Attend
Exhibit
How Might We Make Conferences, Schools and Classrooms More Accessible Through Technology? |
Explore and create : Creation lab
Bill Selak Heather Stinnett
Enable learning for all with simple choices. Learn how to make learning more accessible through audio, visuals and built-in settings on mobile devices. Understand how both good pedagogy and technical skills can contribute to a more inclusive environment at conferences, in classrooms and in schools.
| Audience: | Coaches, Teachers, Technology coordinators/facilitators |
| Skill level: | Beginner |
| Attendee devices: | Devices useful |
| Attendee device specification: | Smartphone: iOS |
| Participant accounts, software and other materials: | We will spend about 1/4 of our time together reviewing accessibility features of iOS15. We recommend users have access to a iOS15 or iPadOS15 device. |
| Topic: | Assistive & adaptive technologies |
| Grade level: | PK-12 |
| ISTE Standards: | For Education Leaders: Equity and Citizenship Advocate
Learner
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Participants will understand how to be more inclusive in three simple areas: audio/sound, visual/presentations, and software (built-in OS settings). Evidence of success will be a better awareness of blind spots around accessibility tools; comments like, “Wow, that never occurred to me, and it’s so simple to make that adjustment,” will be the expectation.
Instructional strategies are simple, yet powerful and inclusive.
1 Audio
Use a microphone. “Teacher voice” is exclusionary--at best, it prevents others (adults and students) from understanding basic communication. At worst, it re-enacts abusive behavior.
2 Visual
Use large, legible fonts. Visuals should have high contrast.
3 Software we already own
Operating systems, especially iOS 14, have a myriad of accessibility features that normalize their use. These assistive features are already part of the OS, so there’s no need to download any additional software. iOS, by default, is more inclusive because of this.
1 What is accessibility? (5 min)
2 What equity matters in education. (5 min, high level overview)
3 Audio accessibility (10 min)
• Use amplification
• Repeat questions into microphones
• Proper mic technique
• Closed captioning
• Live captioning
• Speak directly when talking with students; say “Please get your notebook” rather than “Do we need our notebooks for this?”
4 Visual accessibility (10 min)
• Font size and readability
• Color contrast
• Design guidelines for color blind
• Customize captioning on YouTube
5 Accessibility features we already have (10 min)
• iOS 13 overview
• Voice control live tutorial. Control an iPhone using only your voice (for system commands, adding text, editing text, etc)
6 Small group discussion (10 min)
• List ways we can be more inclusive around accessibility
• Create action plan for making your school more inclusive
7 Whole group sharing (10 min)
• Q&A
• Share best practices
• Share pledges for more inclusive schools
• Connect with EquityEdu
A Note From Your Colleagues With Hearing Loss: Just Use a Microphone Already by Jessie B. Ramey
Technologies supporting curriculum access for students with disabilities by Richard Jackson
Section 504 of the Rehabilitation Act
Americans with Disabilities Act of 1990
How to evaluate technology for accessibility by Thomas Thompson
W3C: Web Accessibility Initiative
https://www.w3.org/WAI/
https://chroniclevitae.com/news/2175-a-note-from-your-colleagues-with-hearing-loss-just-use-a-microphone-already
http://aem.cast.org/about/publications/2004/ncac-curriculum-access-technologies-supporting.html
https://www.ahead.org/conf/2015/2015%20Handouts/Con%203/3.6/AHEAD2015-EvaluatingIT.ppt
Advisory Commission on Accessible Instructional Materials in Postsecondary Education (December 6, 2011). Report of the Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities. Washington, DC, Advisory Commission on AIM in Postsecondary Education. Retrieved September, 2017 from http://aem.cast.org/about/publications/2011/postsecondary-advisory-commission-report.html
Curry, C. (2016, Summer). SED 687 Accessible Apps Catalog Product Descriptor and Student Collections. Unpublished, Master of Education in Instructional Technology, UMaineOnline.
Curry, C., Carl, D., & Pérez, P. (2018). Procuring accessible digital materials and technologies for teaching and learning: The what, why, who, and how. Wakefield, MA: National Center on Accessible Educational Materials. Retrieved September 27, 2018 from http://aem.cast.org/about/publications/2018/procuring-digital-what-why-who-how.html
Hashey, A.I., & Stahl, S. (2014). Making online learning accessible for students with disabilities. TEACHING Exceptional Children, 46(5), 70-78. DOI: 10.1177/0040059914528329
Jackson, R. (2004). TJackson, R.M. & Karger, J. (2015). Audio-supported reading and students with learning disabilities. Wakefield, MA: National Center on Accessible Educational Materials. Retrieved September, 2017 from http://aem.cast.org/about/publications/2015/audio-supported-reading-learning-disabilities-asr-ld.html
National Center on Accessible Educational Materials for Learning (AEM Center). http://aem.cast.org
PACER Center & National Center on Accessible Instructional Materials. (2010). Accessible instructional materials (AIM) basics for families. Wakefield, MA: National Center on Accessible Instructional Materials. Retrieved September, 2017 from http://aem.cast.org/about/publications/2010/aim-basics-families.html
Rose, D. H., Meyer, A., & Hitchcock, C. (2005). The Universally Designed Classroom: Accessible Curriculum and Digital Technologies. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.
WebAIM: Web Accessibility In Mind. https://webaim.org/
Web Content Accessibility Guidelines
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990
Bill Selak (he/him) is Director of Technology at Hillbrook School, an independent JK-8 school recognized as an Apple Distinguished School. He also teaches at Concordia University Irvine in the online M.A. Educational Technology program. He’s a recipient of the Kay L. Bitter Vision Award and the ISTE Emerging Leader Award, and he's a Google Certified Innovator and an Apple Distinguished Educator. He’s taught elementary music, kindergarten, and second grade. Bill is currently obsessed with sharing his professional learning on his own podcast Bill Selak Talks, where he also shares about bringing methodical creativity into the student experience.
Heather Stinnett is a school leader, teacher, and learner in the Bay Area. She is currently a M.Ed student at American University, studying Education Policy with a lens on equity. She believes fiercely in the need for DEI and social justice work in schools, in putting the student at the center of the learning experience, and in the power of education and community connections to transform our collective future. She is the Associate Head of Lower School at Hillbrook School, where she loves working with teachers and students to make learning as inclusive and fun as possible.
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