Do You Know These?

A11yADA DoJOCRSection 504

Section 508 Section 508 refreshUDLWCAG 2.0 AA

Excellence in Online LearningThe Year of Access in Online

Education

Raymond RoseRose & Smith Associates

Slides available at http://Slideshare.Net/RaymondRose

Background• K-12 educator• Civil Rights Specialist with Mass Dept of Education• Civil Rights Specialist/Manager New England equity assistance center• Virtual High School designer/manager• 1st virtual school special needs policy• 2007 1st publication access and equity in online education• Faculty, Instructional Technology and Distance Learning Coordinator,

Huston-Tillotson U.• Technical Working Group, Center on Online Learning and Students with

Disabilities• Access and Equity for All Learners in Blended and Online Education

What makes this the year of access in online

learning?

What makes this the year of access in online learning?

Enforcement Professional DevelopmentSection 508 refresh

Terms To Know

A11yADA (Americans with Disabilities Act)Section 504 of the Rehabilitation Act 1973Section 508 of the Rehabilitation Act 1973

Section 508 refreshUS Dept of Justice (DoJ)US Dept of Ed Office for Civil Rights (OCR)WCAG 2.0 AAUniversal Design for Learning (UDL)

State of Legal Enforcement since 2007 (1 of 2)Actions against: Websites, Online Courses, Digital Resources

Determined by: Compliance review, Complaints, Law SuitsKindle and Arizona State Google Apps for Education (NYU, NU) Penn State Florida State University University of Montana South Carolina Technical College System Lockhart ISDAtlantic Cape Community CollegeCalifornia Community CollegesCapela University/WebCT

Louisiana Tech University Crowley ISD Virtual Community School of Ohio South Carolina Virtual Charter Schools University of Montana-MissoulaUniversity of Cincinnati Youngstown tate UniversityPrinceton UniversityPenn State UniversityHarvard UniversityMassachusetts Institute of Technology

Details can be found at http://www.d.umn.edu/~lcarlson/atteam/lawsuits.htmlhttps://www2.ed.gov/about/offices/list/ocr/docs/investigations/index.html?exp=7#section504rev

Case Western ReserveFinlandia UniversityLaw School Admissions CouncilMcNeese State UniversityMessa Community College and MaricopaMiami University (Ohio)Mt Hood Community CollegeNew York UniversityNorthwestern University

Ohio StatePace UniversityReed CollegeUniversity of CincinnatiUniversity of ColoradoUniversity of California BerkeleyUniversity of KentuckyUniversity of MarylandUniversity of PhoenixUniversity of Virginia, Darden School of Business

OCR’s Operational Definition

“those with a disability are able to acquire the same information and engage in the same interactions — and within the same time frame — as those without disabilities.”

OCR Compliance Review 11-11-2128, 06121583, paraphrased from 11-13-5001, 10122118, 11-11-6002

Most Frequently Cited OCR Findings

• Lack of Alternative Text on All Images• Documents Not Posted in an Accessible Format• Lack of Captions on All Videos and the Inability to Operate Video

Controls Using Assistive Technology• Improperly Structured Data Tables• Improperly Formatted and Labeled Form Fields• Improper Contrast Between Background and Foreground Colors

WCAG at a Glance

Perceivable• Provide text alternatives for non-text content.• Provide captions and other alternatives for

multimedia.• Create content that can be

presented in different ways, including by assistive technologies, without losing meaning.

• Make it easier for users to see and hear content.Operable• Make all functionality available from a keyboard.• Give users enough time to read and use content.• Do not use content that causes seizures.• Help users navigate and find content.

Understandable• Make text readable and understandable.• Make content appear and operate in

predictable ways.• Help users avoid and correct mistakes.Robust• Maximize compatibility with current and future

user tools.

What is Universal Design?

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Universal Design for Learning (UDL)

• Principle I: Provide Multiple Means of Representation (the “what” of learning)

• Principle II: Provide Multiple Means of Action and Expression (the “how” of learning)

• Principle III: Provide Multiple Means of Engagement (the “why” of learning)

National Center on UDL http://www.udlcenter.org/

FROM THIS TO ….

UDL Helps All Students

Why Universal Design for Learning?

Universal Design for Learning can mean the difference between a student struggling through a course or being able to learn the material with "lower" barriers or no barriers at all.

Legal Definition from the Higher Education Opportunity Act of 2008 -

"The term ‘universal design for learning’ means a scientifically valid framework for guiding educational practice that (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.’’

