CREATING AUTOMATIC COMPLIANCE WITH DISABILITY REGULATIONS THROUGH THE NEAL REDUNDANCY INSTRUCTIONAL...
-
Upload
jenny-marlow -
Category
Documents
-
view
214 -
download
1
Transcript of CREATING AUTOMATIC COMPLIANCE WITH DISABILITY REGULATIONS THROUGH THE NEAL REDUNDANCY INSTRUCTIONAL...
CREATING AUTOMATIC COMPLIANCE WITH DISABILITY REGULATIONS THROUGH THE NEAL REDUNDANCY INSTRUCTIONAL DESIGN MODEL
PAMELA BEVERIDGE EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]
CURTIS W. CARTER EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]
2012 Global Learning Technologies ConferenceUNC-W School of Education
BROWN & GREEN (2006)
We believe their statement was inclusive of all users rather than exclusive to any (p.122).
INSTRUCTION WHICH MAY EXCLUDE STUDENTS
Instruction Population of Potential Exclusion
Audio Deaf Hearing-impaired
Graphics/ images
Blind Visually-impaired
Animation or Movement
BlindADHD
Seizures-related
Hyperlinks BlindColor-blind
Visually-impaired
Video Deaf Blind
Web Design ADHDBlind
Color-BlindVisually-impaired
WHAT IS NEAL REDUNDANCY INSTRUCTIONAL DESIGN MODEL?
NEAL INCLUDES:
A Non-Exclusive Analysis:
• Reviews specifically how the instruction can and will be used by students with disabilities;
• Factors in both the accessibility opportunities and limitations when different media for delivery are used;
• Is initiated during the needs-assessment by reviewing known accessibility issues for various delivery methods;
• Remains an active part of the design, development, and evaluation process.
Click for UDL webpage http://www.udlcenter.org Guideline Example
Strong Color Contrast
Simple Navigation 3 keystroke limit
Prezis & Animations http://prezi.com/user/pbeveridge Hyperlinks give
purposeWRAL Online Local Weather Radar opens in a new window http://www.wral.com/weather/radar/
Guideline Example
Alt text instructs user Ionic columns White House, DC USA NOTWhite House.jpg
Fonts Use san serifsVerdana Arial Tahomawith limit of 3 different fonts Serif handwriting
File names are not read only; explain purpose
EconTest1Save AS
Access UDL Tech Toolkit http://udltechtoolkit.wikispaces.com/
NEAL MAKES INSTRUCTION LEGAL
• Corporate and private businesses will not always be able or willing to devote the resources necessary in designing new instruction.
• Education has a legal mandate to provide instruction that is accessible
• The Non-Exclusive Analysis provides design team members opportunity to make that a reality in the educational environment.
NEAL INSURES ALL STUDENTS ARE CONSIDERED– FROM INCEPTION
• Insures students with disabilities are considered• Even when not included as part of the target
audience. • Will know beforehand whether the instruction is
or is not accessible given the design team has conducted the non-exclusive analyses.
• Learning aids are: • Automatically created to insure that the
instruction does not have to be re-designed to meet the needs of future learners.
• Designed to address both accessibility and the needs of learners who may have more trouble completing the instruction.
REASONS LACK OF ATTENTION GIVEN TO ACCESSIBILITY WHEN DESIGNING INSTRUCTION
Must train the Instructional Designers
• We were unable in reviewing different curricula to find any university offering a course where emphasis is placed on designing instruction with accessibility as the primary consideration.
Professional Development for all on-line instructors
• On-line instructors are part of the Instructional Design team—most often, they ARE the design team.
OUR HOPES• Anyone who creates instruction for educational
purposes is technically an "instructional designer."
• Using ADDIE model alone does not lend itself to supporting consideration of accessibility when designing and developing instruction.
• Hopefully, this conference will be a beginning where instructors and designers will begin to consider making accessibility as important as any other part of the instructional process- the "non-exclusive analysis" and the creation of automatic learning aids will we believe help to make this become a way of life.
REFERENCES
• Brown, A. and Green, T. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Pearson Merrill/Prentice Hall.
• National Center On Universal Design for Learning, At CAST40 Harvard Mills Square, Suite 3, Wakefield, MA 01880-3233TEL (781) 245-2212, EMAIL [email protected]
PAMELA BEVERIDGE EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]
CURTIS W. CARTER EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]
2012 Global Learning Technologies ConferenceUNC-W School of Education