Accessible Materials for Students with Print Disabilities

Accessible Materials for Students with Print Disabilities

 

Accessible Materials for Students with Print Disabilities

Many students with disabilities and have specialized reading problems. Information can not be obtained from printed materials; challenges only increase as they progress in school.

Teachers can meet the needs of these students by translating the three principles of Universal Design for Learning (UDL) into practice.

Principle I: Provide multiple means of representation (the “what” of learning)
Principle II: Provide multiple means of action and expression (the “how” of learning)
Principle III: Providing multiple means of engagement (the “why” of learning)
In particular, Principle 3 – offers students multiple and flexible methods of representation – responds directly to printing problems. The guidelines recommend the LDU to present the information in different ways (eg, vision, hearing or tactile) and in a format that allows adjustment by the user. For example, digital texts, such as those provided by Bookshare, allow users to expand text, amplify sound, and click on additional information, such as definitions and / or images.

Going further on the access and UDL road, many developers and publishers started creating affordable products and products. From the outset, these materials are both digital and accessible.

There are seven fundamental characteristics of accessible material children. Below the list you can guide teachers and administrators to choose the appropriate documents that are not accessible to better meet the needs of their students.

All text is available in a logical reading order: special tags are used to create a logical path through the main story to make it clear the order in which the text is read.
Presentation is separated from content: the meaning that content can not be transmitted using only visual cues such as color, font size or placement.
Complete navigation is provided: a table full of contents that appears at the beginning of the eBook and at the beginning of each section so that the reader can more easily find its place in the book.
Tables have titles and subheadings: Vectors in e-books almost branded, headed so that the reader can easily find their place at the table. Subtitles should also be provided so that the reader knows the information transmitted by the table.
Images are described: All images must be described by text or should have a tactile or audio alternative.
Page numbers are included: page numbers must match the printed version of the book.
Math expressions are written using MathML: Mathematical markup language (MathML), a special set of labels to describe equations, should not be used.
Alternative access to multimedia content is provided: captions and / or descriptions of video segments and transcriptions of audio segments must be available.
Interactive content is available: for example, sliders that display rapidly changing information must be operative.
PowerUp WHAT WORKS offers evidence-based teaching strategies that can help translate the principles of UDL into action when used with or even without reading the available material. Comprehension strategies, such as self-questioning, summary and visualization, can improve the learning of students with print problems.

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