Distance learning has the ability to increase and diversify audiences for learning through a variety of formats, from text, to audio and video. Distance learning programs can be asynchronous (one-way, from instructor with no pupil feedback), or synchronous (two-way communication between pupil and instructor). Distance learning technologies are also evolving, with the increased use of the Internet, web browsers, streaming media software and hardware, interactive whiteboards and chats, that all help in the exchange of course content and discussion. Much of the technology that is being used for distance learning is being purchased and used by the specialists in their areas, with content being published or created in many different forms.
Due to the variety of media utilized in distance learning (video tapes, DVD, streaming media, electronic text formats, whiteboards, chat rooms), there are more opportunities for students with disabilities to face barriers, such as inaccessible web pages, non-captioned video, fast-moving chat rooms, inaccessible electronic text formats, or large files or interactive programs. When choosing products and creating distance learning content consideration should be given to the impact of the following:
All resources, regardless of medium, should provide access for people with mobility impairments, aids for cognitive impairments, captioning for sensory impairments, and alternatives to timed and interactive media and chat rooms. Electronic text documents, such as handouts, instruction sheets, syllabi, assignments, tests, and other material, should be presented in formats that help provide logical structure, and support alternate descriptions for multimedia content. For more information and checklists on Distance Learning Accessibility, contact Bob Alvarez, Project Coordinator of Accessible IT Initiatives, 800-949-4232 (V/TTY) or via our online contact form.