Improving Accessibility for Students with Visual Disabilities in the Technology-Rich Classroom

Abstract

As higher education has increasingly embraced digital technologies, we have been too slow to acknowledge accessibility issues for students with visual disabilities. One of the earliest promises of information and communication technology was increased accessibility to content. In theory, digitized content should be as equally accessible as the printed word on a screen, a braille keyboard, or an audible voice on a speaker. In the majority of educational technology, this promise has gone unfulfi lled, and faculty members are largely unaware of the myriad obstacles that students with visual disabilities confront while navigating the technology-rich classroom. The principles of Universal Design in Instruction (UDI) provide guidance for developing curriculum that maximizes accessibility and usability of course content for all learners, including those with disabilities. This article examines the development of political science courses through the lens of UDI.

More Than Meets the Eye: A Canadian Comparative Study on PowerPoint Use Among Post-Secondary Students With and Without Disabilities

“…For example, Taylor (2016) used the Universal Design for Instruction paradigm (cf. McGuire, Scott, & Shaw, 2006) to discuss difficulties with PowerPoint.…”

Perceptions of UDL Teaching Practices among University Students with Disabilities

“…It is suggested that technology should be extensively incorporated into instruction [23]. Technology can help instructors to create an accessible classroom in various ways; however, its application has not been fully implemented, as many instructors are largely unaware of how to develop a technology-rich classroom [24]. For students with visual disabilities, digitized content should be accessible to allow them to use screen readers for converting text to speech [24].…”

Responsive inclusive design (RiD): a new model for inclusive software development

“…In the specific case of assistive technology design applied to learning applications for students with disabilities, specifically with visual impairment, we found several previous works and experiences that apply the concept of user-centered design. Taylor's study [42] reviews previous works on this subject, as well as various proposals and digital learning tools for this group of users, and proposes to apply the principles of Universal Design in Instructions (UDI), such as the use of information perceptible through accessibility devices and tools (e.g., refreshable braille displays, screen readers, and screen magnifiers). The same authors also propose the equitable use of the content to ensure that access instructions are available in formats that allow an equal or at least similar use for students with different abilities and conditions.…”