclusive education and

community base rehabilitation in Africa (p.i).

Besides, I am a professional in special needs and inclusive education teaching diverse courses about disability issues both for undergraduate and postgraduate students of UoG, the major topic among is the accessibility issues to people with disabilities. Therefore, my selection of the university’s website would help me to exert direct influence on the top management of UoG’s to introduce changes on the University’s website accessibilities to students with disabilities. I did therefore the assignment with happiness.

3. Web Site Reviewed

The name of website reviewed is www.uog.edu.et. The URL of the site was https://www. facebook.com/TheUniversityofGondar/. The review was conducted on March 20-27, 2002. The natural languages of the website are predominantly Amharic language and sometimes mix of English language. For information, Amharic language is the official language of Ethiopia, whereas, English language is the medium of instruction of all Ethiopian private and public universities/higher education institutions. One may question here, if the medium of instruction is English language why is the university’s website under review by me, is highly dominated in Amharic language? The simplest answer is, it will be one of the areas I will comment next.

4. Review Process

First of all, I have to be quite honest, this assignment is the toughest assignment I have ever had in all the assignments I did in the previous two courses and in the present course’s chapter 1. I have dedicated all I have, to the best of my ability. But, I have failed to properly do the assignment. For example, I was unable to install INDI. That is why I did things manually.

Secondly, I have to witness that there are a lot of literature about website analysis. I have downloaded and printed bulky of papers including journal articles on website analysis. I have to disclose again, these papers were full of links in their writings and I found which link to open, print and read and which not. All in all, the process was hectic. Nevertheless, some of the papers I have read were including not limited to (e.g. Budd, Clarke, Lloyd, et.al., 2007; Carter & Markel, 2001; Hackett & Parmanto, 2005; Akgül & Vatansever, 2016; Nahon, Benbasat, and Grange, 2012; Power, Freire, Petrie, & Swallow, 2012; Brown & Scott,2015; Pereira, Ferreiraa, Bragaa, Cardoso, Salgadob, & Nunes, 2014; TAW Tool, 2016; Johari & Kaur, 2012; UN Department of Economic and Social Affairs (nd); Tobi, 2018; W3C Web Accessibility Initiative, 2022; Easy Checks - A First Review of Web Accessibility Guidelines).

Thirdly, as I explained in the second point in the above paragraph, though I went through comprehensive reading to analyze the existing materials to my reach, in an effort to find out an ideal choice to evaluate the UoG’s website, I finally ended up by selecting W3C Web Accessibility Initiative (2022). Hence, as already recommended, I was brief and quite precise in becoming more of general in my analysis of the website analysis of UoG’s. Hence in the review process the following steps as put in results and recommended actions (5) were considered: General evaluative checklist was developed based on the selected guideline W3C Web Accessibility Initiative (2022). The checklist includes review items, strong sides, inaccessible features, and recommendation was included how the inaccessible features to be alleviated as indicated in Table 1 below (NB. Though I was instructed to do the review results in three paragraphs, I opted tabling and in fact, after the table one paragraph narrative was followed). In the end, concise analysis was made in relation to few empirical evidences in the area.

5. Results and Recommended Actions

Table 1. Findings of the website analysis and possible recommendations

No.

Review Items constructed out of W3C Web Accessibility Initiative

www.uog.edu.et

Strong side

Inaccessible features

Inaccessible features could be addressed by:

1

Text alternatives: Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, Braille, speech, symbols or simpler language

As texts are written in Amharic language they are readable by most students with disabilities

The website written texts are in Amharic language. However, it might be difficult for those students who do not read Amharic letters, e.g those whose language is Oromifa and other languages. The fact that in Ethiopia there are more than 80 languages.

Besides, blind and deaf students unless somebody read them or interpret them, they couldn’t understand the text messages of the websites. Because, the website does not have Jaws software or sign language symbols.

Therefore, to improve accessibility of the website the following things need to be in place:

incorporate jaws software for students with visual impairments

include sign language symbols for students with hearing impairments

use English and other local languages to address the language needs of students who came from different corners of the country and from East Africa too.

2

Time-based Media: Provide alternatives for time-based media.

From experience as a faculty member UoG is flexible in time and the website too.

Most of the time the website uses text information and pictures in the website it does not have recoded audio and video.

Therefore in the future the university should:

Use recorded Audio for both students with visual impairments and motor difficulties

Use recorded video with captions for students with hearing impairments

3

Distinguishable: Make it easier for users to see and hear content including separating foreground from background

Every image and text in the website has heading title

Images and texts are normal they are not enlarged to meet the needs of students with visual impairments.

The university should do:

Images and texts need to be enlarged for students with visual impairments

Visible foreground and background colors should be used in the website

4

Keyboard Accessible: Make all functionality available from a keyboard.

Students with disabilities of the university can access the eyboards of computers to access the website of the university

All computers of the university’s except in disability resource center do not have jaws software as a result students with visual impairments may be in difficulty to access keyboard.

The university should:

Ensure all computers of the university’s and private laptops of students with visual impairments have access to jaws software. So that students with visual impairments can easily access.

5

Enough time: Provide users enough time to read and use content

The university keeps information for quite extended time.

Students with disabilities have no chance to manipulate things in the website except writing text comments and or questions.

Less flexibility in extending deadlines.

