Iowa e-Learning Central

Accessibility and Usability for Content Developers

Introduction

This resource is available to support Iowa e-Learning Central (ILC) content developers on accessible and usable course content as described by Section 5 of the Quality Content Rubric (QCR). This support is focused on design elements that will allow greater accessibility and usability during local implementation. There are three sections: Considerations for Developers, Connections to Teachers, and Tool-Specific Considerations.

Considerations for Developers

The information below presents each of the five QCR criteria followed by considerations and specific supports for each. These considerations should be implemented, to the extent possible, when developing course content.

5a. Text/text sets and other materials are accessible for all students

  • ”Accessible Text” is printed material (e.g., textbooks, articles, exams/quizzes) that is converted to an electronic format so it is accessible via computer or other device. Formats produced include: Microsoft Word, pdf, RTF, Braille, and Tactile Graphics.
  • Fonts: Sans serif fonts such as Arial, Calibri, Tahoma, Verdana are the most readable.
  • Color contrast: Check that text has a strong contrast against the page background. Color Contrast Checker
  • Headings:  In Microsoft Word, use “styles” for consistent headings, subtopics, and normal text. This will assist screen reader technology.
  • Alternative Text:  Provide alternative text for images, graphs, and charts.
  • Lists: Use bulleted or numbered list styles built into your word processing program (Word or Google docs) to denote list structure; do not create “your own” spaces and symbols.
  • Table: Use tables for tabular information (value-based fields such as data) as opposed to format and layout display (typically text). 
  • pdf Readability: Avoid pdf when possible; even “accessible” pdfs are not always readable.
    • Use a product that matches need (e.g., word processing for documents, slide decks in presentation programs).
    • Consider content (e.g., mathematical images in particular may require more attention and research to make accessible).
  • Capitalization: Use appropriately but avoid overuse.
  • Bold and italics: Avoid when possible
  • If content relies on color coding to convey meaning, provide a written explanation that describes the intent of the color coding.
  • Use video content with Closed Captioning/Audio Transcripts (CC/AT) built in.
  • Ensure video content is formatted to allow playback in multiple settings. 
  • To be 508/W3C compliant, a website needs a way for a user to disable the automated updates so that they have enough time to read the content before it refreshes.
  • For videos, users need to be able to disable Autoplay.
  • For mathematical and science equations, consider Equation Editor and MathType rather than pictures of equations.   
  • Perform an accessibility check and correct any errors (see Available Tools and Resources below)

5b. Materials and assessment provide flexibility in accessing content, helping teachers meet the diverse needs of all students. 

  • Make learning materials available through multi-sensory means: Visual content is available auditorily, and vice versa.
  • Avoid the use of drag and drop technology when possible since this is difficult for some students.
  • Consider a minimum of 24 point type on presentations and 12 point type on documents.
  • Hyperlinks: Text should provide a clear description of the link destination. Further information can be found at the LSE website for web writing.
  • Provide a basic glossary with key definitions and concepts.
  • Be intentional about the use of discipline specific language and vocabulary, using plain language for instruction, directions, and other communications. 
  • Write out acronyms.
  • Perform an accessibility check and correct any errors.
  • If using online simulations/animation, give a hands-on alternative.
  • Provide a transcript for simulations/animations.

5c-5e

QCR criteria 5c-5e are detailed in the Connections to Teachers section below.

Note: A general good practice to increase accessibility is to keep content native to the platform in which it is used (eg. if documents come from Word, use Word instead of converting to pdf or opening it with google docs). When working with mathematics or science materials involving equations, use the Equation Editors found in Microsoft and Google Word and/or Math Type. Converting from one file type to another can affect the readability of the document, especially when equations or graphics are included. Additionally, any materials scanned and saved as a .pdf image have limited accessibility for a screen reader. 

Additional Tools and Resources

Connections to Teachers

Accessibility and usability are a shared responsibility across content developers, districts, and local teachers. Below again are each of the five QCR criteria and considerations on how these elements may be built into the materials or include instructions for the local teacher to provide, using locally available resources and tools.

