Accessibility: Anything and Everything

Have you ever wondered about web accessibility? The main hint is the word "access" and we all know what it means when one has access to something. The same applies to the websites that we peruse daily. The next time that you're on one of your favorite sites, perhaps think of the following basic questions. Could anyone navigate the page easily? If someone is hard of hearing, could the graphics tell the story or are there captions? Could a screenreader interpret the page for those who are blind? Is this one of those sites that avoid using on a mobile device because it's not easy to view? And finally, do the colors and fonts work to provide a clean layout?

What do you know about accessibility?

Even if you're not an educator, accessibility is important for all. But imagine how it would be if students were not given access to proper learning materials? Is it because people just forget that education is not one-size-fits-all? Teachers face challenges in the classroom every day due to misconceptions about accessibility and what it really means. Please take a few minutes to view my presentation (link below) about some of the common issues with accessibility. There are also citations for further reading, if interested. 

Accessibility Misconceptions

Let's check it out! 

Now that you've read about some of the misconceptions and asked yourself about various websites, there is a tool that you can use to help you decipher how accessible a website really is for readers. You'll be surprised at what you notice are the usual offenders: fonts that are difficult to read, heading errors that would make it difficult for screen readers, and colors that don't contrast well with the background. Ready to check it out? Please use the link below. However, if you're using an Apple product, it would be better to not use the Safari browser for an optimal viewing experience.

WAVE Web Accessibility Tool

Ready to start?

Now it's time to make sure that your content is accessible! This class has made me realize that my love for Times New Roman font probably isn't always ideal for my generated worksheets. It has also just made me think more about accessibility. I've made a presentation (link below) including some basic tips to start utilizing accessibility. If you have some ideas, please let me know! 

Top 10 Accessibility Tips

Useful Links:

Technology Integration Matrix : Ideal for educators to see how to use technology in the classroom and make 

WAVE Web Accessibility Tool: As noted above, you can use this to check the accessibility of our favorite websites. 

Introduction to Web Accessibility: From the makers of the WAVE tool, an informative website about the history of accessibility..

What is Accessibility?: From the University of Missouri, it's another informative website about accessibility and Universal Design for Learning

Final Thoughts:

A teacher's approach to accessibility---the image provides various examples that not everything in our life is one-size-fits-all. Why should accessibility? 

Your Author:

Julie Farricker has been on her teaching adventure for 12 years in the traditional and virtual classrooms. When not studying accessibility or grading student work, she enjoys travel planning and studying the Italian language and culture. Perhaps she could get a grant to study accessibility in the Italian World Wide Web? However, she is saddened that Modern Language Association's (MLA) requirement of Times New Roman really isn't...accessible.

Accessibility 101: Technology Integration Matrix

   As a virtual school teacher, my students are already using technology to interact with the curriculum. Students are directed to watch embedded videos and learn from various types of platforms. They are also instructed to make presentations and given choices in how to use technology. However, how much of this is a passive activity in comparison to the infusion and transformation of technology?
   As I've been going through this course, I've often wondered that while my students are already "outside the box" in the realm of education, how could I integrate more? Looking at the examples of infusion, I would like to focus on the summative and formative assessments in my classes. Usually in my social studies classes, each lesson culminates with a quiz, essay, or a project. The students go through the lessons and then take a module exam. However, I would like to give the students more freedom with these formative assessments and allow them to create whatever will help them present the topics. For example, my United States History students have to take the Florida End-of-Course exam every year. Wouldn't it be nice to allow them to create the study guides on each of the various themes instead of just viewing my presentation? Allowing them to explore at their own levels should create better learners since they are learners of the 21st Century.
  As for transformation, teachers need to be more comfortable with collaboration with other classes and educators. Yes, we share ideas, but do we share our learning experiences? Since our virtual school is rather small, I am the only teacher for the content area. However, if we were to grow, it would be nice to provide these collaborative opportunities for the students to share with other classes using the outlets of Blackboard, video chat, etc.





