{"id":7194,"date":"2020-10-20T21:10:06","date_gmt":"2020-10-20T21:10:06","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/tel\/?page_id=7194"},"modified":"2021-08-09T08:56:51","modified_gmt":"2021-08-09T08:56:51","slug":"accessibility-personas","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/tel\/digitalaccessibilityintl\/accessibility-personas\/","title":{"rendered":"Accessibility Personas"},"content":{"rendered":"<h1>Using student Accessibility Personas for inclusive teaching<\/h1>\n<h2>What are the student accessibility personas?<\/h2>\n<p>The accessibility profiles below are designed to help highlight some of the barriers which UoR students with particular conditions might face while studying.<\/p>\n<p>The profiles build a picture of seven students of various ages, backgrounds and disciplines. There are details about the students&#8217; conditions, their challenges, hopes and goals, as well as the technologies they use. Each persona also contains a set of practical strategies which you can use in your teaching.<\/p>\n<h2>How can I use the student personas?<\/h2>\n<p>We hope that these personas will help you better understand the challenges and needs of students with a range of conditions. They are designed to encourage reflective practice and to help you develop an awareness of some of the accessibility adjustments you can make to your teaching, to enable a more inclusive learning environment for our students.<\/p>\n<p>The user profiles are available below by clicking on the names of the students to expand the information. <a href=\"https:\/\/livereadingac.sharepoint.com\/:f:\/s\/grp-CQSD-TEL\/EncKuxzawhtJk9Qyk4l_0TkB0b73GXDqgXZGX05BD1knxg?e=ZKRaO3\">They are also downloadable as Word documents<\/a> for you to use within your teams or for reference.<\/p>\n<style>#sp-ea-7196 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 500ms;}#sp-ea-7196.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid transparent; }#sp-ea-7196.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-7196.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #ffffff; color: #444;}#sp-ea-7196.sp-easy-accordion>.sp-ea-single {background: #ffffff;}#sp-ea-7196.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #444;font-size: 16px;}.sp-ea-one.sp-easy-accordion .sp-ea-single .ea-header a {\r\n    padding: 10px !important;\r\n    color: #434343 !important;\r\n    background-color: #EAEAEA !important;\r\n    font-weight: normal !important;\r\n    font-size:1px !important;\r\n \r\n}\r\n.ea-expand-icon.fa {\r\n    color: #434343 !important;\r\n  }<\/style><div id=\"sp_easy_accordion-1776689860\"><div id=\"sp-ea-7196\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-71960\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse71960\" aria-controls=\"collapse71960\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Saleem (Profoundly deaf)<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse71960\" data-parent=\"#sp-ea-7196\" role=\"region\" aria-labelledby=\"ea-header-71960\"> <div class=\"ea-body\"><h2 style=\"text-align: left\">Saleem<\/h2><p><img class=\"size-full wp-image-7201 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Saleem.jpg\" alt=\"Illustration of Asian male with beard and glasses.\" width=\"184\" height=\"184\" \/><\/p><p><strong>Age<\/strong>: 19 years old<\/p><p><strong>Programme of Study<\/strong>: UG in School of Pharmacy<\/p><p><strong>2019\/20 status<\/strong>: On campus<\/p><p><strong>Condition<\/strong>: Profoundly deaf (Uses BSL and lip reads)<\/p><p><strong>Technology<\/strong>: iPhone &amp; MacBook<\/p><h2><\/h2><h2>Disability information<\/h2><p>Saleem uses BSL as his main form of communication. Lip reading also helps his understanding. \u00a0He always has captions switched on when watching videos or TV.<\/p><h2>Devices and technology<\/h2><p>Saleem finds Apple\u2019s accessibility features make things much easier. He uses WhatsApp to communicate with friends and family who sign.<\/p><h2>Goals and wishes<\/h2><p>Saleem wants more people to know British Sign Language (BSL). His brother signs well and his parents know a bit.<\/p><p>He\u2019d like video captions to make sense - sometimes they\u2019re terrible and don\u2019t help his understanding at all.<\/p><h2>Frustrations<\/h2><p>It\u2019s annoying for Saleem when captions just say things like \u2018music playing\u2019 and don\u2019t have the song words. It\u2019s even better when they have different colours to show different people speaking.<\/p><p>If there are no captions, transcripts are ok.<\/p><p>Saleem doesn\u2019t like his friends having to make phone calls for him. He appreciates alternative methods of contact such as text and email.