{"id":68,"date":"2021-10-27T20:08:11","date_gmt":"2021-10-28T00:08:11","guid":{"rendered":"https:\/\/fanshaweopen.ca\/teachingintheopen\/chapter\/spotlight-on-accessibility\/"},"modified":"2022-10-18T15:16:55","modified_gmt":"2022-10-18T19:16:55","slug":"spotlight-on-accessibility","status":"publish","type":"chapter","link":"https:\/\/fanshaweopen.ca\/teachingintheopen\/chapter\/spotlight-on-accessibility\/","title":{"raw":"Spotlight on Accessibility","rendered":"Spotlight on Accessibility"},"content":{"raw":"<div class=\"col-sm card bg-light\">\n<div class=\"card-body\">\n<p style=\"text-align: left\">Accessibility is an essential part of inclusive design. This section will dig a little deeper into its importance \u2014 and will offer some practical approaches to creating accessible content for your learners.<\/p>\n\n<\/div>\n<\/div>\n<div class=\"col-sm card bg-light\">\n<div class=\"card-body\">\n<div class=\"two-col-panels\">\n<h2>Accessible Design<\/h2>\n<p style=\"text-align: left\">Learners learn differently. The goal of education is to support learners in reaching their full potential. While part of the educational process is to challenge learners to facilitate their growth, many learners experience constraints that make it difficult \u2014 if not impossible \u2014 to access certain learning resources.<\/p>\n\n<div class=\"card card-standard\">\n<div class=\"card-body\" style=\"text-align: left\">\n<p style=\"text-align: left\">These potential barriers to learning can include:<\/p>\n\n<ul>\n \t<li style=\"text-align: left\">sensory, motor, cognitive, emotional and social constraints;<\/li>\n \t<li style=\"text-align: left\">individual learning approaches or preferences;<\/li>\n \t<li style=\"text-align: left\">linguistic or cultural preferences;<\/li>\n \t<li style=\"text-align: left\">technical, financial or environmental constraints.<\/li>\n<\/ul>\n[caption id=\"attachment_65\" align=\"alignright\" width=\"399\"]<img class=\"wp-image-65\" src=\"https:\/\/fanshaweopen.ca\/wp-content\/uploads\/sites\/4\/2021\/10\/Starburst.png\" alt=\"A diagram showing a cluster of black dots on a white starburst background. The dots are densest at the centre of the starburst and become more and more spaced out as they move away from the centre. Three concentric, coloured circles are drawn around the dots. In the centre, the smallest blue circle is labelled \u201cDesign works\u201d, moving outward from centre the next yellow circle is labelled \u201cDesign is difficult to use\u201d, and finally a red circle around the outside is labelled \u201cCan\u2019t use design\u201d.\" width=\"399\" height=\"396\"> <a href=\"https:\/\/guide.inclusivedesign.ca\/activities\/virtuous-tornado\/\">Starburst image<\/a> by <a href=\"https:\/\/wiki.fluidproject.org\/display\/fluid\/The+Inclusive+Design+Guide\">community members<\/a> of the <a href=\"https:\/\/idrc.ocad.ca\/\">Inclusive Design Research Centre<\/a> at <a href=\"https:\/\/www.ocadu.ca\/\">OCAD University<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/3.0\/\">CC BY 3.0<\/a>[\/caption]\n\nConsider a scatter-plot of the needs of any group of people. Everyone brings a variety of different ways of being and working \u2014 and different skills and needs \u2014 to the table. This starburst plot features a dense set of dots in its centre (circled in blue) \u2014 which represent the majority needs \u2014 and dots that are more widely spaced out the father away from the centre they appear (circled in yellow and red) \u2014 representing the needs of the minority.\n<div class=\"two-col-panels\">\n<div class=\"row\">\n<div class=\"col-sm card bg-light\">\n<div class=\"card-body\">\n<p style=\"text-align: left\">Now think about who may be unintentionally left out? Consider those learners who exist \u201cat the edges\u201d and who \u201ccan't use your design.\u201d <span style=\"font-size: 1em\">A mismatch between how our content is designed \u2014 and how a user accesses or uses the content \u2014 makes the content inaccessible.<\/span><\/p>\n\n<\/div>\n<\/div>\n<\/div>\n<\/div>\nWhen we have limited time and resources, we tend to follow the 80\/20 rule; to tackle the 80 per cent (majority needs) first \u2014 and leave the most difficult 20 per cent (minority needs) for later. However, change and innovation are found at the margins. Designing your course for the 20 per cent might take more time and resources at first, but because the result will be dynamically resilient and adaptable, it will pay off in the long term and will end up being inclusive and accessible for 100 per cent of your learners.\n\nThis section adapted from:\n\n<a href=\"https:\/\/handbook.floeproject.org\/introduction.html\" rel=\"noopener\">Where to begin?<\/a>\u00a0by the\u00a0<a href=\"https:\/\/idrc.ocadu.ca\/\" rel=\"noopener\">Inclusive Design Research Centre<\/a>\u00a0is licensed under\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by\/2.5\/ca\/\" rel=\"noopener\">CC BY 2.5 CA<\/a>\n\n<a href=\"https:\/\/guide.inclusivedesign.ca\/\" rel=\"noopener\">The Inclusive Design Guide<\/a>\u00a0created by the\u00a0<a href=\"https:\/\/wiki.fluidproject.org\/display\/fluid\/The+Inclusive+Design+Guide\" rel=\"nofollow noopener\">community members<\/a>\u00a0of the\u00a0<a href=\"https:\/\/idrc.ocad.ca\/\" rel=\"nofollow noopener\">Inclusive Design Research Centre<\/a>\u00a0at\u00a0<a href=\"https:\/\/www.ocadu.ca\/\" rel=\"noopener\">OCAD University<\/a>\u00a0is licensed under\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by\/3.0\/\" rel=\"noopener\">CC BY 3.0<\/a>.