ERIC Number: ED475789
Record Type: RIE
Publication Date: 2001
Real Connections: Making Distance Learning Accessible to Everyone.
This report discusses access issues related to distance learning for individuals with disabilities and presents design considerations for assuring that a course is accessible to potential instructors and students with a wide range of disabilities. The field of universal design provides a framework for this discussion. It begins by describing examples of access challenges faced by students and instructors with different disabilities in typical distance learning courses. Challenges faced by students with blindness, visual impairments, specific learning disabilities, mobility impairments, hearing impairments, speech impairments, and seizure disorders are discussed. The concept of universal design is then introduced and strategies are provided for making distance learning courses accessible to everyone. Strategies are provided for on-site instruction, Internet-based communication, Web pages, printed materials, video presentations, and telephone conferences. The benefits of accessible design for people without disabilities are also explored. A list of 21 additional Web-based resources is provided. (CR)
Descriptors: Access to Computers, Access to Education, Accessibility (for Disabled), Computer Assisted Instruction, Computer Uses in Education, Design Requirements, Disabilities, Distance Education, Elementary Secondary Education, Instructional Design, Postsecondary Education, Screen Design (Computers), World Wide Web
DO-IT (Disabilities, Opportunities, Internetworking, and Technology), University of Washington, Box 355670, Seattle, WA 98195-5670 ($25). Tel: 888-972-DOIT (Toll Free); Tel: 206-685-DOIT; Fax: 206-221-4171; e-mail: email@example.com; Web site: http://www.washington.edu/doit. For full text: http://www.washington.edu/doit.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.; Office of Postsecondary Education (ED), Washington, DC.
Authoring Institution: Washington Univ., Seattle.
Grant or Contract Numbers: N/A