accessibility / UDL

Reimagining the Future of Accessible Education with AI (Part I) — from blogs.microsoft.com by Heather Dowdy

Reimagining the Future of Accessible Education with AI (Part 2) — from blogs.microsoft.com by Heather Dowdy
[During Feb 2021], the Microsoft AI for Accessibility program [called] for project proposals that advance AI-powered innovations in education that will empower people with disabilities. Through a two-part series, we are highlighting projects we are supporting.

And an excerpt from Brad Smith’s (4/28/21) posting:

That’s why today we’re announcing the next phase of our accessibility journey, a new technology-led five-year commitment to create and open doors to bigger opportunities for people with disabilities. This new initiative will bring together every corner of Microsoft’s business with a focus on three priorities: Spurring the development of more accessible technology across our industry and the economy; using this technology to create opportunities for more people with disabilities to enter the workforce; and building a workplace that is more inclusive for people with disabilities.

Tourette Syndrome Awareness Month, May 15 – June 15

On 05/04/2021, in accessibility / UDL, education, Emotion, health, K-12 related, neurodivergent/special needs, teachers, teaching & learning, youth, by Daniel Christian

Tourette Syndrome Awareness Month, May 15 – June 15

Excerpt:

Challenges faced as a result of the condition can be physically and psychologically crippling. Let’s make a difference together this Tourette Syndrome Awareness Month, May 15 – June 15, as we create a more universal understanding of the condition, as well as to share successes to inspire our community and beyond. There are various ways you can get involved and make a lasting difference on a global scale.

But do you want to know a secret of what it really is?

It’s the determination from the 7-year-old to focus on an assignment at school even though his hand won’t stop ticcing.
It’s the bravery of the 16-year-old with a shoulder-shrugging tic who’s taking her driving test for the first time.
It’s the strength of a mother who is confused and scared as her child has just been diagnosed.
It’s the candor of a 45-year-old who has just been overlooked for his dream job, or worse – recently let go, because of TS.
But above all-it’s the perseverance of every child, teen, and adult who lives with TS on a daily basis.

So the next time Tourette Syndrome is used as a punchline, a quip, or a slur, please don’t laugh. Don’t share it. But instead, remember that there are real people behind the joke who may set them back. (source)

Doubling down on accessibility: Microsoft’s next steps to expand accessibility in technology, the workforce and workplace — from Brad Smith, President of Microsoft

Excerpt:

Accessibility by design
Today, we are announcing a variety of new “accessible by design” features and advances in Microsoft 365, enabling more than 200 million people to build, edit and share documents. Using artificial intelligence (AI) and other advanced technologies, we aim to make more content accessible and as simple and automatic as spell check is today. For example:

A new background accessibility checker will provide a prompt to fix accessibility issues in content across the core Office apps and Outlook will nudge users to correct accessibility issues.
AI in Microsoft Word will detect and convert to heading styles crucial for blind and low-vision readers.
A new Excel navigation pane designed for screen readers will help people easily discover and navigate objects in a spreadsheet.
We’re expanding Immersive Reader, used by 35 million people every month, to help with the comprehension of PowerPoint slides and notes.
In Teams, high-contrast mode can be used to access shared content using PowerPoint Live which will reduce eye strain and accommodate light sensitivity with Dark Mode in Word.
New LinkedIn features that include auto-captioning for LinkedIn Live broadcasts, captions for enterprise content and dark mode later this year.

More than 1 billion people around the world live with a disability, and at some point, most of us likely will face some type of temporary, situational or permanent disability. The practical impacts are huge.

Addendum on 5/6/21:

Virtual healthcare at bat. Telelegal on deck.https://t.co/K6XkQejw0Y pic.twitter.com/byRS5jDVtn

— Daniel Christian (he/him/his) (@dchristian5) April 29, 2021

Virtual IEPs should stay — from crpe.org by Katy Bateman and Lanya McKittrick

Excerpt:

When the pandemic hit last spring, schools across the country shifted out of sheer necessity to virtual meetings to discuss students’ Individual Education Plans (IEP). But the move has had some unanticipated benefits, with some educators and parents praising them for their convenience and for empowering family members to be more active participants in discussing their educational needs.

The virtual IEP meetings should stay—at least as an option—even after the pandemic abates.

Virtual IEP meetings can make scheduling and attendance easier for parents and teachers alike. One parent noted the benefits to her as a busy working mom:

“I think one thing [my family] is seeing is there’s a lot of things we could just do that didn’t require us to have to go in [the school building]. . . . I don’t mind coming in, but [virtual is] easier.”

