Jeannie Azzopardi
Assignment #1
OMDE 623: Web-Based Learning and Teaching and the Virtual University
Word Count: 828
Sunday, June 12, 2005
Universal – by - Design:
The Implications of Training Online in a Global Context
By:
Jeannie Azzopardi
Introduction
Despite the increase in web-based training, distance education, and the exponential increase in web pages, universal accessibility for all users falls behind. Federal regulations and International guidelines don’t seem to be enough motivation to bring accessibility to the priority level that it demands. The legal and financial ramifications are not appreciated. Interestingly, organizations fail to see the enormous benefit in making the instruments of accessible learning truly accessible.
The Need
According to Kinach, Crichton and Kim-Rupnow (2004), nearly 20% of the population have a disability. Aside from the digital divide found in race, gender, and cultural differences, those with disabilities suffer from the “second digital divide” (Burgstahler, 2002, p2). In the United States, awareness of the obvious disability is relatively established – a consciousness of creating physical environments that are more user-friendly. Within the realm of cyberspace awareness is dim.
From colorblindness to severe physical and learning disabilities, the opportunities of knowledge held in the wonder of the Internet is both a miracle of accessibility and an enormous barrier “to equal participation in academics and careers for potential students and instructors with disabilities” (Burgstahler, 2002, p10).
In consideration of those with disabilities, it is imperative that the content of the information is not a casualty. As French and Valdes (2002) point out, citing from the American with Disabilities Act (ADA), “the extent to which the communication is actually as effective as that provided to others;” the substance must remain intact. In other words, the obligation is that every learner gets what they pay for rather than a diluted version calculated to appease.
The Legal Implications
According to Section 508 of the American with Disabilities Act, and with the underscoring of the United States Justice Department, regulations meant for accessibility encompass cyberspace as well as physical surroundings. The regulations further allows for those with disabilities to file complaints against institutions that do not comply.
Institutions that fall under these regulations are therefore compelled to comply when offering electronic communications or suffer financial sanctions. Universities, federal and state organizations offering instruction – whether for their own employees or the public at large - are obliged. French and Valdes (2002) state, “Covered entities that use the Internet for communications regarding their programs, goods or services must be prepared to offer these communications through accessible means.”
For many institutions, there is not the malicious contempt of the regulations, but rather a pervasive ignorance of what necessitates accessibility and where they are falling short. With a myriad of utilities and equipment available for those in need, there remains a lack of knowledge vis-à-vis, how to implement the tools.
The availability of resources for those with impairments, from specialized keyboards to speech software, has increased dramatically since the passage of the legislation dealing with accessibility; however, it persists that “access can be limited by the institution’s lack of experience in how to use these resources to meet the needs of the students…” (Kinash, Crichton, and Kim-Rupnow 2004).
Policies, Guidelines, Support and Awareness
Proactive versus reactive response is the key element in designing and developing web pages, training sites and distance courses. As in all things, it is better to establish ground rules that apply uniformly and consistently than to try to paddle upstream, or to reinvent the wheel.
It seems simple enough to enlarge the font on a web page, create captions for graphics and images - or even post transcripts for video clips. But what of the student who is simply colorblind? What if content is tied to color? For instance, in a distance course, the students are required that complete all the assignments that are posted in green for the first module. While it may appear to thwart confusion, it has, in fact, created a blockade for some students.
It is of the highest primacy that institutions make use of the resources available to assist in compliance with, as many scholars have termed, “virtual curb cuts.” Beyond the threat of sanctions that may affect finances and reputation, there is an ethical responsibility to the global community.
It is best practice to put into place guidelines and policies that are clearly understood by the instructional institute or company. Inevitably, this will mean on-going training, workshops, updates and support for staff, designers, developers and instructors.
Not every need will be fulfilled, nor will every general remedy fit every student…even those with similar disabilities. Paist (1995) makes a strong assertion that each client be assessed on a “case-by-case” basis to plan “for accommodation and access.” He states, “…the students themselves have had the most experience with their disabilities, they often know best which accommodations will work and which will not.”
Conclusion -The Holistic Benefits
A few examples of the holistic benefits are:
- The use of larger font, transcripts and audio tapes not only benefit those who have sight impairment, but those older students who are struggling with diminishing sensory abilities. Even commuters that use their driving time as an arena for study can benefit from the use of an audio taped lecture or text.
- Transcripts of video clips and lectures benefit those with hearing impairment – and those who may have learning disabilities. They also assist students for whom English may be a second language.
- “[C]hunking” information into blocks of important information that can be easily read and understood…” as Kinash, Crichton, and Kim-Rupnow (2004) put forth, can assist those with a learning disability, a sight impairment and a general audience – very much like the side-bar information seen in most textbooks.
Above all else, institutions and companies must be made aware of a critical fact: Compliance with accessibility regulations benefits all users. This is reiterated by Kinash, Crichton, and Kim-Rupnow (2004) in their enlightened statement, “Universal design moves best design of online learning beyond a disability issue to enhancing educational technology for all learners.”
The global repercussion of compliance is positive in all respects. Institutions are not just accommodating in avoidance of legal ramifications – they are respected as part of a global neighborhood that prizes the dissemination of knowledge and empowerment through accessibility.
References
Bergstahler, S. (2002). Universal design, universal access. Educational Technology Review - International Forum on Educational Technology Issues & Apllications,
10. Retrieved Jun 05, 2005, from http://www.aace.org.ezproxy.umuc.edu/
pubs/etr/issue2/burgstahler.cfm.
French, D., & Valdes, L. (2002). Electronic accessibility: United States and international
perspectives. Educational Technology Review - International Forum on Educational Technology Issues & Applications, 10. Retrieved Jun 06, 2005, from http://www.aace.org.ezproxy.umuc.edu/pubs/etr/issue2/french-a.cfm.
Kinash, S., Crichton, S., & Kim-Rupnow W. S. (2004). A review of 200-2003 literature
at the intersection of online learning and disability. The American Journal of Distance Education, 18(1), 5-19.
Paist, E. H. (1995). Serving students with disabilities in distance education programs. The American Journal of Distance Education, 9(1), 11-12, 14, 20.
