While most of us may consciously design e-Learning for learners who have more “visible” disabilities such as those who are blind, deaf, or have mobility challenges, do any of us design for the more “hidden disabilities” such as Autism, Attention Deficit Disorder, Dyslexia, or Sensory Integration Dysfunction? Perhaps some of us do, depending on our experiences, but perhaps some of us wouldn’t know where to begin.
The Federal Government requires that electronic and information technology be made accessible to people with disabilities, but does this include both visible disabilities and hidden disabilities? Yes, it does. Instructional designers should consider both visible disabilities and hidden disabilities when designing courses.
“So,” you ask, “What do you mean hidden disabilities? Why should I care about hidden disabilities in my design? Which hidden disabilities should I consider when designing e-Learning? How much extra time will it take me to address these disabilities? What are some specific methods to incorporate into my e-Learning design in order to meet the needs of those with hidden disabilities?”
In this article I list some of the more common hidden disabilities, describe characteristics of these disabilities, and then discuss techniques you (as an instructional designer) can incorporate into your projects in order to better meet these hidden needs. You may find that you are already implementing numerous techniques, but by reading this article you will be able to state specifically how you are addressing the needs of those with hidden disabilities.
Section 508 overview
Section 508 is part of the Rehabilitation Act of 1973, which was amended in 1998. This amendment, Section 508, states that electronic and information technology must be made accessible to people with disabilities. This includes e-Learning. The purpose of Section 508 is to eliminate barriers in information technology, to make available new opportunities for people with disabilities, and to encourage development of technologies that will help achieve these goals.
It is important to note that not all agencies and organizations must comply with Section 508. If you work for the Federal Government, provide Federal Agencies with electronic and information technology, or work for a State Agency or provide electronic and information technology to a state agency in which that state mandates Section 508 compliance, then you do have to comply with Section 508. Many organizations and corporations in the private sector who are not required to meet Section 508 are doing so anyway, as they feel the requirements will “trickle down” to them in the near future, so they might as well be ahead of the game.
You may be thinking, “There seem to be too many disabilities for me to consider in my design! Are there specific ones covered under Section 508?” Section 508 simply refers to “people with disabilities.” Well, let’s first examine what a disability is considered to be. To find that answer, we need to turn to another law, the Americans with Disabilities Act (ADA).
- He or she has a physical or mental impairment that substantially limits one or more of his/her major life activities
- He or she has a record of such an impairment
- He or she is regarded as having such an impairment
Note that impairments may be physiological, psychological, or mental. So, in essence, the law considers a disability to be any one of a long list of items as long as the above criteria are met. Unfortunately, this definition does little to narrow down the list of disabilities we should design for, but don’t get discouraged! Read on and you may be surprised by what is revealed!
Visible disability vs. hidden disability
You may hear disabilities referred to as visible or as hidden. Visible disabilities are those that you can clearly observe. For example, a person with a visible disability may be blind, paralyzed, or deaf. Hidden disabilities are more difficult to observe. In other words, you cannot directly infer hidden disabilities. Examples of hidden disabilities may include dyslexia, low vision, autism, or visual perceptual deficit.
People with hidden disabilities frequently do not make their disability known to upper management,
coworkers, or colleagues. As an instructional designer, you most likely will not have knowledge of whether your target audience includes people with hidden disabilities. Thus, you should typically consider hidden disabilities as being a characteristic of your audience.
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Why should you consider disabilities, especially hidden disabilities, in your design? Let us begin with the most obvious. If you design for the Federal Government, you MUST design to meet the needs of those with disabilities, hidden or visible, even if those individuals are not in the current target audience. On the other hand, you may not be designing for an agency requiring 508 compliance, but perhaps you would still like to know what steps you can take to make your e-Learning most effective in meeting the needs of those with disabilities.
