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Increased Accessibility for People With Visual Impairments in an Online Learning Environment

Tracy D. Capili, OTR/L LEARNING OBJECTIVES Occupational Therapist After reading this article, you should be able to: Fleming Therapy Services, Inc. 1. Describe the effect of common visual impairments on a per- Woodbridge, VA son’s participation in online education 2. Recognize the importance of creating an online classroom that Julie L. Watson, PhD, OTR/L is accessible for all students Coordinator, Post Professional Occupational Therapy Doctorate Program 3. Identify simple universal design strategies that can be applied Associate Professor to promote accessibility in an online classroom School of Education, Health and Human Sciences 4. Discuss the role of occupational therapy in modifying online Bay Path University classrooms for improved accessibility Longmeadow, MA INTRODUCTION TO ACCESSIBILITY IN AN ONLINE LEARNING ENVIRONMENT Jennifer O’Connor Duffy, PhD Online education has progressed from its beginnings as a basic Director of Faculty Research/Associate Professor discussion board to currently include virtual classrooms and sim- School of Education, Health and Human Sciences ulations (Smith Glasgow et al., 2017). Ghilay (2017) argued that Bay Path University online learning exceeds traditional instruction in many empower- Longmeadow, MA ing ways, including improving student interest and engagement. Additionally, Ghilay (2017) explained that engaged learners have improved motivation, which is reflected in the quality of learning. ABSTRACT The Americans with Disabilities Act (ADA) was signed into Online education has proliferated over the past several decades law on July 26, 1990, and prohibits discrimination against a per- and is continuing to grow (Decelle, 2016). Teaching online has son with a disability in employment, public services, and public taken educators outside of their comfort zones and has provided legislation that would restrict the ability of that person to enforce unique opportunities to promote student success in an online their right to access public accommodations (Page, 2018). Given learning environment (Archibald, 2017). To encourage accessi- the necessity of accessing online services in today’s world, people bility for all students, including people with visual impairments with disabilities are continuing to turn to the ADA to guide them and other disabilities, online educators need to have an increased in breaking down barriers (Girma, 2015). understanding of how universal design for learning serves as a framework to support inclusion (Campbell et al., 2016). The BACKGROUND purpose of this article is to educate occupational therapy prac- In a virtual environment, communication occurs by means of titioners and educators who teach online about how to design airwaves or computers and in the absence of physical contact, online courses and presentations that are accessible for people including real-time or near-time environments (American with visual impairments. Occupational Therapy Association, 2014). Virtual, or online, education has proliferated over the past several decades and is continuing to grow (Decelle, 2016). Teaching online has taken

