- Current section: Introduction
- Learning outcomes
- 1 Introducing accessibility and disability
- 1.1 Why include accessibility in innovation?
- 1.2 Considering disabled people
- 1.3 Disability facts and figures
- 1.4 Activity task 1: list of challenging activities
- 1.5 Resources
- 2 Discussing disability
- 3 Introducing accessibility and assistive technology
- 3.1 Computers and assistive technology
- 3.2 Mobile accessibilty
- 3.3 Visual impairment
- 3.4 Activity task 3: using a screen reader
- 3.5 Access for partially sighted people
- 3.6 Activity task 4: simulating visual impairments
- 3.7 Deafness
- 3.8 Physical impairments
- 3.9 Activity task 5: without a mouse
- 3.10 Dyslexia
- 3.11 Accessible content and alternatives
- 3.12 Activity task 6: solutions to challenging activities
- 3.13 Resources
- 3.14 References
- 4 Accessibility, pedagogy and reasonable adjustments
- 4.1 Adjustments for all
- 4.2 Pedagogy and reasonable adjustments
- 4.3 Reasonable adjustments and responsibility
- 4.4 What is reasonable?
- 4.4.1 Do – anticipate that there may be disabled students
- 4.4.2 Do – identify challenging activities
- 4.4.3 Do – consider the impact of alternative study methods and helpers
- 4.4.4 Do – provide alternative academic content
- 4.4.5 Do – provide information
- 4.4.6 Do – seek additional funding for expensive adjustments
- 4.5 What is not reasonable?
- 4.6 Learning objectives
- 4.7 Informing students
- 4.8 Activity task
- 4.9 Resources
- 5 Specifying, designing and evaluating accessibility
- 5.1 Design decisions
- 5.2 Specifying accessibility
- 5.3 Design guidelines and their limitations
- 5.4 Evaluating accessibility
- 5.5 Activity task
- 5.6 Resources
- 5.7 References
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Accessibility of eLearning
It is part of a teaching professional’s skills to understand the needs of a diverse...
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evaluation.
By the end of this unit you should:
- be able to discuss the main challenges facing disabled students in eLearning;
- have an understanding of the types of technology used by disabled students;
- be able to consider what adjustments you might make in your own role;
- be able to discuss disability and adjustments with colleagues involved in putting teaching into a virtual learning environment.
Accessibility of eLearning
Accessibility for disabled students is a topic which could be included in any area of the curriculum. Most education professionals are aware that they should consider it, but are unsure of what it means, the implications for their role and where to get information. This unit addresses that need.
This unit is from our archive and is an adapted extracted from Innovations in elearning (H807) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other courses we offer in this.
This is an extract from an Open University course which is no longer available to new students. If you found this interesting you could explore more free Professional Development in Education course units or view the range of currently available OU Professional Development in Education courses.
Copyright & revisions
Originally published: Monday, 4th July 2011
- Creative-Commons: The Open University is proud to release this free course under a Creative Commons licence. However, any third-party materials featured within it are used with permission and are not ours to give away. These materials are not subject to the Creative Commons licence. See terms and conditions. Full details can be found in the Acknowledgements section.
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