Can Every Student Actually Use This? Science Accessibility Audit

Slides (20)

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2. 2 - Open Ended Theme & Readability Evaluation: Evaluate this against: Contrast (and legibility), Font Size, Visual Hierarchy, Text Density, and Color Use. Name 1 positive and 1 negative aspect of this item. Which problem is the biggest barrier to reading the content?

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4. 4 - Open Ended Theme Choice. The prior slide used a science theme because of its "science" appearance. Did the theme enhance or impede access to your content? Name one way that simply using a theme that matches your topic isn't sufficient for choosing a theme, and name one general rule for selecting a theme.

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6. 6 - Open Ended Barrier 1: Graph. This is the population graph from Activity 1. It separates Population A and Population B using only red and green lines. What access demand does this create? Describe one redesign that still requires learners to analyze the data.

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8. 8 - Open Ended Barrier 2: Diagram. This is the natural selection diagram from the Activity 1 explanation slide. Evaluate it on size and readability, labels, color dependence, complexity, and need for alt text or an equivalent description. Then say what you would provide.

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10. 10 - Open Ended Barrier 3: Simulation. This is the PhET Natural Selection simulation used in Activity 1. What interaction and access demands does it create? If a learner cannot operate it directly, what equivalent pathway would preserve the same objective?

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12. 12 - Pick Answer UDL sort: place each design decision under the UDL principle it mainly supports. One feature can support more than one principle, so be ready to justify your choice.

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14. 14 - Pick Answer Rigor check. Sort each change: does it improve access to the learning, or does it change the learning target?

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16. 16 - Open Ended Example redesign (Version 2). Same data. Compare it with Barrier 1. Name two changes that remove a barrier, and explain why students still do the same analysis.

17. 17 - Open Ended Mini-Redesign (Formative Assessment 2). Choose one of Barriers 1 to 3 and submit: (a) the barrier, (b) evidence, (c) UDL or accessibility principle, (d) proposed modification, (e) how the redesign preserves the objective and cognitive demand.

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19. 19 - Open Ended Tool Lens. What did AhaSlides enable that a static worksheet would not? Where could AhaSlides itself create a barrier? Name one science use where AhaSlides is appropriate and one where another tool would be better.

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