It is helpful to include a statement on the class syllabus inviting students who have disabilities to discuss academic needs. An example of such a statement is "If you have a documented disability and wish to discuss academic accommodations, please contact me as soon as possible."
For more information, consult Working Together: Faculty and Students with Disabilities.
Captioning is usually considered when the video product is complete, if at all. Instead, the production should be filmed so that critical content does not appear where captioning will cover it (usually at the bottom of the screen). Captions should describe all of the visual content, including nonspeech noises. Suggestions for making attractive and functional captions include the following:
People without disabilities may have temporary and/or situational limitations that are similar to the limitations imposed by disabilities. For example, people who cannot access graphics due to computer system limitations are in a situation similar to that of students who are blind. A noisy environment that prohibits the use of audio features imposes constraints similar to those faced by students with hearing impairments. Those for whom English is a second language experience reading difficulties similar to those experienced by people with some types of learning disabilities.
The Rehabilitation Act of 1973 prohibits discrimination on the basis of disability and applies to any program that receives federal financial support. Section 504 of the Act is aimed at making educational programs and facilities accessible to all students. Section 508 of the Act requires that electronic office equipment purchased through federal procurement meet disability access guidelines.
According to the Americans with Disabilities Act, a qualified individual with a disability is "an individual with a disability who, with or without reasonable modification to rules, policies, or practices, the removal of architectural, communication, or transportation barriers, or the provision of auxiliary aids and services, meets the essential eligibility requirements for the receipt of services or the participation in programs or activities provided by a public entity."
Excerpt from Universal Design of Instruction: Definition, Principles, and Examples by Sheryl Burgstahler:
To experience watching a multimedia product without the ability to hear, turn off the volume on your television set. Some programs, such as sporting events, are fairly easy to follow by watching the visual display. Others, such as news programs, make little sense without audio. To make this content accessible to those who are deaf, a sign language interpreter or text captioning can appear on the screen. Captioning is more common because not all individuals who are deaf know sign language and there isn't one standard version of sign language.
People who are blind cannot access the visual content of a video production unless the content is available in audio format as well. Being aware of this access issue during the design phase of a product can result in speakers or narrators voicing enough of the content to allow a person who is blind to follow along. This is particularly important for educational programming and products used with large audiences where it is generally unknown what visual impairments audience members may have.
Be proactive in making distance learning courses accessible. Don't wait until students with a disabilities enroll to address accessibility issues; consider them from the start. Applying universal design principles benefits people both with and without disabilities. Begin by thinking about the wide range of abilities and disabilities potential students might have with respect to sight, hearing, mobility, and learning styles and abilities.
Thousands of specialized hardware and software products available today allow individuals with a wide range of abilities and disabilities to productively use computing and networking technologies (Closing The Gap, 2002). However, assistive technology alone does not remove all access barriers. Described below are examples of access challenges faced by students and instructors in typical distance learning courses.