Accessibility benefits everyone but how do you do it? Accessibility is not just for web designers and programmers. Each and every day, every document, every way, you can easily create accessible course content. Do you want your students to be able to read material on portable devices (iPads or cell phones), students that use different browsers, public computers? Every day techniques will help improve accessibility of course content. Of course we will briefly touch on rules and trends. You'll be equipped with resources to take back to your institution leaders and IT departments. But this workshop is meant for everyone. Keeping accessibility in mind is our responsibility and it benefits everyone.
- Create accessible word, PowerPoint, pdf, epub documents
- web design concepts and why
- captioning multimeida
2. Identify ways to make content Accessible
Agenda
Accessibility Issues
Assistive Technology used by people with a
disability
Create Accessible Content
Resources
(all videos in this presentation will open a
browser window)
Carrie Anton, Athabasca University, ASSC 2012
3. At the most basic level, Accessibility is about
people being able to get & use content.
Practice of making online content & applications
usable by everyone
Appropriate design ensures that all users have
equal access to information & functionality
Is not about digitizing or virtualizing campus
Carrie Anton, Athabasca University, ASSC 2012
5. The right thing to do - Equal Opportunity to
education
Good for business – helps everyone not just
people with disabilities. Can’t afford not to be
accessible. Accessible content works on mobile
devices & computers
The Law
Institutional Responsibility not just DSS office
Partnerships > High level support > Advocate
Carrie Anton, Athabasca University, ASSC 2012
6. Canadian Legislation
Duty to Accommodate from The Human Rights,
Citizenship & Multiculturalism Act, The Canadian Charter
of Rights and Freedoms, and Canadian Human Rights Act
Copyright Act & Free Dealing Bill
Alberta Human Rights Act
Court Litigation
US ADA & Section 508, Tech & Communication Bill
Ontario: Accessibility for Ontarians with Disabilities Act
Quebec Accessibility Laws
Carrie Anton, Athabasca University, ASSC 2012
7. 4.4 million people in Canada claimed to have
a disability in 2006 (URL)
A good proportion of people with some
disabilities such as ADHD are undiagnosed
(90% of people with ADHD do not have docs)
Others may be reluctant to identify
themselves due to stigma (psychological or
psychiatric disabilities)
Carrie Anton, Athabasca University, ASSC 2012
9. Disability/Impairment Percentage of students
Learning disability 41%
Mobility impairment/wheelchair user 23%
ADD/ADHD 21%
Psychological/psychiatric disability 17%
Health/medically related impairment 16%
Deaf/hard of hearing 13%
Difficulty using hands and/or arms 12%
Visual impairment: low vision 11%
Neurological impairment 11%
Speech or communication impairment 3%
Totally blind 2%
Other 1%
Carrie Anton, Athabasca University, ASSC 2012
10. Problem category % participants reporting problem
Inaccessibility of websites/LMS 20% students with disabilities
37% disability service providers
24% professors
Inaccessibility of course notes/materials 9% students with disabilities
12% disability service providers
0% professors
Inaccessibility of audio/video materials 8% students with disabilities
7% disability service providers
10% professors
Time limits of online 6% students with disabilities
exams/assignments 11% disability service providers
17% professors
From Table 3 in Fitchen et al. (2009)
Carrie Anton, Athabasca University, ASSC 2012
11. Ensure no discriminatory effect
Ensure proactive prevention of undue
hardship on students
Facilitate equal access to education
Assistive technology
Accommodations – extended time, private room
Alternate format course material
Carrie Anton, Athabasca University, ASSC 2012
12. Not lower academic standards
Not relieve students of their responsibility
Not place undue hardship on an institution or
other students
Carrie Anton, Athabasca University, ASSC 2012
13. Assistive Technologies assist students to access & use content including
facilitation of the learning process.
