In the United States, there are around 61 million adults who live with a disability - which means that 26% or 1 in 4 adults have some type of disability [4]. Students with disabilities remain underrepresented and marginalized in academic environments, and struggle with access to learning materials. They also face barriers as a result of the ‘digital divide,’ which prevents them from equal opportunities with the lack of access to internet technologies. Although laws such as the Americans with Disabilities Act (ADA) prohibit discrimination based on disabilities, it serves as a bare minimum and is insufficient in ensuring equal and fair opportunities for persons with disabilities [1,2]. In 2020, schools and universities shifted to online learning environments due to the COVID-19 pandemic. Feedback regarding online learning is mixed and questions of whether it is equivalent to in-person learning pre-COVID are raised. However, the call for improving accessible online learning environments for students with disabilities continue.
Why online learning environments?
Online or virtual learning environments are web-based platforms that facilitate learning by digitizing educational institutions. They enable greater flexibility and ease of use for both students and faculty. By making online learning environments student-centric, students can work in a self-paced format and take control of their own learning.
In 2020, schools and universities were forced to shift to online learning environments and make their education available 100% virtual. Now in 2022, online/remote learning is still offered as an option in addition to in-person and hybrid learning. Studies have shown that 59% of participating institutions plan to continue some or all of their remote learning offerings via distance education after the pandemic [7]. Educational institutions are also realizing that proper online learning environments can help them reach many students by providing them with content that is easily accessible [5]. Another benefit of online learning is the affordability of its low-cost structure, which can potentially lessen the cost of instruction and the financial burden on students.
What are the current problems faced in terms of accessibility?
According to the United Nations, students with disabilities face barriers in remote/online learning due to the ‘digital divide,’ which refers to the gap between those who have access to internet technologies and those who don’t [10]. It can also be attributed to having limited access to the Internet, and a lack of access to resources such as computers, smartphones, and other information and communication technologies (ICTs) that would support online material. Therefore, it is important that online learning environments be structured so that they are accessible and operable at the lowest possible internet connection bandwidth. This can be done by ensuring that the content is not large in size and can be compressed to be compatible with low bandwidths.
Why is accessibility in online learning environments important?
There are several laws in place to ensure accessibility in learning environments. Title II of The Americans with Disabilities Act (ADA) prohibits state and local governments (e.g., public universities) from discriminating against persons based on disability and requires schools to make educational opportunities accessible to all students [1, 11]. Title III of the ADA prohibits discrimination on the basis of disability in places of “public accommodation,” which includes schools and universities and can be extended to include web accessibility [2]. Section 504 of the Rehabilitation Act of 1973 prohibits discrimination based on disabilities which excludes people from access to services funded by federal organizations [9]. This applies to universities and educational institutions, thereby also applying to their respective online learning environments. Online learning environments themselves need to comply with Web Contrast Access Guidelines (WCAG) 2.1 standards to provide equal access to students with disabilities and comply with the legal requirements [13]. WCAG is a set of recommendations for making Web content more accessible to people with disabilities and is based on four principles: Perceivable, Operable, Understandable, and Robust [13]. Legally, the de facto standard is to ensure that digital content is accessible according to the requirements of the WCAG 2.1 AA conformance level. However, the laws still only serve as a minimum requirement and may not translate into equal environments and opportunities for persons with disabilities.
Considerations for creating accessible online learning environments
According to recent studies, students with various types of disabilities found online learning to be useful when using it with assistive technology [3]. Listed below are different types of disabilities and considerations that need to be applied for developing accessible online learning environments.
Visual Disabilities
Students with visual disabilities need content to be compatible with screen and braille readers. Online lecture materials such as presentations often include textual information and non-textual information like figures and diagrams. To ensure accessibility, the non-textual content should be communicated in methods other than color. Sufficient color contrast based on Web Contrast Access Guidelines (WCAG) must be considered [13]. For normal text (less than 24 px) contrast ratio should be at least 4.5:1 and 3:1 for large text (24 px and above). For graphics and user interface components (such as form input borders), WCAG 2.1 requires a contrast ratio of at least 3:1. The content should be easily parsable by text interpreters and zoomable up to 200%. Providing audio alternatives and alternative text for visual images are also ways to ensure an accessible learning environment.