7 Things You Didn’t Know PowerPoint Could Do That Will Make Your Next Presentation POP! [Rivera]

On 04/28/2021, in accessibility / UDL, animation, digital photography, graphics, instructional design, liberal arts, Microsoft, online learning, presentations, productivity / tips and tricks, professional development, tools, visualizing information, by Daniel Christian

7 Things You Didn’t Know PowerPoint Could Do That Will Make Your Next Presentation POP! — from Dr. Echo Rivera; posted 4/20/21

Excerpt:

I’m going to show you more than 7 Powerpoint features, but I’ve broken them down into 7 categories.

Here are those seven categories:

Accessibility
Photo Editing
Interactivity
Animations
Custom Visuals
Data Visualization
Saving Time

Improving Digital Inclusion & Accessibility for Those With Learning Disabilities [Kreisa]

On 04/17/2021, in accessibility / UDL, adjunct faculty, adult learning, assistive technologies, Bias | Diversity Equity & Inclusion (DE&I), business, colleges, communications, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, education, education technology, faculty, formal learning, heutagogy, higher education, homeschooling/homeschoolers, instructional design, K-12 related, law schools, learning, Learning Experience Design, learning preferences, media/film, more voice more choice more control, multimedia, Natural Language Processing (NLP), neurodivergent/special needs, online learning, online media, online tutoring, parents/guardians, participation, policy, productivity / tips and tricks, professional development, quality, remote teaching and learning, society, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, technologies for your home, tools, training / L&D, universities, usability, user experience (UX), user interface design, videoconferencing, virtual tutoring, vision/possibilities, visualizing information, voice recognition / voice enabled interfaces, web design and production, web-based collaboration, workplace, youth, by Daniel Christian

Improving Digital Inclusion & Accessibility for Those With Learning Disabilities — from inclusionhub.com by Meredith Kreisa
Learning disabilities must be taken into account during the digital design process to ensure digital inclusion and accessibility for the community. This comprehensive guide outlines common learning disabilities, associated difficulties, accessibility barriers and best practices, and more.

“Learning shouldn’t be something only those without disabilities get to do,” explains Seren Davies, a full stack software engineer and accessibility advocate who is dyslexic. “It should be for everyone. By thinking about digital accessibility, we are making sure that everyone who wants to learn can.”
…
“Learning disability” is a broad term used to describe several specific diagnoses. Dyslexia, dyscalculia, dysgraphia, nonverbal learning disorder, and oral/written language disorder and specific reading comprehension deficit are among the most prevalent.

An image of a barrier being torn down -- revealing a human mind behind it. This signifies the need to tear down any existing barriers that might hinder someone's learning experience.

DC: Yet another reason to implement/support Universal Design for Learning (UDL)

On 04/11/2021, in accessibility / UDL, adjunct faculty, Bias | Diversity Equity & Inclusion (DE&I), colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate universities / corporate training, Daniel S. Christian, digital learning, distance education, education technology, elearning, faculty, heutagogy, higher education, homeschooling/homeschoolers, ideas, instructional design, internet, IT in HE, K-12 related, law schools, learner profiles, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, multimedia, neurodivergent/special needs, online learning, online media, online tutoring, parents/guardians, pedagogy, remote teaching and learning, society, student-related, teachers, teaching & learning, teaching online, telecommunications, training / L&D, United States, universities, usability, user experience (UX), vision/possibilities, web-based collaboration, youth, by Daniel Christian

DC: Yet another reason for Universal Design for Learning’s multiple means of presentation/media:

Encourage faculty to presume students are under-connected. Asynchronous, low-bandwidth approaches help give students more flexibility in accessing course content in the face of connectivity challenges.

— as excerpted from campustechnology.com’s article entitled, “4 Ways Institutions Can Meet Students’ Connectivity and Technology Needs“

How to Mitigate Accessibility & Digital Inclusion Obstacles for the d/Deaf Community [Claus]

On 04/07/2021, in accessibility / UDL, adjunct faculty, collaboration, colleges, communications, communities of practice, community colleges, health, Learning Experience Design, neurodivergent/special needs, parents/guardians, student-related, teachers, teaching & learning, teaching online, user experience (UX), web-based collaboration, by Daniel Christian

How to Mitigate Accessibility & Digital Inclusion Obstacles for the d/Deaf Community — from inclusionhub.com by Christina Claus
To mitigate accessibility and digital inclusion obstacles for the d/Deaf and hard of hearing, developers must conduct critical research to understand these ongoing hurdles. This guide outlines the many challenges facing this community, shares useful insights, and provides meaningful inclusion solutions.

