Internet Online Course Module

Web Accessibility

 

Course Goals:

 

Upon completion of this module, students will be able to:

 

1.    Identify key components to web accessibility for people with disabilities.

2.  Identify the importance of web access for people with disabilities.

3.  Identify resources to assist with web access.

4.  Evaluate a website for accessibility for people with disabilities.

 

Content Overview:

 

During this course, you have learned the importance of accessibility for people with disabilities.  One area that was left out, however, is the accessibility of the world wide web.  Given the importance of technology in today’s society, we are forced to consider how people with various disabilities may be affected by website design.  During this module, you will become familiar with what is meant by the term “web accessibility”.  You will also have the opportunity to evaluate a website of your choosing for it’s accessibility for people with disabilities. 

 

Activities:

 

For this module, you will be required to visit several sites to obtain information on website accessibility.  There are twelve key components that must be considered and understood.  These are as follows:

 

Layout                                            Image Maps                         

Keyboard Navigation                  Hyperlinks

Text Size                                        Tables

Color                                              Frames

Graphics                                        Multimedia

Graphs and Charts                      Evaluation

 

 While you are researching, please consider the different disabilities that you have encountered, and how each area of accessibility might apply to them. 

 

Reading and Discussion:

 

Visit the following websites to obtain information on website accessibility.  After completion, go to the group area of blackboard and discuss your findings within your group.  All students must post information that is unique from the other students.

 

http://www.infouse.com/disabilitydata/guidelines96.php

 

http://www.infouse.com/disabilitydata/guidelines98.php

 

http://www.w3c.org/TRWAI-WEBCONTENT

 

Assignment:

 

After completing your review and participating in the class discussion, select a website of your choice (should be related to OT), and evaluate it’s accessibility based on the twelve key concepts.  Be sure to include which disabilities this site would work for, and which it would not.  This evaluation should be 3-4 pages in length, 12 point font and double spaced.  Include the URL of the site you have chosen, as well as resources used to identify accessibility.  Be sure to summarize your findings into “accessible” or “inaccessible” in your conclusion and state the reasons why.

 

Submission:

 

Please e-mail this paper as a word document to your instructor upon completion.

 

Self – Quiz:

 

As a way to independently measure your understanding, please answer the following question.  You will not be graded on your response, as this is meant as a guide to self-understanding.

 

Name ten issues which could keep a website from being accessible.

(refer to resource section for further information)

 

Rubric:

 

Criteria

1 point

2 points

3 points

Achieved Points

Website selection

Chose website not related to occupational therapy practice

Chose website that is loosely associated with occupational therapy practice

Chose website related to occupational therapy practice

 

Identification of Key Components

Identified some of 12 components

Identified all 12 components, not fully explained

Identified all 12 components and fully explained their presence or lack thereof

 

Relation to disabilities

Did not describe how this site applied to disabilities

Partially described how this site applied to disabilities

Fully explained which disabilities would / would not have access to this site

 

Use of resources

Did not cite resources in paper

Cited 1-2 resources for web accessibility

Cited over 2 resources for web accessibility

 

Grammar/Appropriate format

Multiple spelling and grammar errors present, did not follow specified format

Minimal spelling and grammar errors, generally followed format with minimal mistakes

No spelling and grammar errors present, followed specified format

 

 

 

 

Total

 

 

Additional Resources:

 

CAST – This is the site for the Center for Applied Special Technology.  The focus of this site is to provide a resource for accessible technology for students learning.  http://www.cast.org

 

Journal of Special Education Technology – These are the links to the Universal Design for Learning Associate Editors Column. 

        http://jset.univ.edu/15.1/asseds/rose/html

        http://jset.univ.edu/15.2/asseds/rose/html

        http://jset.univ.edu/15.3/asseds/rose/html

        http://jset.univ.edu/15.4/asseds/rose/html

 

Universal Design for Learning:  Deriving Guiding Principles from Networks that Learn. 

        http://jset.univ.edu/16.2/asseds/rose/html

 

Universal Design for Learning – Info –

        http://www.teachervision.com

 

Design Principles for Student Access –

        http://www.cec.sped.org/osep/udesign.html

 

CAST’s Bobby – A site designed for quick assessment of accessibility

        http://www.cast.org/bobby/