Accessibility in Testing:

The Importance of Universal Design

Tim O’Connor

Testing and Evaluation Services University of Wisconsin-Madison

1. Introduction 2. Philosophy of Universal Design 3. Accessible Testing A. Communication B. Facilities C. Staff D. Tests

“I cannot say whether things will get better if we change; what I can say is they must change if they are to get better.” - Georg C. Lichtenberg

What is Universal Design

“the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” (Center for Universal Design, North Carolina State University, 1997)

An unanticipated benefit of universal design is that addressing the divergent needs of special populations increases usability for everyone. (Center for Applied Special Technology, 2002)

Example of this is curb cuts

Universal Design Theory: A3 Model

Advocacy Accommodation Accessibility

Presenter

Presentation Notes

Speakers Notes and Discussion: This model was created to illustrate how campuses and organizations address the needs of people with disabilities. Note that each phase includes all 3 approaches to serving individuals with disabilities (advocacy, accommodation, accessibility) in varying proportions. Note how movement from right to the left side is toward a more optimal and inclusive approach “by design” or more proactive in nature. Title: A3 Model diagram (Advocacy, Accommodation, & Accessibility). Summary: The A3 diagram illustrates how three phases of intervention for people with disabilities (advocacy, accommodation, and accessibility) shift in proportions over time. The first phase, called Advocacy, represents the majority of the intervention on the left side of the model. Advocacy refers to when awareness is raised about the needs of people with disabilities. In this phase self advocacy or advocacy by others dominates the interventions. The second phase, called Accommodation, represents the majority and the middle of the model as time moves forward. In this phase, advocacy begins to shrink and individual accommodation interventions grow in proportion. The third phase, as we move to the right in time, called Accessibility, represents the more advanced balance of interventions where less advocacy and individual accommodation is needed. The majority of intervention and effort for people with disabilities in this last phase meet the needs individuals through a universal design approach where everyone receives the same intervention. The overall statement of this A3 model presented in this diagram is that organizations progress as they move through these phases and that the Accessibility Phase is the most advanced. Detailed description: The diagram shows the theoretical relationships of advocacy, accommodation, and accessibility as a function of time (The x-axis is labeled “Transition Over Time.”) in a stacked area chart. The contributions of advocacy (in black), accommodation (in gray), and accessibility (white) sum to 100% to depict the proportional balance of the organization’s approach at any point in time. The y-axis is labeled, “Approaches to meeting the needs of people with disabilities” The phases are presented as panels with vertical dotted lines dividing each panel. Advocacy presents as a bottom layer of the diagram in black. Accommodation resides as a middle layer across the diagram in gray. Accessibility sits as a top layer of the diagram in white. The proportional increases and decreases shift smoothly across the phases. At a distance, the diagram appears like a rolling wave. The relative sizes of advocacy, accommodation and accessibility grows or shrinks within each phase and across phases as time move each of the phase from left to right. So, in the first panel on the left, the proportion of the panel is mostly black from the bottom, representing advocacy about 70% from the bottom of the panel. Accommodation and accessibility stack on top for about 15% each. By the end of the first phase, advocacy drops to about 50%, accommodation increases above it to about 25%, leaving accessibility about the same 15%. In the second panel, Accommodation grows from 25% to about 70% and then back to about 25% at the end of the Accommodation phase. In the second phase Advocacy shrinks to about 15% on the bottom while Accessibility increases to about 25%. In the last panel, advocacy and accommodation shrink to become small proportions of about 15% each at the end. Accessibility takes the 70& majority of the panel.

Advocacy in the A3 Model This person is

waving, yelling, and knocking to draw attention to herself, to let others know that she needs assistance to get into the building.

Accommodation in the A3 Model

We anticipate a need. Here, a person waits by the door to assist people who need help.

Accessibility in the A3 Model This automatic

doorway opens when rolled or walked upon, making the doorway accessible to everyone.

“The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.” - Albert Einstein

Universal Design is a way of thinking!

Accessible Testing

Tests need to accessible to be effective tools of measurement

Communication Website Accessibility

“The power of the Web is in its universality.

Access by everyone regardless of disability is an essential aspect.”

– Tim Berners-Lee (inventor of the World Wide Web)

• Section 504 of the Rehabilitation Act

– Federal agencies and federally funded programs

– Section 508 – standards published in 1998 and refreshed in 2014

Web Content Accessibility Guidelines (WCAG) provides levels of compliance and testable provisions. • Level A – Minimum Accessibility Requirements • Level AA - More Involved Accessibility Requirements • Level AAA – Most Comprehensive Accessibility

Requirements Section 508 refresh references levels A and AA not only for web content, but also web applications, software and documents

Americans with Disabilities Act (ADA) Applies to public and commercial entities that can be construed as, “places of public accommodation.”

