The considerations outlined below take into account applications within the design interface as well as instructional supports, such as pre-teaching, scaffolded instruction and adapted resources.
Name of Application:
Student needs to consider:
- Visual perception
- Fine motor
Think about each of the following potential barriers and challenges that impact the level of accessibility for your learner(s). Rate the severity of the barrier (0-5).
Reading Potential Barriers
- There are text instructions that require reading (i.e. materials are not presented through auditory means or supported by images).
- Text is used to label/categorize and is not accessible through auditory means or supported by images.
- There is challenging vocabulary that is not explained.
- There are tooltips/hints that require reading (i.e. are not presented through auditory means or supported by images).
Writing Potential Barriers
- Learners are required to type correctly spelled commands in order to carry out tasks.
Cognitive Potential Barriers
- Learners are required to store information and recall it later to carry out a task.
- Learners are required to follow a large number of steps sequentially that are not broken down.
- Learners are required to have an understanding/prior knowledge of certain concepts in order to carry out tasks. (i.e. left/right, sequencing)
- Learners are required to follow fast-paced instructions.
- Learners are required to follow instructions that are provided through limited means (i.e. only auditory but not visually).
- Learners are required to navigate across multiple screens.
Visual Perceptual Potential Barriers
- Learners are required to have good spatial awareness to carry out tasks.
Fine Motor Potential Barriers
- Learners are required to move items seamlessly using a small, single point of contact (i.e. finger use for drag-and-drop)
- Learners are required to manipulate small objects in close proximity (i.e. hold and rotate machinery pieces).
- Learners are required to effectively use a mouse (i.e. for scrolling, clicking, and dragging)
- Learners are required to perform complex gestures to carry out tasks. (i.e. pinch, 3 finger tap)
- Learners are required to put together small pieces of machinery.
- Learners are required to use small tools.
- Learnersuse alternate access devices for keyboard and mouse functions.
Potential Solution Ideas
- Text to speech tools
- Dictionary tools
- Word wall with symbols
- Colour coding
- Word prediction tool
- Speech input tool
- Option cards
- Partner assisted scanning
- Alternate keyboard
- Visual step-by-step sequences
- Anchor activity
- Picture supports
- Guided practice
- Repetition with variety
- Adapt physical materials
- Provide replicas of materials to isolate concepts
- Anchor activities
- Visual replicas of materials to isolate concepts
- Manipulative items (i.e. ribbon, blocks, stickers)
- Directionality to bridge the gap between person and objects through physical orientation (i.e. identifying left/right of an object facing a different direction)
- Adapt abstract materials to make them more concrete
- Use of a stylus
- Modifications of a selection tool
- Adjustment of accessibility settings
- Gesture creation
- Use of external alternate access devices
- Partner assisted scanning
- Modification/adaptation of concrete manipulative items
NOTE: Be sure to check the compatibility of a learner’s current support products with the coding application(s) being considered. In addition, instructions for the support products may be required prior the use and incorporating with coding instructions.