ARTICLE CODE CEA0819 | AUGUST 2019 ARTICLE CODE CEA0819 | AUGUST 2019 CE-1CE-1 CE Article, exam, and certificate are also available ONLINE. Continuing Education Article Register at http://www.aota.org/cea or Earn .1 AOTA CEU (one contact hour and 1.25 NBCOT PDU). See page CE-6 for details. call toll-free 877-404-AOTA (2682). educators outside of their comfort zones and has provided noted that in 2015, up to 8.2 million people were affected by unique opportunities to promote student success in an online an uncorrected (not corrected with glasses or contact lenses) learning environment (Archibald, 2017). To promote accessi- visual impairment. Functional ability is defined as the ability to bility for all students, including students with visual impair- engage in occupations (Liu, 2018). Romney and Celeste (2015) ments and other disabilities, online educators need to have an found evidence-based practice requires that the design of digital increased understanding of how universal design for learning learning resources respect diverse ways of learning, to include (UDL) serves as a framework to support inclusion (Campbell accessibility. Umeda et al. (2017) found that implementation of et al., 2016). the Americans with Disabilities Act (ADA) standards have yet The virtual context or environment encompasses more than not fully addressed hidden access and participation barriers. online classrooms in higher education. Hanft and Shepherd Visual impairment can be defined as a loss or abnormality of (2016) described the virtual context as including a school’s visual function, whether physiological or psychological. Exam- information and technology networks. The virtual context ples of visual impairments include loss of visual acuity, reduced has become prominent in education settings and is essential contrast sensitivity, and constricted visual field. Visual disability for improving the performance of students with and without is considered a restriction or inability to perform a task in a disabilities. As an example, many classrooms are equipped with manner that is regarded as typical. Loss of function for a student interactive whiteboards connected to computers and computer with a visual impairment or disability may affect the person’s projection systems to support virtual assignments and lessons— ability to read or recognize objects (Whittaker et al., 2016). additionally, school intranet and teacher homepages provide Butler (2016) described some interventions to assist with homework, upcoming class activities, and newsletters. visual impairment issues that are within the scope of occupa- tional therapy, such as increasing contrast between objects and EDUCATION IN AN ONLINE CLASSROOM their backgrounds to improve visual function. As discussed by Williams (2017) explained that faculty in postsecondary Whittaker and colleagues (2016), not everyone can read fluently settings are encountering new obstacles in response to with magnification alone. Other factors, such as print contrast, increased requests for accommodations and an increased must be considered as well. need to adopt inclusive teaching practices. Simmons and colleagues (2010) found that higher education profession- Common Visual Impairments That Affect Functioning in an Online als are challenged to design courses to effectively reach Classroom the growing diversity of students, including students with Decreased Visual Acuity: Reduced ability to see small, high-con- disabilities. Fichten and colleagues (2009) argued that there trast objects is a clear need for training that is responsive to students’ • Difficulty reading needs for accessible electronic learning materials and that • Difficulty seeing images on television (or computer improvements made through universal instructional design monitor) will result in increased accessibility. Decreased Contrast Sensitivity: Reduced ability to see larger, Patel (2014) noted that education professionals must ensure low-contrast objects that students are not limited by pedagogy. Because of the • Difficulty seeing faded print or print on colored asynchronous nature of communication in the online learning background environment, however, it can be difficult for online teachers Visual Field Loss: Loss of vision where the person is trying to look to determine whether each student is fully participating in the • Difficulty finding place when scanning class. Therefore, it is imperative for online educators to ensure • Misses words and letters that each student can access an equitable educational experi- Impaired Oculomotor Functioning: Difficulty controlling eye ence. According to Burgstahler (2017), Section 504 of the Reha- movements bilitation Act of 1973 and the Americans with Disabilities Act • Double vision or blurred vision of 1990 establish a firm legal basis that information technology (Whittaker et al., 2016) procured, developed, and used by postsecondary institutions be accessible to individuals with disabilities. The author noted that TECHNOLOGY AND LEARNING together these statutes require that all campus offerings (includ- Howard (2002) suggested that Web-based courses present ing Web-based courses) be available to all students, faculty, staff, unique problems for student engagement and that instructors and visitors for whom they are designed, including individuals need to consider how the mode of delivery affects the level with disabilities. and quality of student participation and student learning. According to Goode (2010), technology is central to the daily EFFECT OF A VISUAL IMPAIRMENT OR DISABILITY ON STUDENT routine of campus life, and computers have become a symbol LEARNING of access to a rigorous curriculum. However, students come to According to Chan and colleagues (2018), low vision and college with varied computing history, which affects their rela- blindness are leading causes of disability (loss of functional tionship with the technology needed to pursue their academic ability) among U.S. residents. Varma and colleagues (2016) aspirations.

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Accessibility in an Online Classroom UNIVERSAL DESIGN FOR LEARNING Accessibility in an online learning environment may include Oswald and colleagues (2018) found the shift to online and creating universal accommodations in the classroom. Pogrund hybrid style courses offers many benefits for students and educa- (2018) defined accommodations as supports and services that tors, but it also comes at a cost for some students, who live with change how an individual learns. Kaiser and Herzberg (2017) various levels of sensory impairment. Students with disabilities suggested that students with visual impairments are each (visual or otherwise) often face additional obstacles in online unique in how their visual impairment affects their functioning learning when attempting to access electronically delivered con- in educational settings. tent. Such barriers include spending excessive amounts of time McDowell and Budd (2018) found that a learning envi- navigating course content and assignments, being unable to ronment is more effective when care is taken regarding the access certain content, and waiting on materials to be converted placement of materials and using spaces. The authors suggested into accessible formats. that classroom clutter can be visually distracting and interrupt Knarlag and Olaussen (2016) described UDL as fostering learning for people with visual impairment. The concept of educational practice that offers variation and flexibility in the placement of materials is applicable in the physical and virtual way that information is presented. The authors explained that classroom. McLaughlin and Kamei-Hannan (2018) demon- the application of UDL strategies affects the way that students strated support for accessibility for visually impaired learners by respond, demonstrate skills, and engage in their learning pro- explaining that if a student must concentrate on simply decod- cess. Oswald and colleagues (2018) explained that the purpose ing reading material, the student’s ability to gather meaning of universal design in an educational setting is to create an from the text is limited. equally accessible learning environment for students of varying According to Taylor (2017), the role of occupational therapy abilities. practitioners using the Model of Human Occupation (MOHO) Hall and colleagues (2012) stated that UDL is a framework can include creating environments that support a person’s per- for instruction organized around three principles that are based formance capacity, skills, participation, and occupational adap- on the learning sciences. This framework provides flexibility in tation. The occupational role of being a student may be affected the ways information is presented, how students demonstrate by barriers in the environment that limit access to the course or knowledge and skills, and how students are engaged. course content. The occupational performance of a student may Principle 1: Provide multiple means of representation. be optimized by addressing constraints that affect occupational Representation is the “what” of learning. Offer multiple ways to functioning in the context of the school environment. present what we teach and learn.

