The Development of Accessibility Indicators for Distance Learning Programs

Autor/in	Burgstahler, Sheryl
Titel	The Development of Accessibility Indicators for Distance Learning Programs
Quelle	In: ALT-J: Research in Learning Technology, 14 (2006) 1, S.79-102 (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7769
DOI	10.1080/09687760500479753
Schlagwörter	Measurement; Program Evaluation; Standards; Educational Policy; Educational Practices; Federal Legislation; College Students; Distance Education; Design Requirements; Computer Software; Educational Technology; Assistive Technology; Instructional Design; Web Based Instruction; Computer Assisted Instruction; Electronic Learning; Internet; Disabilities; Accessibility (for Disabled); Access to Education; Compliance (Legal) + Suchen Sie Ihr Suchwort? Messverfahren; Programme evaluation; Programmevaluation; Standard; Politics of education; Bildungspolitik; Bildungspraxis; Bundesrecht; Collegestudent; Distance study; Distance learning; Fernunterricht; Design preferences; Gestaltungsmittel; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Web Based Training; Computer based training; Computerunterstützter Unterricht; Handicap; Behinderung; Accessibility; Zugänglichkeit; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	A study was undertaken to explore program policies and practices related to the accessibility of American distance learning courses to qualified students with disabilities. A literature review was conducted, a draft list of accessibility indicators was created, examples of applications of the indicators in existing distance learning programs were collected, the indicators were systematically applied to one distance learning program, input from a variety of distance learning programs was used to further refine the indicators, and these programs were encouraged to adopt the indicators and make use of resources provided by the project. Results of this exploratory work suggest that incorporating accessibility considerations into policies, procedures and communications of a program requires consideration of the unique needs of students, course designers, instructors and evaluators; involves approval and implementation at a variety of administrative levels; and is an ongoing process that may be implemented in incremental steps. (Contains 3 tables and 21 notes.) (As Provided).
Anmerkungen	Co-Action Publishing. Ripvagen 7, SE-175 64 Jarfalla, Sweden. Tel: +46-18-4951138; e-mail: info@co-action.net; Web site: http://www.co-action.net/journals/Journals_index.php?
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10