Auditory Disabilities
Students with auditory disabilities may use captioning software, interpreters, assistive listening devices (ALD), and braille devices. Therefore, the content should be parsable and compatible with adaptive technology. The content should also include methods of communicating important information other than audio, such as text, symbols, etc. Providing simple, easy-to-understand content can reduce complexity and ambiguity and also reduce information overload and fatigue. In online lectures, it is also important to ensure good audio quality. Transcription services and lecture recordings are useful in ensuring accessibility. For example, many professors at UT Austin use the Panopto service which automatically creates transcriptions and closed captions for recorded lecture material.
Physical Disabilities
Online content should be structured so that it is accessible through both mouse/touchpad and keyboard navigation (e.g., using the Tab key). This content must work both in horizontal and vertical orientations and be compatible with assistive technologies like voice recognition software, eye-tracking devices, etc. For example, the Panopto service used for recording online lectures is also screen-reader friendly and accessible through keyboards.
Cognitive Disabilities
WebAIM defines cognitive disabilities in clinical and functional terms [12]. Clinical terms include dyslexia, autism, Down syndrome, dementia, etc. Functional classification refers to the user’s abilities and challenges irrespective of their medical or behavioral causes, such as challenges with memory, problem-solving, attention, reading, and comprehension (verbal, visual, mathematical).
Online content should be structured in clear, simple language, with the content hierarchy accessible through screen readers, text-to-speech software, etc. Organizing web content with proper usage of headings can ensure easier screen-reader navigation and clearer visual interpretation. It should also provide background information on the topic to ensure better understanding and learning experience.
Accessibility & Curb Cut Effects
The curb-cut effect is defined as the phenomenon in which design solutions that were created for persons with disabilities end up helping a much larger user group [8]. The name ‘curb-cut’ comes from the ramp cuts often seen on street curbs, which were originally created to allow people in wheelchairs to cross the road [6, 8]. However, it quickly became evident that the ramps benefit a larger user group - people with strollers, bikes, etc., can utilize them to cross the road easily [6]. Designing accessible online learning environments for students with disabilities can also help students without disabilities, for instance:
Including transcripts and closed captioning for online lectures
Providing accessible HTML content and indexed Word documents instead of inaccessible PDF files
Organizing content using a proper hierarchy
Providing more context to figures (through alternative text) and links (through meaningful text that conveys the function & purpose of the link).
Scaffolding learning through multiple modalities.
Collaborative for Access and Equity: Microsoft-UTexas Partnership
The Collaborative for Access and Equity is a Microsoft and UT Austin partnership that aims to improve accessibility on campus and in online learning environments for students with disabilities. The project focuses on identifying accessibility issues through collaboration with faculty and students and leveraging accessibility strategies and technology tools to enhance the learning experience. The project lead, Dr. Stephanie Cawthon, says, “Accessible learning requires more than just accommodations and course retrofits.” In the context of online learning environments, it is important to ensure that support is already embedded so that it is intuitive and helpful to students. This support requires dialogue and support from units across campus, including IT, faculty development, and student support.
