QTs3 Can you easily make course elements clearer for students with disabilities? ALL students?

Book chap1 tlt.gs/y63u; 3/11 2pmET tlt.gs/frlv free online discussion of 5 key questions and exchange of tips, recommendations, and resources.

FridayLive! Bookgroup session today 2pm ET 3/11.  Norman Coombs, author of Making Online Teaching Accessible: Inclusive Course Design for Students with Disabilities , Jossey-Bass, 2010.  

Register for free Additional info, prep available:  tlt.gs/accessfrlv311

Question 3: Can you envision ways to modify your course content to communicate more clearly for all students, but especially for students with communication barriers including those exaggerated by a disability such as being blind or deaf?

Tip A: Modularize your content. Use simple English, avoid long paragraphs and complicated sentences with multisyllabic words. Usually use active rather than passive verbs

Tip B: Organize content and online page layout with clear logical structure using standard document markup codes. Similar appearing structure can be achieved by specific font features or by using header and other markup code features. When markup code is used, the meaning of the structure is embedded in the page and can be passed through to browsers and to adaptive technologies permitting students with disabilities to navigate efficiently.

Tip C: Use images when they support and strengthen the content. While images can add both interest and advance meaning to an online lesson, avoid using them for mere decoration since that may actually distract from the content. They actually will help students with learning disabilities.

Tip D: Use multimedia when it supports and strengthen the content. While it can add both interest and advance meaning to an online lesson, avoid using it for mere decoration as that may actually distract from the content. Multimedia can also help students with learning disabilities.

Above, from Questions and Tips from Norm Coombs