Accessibility Tools and Resources WebAIM (Web Accessibility in Mind) at: http://webaim.org/resources/ WAVE – web accessibility evaluation tool

Presenter

Presentation Notes

Speakers Notes and Discussion: This is a graphic of the homepage of the NCTA website using the WAVE tool to examine it’s accessibility. You merely enter the website URL to run a check on it’s accessibility. It displays both possible problems and good accessibility features. Graphic Description: Screen capture of National College Testing Association homepage of website at: http://www.ncta-testing.org/ that includes images at points of possible inaccessibility and good accessibility features. There is a summary of the analysis on the left side of the screen capture. This graphic is merely used as an example of how the evaluation tool examines and analyzes a webpage.

Scheduling Systems Scheduling systems, whether web-based or not, should be accessible. If not, you must have a clearly outlined process to accommodate anyone who cannot access your scheduling system. This accommodation process cannot take longer to schedule appointments than the online system.

Universal Design Reasons for Website Accessibility

• Works better on a variety of browsers • Works better on mobile devices • Works better for older or slower technology • Improves usability for everyone • It’s the right thing to do!

“Change will not come if we wait for some other person, or if we wait for some other time. We are the ones we've been waiting for. We are the change that we seek.” - Barack Obama

Facilities

ADA requirements are only minimum standards. Universal design is an attempt to make things as accessible as possible for everyone.

ADAAG (ADA Accessibility Guidelines)

Walking space width – 36 inches Forward reach – 15 to 48 inches Signage – 48 to 60 inches

There’s more to a door being truly accessible than merely following ADA guidelines. https://www.youtube.com/watch?v=Mz-E8W2ReFw

Accessible doors are somewhat at the mercy of the building’s architectural structure.

Reception or check-in area should be at a lower level to be accessible and more usable. This one is 29 inches high.

All test centers should have at least one adjustable height desk.

Building accessibility maps and information can be very helpful to visitors.

Facility and Environment Checklist Are there parking areas, pathways, and entrances to the

building that are wheelchair-accessible and clearly defined?

Are all levels of the facility connected via an accessible route of travel?

Are there ample high-contrast, large-print directional signs to and throughout the lab? Is Braille signage available when appropriate?

Do elevators have both auditory and visual signals for floors? Are elevator controls accessible from a seated position and available in large print and Braille or raised notation?

Are wheelchair-accessible and child-friendly restrooms with well-marked signs available in or near the lab?

Is at least part of a service counter/desk at a height accessible from a seated position?

Are aisles wide and clear of obstructions for wheelchair users who have mobility and/or visual impairments?

Is lighting adjustable by the individual? Are window blinds available to reduce glare, especially

on computer screens? Are there quiet work and/or meeting areas where noise

and other distractions are minimized and/or facility rules in place (e.g., no cell phone use) to minimize noise?

Are telecommunication devices (TTY/TDD) or services available?

“I alone cannot change the world, but I can cast a stone across the waters to create many ripples.” - Mother Teresa

Staff

Train your staff, including student workers, on how to effectively, and appropriately, communicate with people who have disabilities

General Guidelines

Ask if the person needs assistance Talk directly to the person Refer to the person first Avoid negative descriptions Don’t pet the service animal

The Truth about Service Animals • Only dogs are recognized as service animals

under titles II and III of the ADA • A service animal is a dog that is individually

trained to do work or perform tasks for a person with a disability

• Generally, title II (public entities) and title III (public accommodations at private entities) entities must permit service animals to accompany people with disabilities in all areas where members of the public are allowed to go.

