This presentation draws from student experiences to identify barriers that exist in digital environments for individuals with neurocognitive differences. The presenters explore strategies to minimize cognitive load and maintain consistency that have immediate benefits for neurodivergent learners.
This program will examine when and how to accessibly use sonic media in the classroom. Hearing is a biological process; the act of listening is a social process. Both can provide barriers to learning. The way that we hear and listen is deeply informed not only by physiological abilities, but also by conscious and unconscious cultural perspectives. No one student will hear or listen to (and interpret) sound-based educational materials in the same way. Further, many students are d/Deaf, Hard of Hearing, or have audio processing disabilities.
Think back to when you were in school. Chances are, you didn't learn much about disability and accessibility.
Most of the focus in higher education has been on making sure things like class materials and technology are accessible for students with disabilities. But, less has been done to teach students about what accessibility is and how it connects to their fields of study. A survey in 2017 showed there's a big gap in accessibility skills. Even now, six years later, that gap is still there.
We'll take a brief 15-minute break.
For in-person attendees, coffee, tea, water and snacks are available.
We'll see everyone again at 3:00 pm!
For in-person attendees, please feel free to eat lunch in the conference room. There are also many restaurants in the Memorial Union.
We'll see everyone at 12:30 pm!
An ASU Enterprise wide professional development course created in partnership with the Academic Enterprise, EdPlus, Educational Outreach and Student Services's (EOSS) Student Accessibility Inclusive Learning Services (SAILS), Enterprise Technology, and Learning Enterprise and supported by the Provost's Office.
Everyone benefits from easy-to-use forms, but they are especially essential for people using assistive technologies, such as screen readers, screen magnification, and other keyboard-only technologies. Without well-designed and marked up forms, many of these people cannot access online forms.
Learn what accessible forms are and how to create them. We'll cover when and how to use ARIA, as well as how to test that your forms are accessible.
In the world of digital accessibility, WCAG testing is a crucial step towards ensuring equal access for all. However, this process can be overwhelming for individuals who are not proficient in coding. That's why this presentation, titled "Streamlining WCAG Testing: Tools and Tips for Non-Coders," aims to provide valuable insights into various user-friendly tools that simplify the WCAG testing process.
This session explores artificial intelligence (AI) tools tailored for neurodivergent learners. Addressing the challenges faced by students with conditions such as ADHD, dyslexia, and autism, the session highlights AI-powered solutions for instructors and students to enhance focus, comprehension, and communication.
After a long career as a college professor, I lost my sight. My journey into blindness helped me to see more clearly the fundamental importance of making our courses fully accessible to students with disabilities. To this end, I outline some simple guidelines and resources for creating accessible course materials. My experience with blindness also helped me to see that accessibility is not, by itself, enough to maximize student success. Students with disabilities must feel valued as individuals and welcomed into campus life.