After implementing the initial plan for accessibility, the next task for an educator is to review and evaluate his or her own work in making course materials accessible. Following through on the accessibility process helps ensure that students can actually access the materials on an equal basis.
An instructor should take the time and look at the class from a student's point of view. Reviewing the available materials in the context of the courseware will help to determine what unanticipated barriers a student with a disability might face. Additionally, an instructor should also look at the usability of the course as well, and fix any broken links or reword any confusing directions.
Allowing a colleague or a student to examine the course content before the semester starts is another good idea to improve accessibility. If a student with a disability is available to review the course, he or she may have important suggestions regarding accessibility. In any case, having someone with fresh eyes who has not spent the better part of a summer break putting together the course content can be invaluable in pointing out potential usability or accessibility problems. Instructors involved in course development may even choose to pair off, with one instructor reviewing the other's work.
If the campus has an assistive technology lab, an instructor may choose to experience her class using assistive technology tools. Using a screen reader, a magnification software program, or a mouthstick to navigate the course may help to reveal difficulties that had not previously been anticipated. Having a knowledge of assistive technology is not absolutely necessary to make an online distance learning course accessible, but it can contribute to the understanding of the needs of students with disabilities for accessible information technology.
Another important tool available to instructors is the course evaluation process. At many campuses, instructors commonly ask students questions about the course experience. Including questions about usability and accessibility in the course evaluation instrument is an excellent way to highlight problems that have come up over the course of a semester. Getting feedback from students with and without disabilities -- and acting on that feedback -- is a powerful way to ensure ongoing accessibility and usability of the course materials.
From a general policy viewpoint, it is recommended to keep the leadership of the department, as well as the dean's office, informed of efforts to develop an accessible online course. The development of such a course will likely require additional time, effort and resources that should be provided by the department and by the educational institute. At the same time, convey to all levels of leadership that developing an accessible course creates duplicate channels of information that benefits students with disabilities as well as students of all ability levels. This educational flexibility fully justifies the additional expenses incurred when developing an accessible course.
It is also recommended to consult with the campus office for students with disabilities for additional information on designing and developing an accessible online course. The office may be able to provide you with the names of similar courses that have been retrofitted or designed to be accessible.
In addition, it is important to identify any Information Technology (IT) or Instructional Design and Assistance offices which can assist you in designing online courses. Inform them of any particular technical needs for the proposed course and then, solicit their support and technical assistance resources on accessibility issues.
The next page will present information on planning for the retrofitting of existing courses.
College of Architecture (COA)
Fax: 404-894-9320
Phone: 404-894-4960 (v/tty)
User Agreement
Access Plan
Evaluation
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