\n\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n&nbsp;\n<p style=\"text-align: left\"><span style=\"font-family: Raleway, sans-serif;font-size: 1.5em;text-align: left\">Accessible Content<\/span><\/p>\n\n<div class=\"col-sm card bg-light\">\n<div class=\"card-body\">\n<p style=\"text-align: left\">As instructors, we have legal and ethical obligations to ensure our courses are fully accessible to all learners \u2014 including those with disabilities. We use digital resources in our courses because we believe they enhance learning. However, unless carefully chosen with accessibility in mind, these resources can have the opposite effect for students with disabilities \u2014 erecting daunting barriers that make learning difficult or impossible. For example, consider the accessibility challenges students described below might face.<\/p>\n\n<ul>\n \t<li>\n<p style=\"text-align: left\">Students who are deaf or hard of hearing are unable to access the contents of a video presentation unless it\u2019s captioned.<\/p>\n<\/li>\n \t<li style=\"text-align: left\">\n<p style=\"text-align: left\">Students who are blind or visually impaired use assistive technologies such as audible-screen-reader software or braille devices to access the content of websites, online documents and other digital resources. They depend on authors providing alternate text that describes the content of images \u2014 as well as headings, subheadings, lists and other markups that help them understand the structure and outline of the resource. To form a mental picture of a video, they rely on a narrated description (described video) to convey information about important non-verbal elements such as setting, costumes and body language.<\/p>\n<\/li>\n \t<li style=\"text-align: left\">Some students who have learning disabilities such as dyslexia use assistive technologies that visibly highlight digital text as it\u2019s read aloud \u2014 and are therefore dependent on text being compatible with screen-reader software (as opposed to a scanned image of a text-based resource).<\/li>\n \t<li style=\"text-align: left\">Students who are physically unable to use a mouse are unable to use interactive web and software applications unless these applications can be operated with a keyboard.<\/li>\n \t<li>\n<p style=\"text-align: left\">Students who are colour blind may be unable to understand content that communicates information solely using colour (for example, a bar chart with colour as the sole means of differentiating between the bars).<\/p>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"col-sm card bg-light\">\n<div class=\"card-body\">\n\nAdapted from: <a href=\"http:\/\/www.openwa.org\/module-9\/\" rel=\"noopener\">Module 9: Accessibility<\/a> by <a href=\"http:\/\/www.openwa.org\/\" rel=\"noopener\">Open Washington<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by\/4.0\" rel=\"license noopener\">CC BY 4.0<\/a>.\n<h2>Using Personas<\/h2>\n<p dir=\"ltr\" style=\"text-align: left\">Designers use personas to represent the different types of people who might access a website or product. We will use personas to help you keep in mind the types of students and their various abilities while you\u2019re developing content. These personas will also help to introduce different types of hardware and software that students typically use.<\/p>\n\n<\/div>\n<div class=\"card-body\">\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Extend Connections<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"card-body\" style=\"text-align: left\">\n<p dir=\"ltr\">Please randomly choose one (or more!) of the following learners and read through their persona. Think about some of the content you are planning to adapt\/create for your course and consider whether it would be accessible for this learner.<\/p>\n\n<\/div>\n<div class=\"accordion-profiles\"><details><summary><strong>Krish<\/strong><\/summary>\n<div class=\"collapsed\">\n\nKrish is 17 years old. He is a future heavy-duty mechanic with a learning disability that was diagnosed in Grade 8. Krish absorbs information best by hearing it and enjoys making and fixing stuff with his hands. He\u2019s in his first semester of college, taking trades courses and loving it. Krish can\u2019t wait to complete the foundation courses and move into his first apprenticeship placement. He lives at home with his family; they all share one computer.\n\n<strong>Ability<\/strong>: Difficulty absorbing a lot of information when reading\n\n<strong>Aptitude<\/strong>:\u00a0Basic technology user\n\n<strong>Attitude<\/strong>: Prefers to do things himself, but can get easily frustrated or impatient \u2014 especially with technology\n\n<strong>Assistive technology<\/strong>: MP3 player\n\n<strong>Format preference<\/strong>: MP3 so he can listen on the go\n\nListen to an\u00a0<a href=\"http:\/\/caperbc.ca\/files\/2014\/02\/Paul.mp3\" rel=\"noopener\">MP3 recording of a synthetic voice<\/a>.