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Supercalifragilistic Lack of Accessibility is Pedagogically Atrocious
Change display time — Currently: Central Daylight Time (CDT) (Event time)
Location: Virtual
Experience live: All-Access Package Year-Round PD Package Virtual Lite
Watch recording: All-Access Package Year-Round PD Package Virtual Lite

Listen and learn : Ed talk

Jenna Ashley  
Chrystal Trapani  
Accessibility isn't about disability - it's about ability and making things easier for all students. There are three main accessibility standards: color contrast, closed captioning/subtitles, and accessible PDFs. The reality is, classes will never go back to being entirely f2f synchronous; faculty must embrace digital accessibility in their online courses.

Audience: Curriculum/district specialists, Professional developers, Teachers
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Google Account recommended
Topic: Equity and inclusion
ISTE Standards: For Coaches:
Change Agent
  • Facilitate equitable use of digital learning tools and content that meet the needs of each learner.
Professional Learning Facilitator
  • Evaluate the impact of professional learning and continually make improvements in order to meet the schoolwide vision for using technology for high-impact teaching and learning.
For Education Leaders:
Equity and Citizenship Advocate
  • Ensure all students have skilled teachers who actively use technology to meet student learning needs.
Related exhibitors:
Mote

Proposal summary

Purpose & objective

Purpose
The purpose of this presentation is to bring better awareness and understanding to individuals involved in student success to the importance of digital accessibility.
Objectives
1. Review who is impacted by digital accessibility
2. Recognize basic digital accessibility
a. Recognize what contrast is and how to check for compliance
b. Recognize when closed captioning and/or transcriptions must be applied
c. Review when using PDFs is appropriate in an educational setting and how to apply accessibility standards
3. Discover best practices for transitioning inaccessible course content to accessible course content
4. Acquire accessibility resources

Outline

https://docs.google.com/document/d/1lz_ALituBM_73DW8_3IzS8pxbSdv0QagERgOvLp0QWs/edit?usp=sharing

Supporting research

Accessibility Resources (Google Doc)- https://docs.google.com/document/d/1zPV36KfJk937q29dF2bwxf3BJlUJ-q1TyhWKxJnFRYo/edit?usp=sharing

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Presenters

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Jenna Ashley, Old Dominion University

Google Certified Trainer, Google Certified Coach, Canvas Certified Educator. Instructional Technology Specialist at Old Dominion University, former secondary inclusion mathematics teacher. Accessibility Advocate, School Leader, Doctoral student in educational leadership with a research emphasis on digital accessibility. Disabled (Hearing impaired, ADHD/Autistic, physically disabled) For More: https://bit.ly/Jenna_Ashley

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Chrystal Trapani, Old Dominion University

Chrystal Trapani is an Instructional Technologist with the Center for Learning and Teaching and an adjunct instructor in the Department of English at Old Dominion University. Chrystal blends her experience working with first-generation and non-traditional students, curriculum development, creating interactive and accessible online course content, digital accessibility, and training faculty in order to help them achieve positive student outcomes and success. In working with faculty, she helps her colleagues gain strong, working knowledge of how to make course content successful for students of all learning abilities.

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