5a. Text/text sets and other materials are accessible for all students

  • Provide teachers the Accessible Text definition above.
  • Note for teachers: If using a playback tool or video meeting method other than the recommended one, ensure it has Closed Captioning/Audio Transcripts (CC/AT).
  • Mathematical and science equation generator tools. Include one or make a recommendation for a no cost option.
  • Ensure elements are “Sectioned” to be accessible by students who use switches to scan and read.

5b. Materials and assessment provide flexibility in accessing content, helping teachers meet the diverse needs of all students.

  • If local teachers are developing new content, prompt them to see 5b for Content Developer.
  • Font choices: Allow the font to be changeable by the end user.
  • Include recommendation for playback tool and/or video meeting with Closed-Caption and/or Audio Transcripts.
  • Mathematical and Science equations: Consider Equation Editor and MathType as opposed to pictures of equations; caution local teachers not to convert mathematical images to pdf without an alternate means to provide accessibility.
  • Prompt local accessibility checks.
  • Remind local teachers to test all materials before instruction, especially for use with individual students or local technology tools.
  • Advise local teachers that students are allowed to use their own tools during assessment (i.e., word prediction, dictation).
  • Indicate to the teacher that materials shared electronically (via screen) should also be available electronically to students.

5c. Materials help teachers ensure that students at various levels of English proficiency have access to grade-level content.

  • Recommend that local teachers review the glossary and add words that are new or unfamiliar to their students.
  • Remind local teachers to use plain/clear language for instructional activities alongside discipline specific language and vocabulary. Indicate which discipline specific language and vocabulary should be preserved, when appropriate. 
  • Recommend a translation tool.

5d. Consider potential barriers to achieving the standards being addressed and provide flexible options in methodology, materials and/or assessments.

  • Use Universal Design for Learning (UDL) guidelines and indicate to local teachers where those principles are in the developed content.
  • Prompt local teachers to provide sufficient time for interaction and student response.
  • Clarify expectations through clear directions and models.
  • Embed or recommend quality engagement strategies for local teachers.

5e. Usability-specific: Source materials are classroom- and student-ready for teachers to use.

  • Provide excerpted text to local teachers when appropriate.
  • Suggest excerpted text options for local selection.
  • When curricular materials are  considered, ensure digital/online accessibility options (text to speech).
  • See pdf readability above.
  • Writing accommodations may be used (e.g., word prediction, dictation).

Key Resources  

  • UDL At A Glance: A brief video from CAST describing the rationale and big ideas around Universal Design for Learning (UDL).  
  • UDL-Aligned Strategies: An online support from Goalbook that outlines and provides examples of the three UDL-aligned strategies for Engagement, Representation and Expression 
  • The UDL Guidelines: “The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.”
  • Designing for Accessibility with POUR: An online support from the National Center on Accessible Educational Materials describing the concept of designing accessible content around the “POUR” idea of content being “Perceivable Operable Understandable and Robust. National Center on Accessible Educational Materials
  • CAST: Key Questions to Consider When Planning Lessons: This downloadable document provides a way to explore UDL guidelines using questions such as “Does the lesson help learners sustain effort and motivation?”

Tool-Specific Considerations

The purpose of the information below is to provide support to Iowa e-Learning Central (ILC) content developers with the selection of tools that can be integrated with, or suggested to support course delivery. Those tools have been reviewed by the ILC administration and meet the ILC requirements for terms of service. These tables and tools within them are not requirements for inclusion in ILC courses, but rather provided as considerations for use. In general terms, we will not use items that require any type of paid subscription. Free registrations to unlimited, basic tools and resources are permitted, tools that require a local, paid subscription or use fee are not. Additionally, the use of copyrighted materials other than open-source materials may not be used.

Learning Management Systems (LMS)

Learning management systems are typically online places that teachers, families, and students log into in order to view coursework, turn in coursework, and participate in classes. Information contained below is current as of April 22, 2021.

