[Athen] Alternative Assignment for Online Instructor

Weber-Hottleman, Kathryn k.weberhottleman at uconn.edu
Thu Apr 19 12:26:43 PDT 2018

W3C has a great tutorial on image maps--basically, it's possible to add an alt tag for hotspots. The tutorial is here: https://www.w3.org/WAI/tutorials/images/imagemap/

The alt tag could be something descriptive, like "This country borders Portugal and the Mediterranean Sea". Hope this helps!

Kathryn Weber-Hottleman
IT Accessibility Coordinator

Information Technology Services
University of Connecticut| Temporary Administration Building
25 Gampel Service Drive, Unit 1138 | Storrs, CT 06269-1138
(P) 860.486.9193

-----Original Message-----
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Today's Topics:

1. Re: Schools with Accessibility Standards and Faculty Pages
(Heidi Scher)
2. Re: Schools with Accessibility Standards and Faculty Pages
(Robert Beach)
3. Accessibility of Google Classroom (Laura Loree)
4. [ATHEN] Alternative Assignment for Online Instructor (dslab)
5. Re: [ATHEN] Alternative Assignment for Online Instructor
(Samantha Johns)
6. Pearson has something else to be ashamed of... (Susan Kelmer)


----------------------------------------------------------------------

Message: 1
Date: Wed, 18 Apr 2018 14:16:11 -0500
From: Heidi Scher <hascherdss at gmail.com>
To: Access Technology Higher Education Network
<athen-list at u.washington.edu>
Subject: Re: [Athen] Schools with Accessibility Standards and Faculty
Pages
Message-ID:
<CANtDBU82xa_kG=J1x8jczesTx4B5ULAp0pnaLURE-SZgqEQExA at mail.gmail.com>
Content-Type: text/plain; charset="utf-8"

Hi Eileen,

I have also read many of those studies on note taking - pencil vs tech. But none that I have seen take into account the barrier that pen/pencil/paper may create for some students. In other words, the studies and reports don't address equitable access for students with disabilities. I would agree with Rachel that a faculty member would have to make a case as to whether use of a laptop fundamental alters the course before a laptop isn't allowed. I don't see how these studies could be applied in such a manner as to deem the laptop to fundamental alter the course.

At our institution, within the Faculty Notification Letter each faculty member receives (and each student receives their own copy), the accommodation is listed as "Use of laptop in class - Intenet disabled".

Heidi

+++++++++++++++
Heidi Scher, M.S., CRC
Associate Director - Assistive Technology --- Center for Educational Access University of Arkansas --- 209 ARKU --- Fayetteville, AR 72701
479.575.3104 ph --- 479.575.7445 fax --- 479.575.3646 tdd
+++++++++++++++

StrengthQuest Talent Themes: Learner, Input, Maximizer, Intellection, Arranger

*This message is intended for the use of the individual or entity to which it is addressed and may contain information that is confidential, privileged and exempt from disclosure under applicable law. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this communication is strictly prohibited. If you have received this message in error, please advise the sender by reply email and delete the message. Your cooperation is appreciated.*


+++++++++++++++
Heidi Scher, M.S., CRC
Associate Director
Center for Educational Access
University of Arkansas
ARKU 209
Fayetteville, AR 72701
479.575.3104
479.575.7445 fax
479.575.3646 tdd
+++++++++++++++

On Wed, Apr 18, 2018 at 12:35 PM, Thompson, Rachel <rsthompson2 at ua.edu>
wrote:


> If use of a laptop in class is part of a student?s accommodations, the

> instructor would have to make a strong case against it, right? I

> cannot imagine an instructor?s justification being sufficient to

> prevent the student having the tech they need.

>

>

>

> When I teach face-to-face courses and students use laptops, I inform

> them (and include in the syllabus) that doing non-class activities

> while in my class will result in them being counted absent and losing all daily points.

> The same is true for phone use.

>

>

>

> An aside - the last time I taught face-to-face first-year writing (75

> minute classes, twice a week), I had so many issues with students

> sneaking to text/snapchat on their phones that I started giving a

> 2-minute break in the middle of the course when they could check their

> messages. It really helped them stay focused for the rest of the time.