\n\n<\/div>\n<\/details>&nbsp;\n\n<details><summary><strong>Felipe<\/strong><\/summary>\n<div class=\"collapsed\">\n\nFelipe is a fourth-year business administration student who is blind and embraces technology.\u00a0Felipe is 28 years old and can\u2019t wait to get his last few classes out of the way so he can start his career. He shares an apartment with his partner.\n\n<strong>Ability<\/strong>:\u00a0Blind since birth\n\n<strong>Aptitude<\/strong>:\u00a0Skilled technology user\n\n<strong>Attitude<\/strong>:\u00a0Digital native, early adopter, persists until he gets it\n\n<strong>Assistive technologies<\/strong>:\n<ul>\n \t<li>Screen reader (JAWS on his laptop, VoiceOver on his iPhone)<\/li>\n \t<li>Victor Reader Stream<\/li>\n \t<li>Audio recorder (to take notes)<\/li>\n \t<li>Refreshable braille display<\/li>\n<\/ul>\n<strong>Format preference<\/strong>:\u00a0Electronic text, which he can easily use in JAWS and with VoiceOver; detests PDFs\n\nWatch a\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=_YpNrOkW0Mw#t=4m08s\" rel=\"noopener\">student using JAWS<\/a>\u00a0(4:08-6:18s).\n\nListen to a\u00a0<a href=\"https:\/\/soundcloud.com\/freecodecamp\/zersiaxs-screen-reader\" rel=\"noopener\">computer-science student\u2019s screen reader<\/a>.\n\n<\/div>\n<\/details>&nbsp;\n\n<details><summary><strong>Amy<\/strong><\/summary>\n<div class=\"collapsed\">\n\nAmy is retraining to be a personal coach after she experienced vision loss and was unable to continue working as a bus driver. She is 48 years old and taking many of her classes online. She lives with her husband.\n\n<strong>Ability<\/strong>: Gradual loss of vision; can easily read using a magnifier, but her eyes fatigue quickly\n\n<strong>Aptitude<\/strong>: Intermediate technology user\n\n<strong>Attitude<\/strong>: Has a routine and likes to stick to it\n\n<strong>Assistive technologies<\/strong>:\n<ul>\n \t<li>ZoomText<\/li>\n \t<li>TextAloud text-to-speech software<\/li>\n<\/ul>\n<strong>Format preference<\/strong>:\u00a0PDF or electronic text that she can enlarge on her computer or listen to using TextAloud\n\nWatch a\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=_YpNrOkW0Mw\" rel=\"noopener\">student using ZoomText<\/a>\u00a0(0-1:31).\n\n<\/div>\n<\/details>&nbsp;\n\n<details><summary><strong>Aisha<\/strong><\/summary>\n<div class=\"collapsed\">\n\nAisha is a college student taking university transfer courses who prefers using print books. An accident left Aisha with several physical disabilities. She is 18 years old and lives with her family.\n\n<strong>Ability<\/strong>: Suffers from brain damage, paralysis and has motor issues\n\n<strong>Aptitude<\/strong>: Basic computer user, intermediate iPad user\n\n<strong>Attitude<\/strong>: Generally dependent on family, so enjoys reading and studying independently\n\n<strong>Assistive technologies<\/strong>:\n<ul>\n \t<li>iPad<\/li>\n \t<li>Motorized wheelchair<\/li>\n<\/ul>\n<strong>Format preference<\/strong>: eBook formats, such as PDF, that can be easily loaded onto her iPad\n\n<\/div>\n<\/details>&nbsp;\n\n<details><summary><strong>Divya<\/strong><\/summary>\n<div class=\"collapsed\">\n\nDivya is a chemistry major with ADHD, a learning disability that makes it difficult for her to concentrate. She is 20 years old and hopes to become a pharmacist. Divya lives in a dorm on campus with two other female students.\n\n<strong>Ability<\/strong>: ADHD, has difficulty concentrating\n\n<strong>Aptitude<\/strong>: Intermediate computer user\n\n<strong>Attitude<\/strong>: Struggles at times, but is very appreciative of how much learning software helps her\n\n<strong>Assistive technology<\/strong>: Kurzweil learning software (on laptop)\n\n<strong>Format preference<\/strong>:\u00a0Reading and listening at the same time\n\nWatch a\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=_YpNrOkW0Mw#t=1m32s\" rel=\"noopener\">student using Kurzweil on a computer<\/a>\u00a0(1:32-4:07).\n\n<\/div>\n<\/details>&nbsp;\n\n<details><summary><strong>Steven<\/strong><\/summary>\n<div class=\"collapsed\">\n\nSteven is an English major who is deaf. They are 23 years old and like the flexibility of taking online classes. They currently live alone.\n\n<strong>Ability<\/strong>: Native language is ASL; can speak and read lips\n\n<strong>Aptitude<\/strong>: Intermediate technology user\n\n<strong>Attitude<\/strong>: Can get annoyed about accessibility, such as lack of captions\n\n<strong>Assistive technologies<\/strong>:\n<ul>\n \t<li>CART (communication access real-time translation) for lectures<\/li>\n \t<li>Captions<\/li>\n \t<li>Video chat<\/li>\n<\/ul>\n<strong>Format preference<\/strong>: No preference in regards to textbook formats; but videos without captions are meaningless\nWatch a\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=qn4B0gyDosA\" rel=\"noopener\">video demonstration of CART<\/a>. Note: this video is also captioned.