Figure 1. Universal Design for Learning’s Connection to Representation, Action and Expression, and Engagement Representation

Universal Design for Learning

Action and Engagement Expression

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Principle 2: Provide multiple means of action and expression. limit participation in occupations and then design interventions Action and expression are the “how” of learning. Offer flexible that promote engagement in occupations. options for how students learn and express what they know. Wagenfeld and colleagues (2017) suggested that occupa- Principle 3: Provide multiple means of engagement. Engage- tional therapy practitioners are well suited to become involved ment is the “why” of learning. Offer flexible options for generat- with the design of spaces, products, services, and systems with ing and sustaining motivation (see Figure 1 on p. CE-3). promoting autonomy and independence. They are distinctly pre- Universally designed curriculum and learning environments pared to modify virtual environments with a focus on universal provide students with multiple ways of viewing or listening to design strategies because of an in-depth understanding of the information (representation), expression, and engagement. connection between a person, the environment, and occupa- UDL principles can be applied to overall course design as well tional functioning. Additionally, Scaffa and Reitz (2014) sug- as to specific instructional materials, such as lectures, learning gested that occupational therapy practitioners can act as liaisons activities, group work, handouts, labs, and online instruction. between clients and other practitioners. The principles of UDL recognize that variance across individuals Taylor (2017) described how occupational therapy prac- is the norm, not the exception, and curriculum should be adapt- titioners are well suited to modifying learning environments able to individual differences rather than the other way around because of their understanding of MOHO. The author described (Hall et al., 2012). MOHO as a client-centered, occupation-focused model that Hall and colleagues (2012) explained that U.S. colleges and emphasizes the relationship between volition (how a person universities must comply with the ADA and other pertinent pol- is motivated), habituation (how performance is repeated over icies. The Higher Education Opportunity Act of 2008 includes a time), performance capacity (subjective perceptions of capac- definition of UDL, which emphasizes reducing barriers in instruc- ity), and the environment (social and physical contexts). The tion and providing appropriate supports while maintaining high concepts of MOHO may be applied to improving accessibility achievement expectations for all students. UDL principles may be in a virtual learning environment when providing direct service applied for compliance with laws about accessibility while also pro- to clients, when training teachers and other educational staff, moting active learning for all students (Hall et al., 2012). when providing education to colleagues, and when serving as educators in an online classroom. Simple Universal Design Strategies for a Virtual Environment • Reduce visual clutter (such as patterns, unnecessary graph- Occupational Therapy and Universal Design ics, emojis). Pruett (2017) explained that the Person–Environment–Occu- • Large print type should be used. Preferably 18 point, but 16 pation Model of Occupational Performance helps identify the point at a minimum. relationships among a person, environment, and occupation • Avoid decorative fonts. (activities). The relationship between each component affects • Use bold type because the thickness of the letters makes the the quality of occupational performance (function). The goal print more legible. Dark type on a light background maxi- of universal design should be to maximize the fit between each mizes contrast. element and to optimize functionality. • Avoid using italics or all capital letters. Both forms of print • When teaching, especially in an online environment, teach- make differentiating among letters more difficult. ers do not always have the advantage of knowing the abilities • When appropriate, allow flexible time limits for students to of all students in a class. Teachers may not have an oppor- complete assignments, tests, and quizzes. tunity to know the learning styles, strengths, challenges, or • Use color effectively: skills of every student.  Avoid using different colored lettering for headings and emphasis, as it is difficult to read for many people with low vision. SUGGESTED ACTIVITIES  Maintain consistency of color.  When using color, use dark blues and greens to maximize 1. Apply the Simple Universal Design Strategies for a visibility (VisionAware, 2017). Virtual Environment, as discussed in this article, by creating a PowerPoint presentation to educate colleagues Pierce (2014) noted that occupational therapy practitioners or clients about an intervention or another concept. Be are also occupational scientists and, as such, seek to study mindful of color, font size, and use of graphics. occupation to understand its role in the everyday lives of those who experience restriction, gaps, and dysfunction. The distinct 2. Consider educational technology that you use with clients, contribution of occupational therapy practitioners or occupa- such as keyboarding tutorials and interactive whiteboards. tional scientists is to understand the occupational needs of a Is the material being presented universally accessible for person and to describe the gaps that can be filled to maximize a all people, regardless of ability? Is there a way to imple- person’s performance. Pierce (2014) explained that, as thera- ment UDL strategies to improve accessibility? pists, occupational therapy practitioners identify barriers that