Carrie Anton, Athabasca University, ASSC 2012
14. Screen Readers
Carrie Anton, Athabasca University, ASSC 2012
Screen Readers Kurzweil 3000 reading software
or text-to-speech (Academic Impressions)
are used by many
people:
blind
low vision
Reading
comprehension,
fluency,
retention, recall
attention deficit
ESL
chronic pain
15. Magnification & Colour
Contrast
Enhances Text
Minimizes
distraction
Easily viewed
Less eye strain
May retain focus
OSX Zoom &
High Contrast
video (Academic
Impressions)
Carrie Anton, Athabasca University, ASSC 2012
16. Keyboard & Mouse
Dragon Dictate video filling out a form with
Voice Recognition assists keyboard knowledge (Academic impressions)
with:
Typing
Writing
Expressing ideas
• using a mouse or
keyboard
Requires user:
writing skills
consistent voice pattern
patience to train it
quiet environment
computer knowledge
Carrie Anton, Athabasca University, ASSC 2012
17. Keyboard & Mouse
Some people
require
mouse function
from the
keyboard
Keyboard
function from the
mouse using on-
screen keyboards
& auto click
software
Carrie Anton, Athabasca University, ASSC 2012
18. Customizing Appearance
Text Only
Slow internet speed
Mobile devices
Certain technologies
Only see certain
colours or contrast
Less Distracting
Set their viewing
preferences in
browsers, documents,
mouse larger, change
color, remove images,
large font
Carrie Anton, Athabasca University, ASSC 2012
20. Item
Text alternatives should be available for all non-text content
Alternatives should be provided for time-based media
Content should be presented in an understandable way without losing information or
organization
Users should find it easy to see and hear content
All interactive components should be accessible from the keyboard
Users should be given adequate time to read and use content
Content should be designed in a way that reduces the possibility of seizures
Users should always be able to navigate, locate content and determine where they
are on a site
Publisher resources should offer accessible alternatives and versions
Students should be informed about who to contact if they need assistance
Carrie Anton, Athabasca University, ASSC 2012
22. Meaningful & important to content
Right Click > Format Picture > Alt Text panel
Description Field is most important
Carrie Anton, Athabasca University, ASSC 2012
23. This graphic combines several disability-related
images into a single collage. Braille dots, an
eye chart, finger spelled "508", and a side view
outline of a person's head with a glowing spot
for the brain make up the top portion of the
collage. Several symbols/icons are
superimposed in a strip over the lower part of
the collage to represent the following
disabilities and/or assistive measures:
sign language interpretation
assistive listening devices
sound
wheelchair (for accessible entrances, etc.)
vision, no or low vision
brain/cognition.
Carrie Anton, Athabasca University, ASSC 2012
25. They are whimsical
What is the intent?
Distracting
Inconsistent
Do not label
Carrie Anton, Athabasca University, ASSC 2012
26. The wrong way
to emphasize
text is to change
the font & its
attributes
Carrie Anton, Athabasca University, ASSC 2012
27. The correct way is to add formatting using styles, its FAST
Carrie Anton, Athabasca University, ASSC 2012
28. The wrong way is to create text boxes
&word art for your content
Solely presenting content visually
Someone using a screen reader can’t read
it
Carrie Anton, Athabasca University, ASSC 2012
29. The right way is to
Add Slide in style
layouts
Ensures Proper:
- Headings
- Reading order
Carrie Anton, Athabasca University, ASSC 2012
30. If you use it, go into Format Picture > Alt Text
and give it the appropriate label
Is it necessary?
Consider linking out to original
Carrie Anton, Athabasca University, ASSC 2012
31. Alt text is found in
Size (Word). Size &
Position (PPT)
If its decorative don’t
label it
Use Description not
Title field
This is a bad alt text
(file path is default)
Carrie Anton, Athabasca University, ASSC 2012
32. Data tables need table headings otherwise
don’t use a table
Create real links with meaningful text
Right click > Hyperlink > give title good content
Carrie Anton, Athabasca University, ASSC 2012
33. Do not convey information solely by the use of
color.
don’t over use color
Use alternative method of emphasis (italic, underline)
It applies to text and graphics.
Seen in comparisons – red & blue, instead use
hash marks effect (dots, lines, squares)
someone may not see color, has a monochrome
display, poor lighting, mobile device, browser
settings change
Carrie Anton, Athabasca University, ASSC 2012
34. Creating an Accessible Word Document video
Styles, Images, Tables (YouTube: ATI Faculty
Development Center, Fullerton)
WebAIM Resources: free web & document
accessibility
Karen McCall free & purchasable, Creating
Accessible Documents
Microsoft: Creating Accessible Documents
Resources
Carrie Anton, Athabasca University, ASSC 2012
35. Usually Word, PowerPoint, or a scanner
by using styles in your original document
Documents are semantically correct
Accurately transfer to pdf, html & epub
Headings, links, table headers & alt text are
maintained
Styled headings create a Table of Contents
Efficient & consistent formatting
Saves Time!
