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<div style="margin: 0in 0in 0.0001pt;"><font face="Times New Roman, serif" size="3">A 6-week fully online course for e-learning faculty and course designers will begin
<b>May 18</b>. Please forward this message to others who might be interested in enrolling in the course.</font></div>
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<div style="margin: 0in 0in 0.0001pt;"><span style="font-family: 'Times New Roman', serif; font-size: medium;"><i><b>Accessibility and Compliance in Online Education</b> </i></span><span style="font-family: 'Times New Roman', serif; font-size: medium;">introduces
online learning educators basic concepts, issues, approaches, strategies, </span><span style="font-family: 'Times New Roman', serif; font-size: medium;">beneficiaries, and resources with regard</span><span style="font-family: 'Times New Roman', serif; font-size: medium;"> </span><span style="font-family: 'Times New Roman', serif; font-size: medium;">to
the creation and delivery of online courses that are welcoming</span><span style="font-family: 'Times New Roman', serif; font-size: medium;"> </span><span style="font-family: 'Times New Roman', serif; font-size: medium;">to, </span><span style="font-family: 'Times New Roman', serif; font-size: medium;">accessible
to, and usable by all students, including those with disabilities. </span></div>
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<div style="margin: 0in 0in 0.0001pt;"><font face="Times New Roman, serif" size="3"><b>A link to registration for the course</b><span style="font-size: 15px;">—</span>which is offered through Rutgers University at </font><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">$300
for non-Rutgers, $100 for Rutgers employees—can be found at <a href="https://ce-catalog.rutgers.edu/searchResults.cfm?sorter=c.couTitle&sorter2=sch.schDateStart">
https://ce-catalog.rutgers.edu/searchResults.cfm?sorter=c.couTitle&sorter2=sch.schDateStart</a> </span></div>
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<div style="margin: 0in 0in 0.0001pt;"><font face="Times New Roman, serif" size="3">Participants are expected to engage at least two hours per week in the course. Listed below are specific course objectives. </font><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">By
the end of the course it is expected that students will be able to:</span></div>
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<li style="font-family: 'Times New Roman', serif; font-size: 12pt;">state the definition, describe the principles processes, and give examples of universal design applied to educational settings and how this approach benefits all faculty and students, including
those with disabilities. </li><li style="font-family: 'Times New Roman', serif; font-size: 12pt;">describe at least four ways that students in online courses represent a diverse group.
</li><li style="font-family: 'Times New Roman', serif; font-size: 12pt;">share some of the experiences, challenges, and perspectives of people with disabilities and reflect on how they might impact participation in online learning as students and instructors.
</li><li style="font-family: 'Times New Roman', serif; font-size: 12pt;">describe how individuals with different types of disabilities—including mobility impairments, sensory impairments, and learning disabilities—use technology to engage with online tools and resources.
</li><li style="font-family: 'Times New Roman', serif; font-size: 12pt;">discuss international and US views regarding the civil rights of people with disabilities and related international efforts and US legislation and examples of the basic issues presented in
accessibility-related complaints and resolutions in the US. </li><li style="font-family: 'Times New Roman', serif; font-size: 12pt;">name and compare (with respect to author, target audience, and content) guidelines and standards most relevant to the development of online courses.
</li><li style="font-family: 'Times New Roman', serif; font-size: 12pt;">give examples of access barriers and related solutions for individuals with specific types of disabilities enrolled in online courses.
</li><li style="font-family: 'Times New Roman', serif; font-size: 12pt;">describe accessible design issues and approaches or specific strategies for online tools and methods—including LMSs; page layout and style; writing style and academic supports; images; video
and audio content; PDFs, PowerPoints, and Word documents; organization and navigation; and communication and collaboration.
</li><li style="font-family: 'Times New Roman', serif; font-size: 12pt;">give an example of how disability/accessibility topics can be integrated into course content.
</li><li><font face="Times New Roman, serif" size="3">suggest what might be a reasonable accommodation for a student with a specific disability who enrolls in your course and some aspect of the content you have prepared, tool you are using, or resource students
need to access is not fully accessible to him or her. </font><font face="Helvetica Neue" size="3"> </font>
</li><li style="font-family: 'Times New Roman', serif; font-size: 12pt;">design an online lesson that is welcoming and accessible to all potential students, including those who have disabilities, are English language learners, have different learning styles and
preferences, have a variety of technical expertise, and have other diverse characteristics.</li></ul>
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Sheryl Burgstahler, Ph.D.<br>
Director, UW Accessible Technology & DO-IT, UW-IT<br>
Affiliate Professor, Education<br>
University of Washington, Box 354842<br>
Seattle, WA 98195<br>
206-543-0622 FAX 206-221-4171<br>
<a href="http://staff.washington.edu/sherylb">http://staff.washington.edu/sherylb</a><br>
sherylb@uw.edu<br>
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