In case you're wondering, this is a guideline for the Technology Integration Matrix:
http://fcit.usf.edu/matrix/matrix.php

Accessible vs. Inaccessible

    As a fan of Times New Roman font, I was saddened to learn that it really isn't as accessible as I would like it to be for websites. I will admit that my first glance at the inaccessible version of the site didn't strike me as having as many issues until I then compared it with the accessible version. I'm still having the most trouble understanding the issue with the CITYLIGHTS title and don't really notice the change that is noted in the annotation on the page. However, perhaps after a few more glances I will note the difference.
    Since only one other person has posted his observations so far, he and I did share some similar views about our surprise about accessible fonts and the issue with the links for the "News" and "Terms and Conditions" on the ticket page. Many websites have daunting terms and conditions in the similar bold font in screaming caps-lock, so seeing it here didn't surprise me. I had always assumed it was to get my attention and make sure the "Caveat Emptor" or "Buyer Beware" of the purchase. He and I also noted how the changes from inaccessible to accessible seemed like easy fixes that I'm sure if we all had practice seeing and doing them, it would become more common-place.
    While creating assignments for classes, my Times New Roman always seemed visually appealing because there was some an order and style that accompanied it. Even the comedian Aziz Ansari compares how most us should be acting like Times New Roman font, but alas, many are similar to Wingdings instead. That is something I would always use in my classroom as a way to note to students how important the font was not only as a comparison to life, but also to follow the rules set forth by the Modern Language Association for papers. I will have to take a good look at these assignments this summer to see how I could revise the documents to seem more visually appealing and accessible for the readers.

Is the average really "average"?

   Let's face it. Education is constantly changing and if teachers don't roll with those changes, then we are doing our students a disservice. Yes, I might have been very successful in the Catholic school methods that are very traditional and to many very outdated. However, I'm also twice the age of my students and things just CHANGE. This was something that my mother struggled with before she retired after 35 years in the classroom. The permanence of the computer was not welcomed, but she did ask for my assistance and she begrudgingly made PowerPoints (even though they were sometimes stuck in caps lock).
   Instead of fighting the inevitable, we need to be better at "designing to the edges" and really learn how students are thinking. Unfortunately, that would take time and many resources that some districts are not able to give. Even in virtual learning, which is a step in the right direction, there are still some challenges. For some students, a blended-learning experience is necessary because the iPad and its Apple-brand still can't solve all problems and make all of the material accessible. But it's a start and we need to continue the real conversations about it so that not just the teachers are involved. It really does take a village in this instance.

Accessibility 2.0

    Education is a not one-size-fits-all. While I had become accustomed to the "drill and kill" methods from my Catholic school days, not all students did or will learn material in such a manner. Although I had success with it, it's interesting to note how much education has even changed the past 12 years. Due to high-stakes testing and increased pressure on students and schools to perform, all material must be accessible in multiple platforms. As teachers, we have to constantly remind ourselves to update curriculum and refresh even our teaching methods. If someone had told me 12 years earlier that a world history lesson about World War I would include "tweets" from the trenches, I would have been rather incredulous. However, I know the language that these teenagers speak, and using Twitter and its format allowed students to express the sentiments of these soldiers in a more creative way than the usual textbook summary. If we don't update our "classrooms" (regardless of brick-and-mortar or virtual), we will never reach them.
    And accessibility just isn't in the classroom. I will admit that I'm not sure if my school district has an accessibility coordinator to ensure that material about the curriculum and school system are accessible. As noted in Ms. Molnar's article, Seattle Public Schools (SPS) has agreed to make many changes to its website and materials to ensure that its information is accessible, including a point to "train district officers, school administrators, faculty and other key personnel on applicable laws, electronic and information technology accessibility guidelines, and the creation of accessible content." However, if Ms. Nightingale had not originally raised the question about being able to access information as a blind mother of three students in SPS, when would the schools have acknowledged the issue?
   Due to this question, I made sure to check-out my county's website since I don't ever really peruse the site. It had been recently updated, so it took me a few minutes to become acquainted with the new format. If I had some challenges navigating the website and finding access to information, then what about a parent or a prospective family?


Molanar, Michele. (2015, 30 September). Ed-Tech Accessibility Lawsuit Settled by Seattle District, Advocates for the Blind. Retrieved from https://marketbrief.edweek.org/marketplace-k-12/ed-tech_accessibility_lawsuit_settled_by_seattle_district_advocates_for_blind/