Accessibility conversations can get a little scary. We could talk about Harvard and MIT finding themselves in court over free online classes, (and here). I could tell you about Miami University and Penn State, or you could have a look at these recent settlements and pick your own. There are serious things we must consider regarding serving students with disabilities. But right now, I think the best thing to do is to talk about Santa.
Continuing our look at accessibility challenges, we look at inaccessible external websites, strict time constraints on exams, unclear or non-descriptive course content, and course content without proper headings and styles for navigation.
In part 1 of our look at accessibility challenges, we examine unclear navigation or inconsistent course designs, audio content without a transcript or text alternative, unclear or not meaningful links, images with no alternative text, colors used for instructional purposes, and videos without captioning.
How many of us have had a student ask, “Where is [blank]?” While sometimes, this may be a simple oversight, it may also denote a navigation problem. In looking at accessibility, course organization is essential and can significantly impact a student’s ability to navigate the course with ease.
You may have noticed the increased focus on the word “accessibility” in the last year. Wichita State, like most other universities, is seeing a shift toward the concepts of accessibility and universal design for learning (UDL) as we enrich our idea of “accommodation” and move from being primarily reactive to proactive in course design.