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• Universal design strategies help to “level the playing field” about how to create online learning environments that are and improve accessibility for all students, regardless of accessible for people with disabilities. ability. The online learning environment needs to be considered in • Occupational therapy practitioners are distinctly qualified much the same way that the physical learning environment is to assess accessibility because of an in-depth understanding considered, with the knowledge that modifying the environ- of task analysis and the effect of environmental modification ment promotes learning, accessibility, and success for all stu- (physical and virtual) on enhancing a person’s functional dents, regardless of ability. Occupational therapy has a distinct success as a student. role in modifying the online learning environment, specifically • Occupational therapy practitioners understand the con- in implementing and teaching UDL strategies, in a way that nection between the person, the environment, and the promotes accessibility for all students. Occupational therapy occupation. practitioners are well prepared to provide training to educators who use virtual learning environments because of their in-depth Occupational Therapy and Virtual Educational Environments understanding of the connection between the person, the envi- Renn and Reason (2013) stated that higher education environ- ronment, and occupational functioning. ments can no longer be considered without including digital environments and the online interactions students have with REFERENCES one another, instructors, and the institution. The authors noted American Occupational Therapy Association. (2014). Occupational therapy that higher education institutions must adopt a mindset that practice framework: Domain and process. American Journal of Occupational addresses the digital environment to fully account for student Therapy, 68(Suppl. 1), S1–S48. https://doi.org/10.5014/ajot.2014.682006 interactions in the learning context. Applying universal design Archibald, C. (2017). Reflection: Lessons learned from teaching online in under- strategies to modify the online learning environment can graduate programs. ABNF Journal, 28, 114–118. improve accessibility for all students and can maximize the Burgstahler, S. (2017, January 30). ADA compliance for online course design. effectiveness of online teaching practice. Retrieved from https://er.educause.edu/articles/2017/1/ada-compliance-for- online-course-design Case Examples: Applying Universal Design Strategies in Occupa- Butler, M. (2016). The role of occupational therapy in visual impairment in Aotearoa/New Zealand. New Zealand Journal of Occupational Therapy, 63(1), tional Therapy Practice 31–33. th • A kindergarten-through-12 -grade (school-based) occupa- Campbell, W. N., Selkirk, E., & Gaines, R. (2016). Speech-language pathologists’ tional therapist modifies electronic media to teach children role in inclusive education: A survey of clinicians’ perceptions of universal with disabilities new skills, such as how to use a keyboard. design for learning. Canadian Journal of Speech-Language Pathology & Audiolo- gy, 40, 121–132. • An orthopedic occupational therapist (hand therapist) modi- Chan, T., Friedman, D. S., Bradley, C., & Massof, R. (2018). Estimates of inci- fies online methods to teach occupational therapy fieldwork dence and prevalence of visual impairment, low vision, and blindness in the students when using any technology, such as an iPad, laptop, United States. JAMA Ophthalmology, 136, 12–19. or desktop computer. Decelle, G. (2016). Andragogy: A fundamental principle of online education • A pediatric occupational therapist uses an electronically for nursing. Journal of Best Practices in Health Professions Diversity: Education, accessed program that has been modified according to uni- Research & Policy, 9, 1263–1273. versal design principles to teach children with special needs Fichten, C. S., Asuncion, J. V., Barile, M., Ferraro, V., & Wolforth, J. (2009). Accessibility of e-learning and computer and information technologies for to type or keyboard. students with visual impairments in postsecondary education. Journal of • Occupational therapy practitioners provide electroni- Visual Impairment and Blindness, 103, 543–557. cally based presentations, such as PowerPoint, to educate Ghilay, Y. (2017). Online learning in higher education. New York: Nova Science. colleagues. Girma, H. (2015, July 27). My ADA story: A deafblind lawyer dismantling digital barriers [Web log post]. Retrieved from https://obamawhitehouse.archives.gov/ Case Examples: Applying Universal Design Strategies in Teaching blog/2015/07/27/my-ada-story-deafblind-lawyer-dismantling-digital-barriers Practice Goode, J. (2010). Mind the gap: The digital dimension of college access. Journal of Higher Education, 81, 583–618. • A higher education faculty member simplifies titles of hyper- Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the links to increase accessibility to materials. classroom: Practical applications. New York: Guilford Press. • A middle school teacher creates online lectures and notes Hanft, B., & Shepherd, J. (2016). Collaborating for student success: A guide for that are universally accessible for all students, such as those school-based occupational therapy (2nd ed.). Bethesda, MD: AOTA Press. found on Google Classroom. Howard, J. R. (2002). Do college students participate more in discussion in traditional delivery courses or in interactive telecourses? Journal of Higher CONCLUSION Education, 73, 764–780. Online learning has become increasingly available to students Kaiser, J. T., & Herzberg, T. S. (2017). Procedures and tools used by teachers when completing functional vision assessments with children with visual at all levels of education. Goode (2010) noted that technology impairments. Journal of Visual Impairment & Blindness, 111, 441–452. is an essential element of daily campus life, and computers have Knarlag, K., & Olaussen, E. (2016). Developing inclusive teaching and learning become a symbol of access to a modern curriculum. The litera- through the principles of universal design. Studies in Health Technology & ture suggests a need for continued training for online educators Informatics, 229, 165–166.

