Making learning accessible to all

1
Making learning accessible to all

• Special Educational Needs and Disability Act 2001
  (DDA part 4)
• Educational providers must not treat a disabled
  person less favourably for a reason relating to
  their disability
• Required to make reasonable adjustments if a
  disabled person would otherwise be placed at a
  substantial disadvantage
• Adjustments should be anticipatory
• Applies to all admissions, enrolments and other
  student services which includes assessment and
  teaching materials

Example disabilities dyslexia ADHD emotional
and behavioural difficulties deaf/hard of
hearing vision impaired motor difficulties
blind.
2
E-learning problem or solution?
Comparative checklist
Paper
OHT
Video
E-resource
Personalise text size
Personalise colours
Personalise fonts
Image magnification
Personalise pacing
Ease of cross referencing
Post-lesson access
Alistair McNaught Senior Advisor for FE
3
How does e-learning evolve?
Provide range of flexible, creative, interactive
routeways including peer to peer, blended and
distant.

• Rules for the Intranet
• No proprietary document formats (eg Word,
  PowerPoint).
• No Hot Potatoes.
• No elements (eg drag and drop) that may be
  inaccessible to screen readers.
• All video must have descriptions of video
  elements and subtitling of audio
• Alt tags and user definable CSS MUST be provided.

Traditional classroom practice with paper based
resources.
Using VLE/Learning platform to place handouts on
line.
Provide formative online assessment and
multimedia support.
Explore use of technology to provide
differentiated route-ways and resources.
Provide interactivity and alternative learning
styles.
Alistair McNaught Senior Advisor for FE
4
Accessibility questions and answers
Is my e-learning resource accessible?
To whom?
My drag and drop resource isnt accessible to a
screen reader. Do I need to create a separate
version for screen reader users?
Do you have any screen reader users?
Will a text only version meet accessibility needs?
Whose?
I have no disabled learners, why does this
concern me?
Accessibility is NOT just about disability
Anticipation is a legal requirement
5
Tools for the trade

• Staff awareness
• Styles in Word documents sample 1 .v. sample 2
• Handwriting recognition in Word
• Notes field in PowerPoint
• Mind mapping sample map .v. web pages .v. Word
  version

• Student awareness
• Changing font
• Changing colours
• Keyboard shortcuts

6
Approaches
To encourage progress, dont measure against
perfection but measure against normal practice.
Observe simple does and donts.
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Decision tree for teachers
Is the resource accessible to your current
learners?
Yes
No
Is the resource a significant part of course
content
Can the resource be adapted for those who need
it?
Yes
Does the resource have a long shelf life?
Yes
No
Yes
No
No
Use alternative resource for these learners or
adapt the learning experience
Adapt the resource
Low risk of anyone being disadvantaged
Get advice / training on adapting the resource or
adapting the experience
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Advice and guidance

• TechDis website www.techdis.ac.uk

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Conclusions

• Accessibility is strongly correlated with good
  practice. Poor practice is inaccessible, good
  practice is more accessible.
• Accessibility matters at the point of delivery.
• The best way of anticipating is to develop your
  skills, creativity and flexibility.
• E-learning is generally more accessible than
  traditional approaches.
• Have policies and document them.