"WA: Resources " Case
Case Description
It is three weeks before the beginning of the spring semester and fall finals have just ended. Your department head has notified you that you will have a student, Simon Rose, in your spring class. He is blind and uses Braille materials almost exclusively. Simon registered for your course late, and the DSS office had no notice of his impending attendance. He is a non-traditional student who has a family and works nights as a computer technician at a local repair shop. This is his second semester at your institution, and he has worked with your DSS office but is reported to be very demanding of complete access to course materials. Your department head is quietly relieved that you will be his instructor.
PDF Accessibility Adobe portable document format (PDF) is one of the most common file formats on the Web. In the beginning, PDF documents were not created with accessibility in mind. But over the years, Adobe has worked hard to increase the accessibility of PDF documents. Since version 5.0, accessibility has been addressed well. PDF documents that are accessible are "tagged." This tagging process applies to forms as well as graphic material is PDF documents. For more information, search the Acrobat helpfile on "accessibility". Adobe also maintains an accessibility website at: http://access.adobe.com/
Simon has the necessary AT to access the web using his laptop computer. In consultation with your DSS office, you determine that the following elements of your materials may need attention:
- A collection of online readings in PDF format on your department's website
- Online resources at websites outside your institutional website
- A variety of paperback readings
- Textbook
- In-class discussion
- Group projects that focus on historical critique
- In-class videos
- Guest lecturers
- Participation in an historical reenactment society
Of the following three mediums, which ensures fullest access to information and learning for Simon, as described?
