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Compliance for Technology, Compliance for Technology, Electronic Documents and Electronic Documents and

WebpagesWebpagesSouthern Utah UniversitySouthern Utah University

March 28, 2013March 28, 2013

Melissa L. FrostMelissa L. FrostState of Utah, Division of Risk ManagementState of Utah, Division of Risk Management

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CaveatCaveat These materials are provided for These materials are provided for informational informational

purposes onlypurposes only and and are are notnot to be construed as to be construed as legal legal adviceadvice. You should seek independent counsel to . You should seek independent counsel to resolve the individualized legal issues that you are resolve the individualized legal issues that you are responsible to address.responsible to address.

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Presentation OutlinePresentation Outline Legal RequirementsLegal Requirements Accessibility: What Faculty and Staff Need to Know Accessibility: What Faculty and Staff Need to Know Universal DesignUniversal Design Accessibility: Staff and Faculty Role Accessibility: Staff and Faculty Role Campus Accessibility Training Campus Accessibility Training Campus Delivery SystemsCampus Delivery Systems How to Create Accessible DocumentsHow to Create Accessible Documents

WordWord PDF’s PDF’s PowerPointsPowerPoints Captioning and visual Descriptions Captioning and visual Descriptions

Website accessibilityWebsite accessibility

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Disability Law OverviewDisability Law Overview

Section 504 and 508 of the Section 504 and 508 of the RehabilitationRehabilitation Act of 1973 and Act of 1973 and

The The Americans with Disabilities Act of Americans with Disabilities Act of 19901990 as Amended are as Amended are civil rights statutescivil rights statutes are designed to are designed to prevent discrimination prevent discrimination

against studentsagainst students based on their based on their disabilitydisability

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Who is ProtectedWho is Protected

An individual with a “An individual with a “disabilitydisability” is any person who:” is any person who: has a has a physical or mental impairmentphysical or mental impairment that that

substantially limitssubstantially limits one or more one or more major life major life activitiesactivities

has a has a record ofrecord of such impairment or such impairment or Raytheon Co. v. HernandezRaytheon Co. v. Hernandez, U.S. Supreme Court , U.S. Supreme Court

(2003)(2003) is is regarded asregarded as having such an impairment having such an impairment

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Qualified IndividualQualified Individual

Meets the Eligibility Requirements for a Program Meets the Eligibility Requirements for a Program Service or Activity Service or Activity With or Without Reasonable With or Without Reasonable ModificationsModifications such as: such as: Barrier removalBarrier removal Auxiliary AidsAuxiliary Aids Program ModificationsProgram Modifications

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Students With DisabilitiesStudents With Disabilities

5.1 % ADD5.1 % ADD 4.1 % Chronic Illness4.1 % Chronic Illness 3.7 % Psychiatric Condition3.7 % Psychiatric Condition 2.1 % Other Disability2.1 % Other Disability 1.7 % Vision Impairment1.7 % Vision Impairment 1.6 % Hearing Impairment1.6 % Hearing Impairment 1.0 % Mobility Impairment1.0 % Mobility Impairment

National College Health Assessment American College Health Association Fall 2009National College Health Assessment American College Health Association Fall 2009

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Right To Be In Higher EducationRight To Be In Higher Education Students with disabilities must meet the same Students with disabilities must meet the same

entrance criteriaentrance criteria as other students as other students

Once admitted, they have they Once admitted, they have they have the same rights have the same rights as other studentsas other students

Students are Students are responsible for determining their own responsible for determining their own level of successlevel of success or failure or failure

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Right to Access All ProgramsRight to Access All Programs

Once admitted, students with disabilities have the Once admitted, students with disabilities have the right to access all programs, academic and non-right to access all programs, academic and non-academicacademic, that are available to other students , that are available to other students in the in the most integrated settingmost integrated setting

A A professor cannot refuseprofessor cannot refuse to work with a disabled to work with a disabled student student because the instructor is concerned that because the instructor is concerned that the student will not be successfulthe student will not be successful in education or in education or employmentemployment

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Covered ServicesCovered Services

Programs and ActivitiesPrograms and Activities Course Materials / WebsitesCourse Materials / Websites TestingTesting Physical Access to FacilitiesPhysical Access to Facilities Emergency PreparednessEmergency Preparedness Food ServicesFood Services Housing / ParkingHousing / Parking Community Events / Entertainment (plays, concerts, Community Events / Entertainment (plays, concerts,

athletics) athletics) Voting Voting

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Right to ConfidentialityRight to Confidentiality

Information about a student’s disability is Information about a student’s disability is confidentialconfidential

The Student decidesThe Student decides how much information to how much information to shareshare

You May You May Issue a request for accommodation Issue a request for accommodation without giving a student’s namewithout giving a student’s name

Faculty Must Faculty Must avoid inadvertent disclosureavoid inadvertent disclosure ADA allows a ADA allows a separate cause of actionseparate cause of action for for

breach of confidentialitybreach of confidentiality

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Legal Requirements – Legal Requirements – Right to Reasonable Accommodations Right to Reasonable Accommodations

Institutions Institutions must make reasonable accommodations must make reasonable accommodations to to thethe known physical or mental limitations of a qualified known physical or mental limitations of a qualified individual with a disability, UNLESS individual with a disability, UNLESS doing results in:doing results in: AnAn undue financial undue financial or or administrative hardship, administrative hardship, oror TheThe person poses aperson poses a direct threat to self or others direct threat to self or others

FFaculty need to be prepared to make adaptationsaculty need to be prepared to make adaptations (reasonable accommodations) to instructional practices (reasonable accommodations) to instructional practices changes in the delivery of some course materialschanges in the delivery of some course materials and and assessment of knowledgeassessment of knowledge

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Three Strategies in Designing Three Strategies in Designing AccommodationsAccommodations

1)1) Adjust PedagogyAdjust Pedagogy

2)2) Modify Equipment Modify Equipment and Eand Environmentnvironment

3)3) Utilize TechnologyUtilize Technology

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Examples of Reasonable AccommodationExamples of Reasonable Accommodation

Making Facilities AccessibleMaking Facilities Accessible Acquiring or ModifyingAcquiring or Modifying equipment/devices equipment/devices RestructuringRestructuring a Task a Task Substituting TSubstituting Tasksasks Changing SchedulesChanging Schedules Modifying work/training siteModifying work/training site Providing Providing readers, writers, interpretersreaders, writers, interpreters Test AccommodationsTest Accommodations Providing Providing transition planning and supporttransition planning and support

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Academic FreedomAcademic Freedom

Full Freedom to Full Freedom to Conduct Research and PublishConduct Research and Publish Freedom to Freedom to Teach Subject in the ClassroomTeach Subject in the Classroom Freedom to Freedom to Speak or Write as IndividualSpeak or Write as Individual Citizens in Citizens in

the Community (not university representatives)the Community (not university representatives) There is There is NO Academic Freedom to DiscriminateNO Academic Freedom to Discriminate

against any Student including those with Disabilities. against any Student including those with Disabilities.

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OCR on Academic FreedomOCR on Academic Freedom

Academic freedomAcademic freedom is generally considered to mean the right is generally considered to mean the right of of faculty to speak freely on political and ideologicalfaculty to speak freely on political and ideological issues issues without fear of reprisal. without fear of reprisal.

Faculty Faculty interpret this to mean teaching in the manner and interpret this to mean teaching in the manner and style of their choosingstyle of their choosing. (using a particular methodology or . (using a particular methodology or give a certain type of examination). give a certain type of examination).

No Court Ruling or OCR DecisionNo Court Ruling or OCR Decision yet, but NOT defensable. yet, but NOT defensable. It is clear that the It is clear that the Effective Communication standard Effective Communication standard

requiresrequires a a website available to students to be available for website available to students to be available for all students.all students.

Websites developed by a professors are not immune from Websites developed by a professors are not immune from accessibility standards!accessibility standards!

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OCR’S “Effectively Communicate” OCR’S “Effectively Communicate” StandardStandard

Three basic componentsThree basic components (1) the (1) the timeliness of deliverytimeliness of delivery (2) the (2) the accuracy of the translationaccuracy of the translation, and , and (3) (3) provision in a manner and mediumprovision in a manner and medium appropriate to the appropriate to the

significance of the message and the abilities of the significance of the message and the abilities of the individual with the disability. (individual with the disability. (OCR 09-97-2002.RES) )

For example, if a website is For example, if a website is available 24 hours a day, seven days a week available 24 hours a day, seven days a week for other usersfor other users, the information , the information must be availablemust be available that way for the that way for the visually impaired studentvisually impaired student. .

In the recent In the recent DOJDOJ document, document, Accessibility of State and Local Government Accessibility of State and Local Government Websites to People with Disabilities,Websites to People with Disabilities, DOJ does DOJ does not discuss the effectively not discuss the effectively communicate standardcommunicate standard..

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Technology and Universal Design Technology and Universal Design

Simply Good Teaching TechniquesSimply Good Teaching Techniques 1. 1. Equitable/Accessible UseEquitable/Accessible Use 2. 2. Flexibility In UseFlexibility In Use (choice of teaching methods) (choice of teaching methods) 3. 3. Simple and IntuitiveSimple and Intuitive (straight forward and predictable (straight forward and predictable

manner) manner) 4. 4. Perceptive InformationPerceptive Information (can be communicated effectively) (can be communicated effectively) 5. 5. Tolerance for Error Tolerance for Error 6. 6. Low Physical EffortLow Physical Effort (allow greater attention to learning) (allow greater attention to learning) 7. 7. Size and SpaceSize and Space (with safety measures) (with safety measures)8. C8. Community of learnersommunity of learners (interaction and group work) (interaction and group work)9. 9. Welcoming and InclusiveWelcoming and Inclusive (consider room set up) (consider room set up)

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Tips for FacultyTips for Faculty Instructors should Instructors should speak clearly, to verbally label speak clearly, to verbally label

digressions and examplesdigressions and examples, and to use transitions , and to use transitions to signal topic changes and relationships to signal topic changes and relationships

Leave important projected or chalkboard text,Leave important projected or chalkboard text, diagrams, and charts in view long enough for the diagrams, and charts in view long enough for the note taker to copy them or to provide handouts note taker to copy them or to provide handouts

Write numbers and difficult or foreign names and Write numbers and difficult or foreign names and vocabulary on the boardvocabulary on the board or provide a classroom or provide a classroom handout handout with a numbered list (for easier with a numbered list (for easier reference) of these items reference) of these items

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Technology: OCR May 26Technology: OCR May 26thth 2011 Dear 2011 Dear Colleague LetterColleague Letter

As the use of As the use of emerging technologies in the emerging technologies in the classroom increases, schools at all levels must classroom increases, schools at all levels must ensure equal accessensure equal access to the to the educational benefits and educational benefits and opportunitiesopportunities afforded by the technology and afforded by the technology and equal equal treatment in the use of the technology for all treatment in the use of the technology for all studentsstudents, including students with disabilities. , including students with disabilities.

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OCR On Determining Whether Emerging OCR On Determining Whether Emerging Technology Is Accessible (FAQ Cont.)Technology Is Accessible (FAQ Cont.)

Consider accessibilityConsider accessibility up frontup front Plan howPlan how the technology will be the technology will be usedused Create accessibility requirementsCreate accessibility requirements AskAsk: :

What What educational opportunitieseducational opportunities and benefits the school and benefits the school provides through the use of the technology? provides through the use of the technology?

HowHow will the will the technology provide these opportunitiestechnology provide these opportunities and and benefits? benefits?

Can it be modified or does the Can it be modified or does the technology exist in a technology exist in a format that is format that is timely, equally effective, and equally timely, equally effective, and equally accessibleaccessible to individuals with disabilities? to individuals with disabilities?

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OCR’S OCR’S Four Key Principles To Determine Four Key Principles To Determine AccessibilityAccessibility

1. 1. The The exchange of information is fundamental to exchange of information is fundamental to educationeducation, therefore all students must have equal , therefore all students must have equal access.access.

2. 2. Every programEvery program and activity in the institution is and activity in the institution is covered by ADA/504.covered by ADA/504.

3. If information is 3. If information is provided via computer, it must be provided via computer, it must be effectively availableeffectively available to allto all students. students.

4. Priorities to be taken into account include 4. Priorities to be taken into account include timeliness, flexibility, independence for the user, timeliness, flexibility, independence for the user, and integrationand integration (not only in one place on a campus). (not only in one place on a campus).

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Information and Communication Information and Communication Technology (ICT) Standards and Technology (ICT) Standards and

Guidelines Guidelines Advance Notice of Proposed Advance Notice of Proposed

RulemakingRulemaking (December 8, 2011) (December 8, 2011)

http://www.access-board.gov/sec508/refresh/draft-rule.htm E201 Application E201 Application E201.1 Scope.E201.1 Scope. ICT that is ICT that is procured, developed, maintained, or procured, developed, maintained, or

usedused by agencies by agencies shall conformshall conform to these requirements. to these requirements.

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Consider Multiple Accessibility IssuesConsider Multiple Accessibility Issues

Vision impaired or low visionVision impaired or low vision – Describe images, pictures, – Describe images, pictures, tables in text or in audio for the student,tables in text or in audio for the student,

Hearing Impaired or Deaf StudentsHearing Impaired or Deaf Students – Captions or transcripts – Captions or transcripts Mobility ImpairmentsMobility Impairments – Time response can be difficult, – Time response can be difficult,

browsers must support keyboard alternatives for mouse browsers must support keyboard alternatives for mouse commands, and formats that cannot be ‘tabbed’ thru can be commands, and formats that cannot be ‘tabbed’ thru can be difficult or impossible, anddifficult or impossible, and

Cognitive Impaired – Cognitive Impaired – Text to audio, distracting visual, silence Text to audio, distracting visual, silence audio, language used is unnecessarily complex, there is a lack audio, language used is unnecessarily complex, there is a lack of graphics or there is lack of clear and consistent of graphics or there is lack of clear and consistent organization of materials.organization of materials.

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Closed FunctionalityClosed Functionality

402.2 Speech Enabled.402.2 Speech Enabled. 402.3 Volume Control.402.3 Volume Control. 402.4 Characters402.4 Characters.. 403 Biometrics. 403 Biometrics. 405 Flashing405 Flashing.. 407.2 Contrast. 407.2 Contrast. 407.3 Tactilely Discernible.407.3 Tactilely Discernible. 407.3.1 Identification.407.3.1 Identification.

407.4 Key Repeat.407.4 Key Repeat. 407.5 Numeric Keys. 407.5 Numeric Keys. 407.6 Timed Response407.6 Timed Response. . 407.7 Status Indicators.407.7 Status Indicators. 407.8 Color. 407.8 Color. 407.9 Operation. 407.9 Operation. 407.10 Privacy. 407.10 Privacy. 407.11 Receipts, Tickets, 407.11 Receipts, Tickets,

and Transactional Outputs.and Transactional Outputs.

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What Do Faculty Need to Know About What Do Faculty Need to Know About Teaching with Technology?Teaching with Technology?

Their own current IT skillsTheir own current IT skills A A Plan for remediationPlan for remediation if/where necessary if/where necessary Relationship between technology and knowledgeRelationship between technology and knowledge

representation representation Functions and structures of Functions and structures of learning learning

delivery/managementdelivery/management systems and Web 2.0 tools systems and Web 2.0 tools Accessible FeaturesAccessible Features in Learning Delivery Systems in Learning Delivery Systems How to How to create accessible documentscreate accessible documents How to How to facilitate effective accessiblefacilitate effective accessible Communication Communication

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Campus Delivery SystemsCampus Delivery SystemsPROBLEMATIC FEATURES BLACKBOARD WEB CT LIVE TEXT Other

Assessments Yes Yes Yes Yes

Assignments Yes Yes Yes Yes

Attachments Yes No Yes No

Real-time chat feature Yes Yes No YesColor contrast Yes No Yes Yes

Discussion board Yes Yes No NoDocuments Yes Yes Yes YesE-mail Yes Yes No YesGraphics Yes No No YesMaintenance Yes No No Yes

Modifying text Yes No No NoNavigation Yes Yes Yes YesRecordings Yes No Nc NoSecurity Yes Yes Yes YesSighted assistance required Yes Yes Yes Yes

Technical support Yes Yes Yes NoTimed graded activities Yes No No YesTraining Yes No No YesVideos Yes No No Yes

Note: “Yes” indicates the feature is problematic lor that particular type of online “No” Indicates the feature is not problematic

I

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Campus Delivery Systems by Type of Campus Delivery Systems by Type of TechnologyTechnology

PROBLEMATIC FEATURES SCREEN READING SCREEN MAGNIFICATIONSOFTWARE SOFTWARE

Assements Yes YesAssignments Yes YesAttachments Yes NoReal Time Chat Yes YesColor contrast No YesDiscussion board Yes YesDocuments Yes YesE mail Yes YesGraphics Yes NoMaintenance Yes NoModifying text No YesNavigation Yes YesRecordings Yes NoSecurity Yes NoSighted assistance required Yes YesTechnical support Yes YesTime graded activities Yes YesTraining Yes YesVideos Yes Yes

Note “Yes” indicates the feature indicates the feature was problematic for that particular type of assistive technology“No” indicates the feature was not problematic for that particular type of assistive technology

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Accessible Word DocumentsAccessible Word Documents

Style SheetsStyle Sheets provide the ability to: provide the ability to: Create a consistent appearanceCreate a consistent appearance throughout the document throughout the document Provide clear navigationProvide clear navigation for the reader of a document for the reader of a document Maintain the document structureMaintain the document structure and appearance wherever and appearance wherever

and whenever is displayed, including when it is exported to a and whenever is displayed, including when it is exported to a different document formaldifferent document formal

Automatically create a table of contents for the documentAutomatically create a table of contents for the document that includes numbers, hyperlinks, or boththat includes numbers, hyperlinks, or both

Provide better accessibilityProvide better accessibility

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Text FormatsText Formats

Rich text format (.rtf), however, rtf retains most of the Rich text format (.rtf), however, rtf retains most of the document features created in Worddocument features created in Word. It will probably be . It will probably be readable by wordreadable by word processors and interfaces effectively with processors and interfaces effectively with assistive technology assistive technology

Plain text (.txt) format strips out all graphics and formattingPlain text (.txt) format strips out all graphics and formatting, , keeping just thekeeping just the unadulterated text—no extra space between unadulterated text—no extra space between lines or paragraphs and no formatting to identify headings lines or paragraphs and no formatting to identify headings often used by Web developersoften used by Web developers

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Text ConsiderationsText Considerations Typeface: Typeface: A A simple, crisp fontsimple, crisp font requires less visual requires less visual

processing to understand,processing to understand, which means which means Sans SerifSans Serif fonts fonts such as such as VerdanaVerdana are the best choice. are the best choice.

Font Size:Font Size: Headings should be more prominent than body Headings should be more prominent than body copy, and higher-level are typicallycopy, and higher-level are typically larger than lower-level larger than lower-level ones. Avoid font smaller than 10ones. Avoid font smaller than 10

Color:Color: Color aloneColor alone should not be usedshould not be used to convey to convey Information, as some colors cannot be distinguished by Information, as some colors cannot be distinguished by people who are color blind. people who are color blind.

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Text Considerations (Cont.)Text Considerations (Cont.)

Line Spacing:Line Spacing: People who have People who have problems visually problems visually processing information benefitprocessing information benefit from more blank from more blank space. Using line and a half spacing may enable these space. Using line and a half spacing may enable these people to decode information better. people to decode information better.

Line Length:Line Length: Some readers with learning disabilities Some readers with learning disabilities have trouble have trouble tracking long lines as dotracking long lines as do many people many people without disabilities. without disabilities.

Insert Table of Contents: Insert Table of Contents: Remove Table of Contents Remove Table of Contents Save Selection to Save Selection to Table of Contents GalleryTable of Contents Gallery

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Making Images ln Word AccessibleMaking Images ln Word Accessible Problem:Problem: Including an image in your course content Including an image in your course content

cannot be seen by someone using a screen reader cannot be seen by someone using a screen reader unless you add an alternative description.unless you add an alternative description.

Solution: Solution: Add the Add the alt tag with textalt tag with text to make sure it's to make sure it's accessible as follows:accessible as follows: Right-click on the image.Right-click on the image. Select the format future option, Select the format future option, Click the Alt Text tabClick the Alt Text tab Type in your description and Type in your description and clickclick the Close button. the Close button.

Now a Now a screen reader will see that labelscreen reader will see that label when the when the pointer is over the descriptive label.pointer is over the descriptive label.

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Example: Michigan State UniversityExample: Michigan State University

http://webaccess.msu.edu/tutorials/accessible-word-documents.html

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Accessible PowerPoints: Features toAccessible PowerPoints: Features to AvoidAvoid

Text BoxesText Boxes Are often Are often lost when exportedlost when exported

AnimationsAnimations Are also Are also lost when exported lost when exported Can Can confuse users with learning disabilitiesconfuse users with learning disabilities Can Can cause screen readers to crashcause screen readers to crash

Slide transitionsSlide transitions Wipes, fades, and other slide transitions cause similar Wipes, fades, and other slide transitions cause similar

problemsproblems

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Accessible PowerPoint Features toAccessible PowerPoint Features to Avoid (CAvoid (Cont.)ont.)

Automatic TimingAutomatic Timing PowerPoint allows you to PowerPoint allows you to preset the intervalpreset the interval that run that run

by themselves but it is by themselves but it is best to let the user choose the best to let the user choose the pacepace..

Hyperlinks and ButtonsHyperlinks and Buttons Embedded Embedded hyperlinks do not work with screen hyperlinks do not work with screen

readingreading software. software.

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Accessible PowerPointsAccessible PowerPoints Organize Content in a logical mannerOrganize Content in a logical manner Use Use simple languagesimple language to avoid ambiguity and needless to avoid ambiguity and needless

complexitycomplexity AvoidAvoid excessive excessive brevity brevity Use Use legible typelegible type (Verdana or Sans Serif) (Verdana or Sans Serif) ContrastContrast between background and foreground between background and foreground Leave Leave ample white spaceample white space

If too dense may take more concentration than If too dense may take more concentration than most people possessmost people possess

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Accessible PowerPointsAccessible PowerPoints

Slide Show Slide Show timings automatically programtimings automatically program from slide to from slide to slide. slide.

There are There are advantages in allowing a person to manually advantages in allowing a person to manually controlcontrol slide advancement. slide advancement.

Note:Note: An application called An application called LecShare ProLecShare Pro provides an provides an alternate way to record “alternate way to record “null” null” online PowerPoint slide online PowerPoint slide shows. Trial and other versions can be down loaded from shows. Trial and other versions can be down loaded from www.lecshare.com. .

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Captioning a Narrated Slide ShowCaptioning a Narrated Slide Show

Problem:Problem: No simple wayNo simple way to provide captioning for users with to provide captioning for users with hearing impairments within a narrated PowerPoint show hearing impairments within a narrated PowerPoint show

Solution:Solution: Add the narration in the notesAdd the narration in the notes area of an area of an unwarranted version and unwarranted version and publish the file to Word,publish the file to Word, selecting selecting the the option to include notesoption to include notes and slides and slides

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Example: University of Washington Access Example: University of Washington Access IT and Doit IT and Doit

http://www.washington.edu/accessit/articles?28 http://www.washington.edu/doit

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Accessible PDF’sAccessible PDF’s

From within the application where the document has been From within the application where the document has been createdcreated

Through Through Adobe AcrobatAdobe Acrobat or a similar program designed for or a similar program designed for this and related tasksthis and related tasks

By By scanning a hard copyscanning a hard copy and and saving the imagesaving the image as a PDF file as a PDF file Creating a PDF from an Electronic DocumentCreating a PDF from an Electronic Document Adobe Acrobat (Help)Adobe Acrobat (Help) Microsoft offers a free add-inMicrosoft offers a free add-in for Office for Office 2007 2007 that enables that enables

you to create accessible pdf’s. you to create accessible pdf’s. Once installed, it adds the PDF file type in the Save As dialog box. Once installed, it adds the PDF file type in the Save As dialog box.

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Accessible PDF’sAccessible PDF’s

Another add-in for Word is the Another add-in for Word is the PDF Accessibility Wizard PDF Accessibility Wizard TechnologiesTechnologies which will check the PDF for accessibility and which will check the PDF for accessibility and step-by-step, through the process to make the necessary step-by-step, through the process to make the necessary correct Word document.correct Word document.

The Adobe Web siteThe Adobe Web site has a wide range of information on has a wide range of information on Acrobat and Acrobat and accessibility accessibility at at www.adobe.com/accessibility/index.html. This site also . This site also information on how to create accessible Flash content.information on how to create accessible Flash content.

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Scanning a Hard-Copy Document to a Scanning a Hard-Copy Document to a PDFPDF

Problem:Problem: Scanning a document creates a pictureScanning a document creates a picture file file document, not a text document that a screen reader will document, not a text document that a screen reader will be unable to read.be unable to read.

Solution:Solution: The scanning software should also provide the The scanning software should also provide the ability to run ability to run optical character recognition (OCR) on the optical character recognition (OCR) on the filefile so it will include both the picture of the document so it will include both the picture of the document and the software's bell and the software's bell "guess" "guess" at the text it at the text it represented. represented.

Some scanner software will even send the document Some scanner software will even send the document directly directly to a word processor so that it can be distributed to a word processor so that it can be distributed in that format.in that format.

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Example: Cal State Example: Cal State

http://www.calstate.edu/accessibility/tutorials/pdf.shtml

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Converting a Word Document to a Web Converting a Word Document to a Web PagePage

Both Word Both Word 2003 and 20072003 and 2007 let you save a Word document as let you save a Word document as a Web page using three options:a Web page using three options:

Single File Web PageSingle File Web Page Web PageWeb Page Web Page, FilteredWeb Page, Filtered Dreamweaver includes a feature for cleaning up Word HTML Dreamweaver includes a feature for cleaning up Word HTML

code.code. If yourIf your Word document Word document includes headings and All Text tags, includes headings and All Text tags,

and is correctly uploadedand is correctly uploaded to the system and identified to the system and identified as as HTMLHTML, accessibility features should be saved., accessibility features should be saved.

www.virtual508.com Accessible WizardAccessible Wizard walks you step by walks you step by step through Web accessibility features to any Office step through Web accessibility features to any Office document. document.

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Example: WebAim Example: WebAim

http://webaim.org/search/?q=convert+a+word+document+to+a+webpage&x=62&y=10

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UCONN E-ToolsUCONN E-Tools http://www.udi.uconn.edu/index.php?q=content/e-t

oolbox (grant funded) (grant funded)

Faculty Use:Faculty Use: DevelopmentDevelopment DeliveryDelivery

MS wordMS word highlight with commentshighlight with comments are helpful are helpful Adobe Acrobat comments are excellent. Can put comments by students Adobe Acrobat comments are excellent. Can put comments by students

and by professor. Written and audio notes possible. Insert by using the and by professor. Written and audio notes possible. Insert by using the Audio commenting feature by to the audio feature. Audio commenting feature by to the audio feature.

AssessmentAssessment Grading rubric. Helps them to determine weight for attendance or Grading rubric. Helps them to determine weight for attendance or

assignments etc. examines the purpose.assignments etc. examines the purpose.

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E-Tools Instructional Supports and E-Tools Instructional Supports and Materials For Course ContentMaterials For Course Content

Adobe Acrobat Pro 9 - Comment

Adobe Acrobat Pro 9 - Extracting PDFs

Audacity Apple Keynote - Audio Apple Keynote - Notes Apple Keynote - Presentation M

ode

BioAlive Camtasia Feeds Flash Fotobabble Google Docs

Inspiration Jing MS Word - AutoSummary MS Word - Comment MS Word - Highlight MS Word - Outline Podcasts PowerPoint - Audio Narrations PowerPoint - Notes PowerPoint - Pictures PowerPoint - Presentation PowerPoint - Presentation

Mode Mode YouTubeYouTube

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Textbooks: DAISY FormatTextbooks: DAISY Format

Solution:Solution: DAISY—Digital Accessible Information DAISY—Digital Accessible Information System—is a standard for digital talking System—is a standard for digital talking booksbooks..

Offers Offers superior navigation and document controlsuperior navigation and document control Note: Congress recently mandated that publishers of Note: Congress recently mandated that publishers of

K-12 textbooks must make them available in an K-12 textbooks must make them available in an electronic formatelectronic format and specified that the National and specified that the National InstructionalInstructional Materials Accessibility Materials Accessibility Standard Standard (NIMAS) (NIMAS) format be used. NIMAS is a stripped-down version of format be used. NIMAS is a stripped-down version of DAISY.DAISY.

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Quality Control ChecklistQuality Control Checklist

Check the script for:Check the script for: Timing captions coincides with associated audioTiming captions coincides with associated audio ContinuityContinuity AccuracyAccuracy PronunciationPronunciation FlowFlow SpellingSpelling Sound effects (applause, other additional audio)Sound effects (applause, other additional audio)

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YouTube Captioning InformationYouTube Captioning Information

An archived online workshop from the Target An archived online workshop from the Target Center is available at:Center is available at:

http://connectpro36216355.na5.acrobat.com/http://connectpro36216355.na5.acrobat.com/p67375890/?p67375890/?launcher=false&fcsContent=true&pbMode=normallauncher=false&fcsContent=true&pbMode=normal

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Responsibility: Responsibility: To fully test documents for To fully test documents for accessibility, they need to be accessed and reviewed for accessibility, they need to be accessed and reviewed for logical order and descriptions.logical order and descriptions.

Example: Example: Use free screen reading software to review Use free screen reading software to review documents.documents.

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http://www.nvda-project.org/

Website/Multimedia AccessibilityWebsite/Multimedia Accessibility

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Web Site AccessibilityWeb Site Accessibility Images and animationsImages and animations. Use the ALT attribute to . Use the ALT attribute to

describe the function of each visual. Images have describe the function of each visual. Images have embedded text explanations.embedded text explanations.

Image mapsImage maps. Use client-side MAP (image map . Use client-side MAP (image map processor) and text for hotspots (active regions in processor) and text for hotspots (active regions in images containing links or other types of interactivity).images containing links or other types of interactivity).

MultimediaMultimedia. Provide . Provide captioning and transcriptscaptioning and transcripts of of audio, and descriptions of video. audio, and descriptions of video. Eliminating FlashEliminating Flash..

Hypertext linksHypertext links. Use text that makes sense when read . Use text that makes sense when read out of context. For example, avoid “click here.”out of context. For example, avoid “click here.”

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Web Site Accessibility (cont.)Web Site Accessibility (cont.)

Page organizationPage organization. Use . Use headings, lists and headings, lists and consistent structureconsistent structure. Be sure they are descriptive.. Be sure they are descriptive.

Use CSSUse CSS (cascading style sheets) for (cascading style sheets) for layout and stylelayout and style when possible.when possible.

Graphs and chartsGraphs and charts. Summarize or use the longdesc . Summarize or use the longdesc (long description) attribute.(long description) attribute.

Scripts, applets and plug-insScripts, applets and plug-ins. Provide alternative . Provide alternative content in case active features are inaccessible or content in case active features are inaccessible or unsupported.unsupported.

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Web Site Accessibility (cont.)Web Site Accessibility (cont.)

FramesFrames. . Use NOFRAMESUse NOFRAMES (displaying text intended for frames (displaying text intended for frames in Web documents for those using browsers that cannot read in Web documents for those using browsers that cannot read frames) and meaningful titles.frames) and meaningful titles.

TablesTables. Make . Make line-by-line reading sensibleline-by-line reading sensible. Summarize.. Summarize. Check your workCheck your work. Validate. Use tools, checklists and . Validate. Use tools, checklists and

guidelines at http://www.w3.org/TR/WCAGguidelines at http://www.w3.org/TR/WCAG Quick tips also are atQuick tips also are at: :

http://www.w3.org/WAI/References/QuickTipshttp://www.w3.org/WAI/References/QuickTips

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Free Accessibility Checking SoftwareFree Accessibility Checking Software

JAN S.N.A.P. Tool – JAN S.N.A.P. Tool – Free Evaluation with red, yellow, green Free Evaluation with red, yellow, green rating.rating.

http://askjan.org/media/downloads/SNAPTool.xlshttp://askjan.org/media/downloads/SNAPTool.xls

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STEP STEP ##

RESULTRESULT STEP DESCRIPTIONSTEP DESCRIPTION SELF-ASSESSMENT STEPS FOR SELF-ASSESSMENT STEPS FOR CORRECTIONCORRECTION

11 Does the site Does the site allow navigation with screen allow navigation with screen readingreading software? software?

22 Does the site Does the site provide text alternatives for all provide text alternatives for all non-textnon-text content? content?

33 Does the site provide Does the site provide accessible multimedia accessible multimedia (audio/visual (A/V) or alternatives(audio/visual (A/V) or alternatives) that allow ) that allow users to understand the content?users to understand the content?

44 Does the site Does the site use other means of conveying use other means of conveying informationinformation besides color? besides color?

55 Does the Does the site allow users to lower the volume site allow users to lower the volume or completelyor completely turn off any background audio turn off any background audio content?content?

66 Does the site Does the site allow navigation by a user who allow navigation by a user who does not use a mousedoes not use a mouse??

77 Does the site provide users with enough time to Does the site provide users with enough time to read, understand, and interact with online read, understand, and interact with online content?content?

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SSTTEEPP ##

STEP#STEP#

RESULTRESULT STEP DESCRIPTIONSTEP DESCRIPTION SELF-ASSESSMENT STEPS FOR SELF-ASSESSMENT STEPS FOR CORRECTIONCORRECTION

88 88 Does the site Does the site avoid content that flashes or avoid content that flashes or blinks too quicklyblinks too quickly??

99 99 Does the site Does the site allow the default human language allow the default human language of each pageof each page to be programmatically to be programmatically determined?determined?

1100 1010 Does the site Does the site present content in an organized present content in an organized

manner that avoids unexplained changesmanner that avoids unexplained changes in in context?context?

1111 1111 Does the site Does the site help users avoid and correct help users avoid and correct

mistakesmistakes??

1122 1212 Does the site Does the site allow users to skip repetitive allow users to skip repetitive

contentcontent??

1133 1313 Does the site Does the site provide fully accessible PDFs, provide fully accessible PDFs,

PowerPoint documentsPowerPoint documents, and online forms?, and online forms?

1144 1414 Does the site display the Does the site display the company’s equal company’s equal

employment opportunity (EEO) policyemployment opportunity (EEO) policy statement?statement?

1155 1515 Does the site explain to people with disabilities Does the site explain to people with disabilities

how they can get helphow they can get help using it and where to get using it and where to get reasonable accommodation if they cannot reasonable accommodation if they cannot apply online?apply online?

5959

Accessibility Checking SoftwareAccessibility Checking Software Bobby from WatchfireBobby from Watchfire. . $299. Bobby spiders through a website and tests $299. Bobby spiders through a website and tests

on a page-by-page basis to see if it meets several accessibility on a page-by-page basis to see if it meets several accessibility requirements, including readability by screen readers, the provision of requirements, including readability by screen readers, the provision of text equivalents for all images, animated elements, audio and video text equivalents for all images, animated elements, audio and video displays. Bobby can see local web pages, as well as web pages behind your displays. Bobby can see local web pages, as well as web pages behind your firewall. It performs over 90 accessibility checks. firewall. It performs over 90 accessibility checks.

InFocus from SSB Technologies.InFocus from SSB Technologies. $1795. $1795. InFocus™ InFocus Desktop was InFocus™ InFocus Desktop was the first commercial Web accessibility software and remains the market the first commercial Web accessibility software and remains the market leader, with over 115 accessibility tests encompassing all major leader, with over 115 accessibility tests encompassing all major accessibility standards and a high level of automation available, InFocus accessibility standards and a high level of automation available, InFocus

The LIFT Machine from UsableNetThe LIFT Machine from UsableNet $999. $999. LIFT Machine is a server-based LIFT Machine is a server-based application that automatically scans internal and external websites for application that automatically scans internal and external websites for over 140 quality, accessibility, and usability issues. It then generates a over 140 quality, accessibility, and usability issues. It then generates a variety of web-based reports for both executives and individual content variety of web-based reports for both executives and individual content creators. creators.

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Accessibility Checking Software Accessibility Checking Software (cont.)(cont.)

Ramp Ascend from DequeRamp Ascend from Deque $1499.. $1499.. Ramp Ascend includes full capabilities Ramp Ascend includes full capabilities for adding SMIL captioning to multi-media, ensures web animations are for adding SMIL captioning to multi-media, ensures web animations are safe, and provides comprehensive table remediation to even the most safe, and provides comprehensive table remediation to even the most complex, n-dimensional tables. Includes plug-ins for Macromedia complex, n-dimensional tables. Includes plug-ins for Macromedia Dreamweaver, Microsoft FrontPage, and Mercury Interactive TestDirector Dreamweaver, Microsoft FrontPage, and Mercury Interactive TestDirector 8. The product without repair functions is Ramp Grade, $269, and without 8. The product without repair functions is Ramp Grade, $269, and without spidering, Ramp Personal Edition, $69. Deque also an Enterprise product. spidering, Ramp Personal Edition, $69. Deque also an Enterprise product.

WebKing from ParasoftWebKing from Parasoft (Contact info@parasoft.com for prices.) (Contact info@parasoft.com for prices.) WebKing WebKing allows users to record critical user click paths by following them in a allows users to record critical user click paths by following them in a browser, then it automatically configures and executes browser, then it automatically configures and executes functional/regression tests that verify paths and page contents while functional/regression tests that verify paths and page contents while ignoring insignificant differences. WebKing’s static analysis identifies ignoring insignificant differences. WebKing’s static analysis identifies client-side code that does not comply with Section 508 accessibility rules, client-side code that does not comply with Section 508 accessibility rules, and pages with broken links, XML problems, and spelling errors. and pages with broken links, XML problems, and spelling errors.

WebXM from WatchfireWebXM from Watchfire (Contact sales@watchfire.com for prices.) (Contact sales@watchfire.com for prices.) Watchfire provides software and services to identify, measure and Watchfire provides software and services to identify, measure and prioritize accessibility, and compliance risks that exist on corporate web prioritize accessibility, and compliance risks that exist on corporate web properties. properties.

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Audio Description ServiceAudio Description Service An audio description service provides a An audio description service provides a pre-recorded pre-recorded

description of key visual elements in a programdescription of key visual elements in a program that a that a visually impaired viewer would ordinarily miss. visually impaired viewer would ordinarily miss.

The The equipmentequipment used to used to receive audio descriptionreceive audio description services services includes: includes: TV with Second Audio Program, or TV with Second Audio Program, or TV and VCR with SAP (Second Audio Program), or TV and VCR with SAP (Second Audio Program), or Multi-channel Television Sound (MTS) that allows for 3 Multi-channel Television Sound (MTS) that allows for 3

channels, 2 for stereo sound, and 1 for SAP.channels, 2 for stereo sound, and 1 for SAP.

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Evaluate the Website.Evaluate the Website.

Responsibility: Responsibility: Automatic checking is not aAutomatic checking is not asubstitute for manually testing a Website for accessibility.substitute for manually testing a Website for accessibility.

Example: Example: Use tools to test with multiple versions of Use tools to test with multiple versions of browsers.browsers.

http://askjan.org/bulletins/SNAPTool.htmhttp://askjan.org/bulletins/SNAPTool.htm

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Website/Multimedia Accessibility

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Check Your Department WebsiteCheck Your Department Website

http://webanywhere.cs.washington.edu/wa.phphttp://webanywhere.cs.washington.edu/wa.php

http://www.suu.edu/ss/registrar/reg-schedule.htmlhttp://www.suu.edu/ss/registrar/reg-schedule.html

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ReferencesReferences

Job Accommodation NetworkJob Accommodation Network Making Online Teaching Accessible Inclusive Course Making Online Teaching Accessible Inclusive Course

Design for Students with DisabilitiesDesign for Students with Disabilities. Norman Coombs, . Norman Coombs, Jossey Bass 2010.Jossey Bass 2010.

Managing Technology In Higher Education Strategies for Managing Technology In Higher Education Strategies for Transforming Teaching and LearningTransforming Teaching and Learning. A.W. (Tony Bates . A.W. (Tony Bates and Albert Sangra) Jossey Bass, 2007.and Albert Sangra) Jossey Bass, 2007.

Effective Online Teaching Foundations and Strategies for Effective Online Teaching Foundations and Strategies for Student SuccesStudent Succes, Tina Stavredes, Jossey Bass, 2011., Tina Stavredes, Jossey Bass, 2011.

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Questions and AnswersQuestions and Answers

Melissa L. Frost, J.D.Melissa L. Frost, J.D. Phone: Phone: 801.538.3589801.538.3589

Fax: 801.538.9597Fax: 801.538.9597Email: Email: mlfrost@utah.govmlfrost@utah.gov