Student Benefits and Teaching Resources for Including Accessibility/Inclusive Design Topics in University Courses
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The document discusses the importance of integrating accessibility and universal design topics into university curricula, highlighting benefits for students and the workforce. It presents survey results indicating a gap in teaching these subjects and the barriers faculty face in including them. The document also offers resources and strategies for educators to enhance their courses with accessibility content.
Student Benefits and Teaching Resources for Including Accessibility/Inclusive Design Topics in University Courses
- 1. Student Benefits andTeaching Resources for Including Accessibility/Inclusive DesignTopics in University Courses AccessU 2020 Howard Kramer AHEAD University of Colorado-Boulder hkramer@colorado.edu, hkramer@ahead.org 303-492-8672
- 3. Agenda • Changing and non-changing landscape and attitude towards accessibility and universal design • Research that explains the dearth of teaching about UD • Results of survey on the benefits of teaching about UD • Example curricula & strategies for including UD content in curriculum • Resources for teaching about UD/accessibility • More about grant project - UDUC • Q & A
- 4. My Background & Projects Howard Kramer PI for Promoting the Integration of Universal Design into University Curricula (UDUC), CU-Boulder Teach Universal Design for Digital Media Accessible Web Design Accessing Higher Ground: Accessible Media, Web & Technology Conference
- 5. Terminology Universal Design vs. Inclusive Design vs. Design for All vs. Accessibility vs. Usability https://depts.washington.edu/uwitats/checklist/
- 6. Career Benefits •In 2015 tech firms such asYahoo, Facebook, Microsoft, Dropbox and LinkedIn announced that they will develop standard language that lets applicants “know that having accessibility knowledge is preferred” to land a job. Changing and non-changing landscape for accessibility skills in tech and design
- 7. WCAG: 299 jobs ADA: 1000+ Accessibility: 1000+ C++: 1000+ IT Security: 1000+
- 10. Why the Gap? •Post-secondary IT programs update their curricula every 4 to 5 years •Curriculum standards boards – late in adding accessibility as a component • Association of Computer Machinery’s (ACM) – added accessibility only in 2017 • ABET – just recently added accessibility • ACM/IEEE – Computing Curricula 2020 (new) • Paradigms for Future Computing Curricula
- 11. Why the Gap? •Shinohara, Kawas, Ko and Ladner (2017) – surveyed 1800+ faculty in Information Technology & Information Science fields • Received responses from 318 institutions • 175 (50%) had at least one faculty member teaching accessibility • No fewer than 2.5% of faculty overall teach accessibility
- 12. Why the Gap? •most critical barriers to teaching accessibility • clear and discipline-specific accessibility learning objectives • the lack of faculty knowledge about accessibility • difficulty recruiting persons with disabilities • difficulty engaging students
- 13. UDUC Survey Measuring theValue of Accessibility and Universal DesignTopics in Course Curricula Survey
- 14. Survey Overview • Target audience: Current students or recently graduated students (up to 3 years) who have taken tech, design, computer science or media design courses • Distribution: email invite sent to faculty at colleges around the country to pass along to programs and schools • First round: beginning of the (2019) year • Completed responses – first round: 88 • As of 5-19-20: 206 total
- 16. 4. Were there topics related to Universal Design and/or accessibility for persons with disabilities addressed in a college-level course you completed?
- 17. 5. Please tell us the reasons why you did not take any classes that addressed Universal Design or accessibility topics
- 18. 6. Would you have been interested in taking courses with these topics if they were offered?
- 19. 8. Was the primary focus of the course Universal Design and/or accessibility or were these topics a component of a course with a broader scope?
- 20. 9. On a scale of 1 to 5, with 1 indicating “no value” and 5 indicating “crucial,” please rate the usefulness of taking a course with topics that included Universal Design and/or accessibility.
- 21. 10. Were there any topics included in the material on Universal Design or accessibility that you found to be particularly valuable?
- 25. 12. Since taking the class, have you found the material on Universal Design or accessibility to be valuable for you in specific ways?
- 26. 13. If so, please give examples.Things to consider could include ideas or techniques you have used in later coursework, value in getting a job, ideas or techniques you have used in a job, and influence on your career plans. (If you feel the material has not been valuable, please leave these responses blank.)
