E-learners with disabilities – some E-learners with disabilities – some considerationsconsiderations

Kaido KikkasKaido KikkasCentre for Educational TechnologyCentre for Educational Technology

Tallinn UniversityTallinn University

Tartu, 07.06.05Tartu, 07.06.05

Why such a topicWhy such a topic

● Growing participation and acceptance of people Growing participation and acceptance of people with disabilities (the abbreviation PwD is used with disabilities (the abbreviation PwD is used from here onwards) in mainstream societyfrom here onwards) in mainstream society

● Disability as a cultural/social/human rights issue Disability as a cultural/social/human rights issue rather than medical/rehabilitational (different, not rather than medical/rehabilitational (different, not deficient!) - social vs medical model of disabilitydeficient!) - social vs medical model of disability

● New technologies/media provide new horizonsNew technologies/media provide new horizons● Sometimes good will is not enough – specific Sometimes good will is not enough – specific

knowledge can helpknowledge can help

Society for allSociety for all

● A mark of a developed societyA mark of a developed society● Not only “charity” issue, includes reasonable Not only “charity” issue, includes reasonable

economical thought:economical thought:● Investing into making people with disabilities taxpayers Investing into making people with disabilities taxpayers

makes more sense than raising “vegetables”makes more sense than raising “vegetables”● A good warning – the former USSR; official stance of “No A good warning – the former USSR; official stance of “No

PwD!” => tons of valuable grey matter rot in nursery PwD!” => tons of valuable grey matter rot in nursery homeshomes

● Access to education is a key component of all-Access to education is a key component of all-round inclusionround inclusion

● Is E-learning the magic wand?Is E-learning the magic wand?

Trapped in the circleTrapped in the circleLow level of education

Low level of employment

Low social status (“losers”)

Limited role in society

Limited access to society

An important changeAn important change

Low level of education

Low level of employment

Low social status

Limited role in society

Limited role in society

Additional means of access

E-learning

Telework

Means of politics and PR work

Powerful and flexible media channel

@

E-learning and PwDE-learning and PwD

● Can somewhat compensate lack of physical Can somewhat compensate lack of physical access (but not substitute!)access (but not substitute!)

● Can sometimes provide better customisation Can sometimes provide better customisation according to one's needsaccording to one's needs

● Can help to overcome psychological obstacles Can help to overcome psychological obstacles

Two sides of the same coinTwo sides of the same coin

● UNIVERSAL ACCESS – all objects should be UNIVERSAL ACCESS – all objects should be usable regardless of a person's characteristicsusable regardless of a person's characteristics

● INDIVIDUAL APPROACH – precise INDIVIDUAL APPROACH – precise customisation should consider a person's specific customisation should consider a person's specific needsneeds

● These principles apply universally, not only to These principles apply universally, not only to PwDPwD

ClassificationClassification

● Has been different in different timesHas been different in different times● Currently in use - ICIDH (Currently in use - ICIDH (International International

Classification of Impairments, Disabilities and Classification of Impairments, Disabilities and HandicapsHandicaps) version 2. Accused in inclination ) version 2. Accused in inclination towards medical modeltowards medical model

● Designing assistive solutions (also in E-learning) Designing assistive solutions (also in E-learning) needs somewhat focusing on dis/abilities, making needs somewhat focusing on dis/abilities, making purepure social model approach a bit problematic social model approach a bit problematic

ExamplesExamples

● Information/educational technology ...Information/educational technology ...– visual impairmentsvisual impairments

● light => screen magnifyinglight => screen magnifying● profound => screen reading, Brailleprofound => screen reading, Braille

– hearing impairmentshearing impairments● light => sound amplification (headphones)light => sound amplification (headphones)● profound => audible information must be translatedprofound => audible information must be translated

– mobility/coordination impairmentsmobility/coordination impairments● light => simpler adaptation of soft- and hardwarelight => simpler adaptation of soft- and hardware● profound => complex assistive solutionsprofound => complex assistive solutions

Visual impairmentsVisual impairments

● Two main categories – low vision/partial sight Two main categories – low vision/partial sight and blindnessand blindness

● Threshold is rather subjective (e.g. in USA, Threshold is rather subjective (e.g. in USA, 20/200 test is used)20/200 test is used)

● Possible functional disorders includePossible functional disorders include● Excessive sensitivity to mirrored lightExcessive sensitivity to mirrored light● Disorders of central or peripheral visionDisorders of central or peripheral vision● Low vision in darknessLow vision in darkness● Focusing difficultiesFocusing difficulties● Difficulties in colour differentiationDifficulties in colour differentiation

● May be able to sense different levels of lightMay be able to sense different levels of light

VI: technologyVI: technology

● Main problem: access to output informationMain problem: access to output information● Low vision – screen magnifying, fixed screen layoutLow vision – screen magnifying, fixed screen layout● Blindness – screen readers and Braille technologyBlindness – screen readers and Braille technology

● Input devices may be customised (speech input, Input devices may be customised (speech input, tactile keyboards), but many users prefer tactile keyboards), but many users prefer mainstream devices.mainstream devices.