Carrie Anton, Athabasca University, ASSC 2012
39. Tags Tree View, Edit OCR suspects, Tab Order
Carrie Anton, Athabasca University, ASSC 2012
40. Adobe Accessibility Resources Center for
PDFs, flash, Adobe Connect web
conferencing & forms
Adobe Acrobat Pro X – Commenting & more
accessible tools tutorial for students
Carrie Anton, Athabasca University, ASSC 2012
42. Keep navigation elements consistent across
pages
Skip to main Content links jump keyboard
focus to the main content
Access keys are shortcuts to sections of a
page
Use intuitive headings that are meaningful
Carrie Anton, Athabasca University, ASSC 2012
43. Alt Text for Images
Multimedia
Captions/Transcripts for videos
Descriptions/Transcripts for action
Proper code W3C validated
Carrie Anton, Athabasca University, ASSC 2012
44. Web is very different than print
Web users scan
Attention is 30 seconds to 1 minute
Our technology helps us scroll quickly
Carrie Anton, Athabasca University, ASSC 2012
45. One important idea in a paragraph
Have more paragraphs
One sentence paragraph is ok
Bullets & lists are your friends
▪ easy to emphasize
▪ More meaning
▪ use numbered list for hierarchies
▪ If not use bullets
Only left justify
Carrie Anton, Athabasca University, ASSC 2012
46. System concept descriptions provide: System concept descriptions provide:
• The missions, features, capabilities and functions of the Functional requirements
system • The missions, features, capabilities and functions of the
• Major system components and interactions system
• Operational environment including manual procedures • Major system components and interactions
required • Operational environment including manual procedures
• Operational modes such as production, backup and required
maintenance • Operational modes such as production, backup and
• Interfaces with other systems maintenance
• Required performance characteristics such as response time, • Interfaces with other systems
throughput and data volumes Non-functional requirements
• Quality attributes such as availability, reliability and usability • Required performance characteristics such as response time,
• Other considerations such as security, audit, safety and throughput and data volumes
failure modes in emergency situations • Quality attributes such as availability, reliability and usability
• Deployment considerations such as acquisition of business • Other considerations such as security, audit, safety and
data to support the system including data cleansing and failure modes in emergency situations
loading Deployment and Operational Requirements
• The classes of users that will interact with the system • Deployment considerations such as acquisition of business
• Requirements for support of the system such as maintenance data to support the system including data cleansing and
organization and help desk. loading
• The classes of users that will interact with the system
• Requirements for support of the system such as maintenance
organization and help desk.
Carrie Anton, Athabasca University, ASSC 2012
47. Simple declarative sentences
No jargon or cumbersome sentences
Who are you writing for?
▪ ESL students: If they are copying/pasting into translator
the chances of success are few
I and you – instead of instructor & student – keep
it conversational, that’s the web
Carrie Anton, Athabasca University, ASSC 2012
48. Accessibility & Usability Toolbars
Firefox Web Developer Extension
Firefox Accessibility Extension
Firefox WAVE Accessibility Toolbar
Internet Explorer Web Accessibility Toolbar
Accessibility Evaluators
Manual testing and human confirmation is necessary as accessibility evaluators are
not able to determine meaning and appropriateness. An image may have alt text
and pass the test but the label could be not appropriate.
WAVE
ATRC Accessibility checker WCAG 2.0
World Space (Deque) FireEyes for FireBug
Functional Accessibility Evaluator
Juicy Studio Luminosity & Contrast Analyzer & Firefox Toolbar
Juicy Studio Colour Toolbar for Firefox
Fujitsu Colour Selector application for use on any files
Flicker Test
Tests the flicker rate & aids creation of objects that decrease the chance of seizures.
Carrie Anton, Athabasca University, ASSC 2012
50. Most players allow playing of captions
Feature if media is captioned
Magpie FREE program
PowerPoint Narration/Timing Settings
YouTube Edit Video
Web Conferencing - most have captioning
modules, shortcut keys to various modules
Whiteboards are still not accessible
Elluminate, Adobe Connect
Carrie Anton, Athabasca University, ASSC 2012
51. Students on Captioning URL - Australia
LD – use of video and audio along with captions
boosted student & writing comprehension,
vocabulary and learning motivation. Students with
learning disabilities appeared to learn better from
captioned videos than from print materials on similar
topic.
How captioning helps
Motivation – students are motivated to find and read
books on topics covered in captioned videos
ESL – students who were shown captioned programs
performed better on word recognition. Reinforces
language learning.
Carrie Anton, Athabasca University, ASSC 2012
53. History described video (URL)
Carrie Anton, Athabasca University, ASSC 2012
54. Using Scientific Notebook or MathType video
Accessing Higher Ground, 2011
Carrie Anton, Athabasca University, ASSC 2012
55. an XML-based markup language to encode
mathematical expressions
AssistiveTechAU YouTube Channel video of
MathML AU’s Math 265
Design Science made a free Math player
Allows navigation of equations,
magnification, text-to-speech
Carrie Anton, Athabasca University, ASSC 2012
57. Keyboard functionality is key to
accessibility principles.