- 27. Examples – work related
- 28. Examples – work related
- 29. Examples – work related
- 30. Examples – academic related
- 31. Examples – academic related
- 32. Employee Survey •First Round – ~September 15, 2019 •27 complete responses
- 33. 4. Were there topics related to Universal Design and/or accessibility for persons with disabilities addressed in a college-level course you completed? Employee Survey
- 34. 4. Were there topics related to Universal Design and/or accessibility for persons with disabilities addressed in a college-level course you completed? Employee Survey
- 35. 4. 23. Please select your age group. Employee vs. Student Survey
- 36. SurveyTakeaways • May be a significant number of students interested in Universal Design and accessibility topics but unable to take courses • Courses with these topics are highly valued. • Colleges and universities would likely find an enthusiastic response if they offered more courses with these topics. • Including courses with these topics has notable work, career and academic benefits. • For those teaching courses, the responses provide guidance on what topics or class activities students find the most valuable.
- 37. Resources to Introduce and Convey Accessibility Issues • WAI – Accessibility Perspectives • https://www.w3.org/WAI/perspectives/
- 38. Resources to Introduce and Convey Accessibility Issues • WAI – How people with disabilities use the web • https://www.w3.org/WAI/intro/people-use- web/stories
- 39. Real examples of individuals using AssistiveTechnology •Tommy Edison – the Blind Film Critic • https://www.youtube.com/watch?v=c0nvdiRdehw •S—t people say to blind people • https://www.youtube.com/watch?v=4uk8pwEHMBE
- 40. Accessibility onYour Phone • iPhone • Android
- 41. 7. When happy with your settings, either tap Accessibility in top left of the screen or press your device’s Home to return to the Home screen. iPhone
- 42. 5 Popular Accessibility Features 1. Magnification 2. Text to speech 3. Negative colors/Color adjustment/Invert 4. TalkBack/Voice Assistant 5. Interaction Control Android Using talkback gestures: http://www.apps4android.org/?p=4147
- 43. Books & Curriculum Material • AWeb for Everyone: Designing Accessible User Experiences • Norman, David A.The Design of EverydayThings (2002). • InterACT with Web Standards: A holistic approach to web design, Anderson, et. al.
- 45. Aspects of Course that particularly effective at promoting UD • Demographic assignment • Emphasis on multi-faceted benefits – mobile, SEO, etc. • AT User Interview • Use of screen reader and other evaluation tools • Opportunity for them to redesign a site of their choice
- 46. No BookVersion WAI – How people with disabilities use the web https://www.w3.org/WAI/i ntro/people-use-web/ Universal Design for Digital Media (eBook) http://www.uduc.org/res ources.php
- 48. Teach Access - Initiatives • Include accessibility in tech job requirements • Conduct faculty training • Provide guest speakers from tech companies for the classroom • Training tutorials on accessibility • Supporting Materials Catalog forTeaching Accessibility Other Resources / Projects
- 49. Online Database of Supporting Materials Catalog https://www.uduc.org/find-or-contribute-a-resource/
- 50. W3C WAI Resources •Before and After Demonstration (BAD) •Web AccessibilityTutorials •Developing Presentations andTraining •Business Case for Accessibility Other Resources / Projects
- 51. W3C WAI Resources •Business Case for DigitalAccessibility - https://www.w3.org/WAI/business- case/#groups Other Resources / Projects
- 52. W3C WAI Resources •WAI developed curricula https://www.w3.org/WAI/curricula/introduction-to- web-accessibility/ • https://www.w3.org/WAI/curricula/introduction-to- web-accessibility/ Other Resources / Projects
- 53. UDUCTrack at AHG 2018/2019 (Videos & Audio) • Access videos and audio from any day of the schedule • https://accessinghigherground.org/schedule-2019/#cs_2019-11- 20
- 54. UDUCTrack at AHG 2019 (Videos & Audio) • Teaching Accessibility: Case studies of courses that include accessibility topics in their curricula • https://accessinghigherground.adobeconnect.com/pytexbp1o7z m/ • https://www.uduc.org/recent-workshop-recordings/
- 55. Promoting the Integration of UD Content into University Curriculum (UDUC) Other Resources / Projects
- 56. Newsletter Article on Study Other Resources / Projects http://www.sigaccess.org/newsletter/2019-10/kramer.html
- 57. Accessing Higher Ground Conference Basics of Inclusive Design for Online Education • https://www.coursera.org/teach/inclusive-design/ Free Coursera MOOC Accessible Media,Web &Technology November 16 – 20, 2020 • Denver Sheraton- downtown Denver • http://accessinghigherground.org • 2nd-Round RFP: due June 17, 2020 3-credit CU class – Accessible Web Design https://ce.colorado.edu/courses/advanced-special- topics-in-technology-arts-and-media-accessible-web- design-atls-4519/