The university should:

Introduce changes in the website to allow students to manipulate things in the website e.g. turn off, adjust, extend, and real time exception to allow students to meet deadlines up to their special needs according to their disabilities.

6

Seizers: Do not design content in a way that is known to cause seizers.

The university usually presents texts and images in its website

-no problem as there are no flashes in its website.

There is nothing to improve in this regard as there are no Flashes in the website.

7.

Navigable: Provide ways to help users navigable, find content, and determine where they are.

The website has:

page title

links

headings and labels

The problem is the website does not provide students with disabilities the appropriate special needs mainly to students with visual and hearing impairments.

The university to enhance its website navigability should incorporate:

Jaws software for students with visual impairments

Sign language texts for students with visual impairments

8

Readable: Make text content readable and understandable.

The texts are readable and understandable

As reiterated texts and images are presented in Amharic language and rarely in English

To make the website readable the university should:

Write texts in different languages mainly in English as students with disabilities come from different regions having more than 80 languages in the country and East Africa too.

9

Compatible: Maximize compatibility with current and future user agents, including assistive technologies

The practice of having website is good for students with disabilities

The website lacks the incorporation of existing accessible technologies

To make the website compatible the university should:

Apply jaws software

Apply audio and video recordings with captions

10

Color Contrast Issues

It is somewhat good

The colors are mainly Ethiopian flag colors including Red, yellow and green.

A lot of rain boy colors should be incorporated in the images if possible all colors to meet students with visual impairments and color blindness.

11

Privacy compliance

The website does not force students with disabilities to be engaged in the website.

There is no privacy

The university should provide privacy access to students with disabilities.

As indicated in Table 1 above, UoG’swww.uog.edu.et website access based on the review items of W3C Web Accessibility Initiative (2022), is possible to infer though the website has a lot of strong sides, yet it is to be rated as not meeting the accessibility standards. Thus, UoG is expected in the future to put in place an exerted effort to make its website be accessible to students with disabilities.

The above finding is consistent finding with the finding of Bradbard and Peters (2010, p. 5) who depected, “When Web sites are designed, they are without concern for users with disabilities. Barriers often exist that inhibit access to the content of the site.” Furthermore, common accessibility barriers include: images without alternative text; misleading use of structural elements on a Web page; uncaptioned audio or undescribed video; tables that are difficult to decipher when linearized (Carter & Markel, 2001, as cited in Bradbard & Peters, 2010).

In summary, I was happy in doing the assignment. It was my first venture. I had never experienced such an academic task/research in my academic career as a faculty. For sure, the top management of the university would be very happy in reading the paper. I hope that the top management will arrange me a plat from to discuss with IT and information system directorate of the university for discussions over my findings and the way forward in the website improvement to ensure Students with disabilities access.

6. References

Akgül, Y., and K. Vatansever, K. (2016). Web accessibility evaluation of government websites for people with disabilities in Turkey”,

Journal of Advanced Management Science, Vol.4 No. 3, pp. 201-210.

Bradbard, D and Peters, C (2010).Web Accessibility Theory and Practice: An Introduction for University Faculty. The Journal of

Educators Online, 7(1), 1-46.

Brown, J., and Scott, H (2015). The challenges of web accessibility: the technical and social aspects of a truly universal web”, First

Monday, 20 (9).

Budd, A., Clarke, A., Lloyd, I., Adams, C., Weychert, R., Marcotte, E., Rubin, D., Croft, J., Boulton, M., Collison, S., & Featherstone, D.

(2007). Web standards creativity: Innovations in Web design with XHTML, CSS, and DOM scripting. New York:

Springer[1]Verlag.

Carter, J., & Markel, M. (2001). Web accessibility for people with disabilities: An introduction for Web developers. IEEE Transactions

on Professional Communication, 44 (4), 225- 233.

Johari, K and Kaur, A. (2012). Measuring web accessibility for persons with disabilities”, in Proceedings of 2012 Fourth International

Conference on Computational Intelligence and Communication Networks (CICN '12), IEEE Computer Society, Washington,

DC, pp.963-967.

Hackett, S. , & Parmanto, B. (2005). A longitudinal evaluation of accessibility: Higher education Web sites. Internet Research, 15(3),

281-294.

Nahon, K., Benbasat, I., and Grange, C. (2012). The missing link: intention to produce online content accessible to people with

disabilities by non[1]professionals”, in proceeding of 2012 45th Hawaii International Conference on System Sciences (HICSS),

IEEE Computer Society, Washington, DC, pp. 1747-1757, 2012.

Pereira, L., Ferreiraa, S., Bragaa, H. Cardoso, L., Salgadob, D. and Nunes, R. (2014). Using cultural viewpoint metaphors to provide

web accessibility for the visually impaired users”, Elsevier Procedia Computer Science, Vol. 27, pp. 186-196,

Power, C., Freire, A., Petrie, H., and Swallow, D. (2012) “Guidelines are only half of the story: accessibility problems encountered by

blind users on the web”, in Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '12),

ACM Press, New York, NY, pp.433- 442.

TAW Tool (2016), Retrieved March 25, 2022 from http://www.tawdis.net/,

Tobi, O. (2018). Why Web Accessibility Is Important and How You Can Accomplish It. Retrieved on March 20, 2022 from

https://medium.com/fbdevclagos/why-web-accessibility-is-important-and-how-you-can-accomplish-it-4f59fda7859c

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