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Liu, C.-j. (2018). Functional ability in the changing demographic landscape: Evidence and opportunities for occupational therapy. American Journal of Occupational Therapy, 72, 7204170010p1–7204170010p5. https://doi. org/10.5014/ajot.2018.724002 How to Apply for McDowell, N., & Budd, J. (2018). The perspectives of teachers and paraeduca- tors on the relationship between classroom clutter and learning experiences Continuing Education Credit for students with cerebral visual impairment. Journal of Visual Impairment & Blindness, 112, 248–260. A. To get pricing information and to register to take the exam online for the McLaughlin, R., & Kamei-Hannan, C. (2018). Paper or digital text: Which read- article Increased Accessibility for People With Visual Impairments in an ing medium is best for students with visual impairments? Journal of Visual Online Learning Environment, go to http://store.aota.org, or call toll-free Impairment and Blindness, 112, 337–350. 800-729-2682. Oswald, G. R., Nathan Adams, R. D., & Hiles, J. A. (2018). Universal design for B. Once registered and payment received, you will receive instant email learning in rehabilitation education: Meeting the needs for equal access to electronic course resources and online learning. Journal of Applied Rehabilita- confirmation. tion Counseling, 49(1), 19–22. C. Answer the questions to the final exam found on pages CE-6 & CE-7 Page, L. (2018). On the Hill: Defeating ADA notification laws. PN, 72(7), 14–15. by August 31, 2021. Patel, F. (2014). Online learning: An educational development perspective. New D. On successful completion of the exam (a score of 75% or more), you will York: Nova Science Publishers. immediately receive your printable certificate. Pierce, D. (2014). Occupational science for occupational therapy. Thorofare, NJ: Slack. Pogrund, R. L. (2018). Accommodations and modifications for individuals with visual impairments: Too many or not enough? Journal of Visual Impairment & Blindness, 112, 299–301. Pruett, S. (2017, May 26). The PEO Model of Occupational Performance Final Exam and universal design. Retrieved from https://stories.universaldesign. org/the-peo-model-of-occupational-performance-and-universal-de- Article Code CEA0819 sign-43b4f304a66a Renn, K. A., & Reason, R. D. (2013). College students in the United States: Charac- Increased Accessibility for People With teristics, experiences, and outcomes. San Francisco: Jossey-Bass. Romney, G., & Celeste, T. (2015). Experiences in developing an online teaching Visual Impairments in an Online Learning tool in support of evidence-based practice. Health Inform, 24(2), 9–12. Environment Scaffa, M. E., & Reitz, M. S. (2014). Occupational therapy in community-based practice settings (2nd ed.). Philadelphia: F.A. Davis. To receive CE credit, exam must be completed by August 31, 2021. Simmons, C. D., Willkomm, T., & Behling, K. T. (2010). Professional power Learning Level: Intermediate through education: Universal course design initiatives in occupational thera- py curriculum. Occupational Therapy in Health Care, 24, 86–96. Target Audience: O ccupational Therapists and Occupational Therapy Smith Glasgow, M. E., Lockhart, J. S., & Nolfi, D. A. (2017). Online nursing edu- Assistants cation: Virtual classroom and clinical simulations help meet student needs. Health Progress, 98(5), 46–50. Content Focus: OT Process; intervention and education/training Taylor, R. R. (2017). Kielhofner’s Model of Human Occupation (5th ed.). Philadel- phia: Wolters Kluwer. 1. Which of the following is not an example of a visual Umeda, C. J., Fogelberg, D. J., Jirikowic, T., Pitonyak, J. S., Mroz, T. M., & Idei- impairment? shi, R. I. (2017). Expanding the implementation of the Americans with Dis- abilities Act for populations with intellectual and developmental disabilities: A. Color blindness The role of organization-level occupational therapy consultation. American Journal of Occupational Therapy, 71, 7104090010p1–7104090010p6. https:// B. Blurred vision doi.org/10.5014/ajot.2017.714001 C. Low vision not corrected by wearing glasses Varma, R., Vajaranant, T. S., Burkemper, B., Shuang, W., Torres, M., Hsu, C., . D. Low vision corrected by wearing glasses . . McKean-Cowdin, R. (2016). Visual impairment and blindness in adults in the United States: Demographic and geographic variations from 2015 to 2050. JAMA Ophthalmology, 134, 802–809. 2. Which of the following is an example of a functional limitation in VisionAware. (2017). Tips for making print more readable. Retrieved from http:// the online classroom? www.visionaware.org/media/VisionAware_2016_GS_PrintReadable_EN_ Accessible_FINAL.pdf A. The student does not have enough personal time to com- Wagenfeld, A., Reynolds, L., & Amiri, T. (2017). Exploring the value of inter- plete the assignments. professional collaboration between occupational therapy and design: A pilot B. The student is unable to access some of the lectures and survey study. Open Journal of Occupational Therapy, 5(3). other course materials. Whittaker, S. G., Scheiman, M., & Sokol-McKay, D. A. (2016). Low vision rehabilita- tion: A practical guide for occupational therapists (2nd ed.). Thorofare, NJ: Slack. C. The student does not like the course. Williams, D. A. (2017). Exploring the issues of adult students with brain injuries D. The student is unable to take off from work to participate in the online learning environment. Journal of Rehabilitation, 83, 53–61. in class discussions.