  • Google Classroom: No specific statement for Google Classroom; indicates which Google products and extensions support accessibility.Google products accessibility statement. Google Chrome preferred; App for Android or iOS phones and tablets. Accessible for students who are blind, visually impaired only if materials uploaded are, in themselves, accessible.
  • Moodle: Accessibility features may not work as designed in all available themes. Moodle Accessibility Statement and Resources. Getting Started Training Options. Made available to Iowa educators through AEA Learning Online.
  • Canvas: Platform is “committed to” web accessibility and 508. Has a voluntary template to help with upload/content. Canvas accessibility statement. Canvas Guides. Windows, Mac, Linux, iOS, Android, or any other device with a modern web browser (Firefox, Safari, and Chrome preferred).
  • Seesaw: Lists current accessibility features and chrome extensions that can be used. Seesaw accessibility statement. Help Center.iOS, Kindle, and Android for class and family apps. Computer/chromebook on Chrome, Firefox, or Edge browsers. Inaccessible with screen reader. Translation features and parents/families can leave voice messages on student work
  • Blackboard: Designed and developed for 508 compliance and using Web Content Accessibility Guidelines Blackboard accessibility commitment. Blackboard Help. Firefox, Chrome, Safari, or Edge with Windows 10. Some features in Blackboard Collaborate can run on mobile devices- iOS, Android, or Kindle.User interface can be troublesome for some users
  • Chalk and Wire: Statement only available for parent company. Accessibility Statement. Minimal website information: eportfolio focused and possibly post high school oriented.
  • Schoology: Provides a template for 508 compliance. Additional information may be available in the support section or parent company PowerSchool. Not easily searchable within product. Help Center.Chrome, Firefox, Safari, and Edge browsers. App available for Android. iOS is also available for the 3 most recent versions.

Online Tools

Below are specific tools approved by ILC to be used as part of ILC units and courses (also found in the ILC Online Development Tools). Content developers or third parties who would like other tools considered for review and approval, may do so using a REQUEST FORM. Requesters will be prompted to provide contact information, application/tool access details, the most recent terms of service, and a rationale for requesting the application. As of April 22, 2021, the following have been submitted for inclusion, but have not yet been approved: Anchor, NearPod, and Synth.

Note: In general, available online tools are or are not themselves necessarily more or less accessible to all learners, but rather the format and design of the content of what is delivered through the tools is what indicates the accessibility to end users. Developers and facilitating teachers are encouraged to develop content as accessible as possible (as outlined in the previous tables) for end users.

General Purpose

Creating Quizzes/Games

  • Kahoot: Provides several options for creating online quizzes and surveys to pre-assess, review content and practice. How it Works. Basic plan is free. Plan Pricing
  • Socrative: Allows one to use cell phones or student computers to engage students and track learning. Support for Use. Free for students; limited use free option for teachers. Plan Pricing

Creating Interactive Presentations

Backchannels/Informal Assessment

Creation Tools

  • BookCreator: An online tool for teachers and students to create, publish, and share books in the classroom. Supports the use of video and audio recording in the presentations. Resources for Teachers.  Free accounts available with limitations on use. Pricing Plans
  • Anchor: An all-in-one platform where one can create and distribute a podcast from any device. How to Start a Podcast. Free to all users.

Discipline-Specific 

Computer Science

  • Scratch: Allows students to program (i.e., code) games, interactive stories, and animations. Educator Guide. Inaccessible for Braille readers. Free for educators and students.

Mathematics

  • Desmos: Suite of mathematical software tools including graphing and scientific calculator. Desmos Accessibility Features. The calculators are 100% blind, visually impaired accessible. Only some of the classroom activities are accessible. To see which activities are accessible with screen readers for the blind, do a search in the activities using the words “screen reader”. Free for all users.
  • Geogebra: Online mathematical tools for graphing, geometry, 3D and more. Accessibility Statement. Learn GeoGebra Classroom. Has low vision accessibility features but not accessible to students who are blind. Free for all users.