● Complying to standards is paramountComplying to standards is paramount

VI: assistive solutionsVI: assistive solutions

Hearing impairmentsHearing impairments

● Two main categories: hearing loss and deafnessTwo main categories: hearing loss and deafness● Threshold - 90 dB (ordinary speech is 40-50 dB)Threshold - 90 dB (ordinary speech is 40-50 dB)● Sensoneural vs conductive deafnessSensoneural vs conductive deafness● Can be selective – cannot hear certain frequencies Can be selective – cannot hear certain frequencies

or differentiate signals from background noiseor differentiate signals from background noise● One of the major “political” disabilities of today One of the major “political” disabilities of today

● Integration-oriented – lip-reading, speaking, cochlear Integration-oriented – lip-reading, speaking, cochlear implantsimplants

● Segregation-oriented - “Deaf culture”, sign languagesSegregation-oriented - “Deaf culture”, sign languages

HI: technologyHI: technology

● Hearing loss: sound amplification (headphones)Hearing loss: sound amplification (headphones)● Deafness: audio cannot be used and must be Deafness: audio cannot be used and must be

translatedtranslated● No telephone support – must be substituted with No telephone support – must be substituted with

SMS and Internet-based mechanismsSMS and Internet-based mechanisms● A note: for sign language users, this is their A note: for sign language users, this is their

mother tongue, i.e. for a deaf person living in mother tongue, i.e. for a deaf person living in Estonia, Estonian may be a foreign language => Estonia, Estonian may be a foreign language => better avoid unnecessary complexitiesbetter avoid unnecessary complexities

Mobility impairmentsMobility impairments

● The scale is very wide – amputations, cerebral The scale is very wide – amputations, cerebral palsy, different coordination disorders, illnesses palsy, different coordination disorders, illnesses causing M (muscular disorders, multiple causing M (muscular disorders, multiple sclerosis, ALS, arthritis)sclerosis, ALS, arthritis)

● Functional limitations are also very variable – Functional limitations are also very variable – from acute spasticity to athetosis and minimal from acute spasticity to athetosis and minimal muscular controlmuscular control

● Assumption is especially problematic (also seen Assumption is especially problematic (also seen at other kinds of disability)!at other kinds of disability)!

MI: technologyMI: technology

● Very wide range of solutions from a simple Very wide range of solutions from a simple console or arm support to sophisticated control console or arm support to sophisticated control systems (e.g. eye-controlled computers)systems (e.g. eye-controlled computers)

● Can be more of a hardware problem, but some Can be more of a hardware problem, but some things should be considered by software things should be considered by software designers and also E-learning course creators designers and also E-learning course creators (e.g. no intricate key combinations and mouse (e.g. no intricate key combinations and mouse movements, no time limits)movements, no time limits)

MI: assistive solutionsMI: assistive solutions

Intellectual/developmental disabilitiesIntellectual/developmental disabilities

● An extremely wide category – has included An extremely wide category – has included different phenomena in different timesdifferent phenomena in different times

● Typically includes different form of Typically includes different form of developmental inhibitions (intellectual developmental inhibitions (intellectual disabilities), some approaches also include disabilities), some approaches also include autism, behavioural, emotional and attention autism, behavioural, emotional and attention disorders etc.disorders etc.

● Usually a very sensitive issueUsually a very sensitive issue

ID: technologyID: technology

● Contrary to some opinions, the potential role of Contrary to some opinions, the potential role of technology is very great – but its use may require technology is very great – but its use may require specific knowledgespecific knowledge

● Network communication has been successfully Network communication has been successfully used in some cases of autism (a “locked” person used in some cases of autism (a “locked” person may “open up” in e.g. a chatroom)may “open up” in e.g. a chatroom)

● Intellectual disabilities => more visual approach, Intellectual disabilities => more visual approach, detailed feedback, unambiguous language, detailed feedback, unambiguous language, concrete concepts etc. Note: all this complies concrete concepts etc. Note: all this complies with universal access principles!with universal access principles!