\n\n<\/div>\n<\/details><\/div>\n&nbsp;\n<p dir=\"ltr\" style=\"text-align: left\">Content in the accordion menu has been adapted from <a href=\"https:\/\/opentextbc.ca\/accessibilitytoolkit\" rel=\"cc:attributionURL noopener\">Accessibility Toolkit - 2nd Edition<\/a>\u00a0by\u00a0<a href=\"https:\/\/bccampus.ca\/\" rel=\"noopener\">BCcampus<\/a>\u00a0is licensed under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" rel=\"license noopener\">Creative Commons Attribution 4.0 International License<\/a><\/p>\n\n<\/div>\n<\/div>\n\u200b\n<div class=\"card card-standard\">\n<div class=\"card-body\">\n<h2>Digital Content and Media Accessibility \u2014 Best Practices for Beginners<\/h2>\n<p style=\"text-align: left\">Please work through the following\u00a0accordion menu\u00a0to learn about some accessibility basics that you can start applying to your content right away.<\/p>\n&nbsp;\n<p style=\"text-align: left\">The original version of this chapter contained H5P content. You may want to remove or replace this element.<\/p>\n<p style=\"text-align: left\">For additional practical information about making your content more accessible, the <a href=\"https:\/\/opentextbc.ca\/accessibilitytoolkit\/\" rel=\"noopener\">Accessibility Toolkit \u2013 2nd Edition<\/a> by BCcampus (CC BY 4.0) is an excellent comprehensive resource.<\/p>\n\n<\/div>\n<\/div>\n<p style=\"text-align: left\">The text in the first five parts of this accordion menu is adapted from <a href=\"https:\/\/wiki.ubc.ca\/images\/5\/5b\/UBC_Accessibility_Handout.pdf\" rel=\"noopener\">Digital Content and Media Accessibility<\/a>\u00a0by the\u00a0<a href=\"https:\/\/ctlt.ubc.ca\/\" rel=\"noopener\">Centre for Teaching, Learning and Technology at UBC<\/a>\u00a0is licensed under\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\" rel=\"noopener\">CC BY-SA 4.0<\/a>. Links to videos and supplementary resources have been added, as has the sixth section on multiple formats. The content in this accordion menu is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\" rel=\"noopener\">CC BY-SA 4.0,<\/a> which is different from the licence of the book.<\/p>\n\n<h2>Checklist for OER Accessibility<\/h2>\n[caption id=\"attachment_66\" align=\"alignright\" width=\"72\"]<img class=\"wp-image-66\" src=\"https:\/\/fanshaweopen.ca\/wp-content\/uploads\/sites\/4\/2022\/10\/checklist-g99e006c34_1280.png\" alt=\"\" width=\"72\" height=\"144\"> Image by <a href=\"https:\/\/pixabay.com\/users\/kerr63-438900\/?utm_source=link-attribution&amp;utm_medium=referral&amp;utm_campaign=image&amp;utm_content=443126\">James Kerr<\/a> from <a href=\"https:\/\/pixabay.com\/?utm_source=link-attribution&amp;utm_medium=referral&amp;utm_campaign=image&amp;utm_content=443126\">Pixabay<\/a>[\/caption]\n\n&nbsp;\n<p style=\"text-align: left\"><span style=\"font-size: 1em\">Although there is no definitive checklist for accessibility, a checklist is a good place to start to get a sense of some key elements that are used to determine the accessibility of content.<\/span><\/p>\n\n<\/div>\n<div class=\"card-body\">\n<ul>\n \t<li><a href=\"https:\/\/fanshaweopen.ca\/wp-content\/uploads\/sites\/4\/2022\/10\/Accessibility_Checklist_for_OER_Pressbooks-2.docx\">Accessibility Checklist for OER Development (word download)<\/a><\/li>\n \t<li><a href=\"https:\/\/affordablelearninggeorgia.org\/documents\/OER_Accessibility_Evaluation_Rubric.docx\" target=\"_blank\" rel=\"noopener\">Accessibility Rubric (CC BY) - Word download<\/a><\/li>\n<\/ul>\n&nbsp;\n\n<\/div>\n<\/div>\n&nbsp;\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Extend Activity<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<h4 class=\"textbox__title\">Add Accessibility Design Elements to Your OER Course Plan<\/h4>\n<p style=\"text-align: left\">Return to Part 4 of your OER course planner and include information about the accessibility elements you will include in your OER. Examine the existing OER you have found and consider ways you can adapt that material to make it more accessible. For the material that you need to create from scratch, make notes about the accessibility elements that will be incorporated right from the beginning of the creation process.<\/p>\n\n<\/div>\n<\/div>\n<div class=\"col-sm card bg-light\">\n<div class=\"card-body\">\n<p style=\"text-align: left\"><\/p>\n\n<\/div>\n&nbsp;\n\n<\/div>","rendered":"<div class=\"col-sm card bg-light\">\n<div class=\"card-body\">\n<p style=\"text-align: left\">Accessibility is an essential part of inclusive design. This section will dig a little deeper into its importance \u2014 and will offer some practical approaches to creating accessible content for your learners.<\/p>\n<\/div>\n<\/div>\n<div class=\"col-sm card bg-light\">\n<div class=\"card-body\">\n<div class=\"two-col-panels\">\n<h2>Accessible Design<\/h2>\n<p style=\"text-align: left\">Learners learn differently. The goal of education is to support learners in reaching their full potential. While part of the educational process is to challenge learners to facilitate their growth, many learners experience constraints that make it difficult \u2014 if not impossible \u2014 to access certain learning resources.<\/p>\n<div class=\"card card-standard\">\n<div class=\"card-body\" style=\"text-align: left\">\n<p style=\"text-align: left\">These potential barriers to learning can include:<\/p>\n<ul>\n<li style=\"text-align: left\">sensory, motor, cognitive, emotional and social constraints;<\/li>\n<li style=\"text-align: left\">individual learning approaches or preferences;<\/li>\n<li style=\"text-align: left\">linguistic or cultural preferences;<\/li>\n<li style=\"text-align: left\">technical, financial or environmental constraints.