<\/p><h2><a href=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\"><img class=\"wp-image-7205 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\" alt=\"\" width=\"50\" height=\"48\" \/><\/a><\/h2><h2>How to make things work<\/h2><ul><li><a href=\"https:\/\/sites.reading.ac.uk\/tel\/online-teaching-toolkits\/making-screencasts-for-tl\/how-can-i-make-my-screencasts-accessible\/why-caption\/\">Caption all videos<\/a> you use in your teaching and check that these captions are accurate.<\/li><li>Show your face in your videos so students such as Saleem can lip read.<\/li><li>Any verbal information should also be communicated in writing. For example, during an online interactive session, turn on captions before any chat or instructions.<\/li><li>Write in plain English, give most important information first (inverted pyramid style).<\/li><li>Use a linear, logical layout in your resources.<\/li><li>Break up content with sub-headings, images and videos.<\/li><li>Ask students how they prefer to communicate with you in class and during one-to-ones. Ensure there are a variety of options available (e.g. email, phone, text messaging, video call).<\/li><li>Discuss Saleem\u2019s requirements with him and ask how you can best support his learning.<\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-71961\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse71961\" aria-controls=\"collapse71961\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Simone (Dyslexic)<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse71961\" data-parent=\"#sp-ea-7196\" role=\"region\" aria-labelledby=\"ea-header-71961\"> <div class=\"ea-body\"><h2 style=\"text-align: left\">Simone<\/h2><p><a href=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Simone.jpg\"><img class=\"size-full wp-image-7203 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Simone.jpg\" alt=\"Illustration of Caucasian female with brown hair in a bun and blue shirt \" width=\"187\" height=\"186\" \/><\/a><\/p><p><strong>Age<\/strong>: 42 years old<\/p><p><strong>Programme of Study<\/strong>: PhD student in the IoE<\/p><p><strong>2019\/20 status<\/strong>: On campus<\/p><p><strong>Condition<\/strong>: Dyslexic<\/p><p><strong>Technology<\/strong>: JAWS<\/p><h2><\/h2><h2>Disability information<\/h2><p>Simone lives with her husband and two sons in Reading. She works full time as a SENCO at a large primary school. Her work informs her research. She was diagnosed with dyslexia two years ago.<\/p><p>She often calls on a colleague to proof-read reports or academic work as she worries about her spelling.<\/p><h2>Devices and technology<\/h2><p>Simone uses specialist dyslexia software which reads out documents and web pages for her. The software helps her feel more confident about her writing.\u00a0 The colour highlighting feature helps her mark the important bits if there\u2019s a lot of text.<\/p><p>She uses a smartphone and enjoys listening to audiobooks.<\/p><h2>Goals and wishes<\/h2><p>Simone wants to feel more confident using technology \u2013 she doesn\u2019t like asking for help (although her family and work colleagues are always supportive).<\/p><h2>Frustrations<\/h2><p>Simone isn\u2019t keen on online chatting in academic contexts. She worries about her spelling and writing quickly enough. She finds the speed of the chat in busy webinars difficult to keep up with.<\/p><p>She finds it hard to concentrate when there is a lot of text to read, or \u00a0things are moving on a page e.g. banners, tickers or fast-moving text.<\/p><h2><a href=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\"><img class=\"wp-image-7205 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\" alt=\"\" width=\"50\" height=\"48\" \/><\/a><\/h2><h2>How to make things work<\/h2><ul><li>Avoid using justified text and italics in documents and PowerPoints.<\/li><li>Use a linear, logical layout in your resources.<\/li><li>Break up content with sub-headings, images and videos.<\/li><li>Write in plain English, giving the most important information first.<\/li><li>Let users change the contrast between background and text.<\/li><li>Blackboard ALLY Alternative Formats allow users to convert reading material into Mp3 files or formats they might find more accessible.<\/li><li>Ensure materials used in teaching and learning (including your slides) are uncluttered and easy to read.<\/li><li>Use different methods for students to contribute to online interactive sessions. E.g. chat box, voice chat, video.<\/li><li>Give time after posing a question for your students to reflect and respond.