A note on epilepsyA note on epilepsy

● Sensitivity to sudden, strong pulses of light is Sensitivity to sudden, strong pulses of light is quite common for people with epilepsyquite common for people with epilepsy

● Perhaps the most problematic area: games and Perhaps the most problematic area: games and multimedia, BUTmultimedia, BUT

● Can be also present in poorly designed web and Can be also present in poorly designed web and E-learning applications!E-learning applications!

● Another (negative) proof of universal principles: Another (negative) proof of universal principles: a “trembling” web page can cause epileptic shock a “trembling” web page can cause epileptic shock for certain people - other can just get migraena...for certain people - other can just get migraena...

Multiple impairmentsMultiple impairments

● Can be caused by trauma or different illnesses Can be caused by trauma or different illnesses (diabetes => coordination difficulties + (diabetes => coordination difficulties + blindness). Some forms of cerebral palsy also fall blindness). Some forms of cerebral palsy also fall in this categoryin this category

● Possibly the most excluded group of PwDPossibly the most excluded group of PwD

MuI: technologyMuI: technology

● Often the most challenging kind of disability in Often the most challenging kind of disability in terms of technology – some of the assistive terms of technology – some of the assistive solutions for singular disabilities cannot be used solutions for singular disabilities cannot be used (e.g. blindness combined with coordination (e.g. blindness combined with coordination difficulties => Braille is unusable)difficulties => Braille is unusable)

● There is always a solution but it takes very There is always a solution but it takes very individual approachindividual approach

Standards: what's that?Standards: what's that?

● Imagine the situation whereImagine the situation where● Every producer of electric appliances builds his own Every producer of electric appliances builds his own

“patented plug” which does not comply with others (hey, “patented plug” which does not comply with others (hey, it's the same electricity, isn't it...?)it's the same electricity, isn't it...?)

● Every tailor and shoemaker has their own system of Every tailor and shoemaker has their own system of numbers (the shoe No 43 from one is three times bigger numbers (the shoe No 43 from one is three times bigger than the other's)than the other's)

● Drivers do not drive on the right side of the roadDrivers do not drive on the right side of the road● There is French, Japanese and Turkish metre, each of There is French, Japanese and Turkish metre, each of

different lengthdifferent length

● The Bible calls it The Bible calls it tohu wa bohu, tohu wa bohu, or chaos....or chaos....● Yet it is present in E-learningYet it is present in E-learning

Standards and disabilitiesStandards and disabilities

● While an “average Joe” can sometimes ignore While an “average Joe” can sometimes ignore standards, someone with a disability mostly standards, someone with a disability mostly cannot afford it:cannot afford it:

● Presence, angle and width of ramps define access for Presence, angle and width of ramps define access for wheelchair userswheelchair users

● Location and access to switches, taps etc define usability Location and access to switches, taps etc define usability and security of an environment for blind peopleand security of an environment for blind people

● Compliance to Web accessibility standards make the page Compliance to Web accessibility standards make the page accessible or inaccessibleaccessible or inaccessible

● ......

● Unfortunately, there are two kinds of standards:Unfortunately, there are two kinds of standards:● Open – well documented, everyone can comply, the goal is Open – well documented, everyone can comply, the goal is

universal connectivityuniversal connectivity● Closed - “there is my way and wrong way”; the goal is Closed - “there is my way and wrong way”; the goal is

make extra revenue by (ab)using monopoly. A good make extra revenue by (ab)using monopoly. A good example: MS Office document formatsexample: MS Office document formats

● Whenever possible, use open standardsWhenever possible, use open standards● Only open standards allow all necessary Only open standards allow all necessary

adaptations without danger of conflicts over ©, adaptations without danger of conflicts over ©, §§ and $ ...and $ ...

Trouble with learning objectsTrouble with learning objects

● LO are often made by people who are familiar LO are often made by people who are familiar with the topic of LO, but not with technical issueswith the topic of LO, but not with technical issues

● Result: good content, poor form => lack of accessResult: good content, poor form => lack of access● Needed: either a wider competence of authors or Needed: either a wider competence of authors or

co-operation between content and technical staffco-operation between content and technical staff● Ignoring the problem will make things much Ignoring the problem will make things much

worse!worse!