<\/li>\n<\/ul>\n<figure id=\"attachment_65\" aria-describedby=\"caption-attachment-65\" style=\"width: 399px\" class=\"wp-caption alignright\"><img class=\"wp-image-65\" src=\"https:\/\/fanshaweopen.ca\/wp-content\/uploads\/sites\/4\/2021\/10\/Starburst.png\" alt=\"A diagram showing a cluster of black dots on a white starburst background. The dots are densest at the centre of the starburst and become more and more spaced out as they move away from the centre. Three concentric, coloured circles are drawn around the dots. In the centre, the smallest blue circle is labelled \u201cDesign works\u201d, moving outward from centre the next yellow circle is labelled \u201cDesign is difficult to use\u201d, and finally a red circle around the outside is labelled \u201cCan\u2019t use design\u201d.\" width=\"399\" height=\"396\" srcset=\"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-content\/uploads\/sites\/4\/2021\/10\/Starburst.png 600w, https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-content\/uploads\/sites\/4\/2021\/10\/Starburst-300x298.png 300w, https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-content\/uploads\/sites\/4\/2021\/10\/Starburst-150x150.png 150w, https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-content\/uploads\/sites\/4\/2021\/10\/Starburst-65x64.png 65w, https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-content\/uploads\/sites\/4\/2021\/10\/Starburst-225x223.png 225w, https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-content\/uploads\/sites\/4\/2021\/10\/Starburst-350x347.png 350w\" \/><figcaption id=\"caption-attachment-65\" class=\"wp-caption-text\"><a href=\"https:\/\/guide.inclusivedesign.ca\/activities\/virtuous-tornado\/\">Starburst image<\/a> by <a href=\"https:\/\/wiki.fluidproject.org\/display\/fluid\/The+Inclusive+Design+Guide\">community members<\/a> of the <a href=\"https:\/\/idrc.ocad.ca\/\">Inclusive Design Research Centre<\/a> at <a href=\"https:\/\/www.ocadu.ca\/\">OCAD University<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/3.0\/\">CC BY 3.0<\/a><\/figcaption><\/figure>\n<p>Consider a scatter-plot of the needs of any group of people. Everyone brings a variety of different ways of being and working \u2014 and different skills and needs \u2014 to the table. This starburst plot features a dense set of dots in its centre (circled in blue) \u2014 which represent the majority needs \u2014 and dots that are more widely spaced out the father away from the centre they appear (circled in yellow and red) \u2014 representing the needs of the minority.<\/p>\n<div class=\"two-col-panels\">\n<div class=\"row\">\n<div class=\"col-sm card bg-light\">\n<div class=\"card-body\">\n<p style=\"text-align: left\">Now think about who may be unintentionally left out? Consider those learners who exist \u201cat the edges\u201d and who \u201ccan&#8217;t use your design.\u201d <span style=\"font-size: 1em\">A mismatch between how our content is designed \u2014 and how a user accesses or uses the content \u2014 makes the content inaccessible.<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<p>When we have limited time and resources, we tend to follow the 80\/20 rule; to tackle the 80 per cent (majority needs) first \u2014 and leave the most difficult 20 per cent (minority needs) for later. However, change and innovation are found at the margins. Designing your course for the 20 per cent might take more time and resources at first, but because the result will be dynamically resilient and adaptable, it will pay off in the long term and will end up being inclusive and accessible for 100 per cent of your learners.<\/p>\n<p>This section adapted from:<\/p>\n<p><a href=\"https:\/\/handbook.floeproject.org\/introduction.html\" rel=\"noopener\">Where to begin?<\/a>\u00a0by the\u00a0<a href=\"https:\/\/idrc.ocadu.ca\/\" rel=\"noopener\">Inclusive Design Research Centre<\/a>\u00a0is licensed under\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by\/2.5\/ca\/\" rel=\"noopener\">CC BY 2.5 CA<\/a><\/p>\n<p><a href=\"https:\/\/guide.inclusivedesign.ca\/\" rel=\"noopener\">The Inclusive Design Guide<\/a>\u00a0created by the\u00a0<a href=\"https:\/\/wiki.fluidproject.org\/display\/fluid\/The+Inclusive+Design+Guide\" rel=\"nofollow noopener\">community members<\/a>\u00a0of the\u00a0<a href=\"https:\/\/idrc.ocad.ca\/\" rel=\"nofollow noopener\">Inclusive Design Research Centre<\/a>\u00a0at\u00a0<a href=\"https:\/\/www.ocadu.ca\/\" rel=\"noopener\">OCAD University<\/a>\u00a0is licensed under\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by\/3.0\/\" rel=\"noopener\">CC BY 3.0<\/a>.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p style=\"text-align: left\"><span style=\"font-family: Raleway, sans-serif;font-size: 1.5em;text-align: left\">Accessible Content<\/span><\/p>\n<div class=\"col-sm card bg-light\">\n<div class=\"card-body\">\n<p style=\"text-align: left\">As instructors, we have legal and ethical obligations to ensure our courses are fully accessible to all learners \u2014 including those with disabilities. We use digital resources in our courses because we believe they enhance learning. However, unless carefully chosen with accessibility in mind, these resources can have the opposite effect for students with disabilities \u2014 erecting daunting barriers that make learning difficult or impossible. For example, consider the accessibility challenges students described below might face.