Attitudes Towards Accessibility - towards everyday good teaching practice

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Attitudes towards accessibility - understanding attitudes in order to embed accessibility into everyday teaching practice Sarah Horrigan, April 2009


<ul><li> 1. Accessibility as everyday good practice - understanding attitudes<ul><li>Sarah Horrigan, eLearning Developer </li></ul></li></ul> <ul><li>Marek Oledzki, Learning Technologist </li></ul> <ul><li>April 2009 </li></ul> <p> 2. Accessibility might be said to be about </p> <ul><li>Making changes on request </li></ul> <ul><li>Accommodating disabled students needs </li></ul> <ul><li>Giving people access</li></ul> <ul><li>Providing things in more than one format </li></ul> <ul><li>Widening participation </li></ul> <ul><li>Meeting legal requirements </li></ul> <p> 3. Sounds simple! 4. Whats the problem? 5. Theres a huge gap betweenknowingabout accessibility andactingon that knowledge 6. If we know accessibility is an important issuewhy do we do so little about it? 7. When asked about assistive technologies in a recent staff survey, the responses included 8. What in the name of all things is an assistive technology? No idea what this is all about? I don't understand these terms I have no idea what you are talking about unfortunately 9. Is it denial? 10. but none of my students have a disability but its not my responsibility but they can use a screen-reader, its fine but theres nothing wrong with my materials 11. However </p> <ul><li>Affects 1 in 6 people in the UK</li></ul> <ul><li>There is a steady increase with age </li></ul> <ul><li>Less than 10% of those aged 16 29 </li></ul> <ul><li>BUT more than 20% of those aged 45 59 </li></ul> <ul><li>Plus accessibility isnota disability-only issue! </li></ul> <p> 12. Is it because its complex? 13. It can look that way 14. Source:WCAG 2.0 Guidelines , 15. Is it a question of aesthetics? Is it a question of cost? 16. There isnosingle answer if we can understand some of the issues we can start to make change 17. So, what does accessibilityreallymean? 18. An example 19. </p> <ul><li>Speaking ALT text </li></ul> <ul><li>Visited linkAccess Matters </li></ul> <ul><li>alt plus one page has two Headings and four links </li></ul> <ul><li>Heading Level 2Test case for </li></ul> <ul><li>Heading Level 2 Visited linkSpeaking ALT text </li></ul> <ul><li>This test case illustrates several methods of specifying ALT text for images.It can be used to determine exactly what screen readers or other assistive technology provide for various cases. </li></ul> <ul><li>Immediately following is an image with no ALT text at all.</li></ul> <ul><li>Immediately following is an image with ALT text of only two quote characters. </li></ul> <ul><li>Immediately following is an image with ALT text of quote space quote.</li></ul> <ul><li>Immediately following is an image with descriptive ALT text.</li></ul> <ul><li>Graphic bullet</li></ul> <ul><li>Comments are welcome at the </li></ul> <ul><li>Visited Link </li></ul> <ul><li>essay about this topic in the Access Matters blog. </li></ul> <ul><li>Copyright copyright 2005 Bob Easton.All Rights Reserved. </li></ul> <p>A transcript of a screen reader reading out a web page: 20. In the example, how many images were on the page? </p> <ul><li>None </li></ul> <ul><li>1 </li></ul> <ul><li>2 </li></ul> <ul><li>3 </li></ul> <ul><li>4 </li></ul> <ul><li>Couldnt tell </li></ul> <p> 21. There were four images 22. There was no real right or wrong answer the real issue is that by not providing questions first we didnt allow you to skim ahead, look out for key phrases or read with a purpose.Well structured teaching would have made thisfarmore accessible 23. What should wereallyknow about accessibility? 24. It can impactall of us It can improve things forall of us 25. Accessibility Inclusive teaching Effective teaching Maximizing learning Confusing? Threatening? Inflexible? Complex? Irrelevant? Ugly? 26. Accessibility Inclusive teaching Effective teaching Maximizing learning 27. So what can we do about it? 28. </p> <ul><li>small changes = </li></ul> <ul><li>BIGDIFFERENCE </li></ul> <p> 29. </p> <ul><li>I mages think about how theyre used </li></ul> <ul><li>N et use the Net, put materials online </li></ul> <ul><li>C larity make all communications clear </li></ul> <ul><li>L ayout use white space, avoid clutter </li></ul> <ul><li>U seful consider how your materials will be used </li></ul> <ul><li>D escribe resources,allresources, need describing </li></ul> <ul><li>E xperience ask about it, share it </li></ul> <p> 30. What should you remember from today? </p> <ul><li>Accessibility =inclusiveteaching </li></ul> <ul><li>Accessibility is part of a process of good practice </li></ul> <ul><li>Changes can be simple </li></ul> <ul><li>You cannot know everything about accessibility </li></ul> <ul><li>Ask your students what they need </li></ul>