Ewing-Haig OLA Poster Plain Text

Virtual Orientation to Services for Students with Disabilities

Susan Ewing, Manager, Library Accessibility Services, York University Libraries; Maureen Haig, Manager, Learning Disability Services, Counselling and Disability Services, York University; Catherine Davidson, Associate University Librarian, Collections, York University

Introduction: Engaging Students

The Virtual Orientation for Students with Disabilities project will develop an online collection of instructional clips and videos, both live action and screen capture. This collaboration between York University Libraries and York’s Counselling & Disability Services will assist both prospective and current students in navigating their way across campus to various services and in using accessibility software such as Kurzweil and York’s internal accessibility tools such as Papyrus, a secure online alternate format text delivery system.

In this interactive poster we would like to share our progress and student response to date and encourage you to share your feedback, input and ideas.

Check out the embedded QR codes [links] to view draft videos and our online survey

York University: Keele Campus

York’s Keele Campus Map [screenshot image] shows a complex mix: buildings, services, transit hubs, classrooms, stores, pathways, labs, libraries, athletic facilities, shortcuts, theatres, parking lots and green spaces

Basic wayfinding is challenging, especially for individuals who experience mobility, cognitive or sensory barriers to campus navigation

The distances can be large and the most accessible route is not always evident

Campus signage is complex and print-based [photo image of post with 4 multiple sets of directional arrows in black text on white arrow backgrounds] in the photo of the directional arrows, above

York’s current range of wayfinding tools includes: paths, signage, online navigational aids, accessibility maps and tours

This project’s planned interactive live action video (currently at the scripting phase) will supplement existing resources with a personalized route visualization for specific service pathways

Viewers will be able select the appropriate persona-based pathway video to follow an optimal route between key offices for students with disabilities including:

Mental Health Disability Services
Learning Disability Services
Physical, Sensory and Medical Disability Services
Library Accessibility Services
Technology Enhanced Learning – Adaptive Tech Lab

Three Demonstration Videos

Kurzweil: http://youtu.be/_Iut6Oej63g

•Most widely known screen reader

•Many students familiar with its basic functionality

•Requests for advanced feature tutorials

Papyrus: http://youtu.be/CaGTPVJBeM0

•York’s own secure web-based alternate format text delivery system

•Electronic files are uploaded as soon as the transcription is complete

•No need to travel to campus or manage physical media

Technology Enhanced Learning – Adaptive Tech Lab: http://youtu.be/_bP9mmQu0AM

•Example of initial concept ‘on the fly’ video created to announce a pressing change in facilities

•Shot using an iPad to meet an urgent communications need

•Video link was sent to the Learning Disabilities student listserv, and the text script was in the email as YouTube captioning not adequate

Student Response to Date

Location, Location, Location: From the Edges to the Centre

Initial environmental scan to determine “WHERE DO STUDENTS START when they try to find their way?”
Survey Monkey and Focus Groups used to get specific about how students with disabilities start their journeys
IT WAS NOT ABOUT THE CENTRE – students start where THEY ARE FAMILIAR – and in York’s case this was in the Student Services Building on the edge of campus

Show Me – Again and Again When I Need to See It

During class time in a course for Students with Learning Disabilities students voluntarily logged on to a Moodle site to access the YouTube videos and a Survey Monkey feedback form
The sample was not random, and was composed of informants already engaged in campus navigation
Due to the nature of the various students’ disabilities, this format of feedback allowed for self-accommodation
Feedback was overwhelmingly positive – videos reinforced already learned material
Students also wanted MORE, they wanted more detailed videos covering more features

Discussion: Intentional Connection

One of the primary goals of the project is to encourage CONNECTION. Wayfinding must be INTENTIONAL, provide information on LOCATION and SERVICES and make the student feel comfortable enough to want to connect.

The Intent of the videos is a “HOOK”

To encourage connection with the campus and resources

To normalize and destigmatize the use of support services

To encourage use of assistive technology in a variety of ways to support their learning

Students with disabilities do not access the campus in traditional ways. Difficulties with sensory issues, and the over-stimulation that can occur on a campus prevent some students from making contact. When a variety of modalities are used to actually SHOW what a campus space will look like, students are able to visualize where their supports are located and are less anxious about connecting with services.

The current project is not about e-learning as an alternate way of delivering service information. It is very intentionally designed to draw students towards current models of service delivery.

Students are accustomed to High School service providers taking on the role of coordination. Students embark on a steep self advocacy learning curve when they arrive at university. Wayfinding supports will allow us to set clear expectations about how to access services at the post-secondary level, how to connect effectively and how to use the resources available to learn independently.

Next Steps: Communicate, Assess, Collaborate, Integrate

Reach out to all stakeholders to COMMUNICATE widely that these services available at ALL CAMPUSES to reach:

Prospective students
High school teachers who inform the transition process
Parents of prospective students
Develop more skills-based videos on other aspects of the same accessible technology programs

Expand COLLABORATION beyond Counselling & Disability Services with York University Libraries to PAN-UNIVERSITY collaborations

INTEGRATE these resources into all Faculty and Staff activities to increase ACCESSIBILITY for ALL students and encourage UNIVERSAL DESIGN in curriculum and service delivery

Acknowledgements: Academic Innovation Fund

This initiative is made possible byYork’s Academic Innovation Fund, established in the Fall of 2010 to provide an investment in innovation and change at York. Funding of up to $2.5 million annually was offered for 2011-12 and 2012-13 to support initiatives that advance York’s strategic priorities in relation to teaching and learning (including eLearning and experiential education) and the student experience, in particular the first year experience. York University Libraries’ first AIF project was the Virtual Learning Commons, which led to this virtual orientation for students with disabilities. www.aifprojects.yorku.ca

Project Team:
York University Libraries: Catherine Davidson (Project Co-lead, Dana Craig, Peter Duerr, Susan Ewing, Laz Juhos, Thumeka Mgwigwi.

Counselling & Disability Services, Learning Disability Services: Maureen Haig (Project Co-lead), Adam Di Prospero, Rob Racanelli.
Learning Technology Services (for live action video production): David Gibson, Kelly Parke.

Please give us feedback on one or all of our videos using this brief online survey. http://fluidserveys.com/surveys/dana-z/aifaccessbility