Breaking Down Barriers: Exploring Challenges in the Creation of Accessible Documents within Educational Programs
Principal Investigator: Kavita George
Research Team: Dennis Yip, Darcye Lovsin
Project Dates: March 31, 2024 to March 31, 2025
Project Funding: $5,375
Project Summary:
This research project investigates the challenges instructors face in creating accessible teaching materials. The study employs a literature review and a document analysis of online learning materials to explore the barriers instructors face when creating accessible online learning content and to establish a baseline understanding of accessibility at JIBC. Through a multi-phase approach, the study explores the accessibility of current online learning materials, barriers identified in academic literature, and highlights effective strategies to improve accessibility. Grounded in JIBC’s commitment to inclusion, the project supports the development of equitable educational environments for all students and staff, especially within justice and public safety programs.
Partners: N/A
Outcomes and Benefits:
The research was conducted in two phases, each informing the report’s final recommendations. First, researchers conducted a literature review, which highlighted gaps that stem from a general lack of understanding of disabilities, limitations with technology and the need for professional development (PD) to help content creators understand accessibility and create accessible online learning materials. Next, a document analysis was conducted on the online learning materials of six JIBC courses. Using an 8-Step Accessibility Checklist, researchers identified missing or inadequate alternative text used for describing visuals as the primary issue, followed by a lack of accommodation instructions or alternate formats for assignments.
Other top concerns related to Blackboard Ally scores, revealed inconclusive results for some third-party software and demonstrated that the accessibility of a Word or PowerPoint file directly impacts the accessibility of a PDF. The research also documented limitations in authoring tools, highlighting the need for content creators to be aware of individual software limitations and find creative ways to support students with disabilities. Researchers concluded that it is essential for instructors to receive various types of PD to help support their efforts to create accessible learning materials.
The project raises awareness of accessibility, aims to build institutional capacity for creating and supporting accessible online learning materials, and helps position JIBC as a leader in accessible education. By removing barriers to learning, the initiative supports student success and aligns with broader accessibility goals in post-secondary education.
Funding and Support: The research is supported in part by funding from the Social Sciences and Humanities Research Council.
Project Status: Completed
Deliverables: In Progress
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