Inclusion and online learning opportunities: Designing for accessibility

Abstract

Higher education institutions worldwide are adopting flexible learning methods and online technologies which increase the potential for widening the learning community to include people for whom participation may previously have been difficult or impossible. The development of courseware that is accessible, flexible and informative can benefit not only people with special needs, but such courseware provides a better educational experience for all students. This paper discusses an evaluation of WebCT in practice at University of New South Wales (UNSW). The objective was to assess the accessibility of WebCT for people with disabilities ? sensory, cognitive and physical. The guidelines provided by the World Wide Web Consortium (W3C) (Web Content Accessibility Guidelines 1.0, http://www. w3.org/Tr/WAI?WEBCONTENT), checking mechanisms including the Bobby Web page analysis tool, developed by CAST (http:llcast.org/bobbyl), and learner centred design methods provided the basis for the evaluation. The approach involved extensive evaluation of existing courses by the researcher, discussion with and survey of WebCT designers, and the involvement of students with disabilities through interview and focus groups. Issues considered include: the provision of alternative information; structure, presentation and organization of content and navigational elements; and accessibility with assistive technologies. The results reveal that many barriers to accessibility can be overcome through awareness of design issues, and that there is a need for practical advice for academics. The aim is to present a case study of best practice in the design of accessible courseware incorporating design strategies that will enable students with various disabilities to take advantage of the ?just in time, just for me? approach.