<\/p>\n<ul>\n<li>\n<p style=\"text-align: left\">Students who are deaf or hard of hearing are unable to access the contents of a video presentation unless it\u2019s captioned.<\/p>\n<\/li>\n<li style=\"text-align: left\">\n<p style=\"text-align: left\">Students who are blind or visually impaired use assistive technologies such as audible-screen-reader software or braille devices to access the content of websites, online documents and other digital resources. They depend on authors providing alternate text that describes the content of images \u2014 as well as headings, subheadings, lists and other markups that help them understand the structure and outline of the resource. To form a mental picture of a video, they rely on a narrated description (described video) to convey information about important non-verbal elements such as setting, costumes and body language.<\/p>\n<\/li>\n<li style=\"text-align: left\">Some students who have learning disabilities such as dyslexia use assistive technologies that visibly highlight digital text as it\u2019s read aloud \u2014 and are therefore dependent on text being compatible with screen-reader software (as opposed to a scanned image of a text-based resource).<\/li>\n<li style=\"text-align: left\">Students who are physically unable to use a mouse are unable to use interactive web and software applications unless these applications can be operated with a keyboard.<\/li>\n<li>\n<p style=\"text-align: left\">Students who are colour blind may be unable to understand content that communicates information solely using colour (for example, a bar chart with colour as the sole means of differentiating between the bars).<\/p>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"col-sm card bg-light\">\n<div class=\"card-body\">\n<p>Adapted from: <a href=\"http:\/\/www.openwa.org\/module-9\/\" rel=\"noopener\">Module 9: Accessibility<\/a> by <a href=\"http:\/\/www.openwa.org\/\" rel=\"noopener\">Open Washington<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by\/4.0\" rel=\"license noopener\">CC BY 4.0<\/a>.<\/p>\n<h2>Using Personas<\/h2>\n<p dir=\"ltr\" style=\"text-align: left\">Designers use personas to represent the different types of people who might access a website or product. We will use personas to help you keep in mind the types of students and their various abilities while you\u2019re developing content. These personas will also help to introduce different types of hardware and software that students typically use.<\/p>\n<\/div>\n<div class=\"card-body\">\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Extend Connections<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"card-body\" style=\"text-align: left\">\n<p dir=\"ltr\">Please randomly choose one (or more!) of the following learners and read through their persona. Think about some of the content you are planning to adapt\/create for your course and consider whether it would be accessible for this learner.<\/p>\n<\/div>\n<div class=\"accordion-profiles\">\n<details>\n<summary><strong>Krish<\/strong><\/summary>\n<div class=\"collapsed\">\n<p>Krish is 17 years old. He is a future heavy-duty mechanic with a learning disability that was diagnosed in Grade 8. Krish absorbs information best by hearing it and enjoys making and fixing stuff with his hands. He\u2019s in his first semester of college, taking trades courses and loving it. Krish can\u2019t wait to complete the foundation courses and move into his first apprenticeship placement. He lives at home with his family; they all share one computer.<\/p>\n<p><strong>Ability<\/strong>: Difficulty absorbing a lot of information when reading<\/p>\n<p><strong>Aptitude<\/strong>:\u00a0Basic technology user<\/p>\n<p><strong>Attitude<\/strong>: Prefers to do things himself, but can get easily frustrated or impatient \u2014 especially with technology<\/p>\n<p><strong>Assistive technology<\/strong>: MP3 player<\/p>\n<p><strong>Format preference<\/strong>: MP3 so he can listen on the go<\/p>\n<p>Listen to an\u00a0<a href=\"http:\/\/caperbc.ca\/files\/2014\/02\/Paul.mp3\" rel=\"noopener\">MP3 recording of a synthetic voice<\/a>.<\/p>\n<\/div>\n<\/details>\n<p>&nbsp;<\/p>\n<details>\n<summary><strong>Felipe<\/strong><\/summary>\n<div class=\"collapsed\">\n<p>Felipe is a fourth-year business administration student who is blind and embraces technology.\u00a0Felipe is 28 years old and can\u2019t wait to get his last few classes out of the way so he can start his career. He shares an apartment with his partner.<\/p>\n<p><strong>Ability<\/strong>:\u00a0Blind since birth<\/p>\n<p><strong>Aptitude<\/strong>:\u00a0Skilled technology user<\/p>\n<p><strong>Attitude<\/strong>:\u00a0Digital native, early adopter, persists until he gets it<\/p>\n<p><strong>Assistive technologies<\/strong>:<\/p>\n<ul>\n<li>Screen reader (JAWS on his laptop, VoiceOver on his iPhone)<\/li>\n<li>Victor Reader Stream<\/li>\n<li>Audio recorder (to take notes)<\/li>\n<li>Refreshable braille display<\/li>\n<\/ul>\n<p><strong>Format preference<\/strong>:\u00a0Electronic text, which he can easily use in JAWS and with VoiceOver; detests PDFs<\/p>\n<p>Watch a\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=_YpNrOkW0Mw#t=4m08s\" rel=\"noopener\">student using JAWS<\/a>\u00a0(4:08-6:18s).