>

>

>

> Rachel

>

>

>

> Dr. Rachel S. Thompson

> Director, Emerging Technology and Accessibility The Office of

> Information Technology The University of Alabama

> A207 Gordon Palmer Hall

> Box 870248

> Tuscaloosa, AL 35487

> Phone 205-348-0216

> rsthompson2 at ua.edu | http://accessibility.ua.edu

>

>

>

> *From:* athen-list <athen-list-bounces at mailman13.u.washington.edu> *On

> Behalf Of *Sheryl E. Burgstahler

> *Sent:* Wednesday, April 18, 2018 12:26 PM

>

> *To:* Access Technology Higher Education Network <

> athen-list at u.washington.edu>

> *Subject:* Re: [Athen] Schools with Accessibility Standards and

> Faculty Pages

>

>

>

> I think many faculty are influenced by the tendency of students to be

> distracted with email, web surfing, etc., when they are allowed to use

> laptops in class.

>

>

>

> Sheryl

>

> On Apr 18, 2018, at 5:43 AM, Berger, Eileen

> <eileen_berger at gse.harvard.edu>

> wrote:

>

>

>

> Hi All,

>

> I have a question about use of laptops in courses. Automaticity allows

> some students with cognitive differences, those with RSI, vision

> impairments, Hearing imp. Reading CART and etc. to take notes, stay

> tuned into classes, view PowerPOints and projected materials up close

> or enlarged etc. How do we influence our faculty to reconsider rigid

> no laptop in class policies? They seem to be influenced by several

> articles and some limited research about how notetaking on laptops

> diminishes learning and long term memory.

>

> Have you encountered this and how did you deal with it?

> Thanks for any info!

>

> Eileen

>

>

>

> Eileen Connell Berger

>

> Access and Disability Services Administrator

>

> Assistant Director Office of Student Affairs

>

> Harvard Graduate School of Education

>

>

>

> *From:* athen-list <athen-list-bounces at mailman13.u.washington.edu> *On

> Behalf Of *Sheryl E. Burgstahler

> *Sent:* Tuesday, April 17, 2018 4:37 PM

> *To:* Access Technology Higher Education Network <

> athen-list at u.washington.edu>

> *Subject:* Re: [Athen] Schools with Accessibility Standards and

> Faculty Pages

>

>

>

> We state that individuals campus wide are responsible for accessible

> IT under their control, including those who create web pages. Having

> said that, we, in a very distributed environment, do not employ an

> accessible IT ?police department.?

>

>

>

> Sheryl Burgstahler, Ph.D.

> Director, UW Accessible Technology & DO-IT, UW-IT Affiliate Professor,

> Education University of Washington, Box 354842 Seattle, WA 98195

> 206-543-0622 FAX 206-221-4171

> http://staff.washington.edu/sherylb

> <https://urldefense.proofpoint.com/v2/url?u=http-3A__staff.washington.

> edu_sherylb&d=DwMFaQ&c=WO-RGvefibhHBZq3fL85hQ&r=Sz6dAHAoKeAryPQD5_Ko_I

> zc4tmf_fYUtRihmbbbk_g&m=ipBG2fSzue_Ztnnzu0ez5nADDafToe93miek-Lb6GuU&s=

> A7ucHkG_ajoT8hPPL2sh_MycNRdxbkF2e4pHjeo7HjE&e=>

> sherylb at uw.edu

>

>

>

> On Apr 17, 2018, at 12:21 PM, James Bailey <jbailey at uoregon.edu> wrote:

>

>

>

>

>

> Hello All,

>

> If your school has advanced and campus-wide ICT accessibility

> policies, how do you handle faculty and/or student created pages?

> Please excuse duplicate posts.

>

>

>

> Thanks,

>

>

>

> James

>

>

>

> James Bailey M.S.

>

> Associate Director

>

> Accessible Education Center

>

> University of Oregon

>

> _______________________________________________

> athen-list mailing list

> athen-list at mailman13.u.washington.edu

> http://mailman13.u.washington.edu/mailman/listinfo/athen-list

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> 8&e=>

>

>

>

> _______________________________________________

> athen-list mailing list

> athen-list at mailman13.u.washington.edu

> http://mailman13.u.washington.edu/mailman/listinfo/athen-list

>

>

>

> _______________________________________________

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Message: 2
Date: Wed, 18 Apr 2018 19:25:20 +0000
From: Robert Beach <rbeach at KCKCC.EDU>
To: Access Technology Higher Education Network
<athen-list at u.washington.edu>
Subject: Re: [Athen] Schools with Accessibility Standards and Faculty
Pages
Message-ID:
<34D068EC55A9914494617A37B8D8FA84013E26BC04 at EROS2.EMPLOYEES.KCKCC.LOCAL>

Content-Type: text/plain; charset="utf-8"

Is it better for a student to have notes that are (in some oppinions) less than hand written notes, or not to have notes at all? What about the students who look at other books or magazines instead of looking at their textbook? What about students who look out the window instead of listening to the lecture? Are we going to band all other materials except course specific materials from a class? Are we going to take out all of the windows in classrooms?