Weaving the WebWeaving the Web

● WWW is a mainstay of E-learning, most LO's use WWW is a mainstay of E-learning, most LO's use it in one form or anotherit in one form or another

● The Web Consortium (W3C) has provided The Web Consortium (W3C) has provided standards for the Web, but they are often ignored. standards for the Web, but they are often ignored. Unfortunately, this includes E-learningUnfortunately, this includes E-learning

● Reason: ignorant people + substandard toolsReason: ignorant people + substandard tools● Result: many PwD are excluded from learningResult: many PwD are excluded from learning

Most prominent blundersMost prominent blunders

● Ignoring standardsIgnoring standards● Graphics-only and Flash websitesGraphics-only and Flash websites● No comments on graphic elementsNo comments on graphic elements● Pages made with incompetent softwarePages made with incompetent software● Multimedia-itisMultimedia-itis● ......● See also http://www.w3.org/WAI/See also http://www.w3.org/WAI/

Content managementContent management

● If content providers lack technical competence, If content providers lack technical competence, use of a Content Management System (CMS) is use of a Content Management System (CMS) is advisedadvised

● It is also somewhat harder to make inaccessible It is also somewhat harder to make inaccessible pages with an inherently accessible CMSpages with an inherently accessible CMS

● The main problem is installation and maintenanceThe main problem is installation and maintenance● It is still advisable!It is still advisable!

““What, you don't have Word?”What, you don't have Word?”

● Use of closed, proprietary formats in E-learning Use of closed, proprietary formats in E-learning is regrettably widespreadis regrettably widespread

● In fact, it means restrictions to learning – if you In fact, it means restrictions to learning – if you don't have certain software, you cannot joindon't have certain software, you cannot join

● Speaking of MS Office formats, plain text and Speaking of MS Office formats, plain text and HTML are much more democratic. When HTML are much more democratic. When formatting is crucial, use PDF rather than DOCformatting is crucial, use PDF rather than DOC

● If proprietary formats are needed, provide If proprietary formats are needed, provide alternatives. E.g. OpenOffice.org can save files alternatives. E.g. OpenOffice.org can save files also in HTML, Flash and PDF.also in HTML, Flash and PDF.

Macromedia FlashMacromedia Flash

● A very popular Web technology, also in E-A very popular Web technology, also in E-learning, BUTlearning, BUT

● Is half-closed standard, finished applications are Is half-closed standard, finished applications are difficult to change/adaptdifficult to change/adapt

● Flash can be made accessible, but it means Flash can be made accessible, but it means following a list of specific requirements – Flash following a list of specific requirements – Flash made by “neighbour's Jack” is not accessible!made by “neighbour's Jack” is not accessible!

● See http://www.webaim.org/techniques/flash/See http://www.webaim.org/techniques/flash/

VideoVideo

● Access rules call for duplicating BOTH audio and Access rules call for duplicating BOTH audio and video into an alternative format!video into an alternative format!

● Video should be complemented with audio and/or Video should be complemented with audio and/or still-text captionsstill-text captions

● Audio should be complemented with text, slide Audio should be complemented with text, slide show or subtitles (the latter is perhaps the easiest)show or subtitles (the latter is perhaps the easiest)

● See http://www.webaim.org/techniques/captions/See http://www.webaim.org/techniques/captions/

Web toolsWeb tools

● For the rich: Macromedia DreamweaverFor the rich: Macromedia Dreamweaver● For less rich: Macromedia Homesite jmsFor less rich: Macromedia Homesite jms● To save money: Nvu; people with more tech To save money: Nvu; people with more tech

interest can use code editors like Quanta, 1st interest can use code editors like Quanta, 1st Page, WebEdit etc. Lots of free tools availablePage, WebEdit etc. Lots of free tools available

● Only in emergency: Mozilla/Netscape Composer, Only in emergency: Mozilla/Netscape Composer, OpenOffice.org's web editorOpenOffice.org's web editor

● Don't use: FrontPage, MS Office (due to the Don't use: FrontPage, MS Office (due to the “embrace & extend” built in)“embrace & extend” built in)

Trust but test!Trust but test!

● All Web material should be validated with at least All Web material should be validated with at least W3C validator: http://validator.w3.orgW3C validator: http://validator.w3.org

● In addition, a validator considering specific In addition, a validator considering specific accessibility requirements is strongly accessibility requirements is strongly recommended. E.g. Bobby at recommended. E.g. Bobby at http://bobby.watchfire.com http://bobby.watchfire.com

● Better get nagged by validator than beaten by Better get nagged by validator than beaten by angry users!angry users!

To sum it upTo sum it up

● E-learning is a very valuable tool for PwDE-learning is a very valuable tool for PwD● Learners with disabilities are a good indicator for Learners with disabilities are a good indicator for

overall usability of the courseoverall usability of the course● Standards are to be complied withStandards are to be complied with● Use open standardsUse open standards● Technical issues should not be dismissed. Ask for Technical issues should not be dismissed. Ask for

help if needed. Test your work properlyhelp if needed. Test your work properly● Good design adds the overall value of the courseGood design adds the overall value of the course

Thank you!Thank you!