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Universal Design for Learning (UDL)

• Principle I: Provide Multiple Means of Representation (the “what” of learning)

• Principle II: Provide Multiple Means of Action and Expression (the “how” of learning)

• Principle III: Provide Multiple Means of Engagement (the “why” of learning)

http://www.udlcenter.org/

UDL Rubric http://

www.leadingpbl.org/f/Rubric%20for%20Implementation%20of%20UDL.doc

Dyslexia Simulation

Contact Information

Raymond RoseRay@rose-smith.com

Copies of slides are available at:http://Slideshare.net/RaymondRose

And my blog:http://rmrose.blogspot.com

UDLEngagementFor purposeful, motivated learners, stimulate interest and motivation for learning.

RepresentationFor resourceful, knowledgeable learners, present information and content in different ways.

Action & ExpressionFor strategic, goal-directed learners, differentiate the ways that students can express what they know.

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Dyslexia Simulations

• http://www.dailymail.co.uk/sciencetech/article-3480257/What-s-REALLY-like-read-dyslexia-Simulator-reveals-letters-words-appear-people-condition.html

• http://webaim.org/simulations/dyslexia• http://geon.github.io/programming/2016/03/03/dsxyliea

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ResourceColor Blindness Simulator

http://www.seewald.at/en/2012/01/color_blindness_correction_and_simulator

See through the eyes of your red, green or blue colorblind student.

Android only

Web Content Accessibility Guidelines 2.0

• http://webaim.org/standards/wcag/WCAG2Checklist.pdf• https://www.w3.org/WAI/WCAG20/glance/

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ResourcesPDF Information: Adobe and Accessibility websitewww.adobe.com/accessibility.html

http://www.adobe.com/content/dam/Adobe/en/accessibility/products/acrobat/pdfs/acrobat-xi-accessibility-checker.pdf

http://webaim.org/techniques/acrobat/acrobat

Creating Accessible Tables and Data Tableshttp://webaim.org/techniques/tables/

http://webaim.org/techniques/tables/data

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Resources

10 Free Screen Readers

http://usabilitygeek.com/10-free-screen-reader-blind-visually-impaired-users/

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Resource

FREE Screen ReaderNVDA http://www.nvaccess.org/

NVDA (NonVisual Desktop Access) is a free “screen reader” which enables blind and vision impaired people to use computers. It reads the text on the screen in a computerized voice. You can control what is read to you by moving the cursor to the relevant area of text with a mouse or the arrows on your keyboard.

Texas Administrative CodeTITLE 1 ADMINISTRATIONPART 10 DEPARTMENT OF INFORMATION RESOURCESCHAPTER 206 STATE WEBSITESSUBCHAPTER C INSTITUTION OF HIGHER EDUCATION WEBSITESRULE §206.70 Accessibility

(a) Effective September 1, 2006, unless an exception is approved by the agency head or an exemption has been made for specific technologies pursuant to §213.37 of this title, all new or changed web pages must comply with:

(1) the standards described in Section 508 Subpart B §1194.22, paragraphs (a) through (p), excluding paragraphs (b) and (k);

(2) the standards and specifications described in this section; and

(3) the standards and specifications applicable to an institution of higher education's accessibility policy described in §213.41 of this title.

(b) Based on a request for accommodation of a webcast of a live/real time open meeting (Open Meetings Act, Texas Government Code, Chapter 551) or training and informational video productions which support the institution of higher education's mission, each institution of higher education must consider alternative forms of accommodation. Refer to §206.1 of this chapter for definitions for Alternate Formats and Alternate Methods.

(c) An alternative version page, with equivalent information or functionality, must be provided to make a website comply with the provisions of this section, when compliance cannot be accomplished in any other way. The content of the alternative page must be updated whenever the primary page changes.

(d) Effective September 1, 2006, unless an exception is approved by the agency head or an exemption has been made for specific technologies pursuant to §213.37 of this title, all new or changed web page/site designs must be tested by the institution of higher education using one or more Section 508 compliance tools in conjunction with manual procedures to validate compliance with this chapter.

(e) An institution of higher education must establish an accessibility policy as described in §213.41 of this title which must include criteria for monitoring its website for compliance with the standards and specifications of this chapter. Additional information about testing tools and resources are available on the Department's website.

(f) Each state website should be designed with consideration for current and emerging Internet connection technologies available to the general public.