The development of accessibility indicators for distance learning programs

A study was undertaken to explore program policies and practices related to the accessibility of American distance learning courses to qualified students with disabilities. A literature review was conducted, a draft list of accessibility indicators was created, examples of applications of the indicators in existing distance learning programs were collected, the indicators were systematically applied to one distance learning program, input from a variety of distance learning programs was used to further refine the indicators, and these programs were encouraged to adopt the indicators and make use of resources provided by the project. Results of this exploratory work suggest that incorporating accessibility considerations into policies, procedures and communications of a program requires consideration of the unique needs of students, course designers, instructors and evaluators; involves approval and implementation at a variety of administrative levels; and is an ongoing process that may be implemented in incremental steps

The VIVID model : accessible IT e-learning environments for the vision impaired

Sighted learners and vision impaired learners experience different problems when accessing e-learning environments. Web designers use complex visual images and interactive features which learners with vision impairment are unable to access. Learners with vision impairment must rely on assistive technologies to acquire the information they are seeking. Vision impaired learners must have conversion facilities to translate the contents of these displays into readable and accessible formats.This research identifies problems faced by learners with vision impairment and demonstrates how e-learning environments must be modified to ensure success. The most significant problems are the lack of accessibility to teaching materials and an inability to participate in the learning experience to the same extent as sighted learners. Learning materials designed for sighted learners are often unsuited to those with vision impairment. Frequently, text provided is too small and unable to be altered; colour graphics are of little value unless accompanied by text or audio description and interactive Web sites present numerous challenges in navigation. Most courses are designed for sighted learners and learners with vision impairment struggle to maintain the required timeframe because of difficulties in reading texts and documents, completing assignments and sourcing reference materials due to their inaccessible formats and presentation.These problems result in lower academic achievement for vision impaired learners, which in turn lead to a lack of choices in employment opportunities. Learning environments for people with vision impairment need specific consideration in design and implementation. This ensures that the learning materials meet their needs and allow maximum accessibility so that the learners can achieve the same outcomes as their sighted peers.There is a small number of existing models to assist the design of e-learning sites for people with a disability. Kelley’s holistic model (2005) and Seale’s contextualised model (2006) are designed for people with disabilities in general and not specifically for those with vision impairment. Lazar’s Web accessibility integration model (2004) does not take into account the importance of social elements. Prougestaporn’s WAVIP model, (2010) whilst it has generic guidelines, the model is limited in its scope.Venable’s Design Science Research method was chosen to investigate the specific problems faced by vision impaired learners enrolled in IT e-learning courses. The characteristics of approximately one hundred adult vision impaired learners were investigated using two case study environments. The data were collected by observation and semi-structured interviews. Additionally, data were collected from these same learners to identify their specific needs in a Web-based learning situation. Accessibility needs were also identified and analysed. These activities involved the Problem Diagnosis stage in the Design Science Research model. Accessibility guidelines and legal and statutory requirements from several sources were also investigated. The components needed to deliver an effective, fully accessible IT curriculum in two Web-based e-learning environments for the vision impaired was then identified.Information was compiled from studying two learning environments for the vision impaired. Data instruments used in this phase were observations and semi-structured interviews with vision impaired learners and teachers. These activities involved the Problem Diagnosis and Theory Building stages of the Venable model. The relationships between the characteristics and needs of the learner, and the components of the learning environment for an Information and Communications and Technology (ICT) curriculum were analysed and then synthesised to build a conceptual model of an effective Web-based e-learning environment for the vision impaired.A new theoretical model, the Vision Impaired using Virtual IT Discovery (VIVID) was then developed. This holistic framework takes into account the specific needs of vision impaired learners. It also includes a social element which vision impaired learners identified as being extremely important to the success of their learning. This activity involved both the Technology Design/Invention state and the Theory Building stage in the Venable model.An evaluation was carried out by a focus group of eight experts in the field of accessible and e-learning course design and the model was then modified to incorporate their suggestions.The resulting model is a high level, comprehensive conceptual model that can be applied in differing pedagogical environments relating to IT education for adult learners with vision disabilities. It provides a framework to guide education managers, instructional designers and developers who are creating accessible IT e-learning environments for the vision impaired.Whilst this model relates only to the IT area, further research could extend its use to other curriculum areas and to those learners with multiple disabilities

Historical Trends and Emerging Issues in Teacher Education Programs in the United States

US national and state educational polices are advocating for more teacher accountability with respect to student performance, and accrediting agencies are requiring more evidence of teachers’ mastery of subject area knowledge and professional skills. This paper examines some of the significant educational and social issues currently facing basic education and teacher preparation programs in the United States. It addresses numerous topics and focuses on five general issues that confront K-12 education and either directly or indirectly Teacher Preparation Programs. Las políticas educativas nacionales y estatales de Estados Unidos están abogando por una mayor responsabilidad de los maestros con respecto al desempeño de los estudiantes, y las agencias de acreditación están requiriendo más evidencia del maestría de los maestros en el conocimiento del área temática y habilidades profesionales. Este artículo examina algunos de los problemas educativos y sociales importantes que actualmente enfrentan los programas de educación básica y preparación para maestros en los Estados Unidos. Aborda numerosos temas y se centra en cinco cuestiones generales que se enfrentan a la educación K-12 y directa o indirectamente los programas de preparación de maestros

Educating Illinois, 2003-2010: An Action Plan for Distinctiveness and Excellence

Strategic plan of Illinois State Universit

Predicting Assistive Technology Self-Efficacy in Teachers of Students with Visual Impairments