<\/p>\n<p>Listen to a\u00a0<a href=\"https:\/\/soundcloud.com\/freecodecamp\/zersiaxs-screen-reader\" rel=\"noopener\">computer-science student\u2019s screen reader<\/a>.<\/p>\n<\/div>\n<\/details>\n<p>&nbsp;<\/p>\n<details>\n<summary><strong>Amy<\/strong><\/summary>\n<div class=\"collapsed\">\n<p>Amy is retraining to be a personal coach after she experienced vision loss and was unable to continue working as a bus driver. She is 48 years old and taking many of her classes online. She lives with her husband.<\/p>\n<p><strong>Ability<\/strong>: Gradual loss of vision; can easily read using a magnifier, but her eyes fatigue quickly<\/p>\n<p><strong>Aptitude<\/strong>: Intermediate technology user<\/p>\n<p><strong>Attitude<\/strong>: Has a routine and likes to stick to it<\/p>\n<p><strong>Assistive technologies<\/strong>:<\/p>\n<ul>\n<li>ZoomText<\/li>\n<li>TextAloud text-to-speech software<\/li>\n<\/ul>\n<p><strong>Format preference<\/strong>:\u00a0PDF or electronic text that she can enlarge on her computer or listen to using TextAloud<\/p>\n<p>Watch a\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=_YpNrOkW0Mw\" rel=\"noopener\">student using ZoomText<\/a>\u00a0(0-1:31).<\/p>\n<\/div>\n<\/details>\n<p>&nbsp;<\/p>\n<details>\n<summary><strong>Aisha<\/strong><\/summary>\n<div class=\"collapsed\">\n<p>Aisha is a college student taking university transfer courses who prefers using print books. An accident left Aisha with several physical disabilities. She is 18 years old and lives with her family.<\/p>\n<p><strong>Ability<\/strong>: Suffers from brain damage, paralysis and has motor issues<\/p>\n<p><strong>Aptitude<\/strong>: Basic computer user, intermediate iPad user<\/p>\n<p><strong>Attitude<\/strong>: Generally dependent on family, so enjoys reading and studying independently<\/p>\n<p><strong>Assistive technologies<\/strong>:<\/p>\n<ul>\n<li>iPad<\/li>\n<li>Motorized wheelchair<\/li>\n<\/ul>\n<p><strong>Format preference<\/strong>: eBook formats, such as PDF, that can be easily loaded onto her iPad<\/p>\n<\/div>\n<\/details>\n<p>&nbsp;<\/p>\n<details>\n<summary><strong>Divya<\/strong><\/summary>\n<div class=\"collapsed\">\n<p>Divya is a chemistry major with ADHD, a learning disability that makes it difficult for her to concentrate. She is 20 years old and hopes to become a pharmacist. Divya lives in a dorm on campus with two other female students.<\/p>\n<p><strong>Ability<\/strong>: ADHD, has difficulty concentrating<\/p>\n<p><strong>Aptitude<\/strong>: Intermediate computer user<\/p>\n<p><strong>Attitude<\/strong>: Struggles at times, but is very appreciative of how much learning software helps her<\/p>\n<p><strong>Assistive technology<\/strong>: Kurzweil learning software (on laptop)<\/p>\n<p><strong>Format preference<\/strong>:\u00a0Reading and listening at the same time<\/p>\n<p>Watch a\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=_YpNrOkW0Mw#t=1m32s\" rel=\"noopener\">student using Kurzweil on a computer<\/a>\u00a0(1:32-4:07).<\/p>\n<\/div>\n<\/details>\n<p>&nbsp;<\/p>\n<details>\n<summary><strong>Steven<\/strong><\/summary>\n<div class=\"collapsed\">\n<p>Steven is an English major who is deaf. They are 23 years old and like the flexibility of taking online classes. They currently live alone.<\/p>\n<p><strong>Ability<\/strong>: Native language is ASL; can speak and read lips<\/p>\n<p><strong>Aptitude<\/strong>: Intermediate technology user<\/p>\n<p><strong>Attitude<\/strong>: Can get annoyed about accessibility, such as lack of captions<\/p>\n<p><strong>Assistive technologies<\/strong>:<\/p>\n<ul>\n<li>CART (communication access real-time translation) for lectures<\/li>\n<li>Captions<\/li>\n<li>Video chat<\/li>\n<\/ul>\n<p><strong>Format preference<\/strong>: No preference in regards to textbook formats; but videos without captions are meaningless<br \/>\nWatch a\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=qn4B0gyDosA\" rel=\"noopener\">video demonstration of CART<\/a>. Note: this video is also captioned.<\/p>\n<\/div>\n<\/details>\n<\/div>\n<p>&nbsp;<\/p>\n<p dir=\"ltr\" style=\"text-align: left\">Content in the accordion menu has been adapted from <a href=\"https:\/\/opentextbc.ca\/accessibilitytoolkit\" rel=\"cc:attributionURL noopener\">Accessibility Toolkit &#8211; 2nd Edition<\/a>\u00a0by\u00a0<a href=\"https:\/\/bccampus.ca\/\" rel=\"noopener\">BCcampus<\/a>\u00a0is licensed under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" rel=\"license noopener\">Creative Commons Attribution 4.0 International License<\/a><\/p>\n<\/div>\n<\/div>\n<p>\u200b<\/p>\n<div class=\"card card-standard\">\n<div class=\"card-body\">\n<h2>Digital Content and Media Accessibility \u2014 Best Practices for Beginners<\/h2>\n<p style=\"text-align: left\">Please work through the following\u00a0accordion menu\u00a0to learn about some accessibility basics that you can start applying to your content right away.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: left\">The original version of this chapter contained H5P content. You may want to remove or replace this element.