Excerpt:

Several commonly accepted characterizations include:

Deaf: When using the capital D, the individual conveys they communicate with sign language and have either been deaf since birth or shortly after.
deaf: The lowercase d is often utilized by those who do not identify as part of Deaf culture and typically become deaf later in life.
Hard of Hearing (HoH): Individuals who don’t experience total hearing loss or deafness often identify as hard of hearing.
Late-Deafened: This indicates the individual became deaf later in life.
Deaf-Blind: In addition to being deaf or hard of hearing, this individual also has a degree of vision loss.

These diversities can impact the individual’s ability to experience digital and online services. To create an inclusive experience for the entire community, developers must understand the obstacles each faces.

What is it like to use a screen reader? [Vasquez]

On 03/27/2021, in accessibility / UDL, assistive technologies, digital audio, digital learning, neurodivergent/special needs, platforms, reading, tools, by Daniel Christian

What is it like to use a screen reader? — from knowbility.org by Anthony Vasquez

Excerpt:

In January, I, along with Texas State University computer science student Su Park, demonstrated screen reader interactions as part of Knowbility’s Screen Readers in the Wild webinar. Both Su and I are blind and have used screen readers since childhood. We weren’t able to answer all attendee questions during the webinar, so I’m continuing the discussion here. I hope that after reading this, you’ll better understand the roles that screen readers and accessible content play in the lives of blind people, and learn of a few easy ways you can improve the user experience. So, let’s jump right in!

If you missed Screen Readers in the Wild, you can still watch the demos!

If equity is a priority, UDL is a must [Novak]

On 03/26/2021, in accessibility / UDL, adjunct faculty, assessment, Bias | Diversity Equity & Inclusion (DE&I), colleges, community colleges, content development, aggregation, repositories, corporate universities / corporate training, digital audio, digital learning, digital video, faculty, higher education, homeschooling/homeschoolers, instructional design, K-12 related, law schools, learning, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, liberal arts, more voice more choice more control, multimedia, neurodivergent/special needs, new media literacies, online learning, pedagogy, productivity / tips and tricks, teachers, teaching & learning, teaching online, Uncategorized, universities, by Daniel Christian

If equity is a priority, UDL is a must — from cultofpedagogy.com by Katie Novak

Once you identify the firm goal, ask yourself, “Based on the variability in my class, what barriers may prevent learners from working toward that goal and how can I eliminate those barriers through design?”

Excerpt:

When we design the same learning pathways for all learners, we might tell ourselves we are being fair, but in fact, single pathways are exclusionary. Beverly Daniel Tatum, author of the critically acclaimed book, Why Are All The Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race, challenges us to focus on impact over intentions. It may not be our intent to exclude our learners, but the reality is that many students do not have opportunities to learn at high levels or to access curriculum and instruction that is accessible, engaging, culturally sustaining, and linguistically appropriate.

Luckily, there is a framework that rejects these one-size-fits-all solutions and empowers educators to proactively design learning experiences so all students can increase their brainpower and accelerate and own their learning. The framework is Universal Design for Learning (UDL).

UDL is a framework for designing learning experiences so students have options for how they learn, what materials they use, and how they demonstrate their learning.

From DSC:
I put together this graphic as I’m working on a Module (for Canvas) to address the topic of accessibility:

By Daniel Christian March 2021

Two items from faculty focus.com by Jenae Cohn, PhD, and Courtney Plotts, PhD:

Excerpt:

A strong sense of community begins with faculty designing and planning for the sense of community in the course. In order to build a strong sense of community within an online course, instructors should start by identifying the type of community they want to create. In other words, what is the common thread that runs through an online course: Inquiry, information giving, information gathering, and/or active listening?

Although not intuitive to all instructors, this question surrounding the idea of a sense of community is imperative for creating cohesion and a sense of belonging to a learning environment. Here are some ways that instructors might start to think about what community might mean for their class context:

Chrome now instantly captions audio and video on the web [Ian Carlos Campbell]

On 03/22/2021, in accessibility / UDL, assistive technologies, colleges, communications, community colleges, digital audio, digital learning, digital video, education technology, experimentation, Google, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), innovation, instructional design, internet, IT in HE, K-12 related, law schools, learning ecosystem, Learning from the Living [Class] Room, learning preferences, liberal arts, media/film, Natural Language Processing (NLP), neurodivergent/special needs, new media literacies, online learning, student-related, teachers, teaching & learning, teaching online, tools, universities, user experience (UX), vendors, vision/possibilities, voice recognition / voice enabled interfaces, web-based collaboration, by Daniel Christian

Chrome now instantly captions audio and video on the web — from theverge.com by Ian Carlos Campbell
The accessibility feature was previously exclusive to some Pixel and Samsung Galaxy phones

Excerpt:

Google is expanding its real-time caption feature, Live Captions, from Pixel phones to anyone using a Chrome browser, as first spotted by XDA Developers. Live Captions uses machine learning to spontaneously create captions for videos or audio where none existed before, and making the web that much more accessible for anyone who’s deaf or hard of hearing.
…
Chrome’s Live Captions worked on YouTube videos, Twitch streams, podcast players, and even music streaming services like SoundCloud in early tests run by a few of us here at The Verge. Google also says Live Captions will work with audio and video files stored on your hard drive if they’re opened in Chrome. However, Live Captions in Chrome only work in English, which is also the case on mobile.

