ReadSpeaker in Blackboard. Discussing UDL in a higher education context.
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Dr Trish Trifilo and Paul Stisser discuss how Wayland Baptist University used bimodal presentation and text to speech to improve learning results and boost motivation for their students.
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ReadSpeaker in Blackboard. Discussing UDL in a higher education context.
- 1. WBU UDL Blackboard Learn How successful deployment of UDL using various tools including ReadSpeaker helped us create an inclusive, accessible classroom. Tricia Ritschel-Trifilo, Ph.D Director of WBUonline Wayland Baptist University Paul Stisser Business Development Manager ReadSpeaker
- 2. Agenda Define Accessibility Overview of legal concerns Describe Universal Design for Learning Principles and Guidelines Implementation approach Administrator approach and ReadSpeaker How ReadSpeaker makes content accessible and to whom Demo of ReadSpeaker in WBU Classroom Questions
- 3. What is accessibility in an e-learning context? Key word: Access – to make contact with, approach, reach, interact, utilize. It is a best practice for creating and delivering digital content that allows everyone to acquire that information regardless of sex, age, situation, or disability.
- 4. What is accessibility in regards to the law? General Timeline for Rights for Americans with Disabilities 1973 Section 504 of the Rehabilitation Act 1973 Section 508 of the Rehabilitation Act 1990 Title II of the Americans with Disabilities Act History
- 5. Laws Section 504 US Rehabilitation Act Bans discrimination on the basis of disability by recipients of federal funds Includes 504 plans in Public k-12 and higher education Letters of Accommodation Schools must provide accommodations to electronic technology for people with disabilities
- 6. Laws Section 508 US Rehabilitation Act Covers access to electronic and information technology Includes any electronic and information technology used, maintained, developed or procured Not person, or IEP, 504 plan or LOA specific Includes everything on campus even if they do not have a student with a disability.
- 7. Laws Title II Americans with Disabilities Act A public entity shall take appropriate steps to ensure that communications with applicants, participants, members of the public, and companions with disabilities are as effective as communication with others.”
- 9. Universal Design for Learning A framework The framework guides you to Actively Attentively Purposefully pull from your collection of tools, resources, and strategies to create accessible content.
- 11. UDL – Guidelines for Representation Principle
- 12. UDL – Guidelines for Action Principle
- 13. UDL – Guidelines for Engagement Principle
- 14. +1 Thinking One more way to present content One more way to express learning One more way to self regulate One more way to motivate Where do your students always ask questions? What concept do they always get wrong? When do they always ask questions on content? That is where to start!
- 15. +1 for Admin = ReadSpeaker
- 16. Different Ability Considerations Illiteracy Poor readers Dyslexia ELL-English Language Learners Low Vision or No Vision Deaf or Hard of hearing Cognitive or other Disabilities
- 17. Differences in Demographics Gender Economic Status Working Adults Older Adults Family Status Nationality Religion
- 18. Reading Fatigue and Loss of Motivation Bimodal Learning Image from www.gartner.com http://www.readspeaker.com/wp- content/uploads/ReadSpeaker_The_Benefits_of_Bimodal_Content_Pr esentation.pdf Individual Learning Styles and Preferences
- 19. Diverse Classroom Opportunities Visual and Audio Enhancements to Curriculum Reaching students with different learning styles Reading Fatigue Bi-Modal Learning Adaptive-Differentiated-Personalized Learning
- 20. Quality Learning Experiences Improved accessibility not only better reaches your learners with disabilities, but improves experiences for all. Improving accessibility can also provide a competitive advantage. Universally designed products and tools improve the quality of content. Access to content via mobile devices is essential in our connected society.