<\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-71962\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse71962\" aria-controls=\"collapse71962\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Ashleigh (Partially sighted)<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse71962\" data-parent=\"#sp-ea-7196\" role=\"region\" aria-labelledby=\"ea-header-71962\"> <div class=\"ea-body\"><h2 style=\"text-align: left\">Ashleigh<\/h2><p><a href=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Ashleigh.jpg\"><img class=\"size-full wp-image-7197 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Ashleigh.jpg\" alt=\"Illustration of smiling red-haired woman in glasses and blue jumper\" width=\"185\" height=\"187\" \/><\/a><strong>Age<\/strong>: 24 years old<\/p><p><strong>Programme of Study<\/strong>: English UG<\/p><p><strong>2019\/20 status<\/strong>: Online<\/p><p><strong>Condition<\/strong>: Partially sighted<\/p><p><strong>Technology<\/strong>: Screen reader<\/p><h2><\/h2><h2>Disability information<\/h2><p>Ashleigh is partially sighted, having lost much of her sight in her teens due to a genetic condition. She uses a screen reader to help her read web content.<\/p><h2>Devices and technology<\/h2><p>Ashleigh has been using JAWS screenreader for about eight years. She uses it on a notebook and Windows desktop.<\/p><p>She prefers to be sent Word documents if possible as they work better than PDFs with her screen reader.<\/p><p>She has an iPhone. It\u2019s got some helpful features like VoiceOver and Speak Screen, which help her find her way around her phone.<\/p><p>Ashleigh also uses a Kindle and audiobook services to read the texts on her course.<\/p><h2>Goals and wishes<\/h2><p>Ashleigh would like to be able to use any website she wants.<\/p><p>She wants to be more independent.<\/p><h2>Frustrations<\/h2><p>Ashleigh uses a keyboard instead of a mouse. She gets annoyed when she has to tab through lots of things before she gets to the content she\u2019s looking for. She\u2019d like content to be easy to navigate.<\/p><p>She finds it hard to quickly navigate a page with poor headings.<\/p><p>When she\u2019s shopping online, she often can\u2019t visualise the item she\u2019s looking at because there are no image descriptions that her screen reader can understand.<\/p><h2><a href=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\"><img class=\"wp-image-7205 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\" alt=\"\" width=\"50\" height=\"48\" \/><\/a>How to make things work<\/h2><ul><li>Follow best practice for accessible form design, e.g. make sure fields are labelled and can be read by screen readers.<\/li><li>Make sure people can read your content with a keyboard. Try out some common user journeys.<\/li><li>Write headings that help users find what they\u2019re looking for quickly. Write descriptive links and page titles.<\/li><li>Use alt text for images that describes the image\u2019s content or conveys the same information (unless it\u2019s decorative).<\/li><li>Let users change the contrast between background and text.<\/li><li>Blackboard ALLY Alternative Formats allow users to convert reading material into Mp3 files or formats they might find more accessible.<\/li><li>Use different methods for students to contribute to online interactive sessions. E.g. chat box, voice chat, video.<\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-71963\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse71963\" aria-controls=\"collapse71963\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Claudia (Partially sighted)<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse71963\" data-parent=\"#sp-ea-7196\" role=\"region\" aria-labelledby=\"ea-header-71963\"> <div class=\"ea-body\"><h2 style=\"text-align: left\">Claudia<\/h2><p><a href=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Claudia.jpg\"><img class=\"size-full wp-image-7198 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Claudia.jpg\" alt=\"Illustration of a female with brown eyes and hair, dressed in a smart suit\" width=\"184\" height=\"186\" \/><\/a><\/p><p><strong>Age<\/strong>: 37 years old<\/p><p><strong>Programme of Study<\/strong>: Environmental Science \u2013 Masters<\/p><p><strong>2019\/20 status<\/strong>: On campus<\/p><p><strong>Condition<\/strong>: Partially sighted<\/p><p><strong>Technology<\/strong>: Screen magnifier<\/p><h2><\/h2><h2>Disability information<\/h2><p>Claudia is partially sighted due to glaucoma. She works part-time as a Water Quality Scientist for Thames Water. Her site loss has affected her confidence at work, but she hopes that completing her Masters will give her the confidence boost she needs to progress further in her field.