Accessibility

Designing Learning Environments for Universal Access

Faculty member with disability viewing new construction site.

Author: Laurie Vasquez, Assistive Technology Specialist
DSP&S and the Faculty Resource Center

Access to technology does not and should not automatically imply accessibility. "Access" is being able to get to a computer for its use. Access focuses on the availability of hardware, software, infrastructure and -- in the case of libraries and community technology centers -- service hours and trained staff. "Accessibility" refers to whether or not the technology allows end-users to make use of the technology. Just as technology skills and relevant content are integral components to bridging the digital divide, accessible design for people with disabilities is essential to making the Internet truly universal.
- The Digital Beat (Vol.2, No.26, March 10th, 2000)

Introduction:

There are five basic principles underlying the idea of accessible design:

Flexibility. Provide your customers with a flexible, customizable user interface that accommodates a variety of user needs and preferences.
Choice of input methods. Provide users with keyboard access to all features and simple mouse click access for common tasks.
Choice of output methods. Provide users with the ability to choose discrete and redundant output combinations of sound, visuals, text, and graphics.
Consistency. Make your technology materials interact with other applications and system standards in a consistent, predictable manner.
Compatibility with accessibility aids. Whenever possible, build your applications using standard and common user interface elements that are compatible with accessibility aids.

Lesson Goal:

The goal of this lesson is to provide an overview of accessibility and to review with faculty how they can adapt or seek help to build flexible classroom environments for students with disabilities.

Learning Objectives: