Still need help?
Get in touch with the LX.lab team by logging a ticket via ServiceConnect. We'll be in touch shortly.
Log a ticketWant to provide feedback on this resource? Please log in first via the top nav menu.
Learn how Peter Stubbs from the Graduate School of Health and the Inclusive Practices Team utilised a medical model of the brain to make content accessible for a student with low vision.
Academic in focus
Peter Stubbs, physiotherapy lecturer at the Graduate School of Health and Phoebe Bailey (Associate Professor, Clinical Psychology) utilised a medical model of the brain for the subject 96848 Brain & Behaviour, to teach neuroscience to a student with low vision.
The access requirement
The student experiences vision loss, making it challenging to discern small and intricate details.
The learning context
These models of the brain are found within the Week 4 Canvas module for 96848 Brain & Behaviour. The student is expected to locate and understand the functions of various areas of the brain. A H5P hotspot activity was initially part of the course and worked well for most students. Peter used image hotspots effectively, allowing students to hover over different parts of the brain and learn about each of their functions. However, H5P activities are inherently inaccessible to students who use screen readers. In this case, using alternative text wouldn’t have been sufficient, as it is unable to provide the same interactive experience or convey the brain’s structure as clearly as a tactile model.
The solution
This solution was determined through collaboration with both the student and their Accessibility Consultant. It’s important to note that students with the same disability may have different access needs.
A medical model of the brain was acquired, creating a tactile learning experience that allowed the student to explore its structure through touch. This hands-on approach reinforced their understanding of key anatomical features and proved useful for private study, in-class activities, and assignments.
During the student’s final exam, dots were placed on specific areas of the brain model, with each dot corresponding to an exam question (e.g., dot 5 – question 1). This system enabled the student to navigate the model with ease, supported by an Accessibility Assistant, facilitating a more effective exam experience.
Future considerations
Things to consider in general
Ask yourself if it is truly necessary and if it’s serving a specific purpose. Is there a reason why the hotspot is essential for the learning experience? If it’s not essential, consider whether a different type of activity might be more accessible and equally effective.
What to consider when making enhancements for a student with low-vision
If the hotspot is necessary, think about how you could convert that information into a tactile model or find other non-visual ways to convey the same concept to ensure the student can engage with the material effectively.