5.1 Discussion: Accessibility of Current Materials

5.1 Discussion: Accessibility of Current Materials

Reflect on your learning and practice regarding Accessibility. How accessible are your current instructional materials? Are there elements of your instructional materials that could be revised to make them more accessible? Please share any resources you know or use to make your curriculum and course accessible.

I was very interested in hearing about the amazing ways content is made accessible to those with disabilities.  I spent some time going back through all the instructional materials I use in my classroom to better understand how they are or can be made more accessible to my students.

Currently, my students have access to all four textbooks in an online format.  This allows them to view their reading assignments at online and on-the-go at any time.  Students can enlarge text and have the selection read aloud to them, including photo captions.  Although there is no closed captioning feature as with a video, the text is highlighted as it is read aloud.  I assign various readings at home, so students can read and re-read at their own pace without worrying about the quick moving pace of the classroom.  Students also have access to a leveled reader database where I can assign, and email a specific reader to a student based on his/her reading level.  They are categorized as above level, on level, below level, and some offer an ELD version for the English Language Learners.

We also use BrainPop quite often in our classroom as an extension or an introduction to our learning.  This site allows for closed captioning to go along with the video and I always turn on this feature when viewing videos as a whole group.  This allows for students to see the words and helps our ELs match words spoken with words written on the screen.  BrainPop can also be switched to Spanish language for students that may understand the content better in their home language.  We also use BrainPop ESL to help promote the learning and understanding of the English language with the second language learners.  The English only students use this as well to enhance their knowledge of grammar and mechanics.  Videos can be paused, re-played, and enlarged so all students can take their time understanding the content.

Students that struggle with legible handwriting have the use of keyboards to type all of their assignments and either send them to the instructor or print them in class.  These keyboards can be taken home to use on homework.  Students that struggle with getting their words on paper always have the option of recording their answers on an iPod or iPad or creating a Voice Thread to convey information.  We then work on turning their recordings into written work.  There is always so much more I want to do when it comes to accessibility, but for now, I do the best with what I have available.