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CREATING AUTOMATIC COMPLIANCE WITH DISABILITY REGULATIONS THROUGH THE NEAL REDUNDANCY INSTRUCTIONAL DESIGN MODEL

2012 Global Learning Technologies Conference UNC-W School of Education

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Creating Automatic Compliance with Disability Regulations Through the NEAL Redundancy Instructional Design Model. Pamela Beveridge East Carolina University Greenville , NC [email protected] C urtis W. Carter East Carolina University Greenville, NC [email protected] . - PowerPoint PPT Presentation

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Page 1: 2012 Global Learning Technologies Conference UNC-W School of Education

CREATING AUTOMATIC COMPLIANCE WITH DISABILITY REGULATIONS THROUGH THE NEAL REDUNDANCY INSTRUCTIONAL DESIGN MODEL

Page 2: 2012 Global Learning Technologies Conference UNC-W School of Education

PAMELA BEVERIDGE EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]

CURTIS W. CARTER EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]

2012 Global Learning Technologies ConferenceUNC-W School of Education

Page 3: 2012 Global Learning Technologies Conference UNC-W School of Education

BROWN & GREEN (2006)

We believe their statement was inclusive of all users rather than exclusive to any (p.122).  

Page 4: 2012 Global Learning Technologies Conference UNC-W School of Education

INSTRUCTION WHICH MAY EXCLUDE STUDENTSInstruction Population of Potential

ExclusionAudio Deaf Hearing-impairedGraphics/ images

Blind Visually-impaired

Animation or Movement

BlindADHD

Seizures-related

Hyperlinks BlindColor-blind

Visually-impaired

Video Deaf BlindWeb Design ADHD

BlindColor-BlindVisually-impaired

Page 5: 2012 Global Learning Technologies Conference UNC-W School of Education

WHAT IS NEAL REDUNDANCY INSTRUCTIONAL DESIGN MODEL?

Page 6: 2012 Global Learning Technologies Conference UNC-W School of Education

NEAL INCLUDES:A Non-Exclusive Analysis:• Reviews specifically how the instruction can and will

be used by students with disabilities;• Factors in both the accessibility opportunities and

limitations when different media for delivery are used;

• Is initiated during the needs-assessment by reviewing known accessibility issues for various delivery methods;

• Remains an active part of the design, development, and evaluation process.

Page 7: 2012 Global Learning Technologies Conference UNC-W School of Education

Click for UDL webpage http://www.udlcenter.org Guideline Example

Strong Color ContrastSimple Navigation 3 keystroke limitPrezis & Animations http://prezi.com/user/p

beveridge Hyperlinks give

purposeWRAL Online Local Weather Radar opens in a new window http://www.wral.com/weather/radar/

Page 8: 2012 Global Learning Technologies Conference UNC-W School of Education

Guideline ExampleAlt text instructs user Ionic columns White

House, DC USA NOTWhite House.jpg

Fonts Use san serifsVerdana Arial Tahomawith limit of 3 different fonts Serif handwriting

File names are not read only; explain purpose

EconTest1Save AS

Access UDL Tech Toolkit http://udltechtoolkit.wikispaces.com/

Page 9: 2012 Global Learning Technologies Conference UNC-W School of Education

NEAL MAKES INSTRUCTION LEGAL• Corporate and private businesses will not

always be able or willing to devote the resources necessary in designing new instruction.

• Education has a legal mandate to provide instruction that is accessible• The Non-Exclusive Analysis provides design

team members opportunity to make that a reality in the educational environment.

Page 10: 2012 Global Learning Technologies Conference UNC-W School of Education

NEAL INSURES ALL STUDENTS ARE CONSIDERED– FROM INCEPTION• Insures students with disabilities are considered

• Even when not included as part of the target audience.

• Will know beforehand whether the instruction is or is not accessible given the design team has conducted the non-exclusive analyses.

• Learning aids are: • Automatically created to insure that the

instruction does not have to be re-designed to meet the needs of future learners.

• Designed to address both accessibility and the needs of learners who may have more trouble completing the instruction.

Page 11: 2012 Global Learning Technologies Conference UNC-W School of Education

REASONS LACK OF ATTENTION GIVEN TO ACCESSIBILITY WHEN DESIGNING INSTRUCTIONMust train the Instructional Designers• We were unable in reviewing different curricula

to find any university offering a course where emphasis is placed on designing instruction with accessibility as the primary consideration.

Professional Development for all on-line instructors• On-line instructors are part of the Instructional

Design team—most often, they ARE the design team.

Page 12: 2012 Global Learning Technologies Conference UNC-W School of Education

OUR HOPES• Anyone who creates instruction for educational

purposes is technically an "instructional designer."

• Using ADDIE model alone does not lend itself to supporting consideration of accessibility when designing and developing instruction.

• Hopefully, this conference will be a beginning where instructors and designers will begin to consider making accessibility as important as any other part of the instructional process- the "non-exclusive analysis" and the creation of automatic learning aids will we believe help to make this become a way of life.

Page 13: 2012 Global Learning Technologies Conference UNC-W School of Education

REFERENCES

• Brown, A. and Green, T. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Pearson Merrill/Prentice Hall.

• National Center On Universal Design for Learning, At CAST40 Harvard Mills Square, Suite 3, Wakefield, MA 01880-3233TEL (781) 245-2212, EMAIL [email protected]

Page 14: 2012 Global Learning Technologies Conference UNC-W School of Education

PAMELA BEVERIDGE EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]

CURTIS W. CARTER EAST CAROLINA UNIVERSITYGREENVILLE, NC [email protected]

2012 Global Learning Technologies ConferenceUNC-W School of Education