<\/p>\n<p style=\"text-align: left\">For additional practical information about making your content more accessible, the <a href=\"https:\/\/opentextbc.ca\/accessibilitytoolkit\/\" rel=\"noopener\">Accessibility Toolkit \u2013 2nd Edition<\/a> by BCcampus (CC BY 4.0) is an excellent comprehensive resource.<\/p>\n<\/div>\n<\/div>\n<p style=\"text-align: left\">The text in the first five parts of this accordion menu is adapted from <a href=\"https:\/\/wiki.ubc.ca\/images\/5\/5b\/UBC_Accessibility_Handout.pdf\" rel=\"noopener\">Digital Content and Media Accessibility<\/a>\u00a0by the\u00a0<a href=\"https:\/\/ctlt.ubc.ca\/\" rel=\"noopener\">Centre for Teaching, Learning and Technology at UBC<\/a>\u00a0is licensed under\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\" rel=\"noopener\">CC BY-SA 4.0<\/a>. Links to videos and supplementary resources have been added, as has the sixth section on multiple formats. The content in this accordion menu is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\" rel=\"noopener\">CC BY-SA 4.0,<\/a> which is different from the licence of the book.<\/p>\n<h2>Checklist for OER Accessibility<\/h2>\n<figure id=\"attachment_66\" aria-describedby=\"caption-attachment-66\" style=\"width: 72px\" class=\"wp-caption alignright\"><img class=\"wp-image-66\" src=\"https:\/\/fanshaweopen.ca\/wp-content\/uploads\/sites\/4\/2022\/10\/checklist-g99e006c34_1280.png\" alt=\"\" width=\"72\" height=\"144\" srcset=\"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-content\/uploads\/sites\/4\/2022\/10\/checklist-g99e006c34_1280.png 640w, https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-content\/uploads\/sites\/4\/2022\/10\/checklist-g99e006c34_1280-150x300.png 150w, https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-content\/uploads\/sites\/4\/2022\/10\/checklist-g99e006c34_1280-512x1024.png 512w, https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-content\/uploads\/sites\/4\/2022\/10\/checklist-g99e006c34_1280-65x130.png 65w, https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-content\/uploads\/sites\/4\/2022\/10\/checklist-g99e006c34_1280-225x450.png 225w, https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-content\/uploads\/sites\/4\/2022\/10\/checklist-g99e006c34_1280-350x700.png 350w\" \/><figcaption id=\"caption-attachment-66\" class=\"wp-caption-text\">Image by <a href=\"https:\/\/pixabay.com\/users\/kerr63-438900\/?utm_source=link-attribution&amp;utm_medium=referral&amp;utm_campaign=image&amp;utm_content=443126\">James Kerr<\/a> from <a href=\"https:\/\/pixabay.com\/?utm_source=link-attribution&amp;utm_medium=referral&amp;utm_campaign=image&amp;utm_content=443126\">Pixabay<\/a><\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<p style=\"text-align: left\"><span style=\"font-size: 1em\">Although there is no definitive checklist for accessibility, a checklist is a good place to start to get a sense of some key elements that are used to determine the accessibility of content.<\/span><\/p>\n<\/div>\n<div class=\"card-body\">\n<ul>\n<li><a href=\"https:\/\/fanshaweopen.ca\/wp-content\/uploads\/sites\/4\/2022\/10\/Accessibility_Checklist_for_OER_Pressbooks-2.docx\">Accessibility Checklist for OER Development (word download)<\/a><\/li>\n<li><a href=\"https:\/\/affordablelearninggeorgia.org\/documents\/OER_Accessibility_Evaluation_Rubric.docx\" target=\"_blank\" rel=\"noopener\">Accessibility Rubric (CC BY) &#8211; Word download<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Extend Activity<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<h4 class=\"textbox__title\">Add Accessibility Design Elements to Your OER Course Plan<\/h4>\n<p style=\"text-align: left\">Return to Part 4 of your OER course planner and include information about the accessibility elements you will include in your OER. Examine the existing OER you have found and consider ways you can adapt that material to make it more accessible. For the material that you need to create from scratch, make notes about the accessibility elements that will be incorporated right from the beginning of the creation process.<\/p>\n<\/div>\n<\/div>\n<div class=\"col-sm card bg-light\">\n<div class=\"card-body\">\n<p style=\"text-align: left\">\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n","protected":false},"author":1,"menu_order":6,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":47,"_links":{"self":[{"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/chapters\/68"}],"collection":[{"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":1,"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/chapters\/68\/revisions"}],"predecessor-version":[{"id":69,"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/chapters\/68\/revisions\/69"}],"part":[{"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/parts\/47"}],"metadata":[{"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/chapters\/68\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/wp\/v2\/media?parent=68"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/pressbooks\/v2\/chapter-type?post=68"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/wp\/v2\/contributor?post=68"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/fanshaweopen.ca\/teachingintheopen\/wp-json\/wp\/v2\/license?post=68"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}