Access to intellectual resources without barriers means to give everyone the opportunity to partecipate in every type of environment (phisycal and learning)

1. Participatory Democracy and Social
Development
Access to the intellectual resources
without barriers
by Francesca Ravanelli Bressanone, 6-7-8
Sept 2012

2. a dream ?

3. it can be possible to do...

4. in the last several century...
the intellectual
resources have been
stored in strong and
imposing buildings ...
for a few people...
http://it.wikipedia.org/wiki/File:Bodleian_Library.jpg

6. NOWADAYS...
The Internet offers instead everyone the
opportunity to access to the intellectual
resources

7. A new map of knowledge based on electronic data searches
in which users moved from one journal to another, thus
establishing associations between them. from the Ny York Times published: March
16, 2009
http://www.nytimes.com/2009/03/16/science/16visuals.html

8. Knowledge is now on the web

9. “The power of the Web is in
its
universality.
Access by everyone
regardless
of disability is essential
aspect.”
Tim Berners-Lee ,W3C Director and inventor of the
World Wide Web

10. Content is accessible when it may
be used
by someone with a disability
Glossary, W3C Recomandetion

11. someone with a diversity...
• Ethnicity &
Culture
• Gender
• Age
• ESL/Native
language
• Learning
Styles/Intelligen
ces
• Disability

12. someone with a disability...
• Mobility Impairments
• Blindness/Visual
Impairments
• Deafness/Hearing
Impairments
• Speech disabilities
• Learning Disabilities
• Cognitive and
neurological disabilities
Short-term and long-term, apparent and non-apparent....

13. The Web is fundamentally designed to work for
all people, whatever their hardware,
software, language, culture, location, either
physical or mental ability. When the Web
meets this goal, it is accessible to people with a
diverse range of hearing, movement, sight, and
cognitive ability...

14. Thus the impact of disability is radically
changed on the Web because the Web
removes barriers to communication and
interaction that many people face in the
physical world.
http://www.w3.org/standards/webdesign/accessibility

15. W3C = www Consortium,
Tim Berners Lee Director
and inventor of the World
Wide Web
WAI = a section of W3C
W eb
A ccessibility
I nitiative

16. These guidelines are the basis of most web accessibility law in the
world. Version 2.0 of these guidelines, published in December 2008,
are based on four principles:
•Perceivable: Available to the senses (vision and hearing primarily)
either through the browser or through assistive technologies (e.g.
screen readers, screen enlargers, etc.)
•Operable: Users can interact with all controls and interactive
elements using either the mouse, keyboard, or an assistive device.
•Understandable: Content is clear and limits confusion and
ambiguity.
•Robust: A wide range of technologies (including old and new user
agents and assistive technologies) can access the content.
These first letters of these four principles spell the word POUR. This
may help you remember them.

17. Remember this
word:
Perceivable
Operable
Understandable
Robust

18. TECHNOLOGICAL
APPROACH

19. But…only a technological view is not
enough
…
http://maurovanni.blogspot.it/2009/02/testa-in-giu-perche-e-piu-facile.html
another point of view is necessary

20. We shoudn’t think only about
disability
Design for All the new
point of view

21. A METAPHOR

22. One of the most often cited examples is the curb cut,
which is used by people on roller blades or skate boards,
parents pushing strollers, travelers hauling luggage, people
making deliveries with hand carts, and others,
...as well by people with disabilities.
Similarly, many people benefit from the provision of
automatic doors, elevators, door handles instead of knobs,
and so on.

23. A holistic approach for Accessibility design is based on
DESIGN FOR ALL (DfA)
and
Universal Instructional Design (UDI)

24. Universal design is 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.
Ran Mace

25. Universal Design promotes the
consideration of the needs of all potential
users in the planning and development of a
space, product, or program—an approach
that is equally applicable to architecture
or education.

26. Universal Design is based on 7 principles
that can be extended in
Learning Environements
and in Online-Learning Environments
The ultimate acid test of online software is its ability to
cater to users with disabilities. Software which
effectively serves their needs could just be the best
software for all users.
Baggaley J, 2007

27. PRINCIPLE ONE: Equitable Use
The design is useful and accessible for people with diverse abilities and in diverse
locations. The same means of use should be provided for all students, identically whenever
possible or in an equivalent form when not.

28. PRINCIPLE TWO: Flexibility in Use
The design accommodates a wide range of individual
preferences and abilities.

29. PRINCIPLE THREE: Simple and Intuitive
Use
Use of the design is easy to understand, regardless of the
user's experience, knowledge, language skills, or current
concentration level.

30. PRINCIPLE FOUR: Perceptible
Information
The design communicates necessary information
effectively to the user, regardless of ambient conditions or

31. PRINCIPLE FIVE: Tolerance for Error
The design minimizes hazards and the
adverse consequences of accidental or
unintended actions.

32. PRINCIPLE SIX: Low Physical and thecnical
Effort
The design can be used efficiently and comfortably and with
a minimum of phisical or mental fatigue.

33. PRINCIPLE SEVEN: Size and Space for
Approach and Use
Appropriate size and space is provided for approach,
reach, manipulation, and use regardless of user's body
size, posture, or mobility.

35. The Universal Design principles (CUD1995) have
been adapted to education through a number of
models that emerged in the last decade, including
Universal Design for Learning, Universal Design
for Instruction, and Universal Instructional Design

36. UNIVERSAL DESIGN FOR
INSTRUCTION
An approach to teaching that consist of
the proactive design and use inclusive
instructional strategies that benefit a
broad range of learners including student
of disabilities

37. UD + UDI
• ACCESSIBLE WEBSITES to access to
knowledge
• ACCESSIBLE LEARNING ENVIRONMENTS
• ACCESSIBILE DISTANCE LEARNING
ENVIRONMENTS

38. Many resources in this site:
Association on
Higher
Education
And
Disability
http://www.ahead.org/resources/universal-design/resources

39. An approach that goes toward the social justice
perspective, which combines elements of the
minority group model and the social
construction model, takes both the individual
and the environment into consideration.

40. In effect, society often “creates” disability by
considering some forms of being and doing as
normal and correct and others as dysfunctional
and not normal.

41. It is the environment that needs to be changed
rather than the individual (Fine & Asch, 2000).

42. Internet can enhance the opportunites for all
people to partecipate …
More partecipatory democracy…

43. Center for Research on Developmental Education and Urban Literacy,
College of Education and Human Development, University of Minnesota,
Minneapolis, MN.
www.cehd.umn.edu/passit/docs/PASS-IT-
Book.pdf

44. E-learning e disabilità.Progettare l’accessibilità,
promuovere l’inclusione.
Eleonora Guglielman Università degli Studi
Roma Tre
http://www.scribd.com/doc/48568200/E-learning-e-disabilita-
Progettare-l%E2%80%99accessibilita-promuovere-
l%E2%80%99inclusione

45. Universal Instructional design Principles for
Moodle
Tanya Elias
Altabasca university, Canada
http://www.irrodl.org/index.php/irrodl/rt/printerFrie
ndly/869/1575

46. THANK YOU FOR YOUR
ATTENTION!
Bressanone 6, 7, 8 Sept 2012