<\/p><h2>Devices and technology<\/h2><p>Claudia\u2019s setup at work includes ZoomText (software that lets you magnify what\u2019s on screen), a large monitor and a high visibility keyboard. She has a similar setup at home.<\/p><p>She recently got a Kindle for reading - she has tried its screen reader function, but she prefers to use the magnification to read herself or use audiobooks.<\/p><p>Claudia prefers phone calls to emails and never sends text messages. She uses the \u2018speech to text\u2019 feature on her smartphone, which records a message and sends it to the person she\u2019s contacting.<\/p><h2>Goals and wishes<\/h2><p>Claudia wants to be able to phone any company she needs to contact - it\u2019s much quicker and easier for her to call than to write. She also wishes there was less clutter on some websites.<\/p><h2>Frustrations<\/h2><p>Claudia tends to forget to scroll horizontally when she\u2019s using ZoomText. It can be difficult if content isn\u2019t set out consistently.<\/p><p>It can be hard for Claudia to see web content clearly when she borrows her husband\u2019s tablet, if the colour contrast isn\u2019t good.<\/p><h2><a href=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\"><img class=\"wp-image-7205 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\" alt=\"\" width=\"50\" height=\"48\" \/><\/a>How to make things work<\/h2><ul><li>Ensure the layouts and conventions you use in your material\/module are consistent. E.g. naming files, location of folders, where to find additional resources.<\/li><li>Try using screen magnification tools and see how your resources look to a user with reduced vision.<\/li><li>Use a colour contrast ratio of at least 4.5 to 1 between text and its background.<\/li><li>Use original files such as Word or PPT rather than PDFs. PDFs can be difficult to read and resize, especially on a smartphone.<\/li><li>Blackboard ALLY Alternative Formats allow users to convert reading material into Mp3 files or formats they might find more accessible.<\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-71964\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse71964\" aria-controls=\"collapse71964\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Pawel (Autism Spectrum Disorder (ASD))<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse71964\" data-parent=\"#sp-ea-7196\" role=\"region\" aria-labelledby=\"ea-header-71964\"> <div class=\"ea-body\"><h2 style=\"text-align: left\">Pawel<\/h2><p><a href=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Pawel.jpg\"><img class=\"size-full wp-image-7200 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Pawel.jpg\" alt=\"\" width=\"188\" height=\"191\" \/><\/a><\/p><p><strong>Age<\/strong>: 20 years old<\/p><p><strong>Programme of Study<\/strong>: HBS Business &amp; Management UG<\/p><p><strong>2019\/20 status<\/strong>: On campus<\/p><p><strong>Condition<\/strong>: ASD<\/p><p><strong>Technology<\/strong>: Android &amp; PC<\/p><h2><\/h2><h2>Disability information<\/h2><p>Pawel is living with his mum and dad in Newbury during his course. He has ASD, a condition that affects how he sees the world and interacts with people. He was also recently diagnosed with anxiety. He\u2019s been looking at the National Autistic Society\u2019s resources on employment for when he finishes his degree.<\/p><h2>Devices and technology<\/h2><p>Pawel is good with technology and can usually figure out how things work. He prefers to use apps because they\u2019re simpler and less cluttered than websites.<\/p><p>His parents recently bought him a laptop for his birthday, which he uses for gaming and his studies.<\/p><p>He\u2019s not keen on face to face communication, but likes chatting to people in gaming communities online.<\/p><h2>Goals and wishes<\/h2><p>Pawel wishes he could find what he needs on websites more easily - sometimes there\u2019s so much to read. He prefers to talk to people using web chat \u2013 he has more time to think about what to say.<\/p><h2>Frustrations<\/h2><p>Pawel gets easily distracted and wants to read everything and click every link. He wishes there wasn\u2019t as much text or links. Pawel also finds moving content like banners or video distracting, and gets stressed by bright colours.<\/p><p>He doesn\u2019t like speaking on the phone, but a lot of companies don\u2019t let you contact them by email or live chat (or they make their details hard to find).<\/p><h2><a href=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\"><img class=\"wp-image-7205 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\" alt=\"\" width=\"50\" height=\"48\" \/><\/a><\/h2><h2>How to make things work<\/h2><ul><li>Avoid bright colours or garish combinations.