3.4 Accessibility Considerations and Needs
Why is accessibility so important in general, and particularly when thinking about course content?
Accessibility means making it possible for all students, regardless of physical or developmental impairment, to use all course materials and tools. A course is accessible to the degree that every student can get to, perceive, and navigate course content and assignments; submit assignments; and successfully use all course tools. Accessible design is often included under the larger umbrella of “universal design for learning Links to an external site.,” because it considers all possible users. At Oregon State University, the Offices of Equal Opportunity & Access and Disability Access Services coordinate accommodations, concerns, and complaints regarding accessibility.
Accessibility of remote and blended courses is important because:
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- A significant number of people have disabilities that can make it difficult for them to take a course with virtual components. According to 2010 U.S. Census estimates, almost one in five people have some kind of disability. Over half of these have a severe disability.
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- Accessibility is required by law. Federal law requires universities to make courses accessible.
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- Accessibility features benefit many students, not just those with documented disabilities. Just as physical accessibility measures have made life easier for many people not categorized as disabled (e.g., ramps assist people with carts, strollers, knee injuries, etc.), many of the accessibility features in online courses help a wide range of students. This "universal design" approach helps to welcome and include as many learners as possible upfront.
What challenges do people with disabilities face working in remote and blended courses?
There are four major categories of disability, and each type has different types of problems accessing online courses. These disabilities can be permanent or temporary, and may result from genetics, disease, injury, or age-related changes.