Visual Impairments Be descriptive

Offer your arm State clearly who you are and speak in a normal tone When conversing in a group, identify yourself and to whom you are speaking Tell the individual when you are leaving If offering a seat, gently place the individual’s hand on the back or arm of the chair

Mobility Impairments

Try to position yourself at the same height as the individual when interacting with them Do not lean on a wheelchair or any other assistive device Do not assume the individual wants to be pushed, ask first Never patronize people who use wheelchairs by patting them on the head or shoulder

Speech Impairments Listen carefully and repeat, do not pretend you

understand something if you don’t Try to ask questions which require short answers or a nod of the head Do not speak for the individual or attempt to finish his or her sentences If you are having difficulty understanding the individual, ask the person if it is acceptable to use writing as an alternate means of communicating

Hearing Impairments

Face people Gain the person’s attention before starting a conversation Speak at a normal volume unless asked to do otherwise Use paper and pencil if necessary Speak to the person who is deaf, not their interpreter

Other Disabilities

Psychiatric Impairments Use clear, calm and respectful tone Address specific questions

Learning Disabilities Offer instructions both verbally and in writing

Cognitive Disabilities Be prepared to repeat what you say, orally or in writing Be patient, flexible and supportive

“The world hates change, yet it is the only thing that has brought progress.” - Charles Kettering

Tests

Tests need to accurately measure student learning to be effective tools of measurement

Preliminary research findings suggest that all

students may perform significantly better on tests applying universal design principles than on traditionally designed tests. (Johnstone, 2003)

The medium of a test is a very often overlooked dimension

Most testing depends on a single medium - text- for the majority of learning and evaluation. As important to our culture as this medium is, it is not equally accessible to all students. For students with reading-related disabilities (among others), this dominant medium of instruction is more of a barrier than a ramp. (Dolan & Hall, 2001)

The style of learning should be a consideration

A study at the University of Wisconsin-Madison in 2001 found that all students, both with and without disabilities, do better when a test is also presented orally.

Tests should not measure extraneous information

Research indicates that the current methods of large-scale assessment are generally inadequate for students with disabilities. Particularly problematic is the issue of construct-irrelevance; many assessments measure not only the targeted construct but also unintended constructs related to accessing the test material or carrying out a response.

Examples of such unintended constructs include

sensory capabilities such as sight and hearing, physical capabilities such as holding a pencil and cognitive capabilities such as memory and attention.

(Abedi, Leon & Mirocha, 2001; Helwig, Rozek-tedesco, Tindal, Heath & Almond, 1999; Parks, Suen, Zimmaro & Zappe, 1999)

Reading is probably the most-often unintended

construct in many assessments, math being one example. (Clarkson, 1983; Clements, 1980; Newman, 1977)

Read-Aloud Issues

1) human read-alouds vary in quality, and some readers may mispronounce or misread words;

2) students are reluctant to (or may be unable to) ask human readers to re-read test portions (or may be unable to); and

3) through intonation or non-scripted comments human readers may inadvertently influence students’ attention or responses. (Landau, et al., 2003)

Technology can help make tests more universally designed

Technology-based accommodations have tremendous potential to improve the accessibility of tests for students with disabilities. (Dolan & Hall, 2001)

Computer-based testing is a good medium for

universally designed assessments, because it allows for built in features such as speech to text, electronic reading supports and alternative access devices. These devices reduce the need for accommodations and assistive technology devices during assessments. (Thompson, Johnstone & Thurlow, 2002)

The mode of expression has strong effects on students without disabilities. A set of studies at Boston College (Russell, 2000) investigated the role of different modes of expression (handwriting versus keyboarding) on the standardized test scores of general education students. Results indicate that student scores were affected by the mode of responding. That is, students who had experience on computers got much higher scores on the same test if they responded with computer than with handwriting.

Seven Elements for Universally Designed Assessments: 1. Inclusive assessment population - when assessments are

first conceptualized, they need to be thought of in the context of the entire population of who will be assessed.

2. Precisely defined constructs - assessments should measure what they actually intend to measure (construct validity).

3. Accessible, non-biased items - items shouldn’t potentially advantage or disadvantage any subgroup of examinees within the population being tested.

4. Amenable to accommodations - while assessments should be designed to be accessible to most students, there will usually still be some students that need accommodations.

5. Simple, clear, and intuitive instructions and procedures - assessment instructions and procedures need to be easy to understand, regardless of a student’s experience, knowledge, language skills, or current concentration level.

6. Maximum readability and comprehensibility - assessments should be a test of student knowledge and not their reading abilities or comprehension level.

7. Maximum legibility - assessments should be able to be deciphered with ease.

National Center for Educational Outcomes (Thompson, Johnstone &

Thurlow, 2002)

"Change is inevitable--except from a vending machine." - Robert C. Gallagher

“Be the change that you wish to see in the world.” - Mahatma Gandhi

Importance of Leadership

Be an advocate for universal design

“Never doubt that a small group of

thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.”

- Margaret Mead

For more information contact: Tim O’Connor Testing and Evaluation Services University of Wisconsin-Madison (608) 262-9151 tnoconno@wisc.edu