<\/li><li>Include people with autism in user research.<\/li><li>Write in plain English and break up content with headings and lists. Use the \u2018inverted pyramid\u2019 approach with the most important information at the top.<\/li><li><a href=\"https:\/\/sites.reading.ac.uk\/tel\/online-teaching-toolkits\/making-screencasts-for-tl\/how-can-i-make-my-screencasts-accessible\/why-caption\/\">Provide captions<\/a> for video content.<\/li><li>Blackboard ALLY Alternative Formats allow users to convert reading material into Mp3 files or formats they might find more accessible.<\/li><li>Use different methods for students to contribute to online interactive sessions. E.g. chat box, voice chat, video.<\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-71965\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse71965\" aria-controls=\"collapse71965\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Harry (Juvenile rheumatoid arthritis)<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse71965\" data-parent=\"#sp-ea-7196\" role=\"region\" aria-labelledby=\"ea-header-71965\"> <div class=\"ea-body\"><h2 style=\"text-align: left\">Harry<\/h2><p><a href=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Harry.jpg\"><img class=\"size-full wp-image-7199 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Harry.jpg\" alt=\"\" width=\"188\" height=\"188\" \/><\/a><\/p><p><strong>Age<\/strong>: 19 years old<\/p><p><strong>Programme of Study<\/strong>: Law UG<\/p><p><strong>2019\/20 status<\/strong>: Online<\/p><p><strong>Condition<\/strong>: Juvenile rheumatoid arthritis<\/p><p><strong>Technology<\/strong>: Macbook, Dragon Naturally Speaking<\/p><h2><\/h2><h2>Disability information<\/h2><p>Harry developed juvenile arthritis at the age of 15. He suffers from stiff, painful joints, making completing everyday tasks challenging. Symptoms are worse after sitting still too long, or after waking. Eye inflammation can cause redness and blurry vision and sensitivity to light. Harry often experiences fatigue and disrupted sleep, making concentration difficult.<\/p><h2>Devices and technology<\/h2><p>Harry uses a MacBook to complete university work. He uses a wrist rest. He has programmed some shortcuts into his keyboard, and prefers those to his trackpad (which is painful to use after a while). He uses Dragon Naturally Speaking and has an iPhone.<\/p><h2>Goals and wishes<\/h2><p>Harry wants more software to work properly with just the keyboard. He finds some of the academic databases frustrating to use as they only work properly with a mouse. However he can use Dragon Naturally Speaking to get around this most of the time.<\/p><h2>Frustrations<\/h2><p>It\u2019s annoying for Harry when he can\u2019t use certain parts of a website with a keyboard, like video players and navigation menus.<\/p><p>He wastes a lot of time trying to tab through things like navigation menus. He\u2019d love to have fewer things to tab through.<\/p><p>He sometimes has problems with pop-up boxes. This happens most when a pop-up appears but the tab control stays on the background page, meaning he can\u2019t interact with the pop-up or close it.<\/p><h2><a href=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\"><img class=\"wp-image-7205 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\" alt=\"\" width=\"50\" height=\"48\" \/><\/a><\/h2><h2>How to make things work<\/h2><ul><li>Make sure any external resources you link to are accessible for people who use a keyboard to navigate, rather than a mouse or trackpad.<\/li><li>Write in plain English and break up content with headings and lists. Use the \u2018inverted pyramid\u2019 approach with the most important information at the top.<\/li><li><a href=\"https:\/\/sites.reading.ac.uk\/tel\/online-teaching-toolkits\/making-screencasts-for-tl\/how-can-i-make-my-screencasts-accessible\/why-caption\/\">Provide captions<\/a> for your video content. Students such as Harry may not be sitting at a desk watching their videos.<\/li><li>Blackboard ALLY Alternative Formats allow users to convert reading material into Mp3 files or formats they might find more accessible.<\/li><li>Use different methods for students to contribute to online interactive sessions. E.g. chat box, voice chat, video.