Accessibility - Defined, Why it is important, and Examples
One aspect of designing online instruction is ensuring the content is accessible for all students. Accessibility means that each student can engage with, use, and participate in the learning experience. It is about equity of access and ensuring all students can interact with content. There are many factors to consider when developing materials with accessibility in mind. Built into the Canvas LMS is an accessibility checker. When a teacher is ready to publish a Page, at the top of the screen there is a person who says, “Accessibility Checker”. Click on that, and it will take you through the steps to ensure the content is accessible and support you in the needed adjustments.
The following elements should be considered:
Text Formatting - Text is often a dominant aspect of virtual learning. Inaccessible text can quickly compromise learning. When creating and using documents, incorporate headings to provide visual clues. This allows the student to more easily find something within the text. It is also important to choose easy to read, simple fonts such as Verdana, Tahoma, Trebuchet MS, and Georgia.
PDF Readability - When incorporating PDFs, it is important to know that all PDFs are not created equally. Screen-readers can only read a PDF if it contains searchable text. To test for accessibility, open the PDF, and try to highlight the text. If you can, it is likely accessible. Alternatively, you can use the Find function to search for a word. If you can find the word, then the screen-reader can read those words too.
Use of Color - When you add color to your online lessons, be sure to maintain a high contrast between the background and foreground colors you choose. As a general rule, any time students are reading content that is more than a few words, you should use a black font on a white background.
Animations and Visual Effects - Although animations and visual effects can add to the lesson, students who have seizure disorders could be impacted by their use. Try to remove flashing and blinking animations. When changing transitions in presentations, select slow, simple transitions. Avoid using websites with flashing content or ads.
Hyperlinks - When creating hyperlinks, be sure the text describes the content of the link, as opposed to a generic wording such as “click here”. This allows someone using a screen-reader to know exactly what will happen when clicking on the link. It also allows the screen-reader to read actual words as opposed to a URL.
Images - Students unable to see a screen will have no way to know what an image shows unless a screen-reader “reads” it to them. When using an image, it is possible to add an alt tag or alternative text. This allows the screen-reader to describe to the student what is in the picture using your alternative text description. Graphics such as charts and graphs should also include a description to help students.
Math Equations - Math equations saved as images will not be readable unless an alt tag is incorporated. PCCS supports a number of programs that assist in math equation creation. Programs include the LibreOffice Math program, and Equatio, which is a free Texthelp product(Makers of our Read & Write For Google program). Developing the equations directing in the Learning Management System is also effective.
Keyboard Navigation - Using a mouse is sometimes difficult for students who struggle with fine motor movement. Using websites that can be accessed with keyboard navigation aids accessibility. Both Microsoft Office and Google have accessible navigation. To check a website’s accessibility, try pressing the tab key to see if you move from button to button. Or, check to see if pressing Shift+Tab takes you back to the previous button or link.
Video Captions and Transcripts - When using videos, check to see if subtitles of transcripts are available. Make sure the option for captions is turned on.
Universal Design for Learning (UDL)
Students learn best when lessons meet their readiness level and learning style.
Plymouth-Canton Community Schools understands that we all have a way in which we best learn. It is clear that in serving our students, every student in our classes has a different preferred learning style. However, by trying to incorporate various methods into teaching, you may be able to reach the majority of your students. See below for the three major learning styles and ways in which they are implemented to accommodate all learners by providing inclusivity.
The Universal Design for Learning (UDL) Guidelines is a tool to help teachers design lessons in which all learners can participate. These guidelines encourage educators to focus on three areas: how we engage learners, how we represent concepts, and how we allow students to provide action and expression of the content. As teachers develop lessons for students, each of these areas needs to be considered.
One way to do this is by incorporating students’ learning styles. This chart provides an explanation for the three different learning styles and tips for accommodating each one. When utilized, this level of planning helps to account for the three UDL areas.