There comes a point when you have to let students suffer the consequences of their actions. If they are going to use their laptops to brouse the web instead of paying attention in class, then they will do poorly on the test and not be able to answer the in class questions, which should cause their points to go down.

Okay, just this grumpy old man?s off-the-cuff ramblings. I start vacation tomorrow and I can?t wait. <grin>


Robert Lee Beach
Assistive Technology Specialist
Kansas City Kansas Community College
7250 State Avenue
Kansas City, KS 66112
Phone: 913-288-7671
Email: rbeach at kckcc.edu<mailto:rbeach at kckcc.edu>

From: athen-list <athen-list-bounces at mailman13.u.washington.edu> On Behalf Of Heidi Scher
Sent: Wednesday, April 18, 2018 2:16 PM
To: Access Technology Higher Education Network <athen-list at u.washington.edu>
Subject: Re: [Athen] Schools with Accessibility Standards and Faculty Pages

Hi Eileen,

I have also read many of those studies on note taking - pencil vs tech. But none that I have seen take into account the barrier that pen/pencil/paper may create for some students. In other words, the studies and reports don't address equitable access for students with disabilities. I would agree with Rachel that a faculty member would have to make a case as to whether use of a laptop fundamental alters the course before a laptop isn't allowed. I don't see how these studies could be applied in such a manner as to deem the laptop to fundamental alter the course.

At our institution, within the Faculty Notification Letter each faculty member receives (and each student receives their own copy), the accommodation is listed as "Use of laptop in class - Intenet disabled".

Heidi

+++++++++++++++
Heidi Scher, M.S., CRC
Associate Director - Assistive Technology --- Center for Educational Access University of Arkansas --- 209 ARKU --- Fayetteville, AR 72701
479.575.3104 ph --- 479.575.7445 fax --- 479.575.3646 tdd
+++++++++++++++

StrengthQuest Talent Themes: Learner, Input, Maximizer, Intellection, Arranger

This message is intended for the use of the individual or entity to which it is addressed and may contain information that is confidential, privileged and exempt from disclosure under applicable law. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this communication is strictly prohibited. If you have received this message in error, please advise the sender by reply email and delete the message. Your cooperation is appreciated.


+++++++++++++++
Heidi Scher, M.S., CRC
Associate Director
Center for Educational Access
University of Arkansas
ARKU 209
Fayetteville, AR 72701
479.575.3104
479.575.7445 fax
479.575.3646 tdd
+++++++++++++++

On Wed, Apr 18, 2018 at 12:35 PM, Thompson, Rachel <rsthompson2 at ua.edu<mailto:rsthompson2 at ua.edu>> wrote:
If use of a laptop in class is part of a student?s accommodations, the instructor would have to make a strong case against it, right? I cannot imagine an instructor?s justification being sufficient to prevent the student having the tech they need.

When I teach face-to-face courses and students use laptops, I inform them (and include in the syllabus) that doing non-class activities while in my class will result in them being counted absent and losing all daily points. The same is true for phone use.

An aside - the last time I taught face-to-face first-year writing (75 minute classes, twice a week), I had so many issues with students sneaking to text/snapchat on their phones that I started giving a 2-minute break in the middle of the course when they could check their messages. It really helped them stay focused for the rest of the time.

Rachel

Dr. Rachel S. Thompson
Director, Emerging Technology and Accessibility The Office of Information Technology The University of Alabama
A207 Gordon Palmer Hall
Box 870248
Tuscaloosa, AL 35487
Phone 205-348-0216
rsthompson2 at ua.edu<mailto:rsthompson2 at ua.edu> | http://accessibility.ua.edu<http://accessibility.ua.edu/>

From: athen-list <athen-list-bounces at mailman13.u.washington.edu<mailto:athen-list-bounces at mailman13.u.washington.edu>> On Behalf Of Sheryl E. Burgstahler
Sent: Wednesday, April 18, 2018 12:26 PM

To: Access Technology Higher Education Network <athen-list at u.washington.edu<mailto:athen-list at u.washington.edu>>
Subject: Re: [Athen] Schools with Accessibility Standards and Faculty Pages

I think many faculty are influenced by the tendency of students to be distracted with email, web surfing, etc., when they are allowed to use laptops in class.

