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https://www.washington.edu/accessibility/videos/zoom/

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Colour setting in graphs

Contrast

Font

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Making Accessible Slides/ Presentations 

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Making Accessible Slides/ Presentations 

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-using alternative colours that are easier for people with CB to delineate (like brown and gold for contrast)
- suggesting using fonts such as Arial,  Calilbri, Century Gothic (you can use specific disability friendly text in headers as well)
-Using Fs Me as a font

Accessibility Checkers
e.g. for colours:
http://web-accessibility.carnegiemuseums.org/design/color/

Tanaguru Contrast-Finder

Contrast-Ratio Tool

Paciello Colour Contrast Anaylser

Web AIM Color Contrast Checker

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https://bioneers.org/cutcha-risling-baldy-indigenous-voices-decolonized-futures-zstf2101/

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https://www.ecampusontario.ca/wp-content/uploads/2018/11/Tips-for-Accessible-Presentations.pdf

https://www.washington.edu/doit/how-can-you-make-your-presentation-accessible

https://www.w3.org/WAI/teach-advocate/accessible-presentations/

https://www.queensu.ca/accessibility/how-info/accessible-documents/accessible-powerpoint-presentations-checklist

https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/using-powerpoint/

https://www.colorado.edu/accessible-technology/resources/accessible-presentations

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https://www.washington.edu/doit/20-tips-teaching-accessible-online-course

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https://www.washington.edu/accessibility/documents/

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https://www.washington.edu/accessibility/videos/

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https://edcconferencecom.files.wordpress.com/2019/02/course-set-up-recommendations-edc.pdf

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includes definition with links to condition specific associations
https://www.uottawa.ca/respect/sites/www.uottawa.ca.respect/files/accessibility-rkp-4-minimizing-learning-obstacles-access-service.pdf

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https://accessiblecampus.ca/tools-resources/educators-tool-kit/understanding-barriers-to-accessibility-an-educators-perspective/

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good quote and overview
could use for our intro to topic
https://accessiblecampus.ca/tools-resources/educators-tool-kit/introduction-accessible-education/

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https://webaim.org/techniques/powerpoint/

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University of Washington

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Charting the Landscape of Accessible Education for Post-secondary Students with Disabilities

his article presents the results of research examining the impact of the Accessibility for Ontarians with Disabilities Act (AODA) on educational accessibility at one university in Ontario, Canada. A longitudinal, qualitative study was conducted to explore how students with and without disabilities, instructors, staff members and administrators perceived the relative accessibility of teaching and learning on campus before, during, and after the implementation of one portion of the AODA legislation.

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started with faculty +
first draft in the making in collaboration with Provost Office

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The goal of the Accessibility Toolkit is to provide the resources needed so that each author, instructional designer, educational technologist, librarian, administrator, and teaching assistant can create a truly open and accessible textbook.

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Search for quality open textbooks offered in a variety of digital formats; the first step in adopting open educational resources. Search by subject and download them to your computer.

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https://docs.moodle.org/dev/Moodle_Accessibility_Specification

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with regards to Headings, Hyperlinks and Text https://docs.moodle.org/36/en/Accessible_course_design

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Guidelines and Legislation
https://docs.moodle.org/dev/Accessibility

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discussing standards, formats and examples https://docs.moodle.org/36/en/Accessibility

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http://udlguidelines.cast.org/?utm_medium=web&utm_campagin=none&utm_source=cast-home

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add to Uleth TC resources
developed, in large part, by San Francisco State University, Sacramento State University, and the California State University, Office of the Chancellor. These accessibility guides and resources will help make your learning environment more accessible, to all learners.  As you prepare or revise a course, ask yourself the following questions, regarding potential access issues.

Print Materials

1. Textbooks and course readers

Did I submit my textbook adoption request to the Bookstore before the deadlines? See your institutions policy on timely adoption of textbooks.  Sample policies: San Francisco State University, Sacramento State University, San José State University, California State University, Stanislaus (pdf)

Did I submit my set of course reader materials in a clean, readable format to the Bookstore for copying?

1. Syllabi and Handouts

Did I create my syllabus in an accessible format?

Did I use appropriate formatting so that students using assistive technology, such as text-to-speech software, can effectively access the information?

Do my Word documents pass the grade according to the Word Accessibility Tips and Guidelines?

How to Create an Accessible Word document: Guides, Tutorials, Tools, Resources & Best Practices

Do my PDF documents pass the grade according to the PDF Accessibility Checklist ?

How to Create an Accessible PDF document

Did I include the Disability Statement in my syllabus as worded in the Academic Senate's Syllabus Disability Statement Policy?

1. Electronic Reserve

Did I submit my course reserve materials in a clean, readable format to the Library?

1. PowerPoint

Do my PowerPoint documents pass the grade according to the PowerPoint Accessibility Checklist?

MS PowerPoint Accessibility: Video Tutorials

How to Create an Accessible PowerPoint document

Nonprint Materials

1. VHS/DVD

Are the video presentations (DVDs, video tapes, video podcasts, other video formats) available with captioning?

If not, is a transcript of the video presentation available?

If not, do I have a plan so that all students can have equitable access to the information?

Identifying Captioning Needs

Sample Caption Request Form

1. Internet Resources

Are the Internet resources (e.g. websites, blogs, wikis, etc) that I plan to use in class accessible for students? One way to check is by using the manual web assessment procedure.

If the Internet resources are not accessible, do I have a plan to make these resources available in an alternative format so that all students can have access to the same information?

