Microsoft Learning Tools for Accessibility

Microsoft Learning Tools for Accessibility

0.25 USBE Credits
Educators who earn this digital badge use a range of Microsoft's Learning Tools for Accessibility to help all students access texts.

DESCRIPTION

To earn this badge, you will need to collect and submit evidence demonstrating how you use a number of Microsoft's accessibility tools to support ALL learners. Click Earn this Badge to learn more!

FEES

You will be charged $20 by the badge provider. You'll be charged at the point you submit your badge for final review.

CLARIFICATIONS

This badge focuses on accessibility for all students; it is not limited to or centered on students serviced by Special Education or English language learners.This badge does not cover accessibility tools from other developers (Google, etc.).

IMPORTANT TERMS

Accessibility: instructional materials or tools that allow students from all backgrounds or abilities to learn and grow

Magnifier: a Windows app that enlarges and magnifies the area of the screen where the mouse is located

Immersive Reader: a full screen reading feature that increases readability of content in OneNote, Outlook, Office Lens, and Word documents by eliminating visual distractions

Read Aloud: a text-to-speech app that audibly voices digital text

Narrator: a text-to-speech app that audibly voices digital text

Focus Assist: a Windows app that removes visual distractions on browsers (email, social networking) to increase readability

Predictive Text: an input technology that facilitates typing on a device by suggesting words the end user may wish to insert in a text field

Reading View: a feature in Microsoft Edge that removes browser distractions to increase readability

Comprehension Mode: a feature in Microsoft products that highlights dependent clauses to increase comprehension

Co-Authoring: a feature that allows real time collaboration in composing documents

BACKGROUND SCENARIO

Mrs. Connor's US History II is a typical high school history course, made up of mostly juniors of all backgrounds. The class's standards and the accompanying curriculum encourage a focus on both primary historical documents and secondary sources.

Mrs. Connor wants to ensure that all her students are able to access, understand, and use the complex texts they read throughout the year. In order to make this happen, she invests a bit of time near the beginning of the year to introduce her students to the suite of accessibility tools that Microsoft provides for learners. As she introduces and previews reading assignments, she also introduces one or two accessibility tools. For example, with the first reading assignment, she briefly demonstrates how to use Read Aloud and some of its features; with the second reading assignment, she demonstrates Focus Assist and discusses why students might want to use it.

Because the district's adopted textbook for the course has an online edition, and she also assigns online articles for current events connections, many of her texts are already digital. For any texts that aren't, she can snap a picture with her phone and import it as digital text into One Note.

Mrs. Connor also has her students write regularly, because she knows writing is an especially effective instructional tool. She highlights learning and accessibility tools that support writing, such as predictive text and co-authoring. She knows that these learning tools for accessing and producing text remove barriers and help all of her students to be successful.

EVIDENCE OPTIONS

Video: Submit a 6-8 minute video showing learners using Microsoft accessibility tools to support reading or writing text as a part of your instruction. Video should include learners using at least 3 accessibility tools, e.g., Immersive Reader, Read Aloud, Magnifier, Focus Assist, Reading View, etc.

Survey Results: Submit a survey and results/data in which students indicate they use accessibility tools to support reading or writing text as a part of instruction in your class. The survey should reference and measure the use of a number of accessibility tools, e.g., Immersive Reader, Read Aloud, Magnifier, Focus Assist, Reading View, etc.

Testimonial: Submit a written or video testimonial from a learner in which he or she describes the way they use accessibility tools to support reading or writing text as a part of instruction in your class. The student's testimonial should touch on various accessibility tools, e.g., Immersive Reader, Read Aloud, Magnifier, Focus Assist, Reading View, etc.

Observation Results: Submit observation results from an administrator in which he or she describes the way you use accessibility tools to support reading or writing text as a part of instruction in your class. The observation documentation should touch on various accessibility tools, e.g., Immersive Reader, Read Aloud, Magnifier, Focus Assist, Reading View, etc.

Candidate's Choice: Submit some other type of evidence that demonstrates the way you use accessibility tools to support reading or writing text as a part of instruction in your class. The observation documentation should touch on various accessibility tools, e.g., Immersive Reader, Read Aloud, Magnifier, Focus Assist, Reading View, etc.


Review Criteria

Microsoft Accessibility Tools: Evidence Criterion 1: The evidence demonstrates that the educator supports students in using Microsoft accessibility tools effectively.
Criterion 2: The evidence demonstrates that the educator supports students in using Microsoft accessibility tools consistently (i.e., over a significant period of time).
Criterion 3: The evidence demonstrates that the educator supports all students in using Microsoft accessibility tools (i.e., not solely English language learners or students with a 504).

REFLECTION PROMPTS

  1. Describe how you use Microsoft accessibility tools to support learning and collaboration with your students. Outline the way you use various features of the accessibility tools to do this, for example, Immersive Reader, Read Aloud, Magnifier, Focus Assist, Reading View, etc.

  2. Explain how your students benefit from your use of accessibility tools and how you plan to continue using them.

Review Criteria

Microsoft Accessibility Tools: Reflection Criterion 1: The reflection demonstrates that the educator supports students in using Microsoft accessibility tools effectively.
Criterion 2: The reflection demonstrates that the educator supports and will continue to support students in using Microsoft accessibility tools consistently (i.e., over a significant period of time).
Criterion 3: The reflection demonstrates that the educator supports all students in using Microsoft accessibility tools (i.e., not solely English language learners or students with a 504).

RESOURCES

Canvas Course: Microsoft Tools for Accessibility
https://dsd.instructure.com/courses/957670
This Canvas course is open to all Utah educators. It covers a number of tools provided by Microsoft for accessibility.

Microsoft Accessibility Website
https://www.microsoft.com/en-us/accessibility
This website is a guide to best practices in using all of Microsoft's learning tools for accessibility, including: • Learning Tools available in Word, OneNote, Edge • Dictate • Read aloud to help with editing and • Reading mode • Focus assist

National Instructional Materials Access Center
http://www.nimac.us/
This website is a general clearinghouse of best practices for supporting students in accessing all types of instructional materials.

BADGE EARNERS

Mandi Corey
Mandi Corey
Erek Engar
Erek Engar
James Frankowski
James Frankowski
Rachelle Herbst
Rachelle Herbst
Ashtin Johnson
Ashtin Johnson
Adam Kennah
Adam Kennah
Reta Mahlstede
Reta Mahlstede
Christopher Page
Christopher Page
Heidi Peace
Heidi Peace
April Turneau
April Turneau
Timothy Ward
Timothy Ward

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