Sheryl
On Apr 18, 2018, at 5:43 AM, Berger, Eileen <eileen_berger at gse.harvard.edu<mailto:eileen_berger at gse.harvard.edu>> wrote:

Hi All,
I have a question about use of laptops in courses. Automaticity allows some students with cognitive differences, those with RSI, vision impairments, Hearing imp. Reading CART and etc. to take notes, stay tuned into classes, view PowerPOints and projected materials up close or enlarged etc. How do we influence our faculty to reconsider rigid no laptop in class policies? They seem to be influenced by several articles and some limited research about how notetaking on laptops diminishes learning and long term memory.
Have you encountered this and how did you deal with it?
Thanks for any info!
Eileen

Eileen Connell Berger
Access and Disability Services Administrator Assistant Director Office of Student Affairs Harvard Graduate School of Education

From: athen-list <athen-list-bounces at mailman13.u.washington.edu<mailto:athen-list-bounces at mailman13.u.washington.edu>> On Behalf Of Sheryl E. Burgstahler
Sent: Tuesday, April 17, 2018 4:37 PM
To: Access Technology Higher Education Network <athen-list at u.washington.edu<mailto:athen-list at u.washington.edu>>
Subject: Re: [Athen] Schools with Accessibility Standards and Faculty Pages

We state that individuals campus wide are responsible for accessible IT under their control, including those who create web pages. Having said that, we, in a very distributed environment, do not employ an accessible IT ?police department.?

Sheryl Burgstahler, Ph.D.
Director, UW Accessible Technology & DO-IT, UW-IT Affiliate Professor, Education University of Washington, Box 354842 Seattle, WA 98195
206-543-0622 FAX 206-221-4171
http://staff.washington.edu/sherylb<https://urldefense.proofpoint.com/v2/url?u=http-3A__staff.washington.edu_sherylb&d=DwMFaQ&c=WO-RGvefibhHBZq3fL85hQ&r=Sz6dAHAoKeAryPQD5_Ko_Izc4tmf_fYUtRihmbbbk_g&m=ipBG2fSzue_Ztnnzu0ez5nADDafToe93miek-Lb6GuU&s=A7ucHkG_ajoT8hPPL2sh_MycNRdxbkF2e4pHjeo7HjE&e=>
sherylb at uw.edu<mailto:sherylb at uw.edu>

On Apr 17, 2018, at 12:21 PM, James Bailey <jbailey at uoregon.edu<mailto:jbailey at uoregon.edu>> wrote:


Hello All,
If your school has advanced and campus-wide ICT accessibility policies, how do you handle faculty and/or student created pages? Please excuse duplicate posts.

Thanks,

James

James Bailey M.S.
Associate Director
Accessible Education Center
University of Oregon
_______________________________________________
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Message: 3
Date: Wed, 18 Apr 2018 20:00:35 +0000
From: Laura Loree <Laura.Loree at uvu.edu>
To: "athen-list at u.washington.edu" <athen-list at u.washington.edu>
Subject: [Athen] Accessibility of Google Classroom
Message-ID:
<9E2F3AF387F5804D879D8DEFD9840EF101D66A1A68 at uvuexchmb2.ad.uvu.edu>
Content-Type: text/plain; charset="us-ascii"

Does anyone have any experience with Google classroom? I have an instructor inquiring about its accessibility? I would appreciate any info anyone may have.

Thanks,

Laura Loree, M.A.Ed., CPACC, CTFL
EIT Accessibility Coordinator
Utah Valley University
Email: laura.loree at uvu.edu<mailto:laura.loree at uvu.edu>
Phone: 801-863-6788
Room: FL-111-F

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Message: 4
Date: Wed, 18 Apr 2018 20:16:23 +0000
From: dslab <dslab at cpcc.edu>
To: "athen-list at u.washington.edu" <athen-list at u.washington.edu>
Subject: [Athen] [ATHEN] Alternative Assignment for Online Instructor
Message-ID: <87449fbdd95546449ceef59458c80756 at mbx9.cpcc.edu>
Content-Type: text/plain; charset="us-ascii"

Hello,

I have an instructor that is building an online course and the students need to know how to identify countries on a continent with a visual map. How would we make something like this accessible to an online only student with visual impairment? The map is below:

[cid:image001.jpg at 01D3D730.975DDF30]

Thanks,


Alysia Leak, MA, LMFTA
Assistive Technology Specialists, Disability Services Central Campus, Terrell 201 PO Box 35009 Charlotte, NC 28235
704.330.2722 ext 3462
www.cpcc.edu<http://www.cpcc.edu/>
[cid:image001.png at 01CCCA1C.75B56920]
We value your feedback. How is our service<http://surveys.cpcc.edu/47408/47408.asp> at CPCC?



