Making Online & CD-ROM Biology Teaching Resources: Accessible to All Learners

There are a great number and variety of biology related Web sites that can be successfully integrated into an introductory biology curriculum. These sites can be particularly effective teaching tools for students with learning disabilities. Sites that include interactivity or multi-modality can aid greatly in comprehension and information retention. Research by Slem and Kane (2001) found that students with learning disabilities used Web-based course resources more than students without diagnosed learning disabilities. However, this same powerful technology that offers rich educational opportunities for some learners may also erect significant barriers for students who learn differently. For students with learning disabilities, the Internet can be a particularly challenging place to navigate, as many of these students are poor readers who have difficulty decoding words and comprehending Web page information. Errors in spelling can translate into difficulty performing searches on the Internet, as can problems surrounding organizing, prioritizing, and planning--all issues that students with learning disabilities can experience. The benefits gained by using Internet technologies in biology courses significantly outweigh the pitfalls; however, a number of considerations should be examined prior to their inclusion. Before including an Internet Web site in a biology course, the site should be evaluated based upon the following criteria in four general areas: 1. Web site content evaluation 2. Web site format and presentation 3. Web accessibility and Section 508 of the Rehabilitation Act 4. Learning disability issues Web Site Content Evaluation Obviously, before incorporating a Web site into the curriculum, the instructor should review the site to determine that its information relates to course topics. Unlike printed material which has often gone through some sort of review process prior to publication, anyone with Internet access can publish on the Web where there are no criteria for legitimacy. Although this free forum can allow for an exciting exchange of ideas, it necessitates that users consistently screen Web sites for accuracy and authenticity. There are a number of questions that instructors can ask to establish the legitimacy and value of a Web site: * Is the information on the site reliable and/or factually accurate? Check the content on a site to confirm that indeed it is correct and accurate. * Is the author an expert on the topic? Is the author qualified to write about the topic? On most legitimate Web sites, the author's credentials and affiliation will be prominently displayed, often with biographical information. * Does the resource have a reputable organization or expert behind it? As with the above criteria, the legitimacy and quality of a Web site are often more likely to be in place if the site is part of a well known and respected organization than if it was created as a student project. In the site address or URL (Universal Resource Location), a tilde (~) often indicates a personal Web directory rather than part of an organization's official Web site. * Are the sources of information stated and/or verifiable? Approaches to verifying the information on a site range from checking if the site lists resources, cites sources, and/or provides access for author contact. * Are there any organizational or author biases? Checking information about the organization that is hosting the site can give a wealth of information about any biases that may be contained within the site content. * How frequently is the resource updated? Although there is no standardization or consistency about where one may look to find this information, it may be located where other site-related information (such as the author and affiliation) is situated. * Is the content current? One of the most exciting and useful applications of a Web site in a biology course is that current scientific research can be accessed much quicker than waiting for a print version. …