The Importance of Digital Accessibility

In reading through the compilation of relevant and intriguing blog posts here, the importance of digital accessibility comes into play, especially when incorporating multimedia elements. Regulatory laws exist in Ontario to allow the province to be more accessible for people with disabilities, enabling them to more actively participate within their communities (Accessibility for Ontarians with Disabilities Act, 2019). The Accessibility for Ontarians with Disabilities Act (AODA) in particular, is a law that sets out a process to implement and enforce standards that aim for an accessible Ontario by 2025 (Accessibility for Ontarians with Disabilities Act, 2019). The goal of this act, passed in 2005, is essentially to identify, remove and prevent barriers for people with disabilities.

The AODA provides five key standards to consider when improving upon accessibility in Ontario: Customer Service, Information and Communication, Transportation, Employment and Design of Public Spaces. The “Information and Communication Standards” section in particular, outlines how information and communications should be provided in accessible formats whenever possible (Inclusive Design Research Centre, 2019). The section further states that educational institutions must also provide academic resources in accessible formats whenever possible (Inclusive Design Research Centre, 2019), making it especially relevant to teachers.

When thinking about incorporating accessibility into digital platforms and accompanying learning experiences, inclusivity for students with both low vision/blind and deaf/hard of hearing impairments comes to mind. While it is well-documented that visual representations and multimedia components can largely enhance understanding for visual learners (Nusir, Alsmadi, Al-Kabi, & Sharadgah, 2013), we must not forget about accessibility when choosing to incorporate such media. For example, infographics are often incorporated to visually demonstrate a large quantity of information in an appealing, efficient manner. However, teachers must ensure that the information given in any graphics, is also available as text that can be read by assistive technology. If information is represented only by media, or for instance an infographic, then the information may not be accessible to all learners. Other students who use assistive technology may also be unable to benefit from certain types of media, such as those who speak English as a second language

Thus, while media can (and should) be incorporated into teaching with technology and digital resources, this engaging supplement to education should be thoughtfully chosen with accessibility in mind. Thus, when choosing digital resources in daily practice, educators should be aware of how inclusive types of media will ultimately better serve students, as well as ensure compliance with regulatory requirements.

Additional Reading:

How to Incorporate Accessibility into Teaching and Training
How Accessible Media can Benefit Specific Disabilities by Promoting Inclusion and Engagement

References

Accessibility for Ontarians with Disabilities Act. (2019). The act (AODA). Retrieved from https://www.aoda.ca/the-act/

Inclusive Design Research Centre. (2019). Accessible education material and media. Retrieved from https://snow.idrc.ocadu.ca/accessible-media-and-documents/

Nusir, S., Alsmadi, I., Al-Kabi, M., & Sharadgah, F. (2013). Studying the Impact of Using Multimedia Interactive Programs on Children’s Ability to Learn Basic Math Skills. E-Learning and Digital Media, 10(3), 305–319. https://doi.org/10.2304/elea.2013.10.3.305