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3. Which font size is ideal in an online learning environment? 10. What functional limitation can result from decreased contrast A. 8 to 10 point sensitivity? B. 16 to 18 point A. Color blindness C. 12 to 14 point B. Loses place when scanning, misses words D. 20 to 22 point C. Difficulty seeing faded print D. Double vision or blurred vision 4. Which of the following is not an example of an effective universal design strategy? 11. In a virtual environment, what is the primary role of occupational A. Require students to use assistive devices. therapy under the Model of Human Occupation? B. Avoid unnecessary “clutter” in the classroom. A. Facilitate creating environments that support a person’s C. Use descriptive links. performance capacity. D. Use larger font. B. Teach students how to use a computer. C. Facilitate class discussions. 5. Which one of the following can be helpful to a reader in an D. Create lectures and other course materials. online learning environment? A. Descriptive hyperlinks 12. Which of the following established a firm legal basis that B. Multiple colors information technology procured, developed, and used by postsecondary institutions be accessible to individuals with C. Moving graphics disabilities? D. Decorative font A. Section 1 of IDEA 6. Which universal design strategy may be applied to increase the B. Section 504 of the Rehabilitation Act accessibility of exams and quizzes in an online classroom? C. The Civil Rights Act A. Require students to go to a testing center. D. The Employment Rights Act B. Allow for flexible time limits. C. Request that students use assistive devices, such as a Now that you have selected your answers, you are screen reader. only one step away from earning your CE credit. D. No strategies are needed to increase the accessibility of online exams and quizzes. Click here to earn your CE

7. What are “accommodations” in an online classroom? A. Supports and services that change how an individual learns B. Glasses and contact lenses C. Screen readers and other personally owned devices D. Exemptions from exams and assignments

8. Which students benefit from an accessible online classroom? A. Only students with visual disabilities B. Only students with hearing impairments C. All students can benefit. D. Only students for whom English is a second language

9. What functional limitation can result from visual field loss? A. Color blindness B. Loses place when scanning, misses words C. Difficulty seeing faded print D. Double vision or blurred vision

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