Students who are blind and visually impaired can use assistive technology (AT) improve their access to the educational environment. Mastering the use of AT is a crucial part of developing long-term independence and productivity in academic, vocational, and leisure settings. However, teachers of students with visual impairments (TVIs) report poor self-efficacy for teaching and supporting the use of AT. TVIs with low assistive technology self-efficacy (ATSE) may be less likely to use AT with their students, teach and support AT effectively, and persist through difficult experiences with students’ AT. Subsequently, students are at risk of not being exposed to AT that is useful and appropriate to them, and their AT skills may not reach mastery levels necessary for achieving desired outcomes. To date, the literature has not identified or examined any specific factors associated with TVIs’ ATSE. This study conducted such an investigation, using a quantitative, predictive correlational research design to examine the associations between 12 TVI experience factors and TVIs’ ATSE. A survey was distributed to TVIs across the United States, requesting input regarding their experiences, and a novel TVIs’ Assistive Technology Self-Efficacy Scale was developed to measure TVIs’ beliefs regarding their ATSE. The data were analyzed using a hierarchical multiple regression. Four TVI experience factors were found to be predictive of TVIs’ ATSE, and the variable categories of training experience and work experience factors were also found to be predictive of ATSE. These data, along with a variety of descriptive statistics, provide an updated examination of the state of AT in the field of visual impairments; researchers and practitioners now have specific aspects of TVIs’ experiences to design interventions around and further investigate in future research

Teacher Perceptions of the Use and Implementation of Online Learning in Secondary Career and Technical Education Programs

The Covid-19 pandemic fundamentally altered the course of education and this is no more evident than in the world of Career and Technical Education (CTE). When the education world was thrust into the remote learning environment, CTE instructors were forced to discover ways to provide students in their programs with high-quality learning experiences without the ability to conduct the hands-on learning experiences that are the hallmark of CTE programs. As we have moved into an endemic stage, a significant opportunity exists in finding ways to create improved methods of instruction in CTE programs that provide students with enhance learning experiences and the best way to understand these opportunities is through examining and understanding the experiences of those instructors that have taught CTE prior to, during, and after the Covid-19 pandemic. The purpose of this research is to understand the perceptions of secondary CTE teachers as to the implementation and use of online learning and educational technologies in traditional CTE programs. This qualitative research study utilized teacher interviews, documents, and classroom observations of CTE instructors from a single vocational school district in the Eastern United States. The research has yielded understandings in how CTE instructors can use digital tools to support classroom management as well as instructional strategies in CTE programs. Additionally, the research demonstrates ways that the integration of instructional technologies can support ways to expand experiential learning in CTE programs as well as the need for continual professional development to support the implementation and use of instructional technologies by CTE instructors

UDL: Practicing What We Preach

The purpose of this study was to explore the use of UDL in a special education program’s coursework and analyze how it affects college students outcomes beyond their classrooms. Past research has suggested that UDL has been increasingly used in college-level coursework design, and courses designed with UDL have higher reports of college student achievement. Based on the principles of UDL and andragogy, this study identified four central research questions. Specifically, a small qual/large quant mixed-method research design was used to investigate instructor utilization of the UDL principles, teacher candidate corroboration of UDL elements in their coursework, and an exploration of current student use of the skills learned in various courses from a special education program in the 2020-2021 academic year. Additionally, it was tested to determine of the EnACT UDL syllabus rubric could be used to predict instructor use of UDL. A Ruskal-Wallis H test was used to determine if there were significant different between instructor and teacher candidate responses, as well as differences between the instructor responses and EnACT UDL syllabus tool items. Results indicated that the EnACT UDL syllabus tool was not useful to predict instructor use of UDL in their coursework design. Further, results of specific differences between instructor and teacher candidates reports of UDL elements are presented and discussed. Limitations and implications for instructor implementation of UDL research, practice, and policy are discussed

Improving the Academic Success of Technical College Students with Disabilities: A Multisite Descriptive Case Study

Students with disabilities in higher education have lower retention and graduation rates than students without disabilities. While postsecondary administrators are attempting to meet the needs of students by implementing necessary reforms, barriers remain like issues with disclosure, transition planning, and faculty knowledge. This present qualitative descriptive case study sought to explore the instructional practices that were implemented by technical college educators to accommodate students with learning challenges, including students with disabilities, utilizing the Universal Design for Learning framework to determine which current technical college faculty instructional accommodations practices intersect with or diverge from Universal Design for Learning principles. The participants were a purposeful sample of 12 full-time technical college faculty members from six technical colleges in a southern state with at least five years of teaching experience at the postsecondary level and had worked with at least one student with a disability. Data were collected in three phases through the Universal Design for Learning Checklist, Semi-structured Interviews, and Document Analysis of course syllabi. Frequency counts and thematic analysis were utilized to analyze the data. This qualitative research has implications for identifying consistent and best instructional practices that positively impact the academic achievement of college students with disabilities. The findings indicated that technical college faculty have been implementing Universal Design for Learning instructional strategies, both intentionally and unknowingly, in an attempt to provide equitable access to all students regardless of ability and that technical college students can benefit from the implementation of Universal Design for Learning principles into college courses. The findings also implied that professional development training can become a vital aspect of instructors\u27 improvement programs to enlighten them about strategies that are available to improve their work with students with disabilities

LTC Newsletter

Fall 2005https://ecommons.udayton.edu/ltc_newsletter/1002/thumbnail.jp