________________________________

This e-mail, including any attachments, is intended only for the addressee's use and may contain confidential and proprietary information. If you are not the intended recipient, you are hereby notified that any retention, dissemination, reproduction, or use of the information contained in this e-mail is strictly prohibited. If you have received this e-mail by error, please delete it and immediately notify the sender. Thank you for your cooperation.
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Message: 5
Date: Wed, 18 Apr 2018 14:22:32 -0700
From: Samantha Johns <samanj at pdx.edu>
To: Access Technology Higher Education Network
<athen-list at u.washington.edu>
Subject: Re: [Athen] [ATHEN] Alternative Assignment for Online
Instructor
Message-ID:
<CAD9FakR51FYsc1gBNFHFMP2ZAjhueykzmp_zMPcnJffi1cc4wA at mail.gmail.com>
Content-Type: text/plain; charset="utf-8"

Hello,

A few ideas I have are:

- Ask the student what they would like? Tactile Graphic, or Audio
description
- The instructor could do a screencast describing the map for all
students not just the one with a disability.

Hope that helps :) Smile

Warm Regards,



*Samantha Johns*

(Pronouns: she, her, hers)


*Accessible Media Coordinator*

*Office of Academic Innovation*


Portland State University
1825 SW Broadway
Smith Memorial Student Union, Mezzanine 209 Portland OR 97201
(503) 725-2754


Caption Badge: Universal Design for learning 2016

?The one argument for accessibility that doesn?t get made nearly often enough is how extraordinarily better it makes some people?s lives. How many opportunities do we have to dramatically improve people?s lives just by doing our job a little better?? ? Steve Krug




On Wed, Apr 18, 2018 at 1:16 PM, dslab <dslab at cpcc.edu> wrote:


> Hello,

>

>

>

> I have an instructor that is building an online course and the

> students need to know how to identify countries on a continent with a visual map.

> How would we make something like this accessible to an online only

> student with visual impairment? The map is below:

>

>

>

>

>

> Thanks,

>

>

>

>

>

> Alysia Leak, MA, LMFTA

>

> Assistive Technology Specialists, Disability Services

>

> Central Campus, Terrell 201

>

> PO Box 35009 Charlotte, NC 28235

>

> 704.330.2722 ext 3462

>

> www.cpcc.edu

>

> [image: cid:image001.png at 01CCCA1C.75B56920]

>

> We value your feedback. How is our service

> <http://surveys.cpcc.edu/47408/47408.asp> at CPCC?

>

>

>

>

>

> ------------------------------

>

> This e-mail, including any attachments, is intended only for the

> addressee's use and may contain confidential and proprietary information.

> If you are not the intended recipient, you are hereby notified that

> any retention, dissemination, reproduction, or use of the information

> contained in this e-mail is strictly prohibited. If you have received

> this e-mail by error, please delete it and immediately notify the

> sender. Thank you for your cooperation.

>

> _______________________________________________

> athen-list mailing list

> athen-list at mailman13.u.washington.edu

> http://mailman13.u.washington.edu/mailman/listinfo/athen-list

>

>

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Message: 6
Date: Thu, 19 Apr 2018 13:26:38 +0000
From: Susan Kelmer <Susan.Kelmer at colorado.edu>
To: Access Technology Higher Education Network
<athen-list at u.washington.edu>, Alternate Media
<altmedia at htclistserv.htctu.fhda.edu>, Access Technology Higher
Education Network <athen-list at u.washington.edu>
Subject: [Athen] Pearson has something else to be ashamed of...
Message-ID:
<DM5PR03MB3321B218DE8349ADF19A7596FBB50 at DM5PR03MB3321.namprd03.prod.outlook.com>

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Anyone else see this article?

https://gizmodo.com/pearson-embedded-a-social-psychological-experiment-in-s-1825367784

Susan Kelmer
Alternate Format Production Program Manager Disability Services University of Colorado Boulder
303-735-4836

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