Universal Design of Distance Learning

Abstract

Distance learning has been around for a long time. For hundreds of years instructors have taught students across great distances via correspondence courses using printed materials. The early days of television witnessed the introduction of televised courses. Today, in a specially equipped facility, an instructor can teach several classrooms full of students brought together through interactive television. Early on-line courses using electronic mail were rapidly followed by Web-based instruction. Today, the lines are blurred between different types of distance learning courses as multiple modes of delivery are employed in a single course. For example, a class library could be a Web site; class discussions could take place using electronic mail; some course content could be delivered using printed materials and television; and the final activity could be a place-bound proctored exam. Increasing access to more students is a common reason given for providing instruction in a distance learning format. However, these access arguments usually focus on people separated by distance and time and rarely include consideration of students with disabilities. In fact, the design of many distance learning courses erects barriers to the full participation of students and instructors with some types of disabilities. Assuring that individuals with disabilities can participate in distance learning courses can be argued on ethical grounds. Many people simply consider it to be the right thing to do. Others are more responsive to legal mandates. The Americans with Disabilities Act (ADA) of 1990 requires that people with disabilities have equal access to public programs and services. According to this law, no otherwise qualified individuals shall, solely by reason of their disabilities, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination in these programs. The ADA does not specifically mention distance learning courses. However, the United States Department of Justice clarified that the ADA applies to Internet-based programs and services by stating, Covered entities that use the Internet for communications regarding their programs, goods, or services must be prepared to offer those communications through accessible means as well (ADA Accessibility, 1996). Clearly, distance learning programs must make their offerings available to qualified people with disabilities. The following paragraphs discuss access issues and present design considerations for assuring that a course is accessible to potential instructors and students with a wide range of disabilities. The field of universal design provides a framework for this discussion. ACCESS BARRIERS Thousands of specialized hardware and software products available today allow individuals with a wide range of abilities and disabilities to productively use computing and networking technologies (Closing the Gap, 2001). However, assistive technology alone does not remove all access barriers. Described below are examples of access challenges faced by students and instructors in typical distance learning courses. Blindness A student or instructor who is blind may use a computer equipped with screen reader software and a speech synthesizer. Basically, this system reads with a synthesized voice whatever text appears on the screen. He may use a Braille refreshable display that prints screen text line by line. He can use a text-only browser to navigate the World Wide Web or simply turn off the graphics-loading feature of a multimedia Web browser. He cannot interpret graphics (including photographs, drawing and image maps) unless text alternatives are provided. Printed materials, videotapes, televised presentations, overhead transparencies, and other visual materials also create access challenges for him. These barriers can be overcome with alternative media such as audiotapes, Braille printouts, electronic text, tactile drawings, and aural descriptions. …

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