Digitally Accessible Design to Build Equity that Fosters Connections

Concurrent Session 2

Session Materials

Brief Abstract

Imagine not being able to navigate the world.  We live in an ever-changing digital world, but what if the digital content was inaccessible?  This session aims to provide foundational instruction on digital accessibility, to identify common accessibility issues, and to equip the attendees to improve the accessibility of digital content.

Presenters

Lead Presenter: Jessica Bridges, Queens University of Charlotte

On a personal note, I have been married since 2001 to my loving and brilliant husband. I have three children that are no longer children, born in 2005 and 2007. We have several animals including two dogs, some chickens, and lots of fish. We enjoy camping and traveling. I am very blessed to have the family I have! Over the last 20 years, I have spent a large portion as a teacher. At the age of 22, I decided go back to college to become a teacher. In 2007, I completed that journey to a Bachelor's of Arts in Elementary Education. I was quickly thrown into the throngs of 4th grade where I spent the next 5 years. Following my stent in 4th grade, I transitioned to 2nd grade where I spent the next 3 years. After 8 years in elementary, I decided to make a change to move to the middle school and so, became certified in 6th through 9th grade, Math and Science. I spent the following 7 years at the same middle school teaching 6th grade math, science, and social studies, 7th grade math and science, and 8th grade math and science within those years. ​At the 14-year mark, I chose to go back to college to study Instructional Design and spent 3 years earning my Master's Degree in Education in Learning, Design, and Technology with a concentration as School Specialist. This allowed for a plethora of opportunities. One of the opportunities was to transition to Higher Education to be the Digital Learning Administrator at Queens University of Charlotte. While I no longer teach children, I do provide support to instructors at the college level. I have a wide range of responsibilities that provide job satisfaction and fulfillment within my position. I have an amazing team that I work with and for along with great faculty and staff that are receptive to my support. I am very blessed to be where I am.

Extended Abstract

As educators, it is our responsibility to ensure equal access to each student.  Each student is an individual with unique experiences and a need to connect with others.  As a student, it is easy to feel isolated in the digital world.  Instructors are placing more material such as assignments, readings, resources, and videos online assuming the material is more accessible to students through the learning management systems.  This requires students to engage with material in a different way.  “Digital accessibility is crucial in schools because it’s how students with disabilities and impairments are provided with equal access to education technology (EdTech) and learning materials.” (“What is Digital Accessibility? (And Why It's Crucial at Schools)”)  Digital accessibility is not isolated to educators, and students.  Digital accessibility encompasses all environments including web design, training materials, gamified content, and many more.  In this session, we will focus on the academic realm with some connection to other environments.  Not only is digital accessibility required under the law (Section 508 and ADA compliance), it is also the right thing to do.  Section 508 states that  “Section 508 requires federal agencies to ensure that ICT they develop, procure, maintain, or use allows employees with disabilities and individuals with disabilities who are members of the public to have access to and use of information and data.”  (“Section 508 Home Page”) The ADA states that “The Department is proposing technical requirements to provide concrete standards to public entities on how to fulfill their obligations under title II to provide access to all of their services, programs, and activities that are provided via the web.  The Department believes the requirements described in this rule are necessary to ensure the equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities as set forth in the ADA.”  (“The Americans with Disabilities Act (ADA) protects people with disabilities from discrimination.”)

 

In this session, the attendees will be equipped with the foundational knowledge of best practices an instructor can utilize to provide students with digitally accessible content and assignments.  Attendees will be able to use the knowledge to apply to examples presented in the session.  The attendees will then be able to transfer their learning to their own content and material being made for learners.  When all students can access content in the online space, students feel a sense of relief knowing that an instructor knew it was important to eliminate the roadblocks students struggle with.  Making all material that students will be required to interact with accessible supports student learning and allows students to focus on engagement of the content and each other.  In order to create and modify material to be accessible, the creator must know what to look for.

 

In order to make the necessary changes, one must be informed on what Digital Accessibility encompasses and also how to correct issues.  This session aims 

  • to provide foundational instruction on digital accessibility, 

  • to identify accessibility issues, and 

  • to equip attendees with the tools to improve the accessibility of courses and material.  

Attendees will participate in groups working together to identify issues in digital content discussing possible ways to correct the issues, and reflect on their own practices.

 

Having digitally accessible courses and material removes one of the many roadblocks to learning of students with and without identified struggles, or disabilities.  Digital Accessibility levels the playing field for ALL students.  When the roadblock is removed, students fee free to engage with others in their class, which in turn fosters the crucial connections students need.  Connections between instructor to student, and student to student can be initiated when barriers are removed and material is more inclusive.  Join us as we learn how to modify courses and material to be more accessible that in-turn supports students and the connections made when the obstacles are removed.

 

Works Cited

“The Americans with Disabilities Act (ADA) protects people with disabilities from discrimination.” ADA.gov: The Americans with Disabilities Act, https://www.ada.gov/. Accessed 20 April 2023.

“Section 508 Home Page.” Department of Justice, 27 February 2023, https://www.justice.gov/crt/section-508-home-page-0. Accessed 20 April 2023.

“What is Digital Accessibility? (And Why It's Crucial at Schools).” ViewSonic, https://www.viewsonic.com/library/education/what-is-digital-accessibilit.... Accessed 20 April 2023.