Microsoft Collaborative for Access and Equity logo - designed by Emily Eagan
As a Student Coach involved in this project, I saw the perspectives of both the students and faculty at UT. For instance, UT uses the Canvas Learning Management System for the student online portal to access class information. Each class page is organized in a different structure depending upon its content. However, accessibility is lost in this space. Students find it difficult to manage multiple class pages and access the required information quickly. Existing lecture materials such as presentations, readings, and multimedia (images and videos) are also inaccessible and therefore, students with disabilities reach out to the faculty for support. In parallel, the faculty mentioned that Canvas had a learning curve; therefore, they spent a lot of time and effort in learning and setting up their course content. Some templates exist for setting up pages, however, it does not completely address the faculty’s unique needs for structuring their class content, nor does it communicate the accessibility of the existing setup. Although most faculty are interested in ensuring accessibility in their courses, they are unsure of where to begin and what actions they need to take. To solve the issue, considerations need to be taken in ensuring accessibility in the course content (presentations, recorded lectures, readings, etc.) and in the online learning environment i.e., Canvas. Presentations and readings can be shared through accessible Word documents instead of PDFs and lectures can include transcription and closed captioning using the Panopto integration on Canvas. In addition, workshops for creating accessible Canvas pages can help faculty familiarize themselves with the platform and also ensure that accessibility is considered across the page.
The Collaborative for Access and Equity project aims to bridge the gap in online accessibility by communicating and presenting accessible solutions that can act as a reference for creating accessible online learning environments. Through this project, I was able to understand the finer details of presenting course content and the importance of including accessible solutions to ensure a supportive learning environment for students with disabilities. The pandemic has shed a light on the inadequacies in online accessibility, especially in the learning sector. However, with the efforts of students and faculty, it is possible that accessibility can be improved so that online learning environments can still be offered post-pandemic and provide equal learning opportunities.
References:
[1]. ADA.gov (n.d.). State and Local Governments (Title II).Retrieved March 8, 2022, from https://www.ada.gov/ada_title_II.htm
[2]. ADA.gov (n.d.). Public Accommodations and Commercial Facilities (Title III). Retrieved March 8, 2022, from https://www.ada.gov/ada_title_III.htm
[3]. Breaux, P. (2021, July 7) How COVID-19 Impacted Digital Accessibility in Education. Acquia. Retrieved March 8, 2022, from https://www.acquia.com/blog/how-covid-19-impacted-digital-accessibility-and-access-education
[4]. CDC. (2020, September 15). Disability and Health Overview | CDC. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/disabilityandhealth/disability.html
[5]. Fitzgerald, M. (2022, February 15) How Online Learning Is Reshaping Higher Education. US News. (n.d.). Retrieved March 8, 2022, from https://www.usnews.com/news/education-news/articles/2022-02-15/how-online-learning-is-reshaping-higher-education
[6]. Gilbert, R. M.. (2019). Inclusive Design for a Digital World Designing with Accessibility in Mind / by Regine M. Gilbert. (1st ed. 2019.). Apress. https://doi.org/10.1007/978-1-4842-5016-7
[7]. Lederman, D. (2021, September 16). Detailing Last Fall’s Online Enrollment Surge. Inside Higher Ed. https://www.insidehighered.com/news/2021/09/16/new-data-offer-sense-how-covid-expanded-online-learning
[8]. Mortensen, D. H., & Spillers, F. (2021). 3 Reasons Why Accessible Design Is Good for All. The Interaction Design Foundation. Retrieved November 14, 2021, from https://www.interaction- design.org/literature/article/3-reasons-why-accessible-design-is-good-for-all
[9]. Section508.gov. (n.d.). Retrieved March 8, 2022, from https://www.section508.gov/blog/do-section-508-accessibility-standards-apply-to-mywebsite/
[10]. United Nations (2020, August). Policy Brief: Education during COVID-19 and beyond. https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond
[11]. US Department of Education (ED) (2020, April 21). Disability Discrimination. [Federal Agencies; Reference Materials; FAQs]. https://www2.ed.gov/about/offices/list/ocr/frontpage/faq/disability.html
[12]. WebAIM (2020). Cognitive—Introduction. (n.d.). Retrieved April 5, 2022, from https://webaim.org/articles/cognitive/
[13]. Web Content Accessibility Guidelines (WCAG) 2.1. (n.d.). Retrieved April 5, 2022, from https://www.w3.org/TR/WCAG21/
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