Contact the ACCESS Support Team to discuss strategies.

Captioning Web Videos Process (AutoSync, QT steps)

1. Course Streaming/Podcasting

Are the audio presentations (CDs, audio podcasts, audio clips, other audio formats) available with a transcript?

If not, do I have a plan to make these audio presentations available in an alternative format so that all students have access to the same information?

Additional accessibility considerations are available on the Academic Technology website

1. Use of Learning Management System (LMS)

Is my campus LMS accessible?

Do the instructional materials in my course meet the Course Accessibility Checklist recommendations (all items above, as relevant)?

Does my LMS course layout use the guidelines listed on the iLearn Accessibility page?

Do I use clear naming conventions throughout my LMS course as recommended on the iLearn Accessibility page?

If students are required to participate in peer editing activities, are the files they are sharing with one another accessible?

Do I have a training plan or self-help resources for them if necessary?

If a student requires extended time to take a quiz or needs a quiz in another format, do I have a plan to make these accommodations?

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Accessibility in E-Learning - What you need to know

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Accessibility in E-Learning - What you need to know

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add to Uleth TC resources Council of Ontario's Universities (2014 https://teaching.uwo.ca/pdf/teaching/accessibility-in-e-learning.pdf

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add to Uleth TC resources
by Lauren M. Anstey & Gavan P.L. Watson, copyright 2018 Centre for Teaching and Learning, Western University is made available under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, http://creativecommons.org/licenses/by-nc-sa/4.0/

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Support Systems relating to Digital Teaching and Learning

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Support Systems relating to Digital Teaching and Learning

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lists links to the WebAIM site about how to make electronic files (esp. teaching materials) universally accessible., also links to publication guide AccessAbility, Teaching and Learning Services.

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Publication - Universal Instructional Design University of Toronto Scarborough

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Faculty responsibility in Ontario (but not sure about Alberta)

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Faculty responsibility in Ontario (but not sure about Alberta)

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Faculty responsible for designing or developing new or revised facilities, services, policies, processes, courses, or curricula have a responsibility to ensure that these are designed inclusively, with the needs of persons with disabilities in min d.16
16 Ontario Human Rights Commission. The Opportunity to Succeed: Achieving Barrier-Free Education for Students with Disabilities. Consultation Report (October 2003), available online at www.ohrc.on.ca, p.69

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Questions for Uleth Support Structure Staff

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Questions for Uleth Support Structure Staff

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1. What is done/ Is training provided to address barriers to accessibility (attitudinal, organizational, architectural, communications and technological) in staff and educators? Which  unit on campus would be responsible for that? (see Q2)

2. for Accommodated Learning/ Student Success: Is there equal legislation concerning  educator's responsibilities

3. Is there a list of related UofL policies accessible for educators?

4. TC: How to best support UofL educators in the creation and evaluation of accessible course design and implementation?/ What are guidelines/ rubrics/ requirements/ recommendations?

5. TC: Can Moodle be accessed using screen-reading software?

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http://www.accessiblecampus.ca/tools-resources/educators-tool-kit/understanding-barriers-to-accessibility-an-educators-perspective/

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implemented more progressive Policy on ableism and discrimination based on disability

This document replaces the P olicy and guidelines on disability and the duty to accommodate (2001)

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Accessibility for Ontarians with Disabilities Act

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Accessibility for Ontarians with Disabilities Act

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https://www.ontario.ca/laws/statute/05a11

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defines

Duty to accommodate students with disabilities in post-secondary educational institutions

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Strategic plan/ vision of the institution for Digital Teaching and Learning

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Strategic plan/ vision of the institution for Digital Teaching and Learning

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Currently, there is no designated Moodle support for Students.

There is also no orientation information available to online / digital learning.

There is only limited technical support for students relating to online/ digital learning.

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The UofL is currently working off the medical model where
Access is a problem for the individual and is addressed by that person and the disability service program.
Access is achieved through special accommodation and/or retrofitting existing requirements.
Access is reactive.
Access is often provided in a separate location or through special treatment.
Access must be reconsidered each time a new individual uses the system.

A change to the social model is required where
Access is proactive and truly inclusive.
Access issues stem from poorly designed environments and should be addressed by the designer.
As much as possible, the system or environment is designed to be used by all.
Access, as part of the course design and curriculum, is sustainable.

This will need to be supported by designated technical personal who can assist UofL educators in the process of creating accessible educational resources.

Retrieved from Council of Ontario's Universities : http://www.accessiblecampus.ca/tools-resources/educators-tool-kit/introduction-accessible-education/

Accessible Education i  is the process of designing courses and developing a teaching style to meet the needs of people from a variety of backgrounds, abilities and learning styles. Just as there is no single way to teach, people learn in a variety of ways; using different instructional methods will help meet the needs of the greatest number of learners i i.

The Educator’s Accessibility Toolkit provides guidelines and tips on how to make your courses and your teaching more accessible to students. These tips are in line with research on best practices in teaching and learning iii.

What are the characteristics of Accessible Education?

Takes into account a variety of student characteristics, including ethnicity, race, abilities, disabilities, age, gender, language abilities and preferred learning style.

Does not compromise academic rigour.

Is a proactive and inclusive way of teaching and designing courses and curricula.

Removes barriers to learning before they can affect anyone.

Reduces the need for specialized accommodations.

Identifies and clearly expresses the essential course content, while recognizing that students can express understanding of essential course content in multiple ways.

Is consistent with universally recognized principles of good teachingiv.

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accessible education vs accommodated learning 1 