- 21. Classroom examples from WBU Demo from the ReadSpeaker Website
- 22. Thank you Questions Contact information: Dr. Trish Trillo, trifilot@wbu.edu Paul Stisser, ReadSpeaker, paul.stisser@readspeaker.com
Editor's Notes
- The general timeline of online accessibility consists of two major legislative acts from the US government. Most states have their own legislation, and we will talk about Texas’s legislation in the next few slides. Section 504 of the Rehabilitation Act of 1973, as amended, is a civil rights law that prohibits discrimination on the basis of disability. This law applies to public elementary and secondary schools, among other entities. This legislation requires online entities to make sure that a individual with a disability can access all the information online that a non-disabled person can. The law states that federal entities must provide assistance to ensure accessibility. President Clinton signed into law the Rehabilitation Act Amendments of 1998 which covers access to federally funded programs and services. The law strengthens section 508 of the Rehabilitation Act and requires access to electronic and information technology provided by the Federal government. The law applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology. Federal agencies must ensure that this technology is accessible to employees and members of the public with disabilities to the extent it does not pose an "undue burden." Section 508 speaks to various means for disseminating information, including computers, software, and electronic office equipment. It applies to, but is not solely focused on, Federal pages on the Internet or the World Wide Web. It does not apply to web pages of private industry. Title II of the Americans with Disabilities Act states that public entities, including state and local governments, may not refuse to allow a person with a disability to participate in a service, program, or activity simply because the person has a disability. All activities, services, and programs of public entities are covered, including activities of State legislatures and courts, town meetings, police and fire departments, motor vehicle licensing, and employment. Unlike section 504 of the Rehabilitation Act of 1973, which only covers programs receiving Federal financial assistance, title II extends to all the activities of State and local governments whether or not they receive Federal funds.
- Section 504, which banned discrimination on the basis of disability by recipients of federal funds, was modelled after previous laws which banned race, ethnic origin and sex based discrimination by federal fund recipients. This typically is what can be done to help the person with a disability. Students in k-12 pubic schools will either have an IEP or a 504 Plan. The difference legal speaking is that an IEP is covered under the IDEA, whereas the 504 is covered under the Rehabilitation Act of 1973. In the higher education setting, student who had an IEP or 504 plan in high school will be given a Letter of Accommodation. Since IDEA only pertains to Public k-12 schools, higher education provides accommodations under Section 504. Electronic Technology speaking this means that all schools must provide accommodations to people with disabilities so that they can access technology.
- Section 508 of the Rehabilitation Act of 1973, covers access to electronic and information technology. Section 508 requires that any electronic and information technology used, maintained, developed, or procured by the Federal government allow persons with disabilities comparable access to information and technology. This applies to persons with disabilities who use assistive technology to read and navigate electronic materials. Unlike Section 504, Section 508 includes anything that a public entity uses online, and includes everyone. Whereas Section 504 requires public entities to accommodate individuals with a disability, Section 508 states that everything has to be accessible. An example of these difference is that a student with a visual disability in a higher education setting will receive accommodations such as using Kurzwel software to get access to their text book. This is a specific accommodation that the school is providing to an individual based on an individual disability. Whereas, a professor posting an accessible PDF in their online course is making the online material accessible to everyone, which is Section 508.
- Title II has specific requirements for communication, “A public entity shall take appropriate steps to ensure that communications with applicants, participants, members of the public, and companions with disabilities are as effective as communication with others.” Many of the law suits that we will discuss claimed that the schools discriminated against individuals based on Title II.
- The UDL framework is built on 3 basic principles shown in an image on this slide. The principles are Multiple means of Engagement, Multiple means of Representation, and Multiple Means of Action and Expression.
- Adults 16-35 Illiteracy Population is 13%, Dyslexia Population is 15%, ELL Population is 12.7%, Low Vision 8.7%, Deaf or Hard of hearing: 15%+ https://nfb.org/blindness-statistics
- Reading Fatigue, Motivation, this is what education is charged with and what is a true challenge for educators of those with learning disabilities….
- What if we could do what we set out to do in teaching? We added visuals years ago. We have shown videos in class for years now. The technology wasn’t there for us, but now it is all around us. Whispering to us and not with the old Robot voices we remember.