This post discusses the importance of accessibility and introduces strategies to incorporate accessible, inclusive teaching practices.

The Importance of Accessible Learning

In accordance with the Accessibility for Ontarians with Disabilities Act (AODA) and the Ontario Human Rights Code, Conestoga College recognizes its responsibility and legal obligation to provide education, information, and services in an accessible manner.

Meeting the diverse needs of all learners includes these best practices:

• Providing all student-specific accommodations required in the documentation sent confidentially by Accessible Learning for students registered with that service;
• Providing accessible, electronic copies of all course materials on eConestoga (including PowerPoint presentations and handouts) as early as possible, but no later than three working days in advance of each class;
• Ensuring that all videos include high-quality closed captioning;
• Allowing the use of a variety of electronic devices for notetaking;
• Permitting students to leave the classroom at their own discretion;
• Respecting a student’s legal right to privacy and confidentiality about their health and wellness;
• Ensuring all assessment materials and practices are accessible and aligned with caring practices (e.g., a 3 -hour exam is  provided in two parts with a 10 minute break in the middle for students and washroom breaks allowed)

What makes a document accessible?

Following are some of the basic elements of an accessible document.

• In Word documents, use Styles to designate titles, headings and subheadings within the text.
• Position all photos and images in-line with the text and add a meaningful “alt text” for each.
• Avoid using screenshots of text. If unavoidable, use the alt text to explain all written text in the image.
• Arrange charts to read horizontally left to right and assign a header row.
• Use default layouts when creating PowerPoint slides. Avoid using Blank slide format, textboxes and SmartArt where possible.
• Present hyperlinks with text which would be readable and intelligible if read completely on its own. For example, we could add a link to the Hub Post Building Accessible PowerPoint Slides to the previous point.
• At the end of creating the document, use the Accessibility checker built into Word or PowerPoint, and resolve any errors.

 If all the above are in place, the text will be readable by a document reader.

Are you new to making sure documents are accessible?

A good tip is to keep any documents you create simple, and then take advantage of the following supports to grow your skill.

1. You will find information and instructions in the following Hub posts:
   • Ways to Make your Teaching More Accessible
   • Making PPT accessible
   • A Foundational Understanding of Accessible Teaching and Learning at Conestoga College
   • Creating Accessible Word Documents | Niagara College Accessibility Hub
2. Organizational Development offers the workshop Making Accessible Materials with Ease (PDEV0208).  You can find and register for the workshop through the Professional Development calendar.

Additional Resources

• Reach Them All with Universal Design for Learning
• Sign up for Conestoga’s Universal Design for Learning (UDL): Creating an Equitable Opportunity for Post-Secondary Learners Course
• Accessible Learning is More Important than Ever: HEQCO’s Advice to Institutions — Academica Forum
• Accessibility Considerations in the Development of an Asynchronous Course

References

Ontario Human Rights Commission. (2017) With learning in mind, Inquiry report on systemic barriers to academic accommodation for post-secondary students with mental health disabilities. Toronto, ON: www.ohrc.on.ca
Special Education Guide. (2013-2019) 

Whitson, L. (2015). Closing the Gap: Moving Mountains Without Lowering Expectations. Washington, D.C.: Degree Prospects, LLC. Retrieved May 15, 2019 from here