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Accommodating students with disabilities in online learning:

Accommodating students with disabilities in online learning:. All you ever wanted to know and more!. Jane Jarrow, Ph.D & Kelly Hermann. Our plan for the morning:. Legal requirements: ADA and Section 504 Issues regarding serving students with disabilities in online courses

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Accommodating students with disabilities in online learning:

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  1. Accommodating students with disabilities in online learning: All you ever wanted to know and more! Jane Jarrow, Ph.D & Kelly Hermann

  2. Our plan for the morning: • Legal requirements: ADA and Section 504 • Issues regarding serving students with disabilities in online courses • Intersection of disability and online learning – issues for students • Course development and working with your institution • Some questions to ask of yourselves • Questions and answers

  3. Legal basis for requiring access: • Section 508 • What 508 does NOT say to colleges & universities? • Americans with Disabilities Act (ADA) • The visible statute that others look to • Section 504 • Program access • What DOES 504 say to colleges & universities? • Applicable case law/precedent

  4. Technology access: Good news - Bad news - Access goes WAY beyond an accessible website • You don’t have to provide the technology

  5. Issues re: serving SWDs: • Hybrid/blended classes • Hybrid/blended students • Online only classes

  6. Why can’t my existing disability services office take care of all of this?

  7. Why help is needed to take this on: • Time • Resources • Orientation • Recognition of need • EXISTENCE • Do you HAVE an existing disability services’ office at your institution?

  8. Online learning contexts: • Students (and faculty!) may think that online learning is the “quick fix” to disability accommodation needs. • Definitely solves some issues, ie., physical access issues • Creates new issues, ie., compatibility with assistive technology • Students often feel that their disability doesn’t matter when studying online and don’t disclose or request accommodations.

  9. Physical disability & online learning: • Some issues students face: • Physical access to the computer • Physical manipulation of texts and other course materials • Timing of synchronous components of the course, especially chat rooms • Research activities to fulfill assignments – especially if those activities require the student to work outside of the course environment.

  10. Learning disability & online learning: • Some issues for students: • Accessing textbooks and printed course materials • Clarification of misunderstood points • Timing and organization of synchronous components, especially chat rooms • Extra time to take online exams and other assessments • Assignments – is extra time needed?

  11. Visual impairment & online learning: • Some issues for students: • Interaction of course management system and assistive technology used by the student • Textbooks and other course materials in alternative formats • Video components and captions • Graphics, photos & charts • Research activities to fulfill assignments – especially if those activities require the student to work outside of the course environment.

  12. Hearing impairment & online learning: • Some issues for students: • Audio components and transcripts • Sound of video components • Language issues if ASL is the first language • Timing and organization of any synchronous components, especially chat rooms used. • Research activities to fulfill assignments – especially if those activities require the student to work outside of the course environment.

  13. Mental illness & online learning: • Some issues for students: • Timing issues due to the side effects of medications taken or due to flare up of condition • Processing of text heavy courses • Need to increase phone/email contact with instructor to clarify misunderstood points • Social skills needed in online courses, especially in chats and discussion posts

  14. Considerations for course development: • Think about accessibility • What components are you building into your course? • Audio recordings • Videos • Podcasts • Graphics & pictures • It is easier to build accessibility into the course during development than it is to retrofit a developed course.

  15. Working with your institution: • Academic affairs: • Faculty development that focuses on disability issues • Including accessibility in course and program development • Outreach to SWD at registration • Bookstore: • Access to textbook information to secure alternative formats • Early deadlines for course adoptions

  16. Working with your institution: • Student affairs: • Who is responsible for providing disability services for students in online courses? • Provide information for online students regarding accommodations at orientation • Advising: • Awareness of the difference between studying online and taking traditional, face-to-face courses • Advising SWD about the challenges of studying online & determining appropriateness of course

  17. Working with your institution: • Disability services: • Policies and procedures reflect the needs of online students • Specific information regarding the differences between studying online and face-to-face. • http://www.esc.edu/disabilityservices

  18. Working with your institution: • Faculty: • Make early decisions about course materials • Check for alternative formats • Providing transcripts and captions for any audio-visual component • Administration/fiscal: • Financial backing to ensure accessibility • Making accommodations a priority

  19. Working with your institution: • The IT department: • Keep them informed of your needs and developments. • Ask about accessibility options. • Keep tabs on any new developments from your IT department: • New software decisions • Upgrades to current software • Training and/or expertise of IT department members

  20. Action steps to be taken: • Figure out who has responsibility for accommodating students with disabilities online. • Get formal recognition from the powers-that-be as to who is responsible. • Review/create a documentation policy regarding what information you need to confirm eligibility/accommodations.

  21. Action steps to be taken: • Review/create policies and procedures to guide your response to students with disabilities. • Look into the (technical) accessibility of the process and the classes for students with disabilities using assistive technology. • Check the application/registration process for distance learning classes – is there clear outreach to students with disabilities?

  22. Action steps to be taken: • Consider what information everyone else needs about students with disabilities in online classes (or those with a heavy online component.) • Develop close links between the unit charged with serving students with disabilities online and the folks who control the technology.

  23. Questions?

  24. Contacting us: Jane Jarrow, Ph.D President Disability Compliance in Career and Online Learning (DCCOL) 2938 Northwest Blvd. Columbus, OH 4322 (614) 488-4972 dccol@dccol.net www.dccol.net Kelly Hermann Statewide Coordinator of Disability Services Empire State College 111 West Avenue Saratoga Springs, NY 12866 (518) 587-2100 x2544 Kelly.Hermann@esc.edu www.esc.edu/disabilityservices

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