45 Hand-picked Disability Scholarships for 2021 [Benali]

On 03/19/2021, in accessibility / UDL, funding / grants, neurodivergent/special needs, parents/guardians, by Daniel Christian

45 Hand-picked Disability Scholarships for 2021 — from hyetis.com by Hicham Benali
Regularly updated (listed by deadline) disability scholarships that you can apply for, to reduce your fees.

Video Captions Benefit Everyone [Gernsbacher]

On 03/19/2021, in A/V -- audio/visual, accessibility / UDL, adjunct faculty, adult learning, assistive technologies, colleges, community colleges, corporate universities / corporate training, digital video, education, education technology, higher education, instructional design, K-12 related, languages and translation, law schools, learning, Learning Experience Design, Learning from the Living [Class] Room, liberal arts, media/film, multimedia, neurodivergent/special needs, new media literacies, online learning, online media, online tutoring, pedagogy, productivity / tips and tricks, research, student teaching/teacher education, student-related, teachers, teaching & learning, training / L&D, universities, youth, by Daniel Christian

Video Captions Benefit Everyone — from ncbi.nlm.nih.gov by Morton Ann Gernsbacher

Excerpts:

Video captions, also known as same-language subtitles, benefit everyone who watches videos (children, adolescents, college students, and adults). More than 100 empirical studies document that captioning a video improves comprehension of, attention to, and memory for the video. Captions are particularly beneficial for persons watching videos in their non-native language, for children and adults learning to read, and for persons who are D/deaf or hard of hearing. However, despite U.S. laws, which require captioning in most workplace and educational contexts, many video audiences and video creators are naïve about the legal mandate to caption, much less the empirical benefit of captions.

More than 100 empirical studies, listed in the appendix, document the benefits of captions.
…
With so many studies documenting the benefits of captions, why does everyone not always turn on the captions every time they watch a video? Regrettably, the benefits of captions are not widely known. Some researchers are unaware of the wide-ranging benefits of captions because the empirical evidence is published across separate literatures (deaf education, second-language learning, adult literacy, and reading acquisition). Bringing together these separate literatures is the primary purpose of this article.

Navigating website ADA compliance: ‘If you have videos that are not captioned, you’re a sitting duck’ — from abajournal.com by Matt Reynolds

Excerpts:

“If you have videos that are not captioned, you’re a sitting duck,” Goren said. “If you’re not encoding your pictures so that the blind person using a screen reader can understand what the picture is describing, that is a problem.”

Drop-down boxes on websites are “horrible for accessibility,” the attorney added, and it can be difficult for people with disabilities to navigate CAPTCHA (Completely Automated Public Turing test) technology to verify they are human.

“Trying to get people with voice dictation or even screen readers to figure out how to certify that they’re not a robot can be very complicated,” Goren said.

Also see:

Relevant Laws

Section 508 of the United States Workforce Rehabilitation Act of 1973
Section 504 of the United States Workforce Rehabilitation Act of 1973
- Protecting Students With Disabilities
- Section 504 of the Rehabilitation Act
(Though less so, still related) Americans with Disabilities Act (ADA) ; also see ADAGreatLakes.org

Information re: Lawsuits

Accessibility at a Crossroads: Balancing Legal Requirements, Frivolous Lawsuits, and Legitimate Needs — from Educause.edu by Martin LaGrow
2020 Full Year Report — from UsableNet.com
[2020] A record-breaking year for ADA Digital Accessibility Lawsuits — from UsableNet.com
DOE Rescinds “Mass Filer” Rule, Reopening Door for Web Accessibility Complaints — from levelaccess.com
50 Colleges Hit With ADA Lawsuits – from insidehighered.com (Dec 2018)
Feds Prod Universities to Address Website Accessibility Complaints – from insidehighered.com (Nov 2018)

Learning Ecosystems

7 Things You Didn’t Know PowerPoint Could Do That Will Make Your Next Presentation POP! [Rivera]

What is it like to use a screen reader? [Vasquez]

45 Hand-picked Disability Scholarships for 2021 [Benali]

Categories

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