<\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-71966\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse71966\" aria-controls=\"collapse71966\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Scott (Depression &amp; anxiety)<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse71966\" data-parent=\"#sp-ea-7196\" role=\"region\" aria-labelledby=\"ea-header-71966\"> <div class=\"ea-body\"><h2 style=\"text-align: left\">Scott<\/h2><p><a href=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Scott.jpg\"><img class=\"size-full wp-image-7202 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Scott.jpg\" alt=\"Illustration of young white male with brown hair and eyes.\" width=\"187\" height=\"188\" \/><\/a><\/p><p><strong>Age<\/strong>: 19 years old<\/p><p><strong>Programme of Study<\/strong>: Meteorology UG<\/p><p><strong>2019\/20 status<\/strong>: On campus<\/p><p><strong>Condition<\/strong>: Depression &amp; anxiety<\/p><p><strong>Technology<\/strong>: Windows Surface &amp; Android phone<\/p><h2><\/h2><h2>Disability information<\/h2><p>Scott was diagnosed with depression and anxiety during his A levels. He\u2019s not keen on discussing his mental health with others, unless he feels comfortable with them. He has felt able to confide in his tutor, and a couple of his close friends on the same course.<\/p><p>Scott experiences panic attacks, especially during periods of stress, such as exam and deadlines. During episodes of depression, Scott often has difficulty sleeping and concentrating on his studies.<\/p><h2>Devices and technology<\/h2><p>Scott uses a Windows Surface device for studying. He has an Android phone which he uses to access resources and subject-specific apps.<\/p><h2>Goals and wishes<\/h2><p>Scott would like his learning environment at the University to be as flexible as possible. Sometimes he struggles to take everything in, especially if he\u2019s having a bad day. Being able to revisit material is important. Scott would also like to be able to easily contact his tutor for help.<\/p><h2>Frustrations<\/h2><p>While Scott likes the flexibility of the online learning environment, he worries he\u2019ll feel isolated or lonely if the class is dispersed during the year.<\/p><p>He feels anxious when he missed the thread of a lecture or seminar and he has no way of revisiting it. It often takes Scott a while to think of what he\u2019d like to say in an online environment. He doesn\u2019t like it when students aren\u2019t given time to contribute.<\/p><h2><a href=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\"><img class=\"wp-image-7205 alignleft\" src=\"\/wp-content\/uploads\/sites\/33\/2020\/09\/Idea-icon.png\" alt=\"\" width=\"50\" height=\"48\" \/><\/a>How to make things work<\/h2><ul><li>Consciously plan activities which foster group cohesion. For ideas, see the TEL <a href=\"https:\/\/sites.reading.ac.uk\/tel\/online-teaching-toolkits\/maintaining-contact-engagement\/\">Maintaining Contact and Engagement page.<\/a><\/li><li>Write in plain English and break up content with headings and lists. Use the \u2018inverted pyramid\u2019 approach with the most important information at the top.<\/li><li><a href=\"https:\/\/sites.reading.ac.uk\/tel\/online-teaching-toolkits\/making-screencasts-for-tl\/how-can-i-make-my-screencasts-accessible\/why-caption\/\">Provide captions<\/a> for your video content. Students may be watching content in various environments.<\/li><li>Send out materials in advance of the session and ensure all students have access to these resources on Blackboard.<\/li><li>Allow time for students to formulate ideas and respond.<\/li><li>Blackboard ALLY Alternative Formats allow users to convert reading material into more accessible formats.<\/li><li>Use different methods for students to contribute to online interactive sessions. E.g. chat box, voice chat, video.<\/li><\/ul><\/div><\/div><\/div><\/div><\/div>\n<p>Please note that the student accessibility personas are scenarios designed to encourage professional discourse. They are not intended as a diagnostic tool, nor are they prescriptive in terms of the strategies being suggested. We would recommend discussing adjustment needs with your students and consulting\u00a0 <a href=\"https:\/\/www.reading.ac.uk\/essentials\/Support-And-Wellbeing\/Disability\/Disability-Advisory-Service\">the University&#8217;s Disability Advisory Service<\/a> for information about the support available.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Using student Accessibility Personas for inclusive teaching What are the student accessibility personas? The accessibility profiles below are designed to help highlight some of the barriers which UoR students with particular conditions might face while studying. The profiles build a picture of seven students of various ages, backgrounds and disciplines. 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