If you are not able to navigate controls
via the keyboard in predictable ways
(tab and arrow keys) you content is not
usable/controllable by someone
YouTube video player keyboard control
Carrie Anton, Athabasca University, ASSC 2012
58. Pick the Low hanging fruit – things that
everyone can achieve
Small Steps, Change doesn’t happen at once.
Support of someone in the upper levels &
create partnerships = designers, faculty, IT,
students & DSS
Carrie Anton, Athabasca University, ASSC 2012
59. Word Documents
Be Mindful of potential PowerPoint
challenges in content PDF (OCR)
Take it Slow – a small Captioning
change is easy Descriptions
Retrofit is expensive & Transcripts
challenging Try It
Alt Text
Keyboard function
IT Implementations:
Colour Use
Font size
Carrie Anton, Athabasca University, ASSC 2012
60. Contact me for info, explanations & presentations:
Carrie Anton
Assistive Technologist
Access to Students with Disabilities
Athabasca University
1200, 10011 109 Street, Edmonton, AB T5G 3J2
Ph: 780-421-2548
E-mail: AT@athabascau.ca
Carrie Anton, Athabasca University, ASSC 2012
Hinweis der Redaktion
Examples of accommodation
http://stevebaskinmd.com/articles-about-adult-adhd.html90% (up to) can be undiagnosed – estimate only
http://www.hrto.ca/hrto/?q=en/node/23http://www.canadaemploymenthumanrightslaw.com/tags/accessibility/http://www.crein.ca/eng/jodhan-judgement Research Centre on Digital InclusionFrederick Moore on behalf of Jeffrey P. Moore v. Her Majesty the Queen in Right of the Province of British Columbia as represented by the Ministry of Education, et al.. The case examined the duties of the British Columbia Ministry of Education and the School Board of District 44 to accommodate the needs of a student with disabilities. A British Columbia Human Rights Tribunal had determined that Jeffrey Moore had experienced discrimination when the School Board and the Ministry of Education failed to accommodate his needs in the delivery of educational services. IT lawyershttp://www.cba.org/cba/practicelink/CS/internetclientservices.aspxhttp://www.icdri.org/CynthiaW/is_%20yoursite_ada_compliant.htm
Study participants: 223 Canadian university and junior college students with various disabilities (74 males, 149 females), 58 campus disability service providers (15 males, 43 females), 28 professors (10 males, 18 females), 33 campus e-learning professionals (16 males, 17 females). Students had taken at least one course in last three years that used some form of e-learning. From 318 different institutions. Online questionnaire administered in the first half of 2006. Conducted 4-week retest reliability testing of close-ended questions and discarded those that had poor reliability. Included open-ended questions as well such as “What are three benefits of e-learning” “What are three problems of elearning and how they were resolved” Definition of e-learning used: referring to the range of information and communication technologies that professors use when teaching their courses entirely in the classroom, entirely online, or a combination of both. Accessibility was defined as incorporating usability concepts and referring to the ability of students, regardless of their disability, to easily and independently use e-learning.But how well do the ICTs used by professors in teaching postsecondary courses (i.e., e-learning) meet the needs ofstudents with different disabilities? How successfully do these ICTs interact with adaptive hardware and softwarethat some students with disabilities require? How accessible is the growing array of available e-learning on campus(Konur, 2007; Waddell, 2007)?82 students were enrolled in a Canadian junior/community college and 136 in university; 5 did not specify this information. 73 pursuing college certificate or diploma, 97 an undergraduate degree, 19 a university diploma, 26 graduate degree, and 5 other credentials. Mean age = 27Most commonly used technology – software that helps with writing followed by software that reads what is on the screen
From Fitchen study 2009Modern online teaching methodologies allow instructors to cater to a widevariety of learners with different learning styles, while findingnew ways to engage student learning. (Stewart et al. 2010)
Give example of non-text mediaDeveloped as part of CAF project
Word or PowerPoint 2010Select image > format picture > left side see Alt Text. Then 2 windows. The big ugly red x. makes it easier to add it. Until the end you get 2 areas so its important put the alt text in DescriptionIn Word – document structure – most people do this wrong
Requires a bit of thoughtAny editor, interface that allows you to place an image in your document will have an alt text area to fill in. Description of what image is doing on the page not what it is. It needs to relay context. (blogging, LMS, web designer, html editor) important put something in that description b/c screen readers read it. Many law suits of higher ed but commercial companies. The biggest complaint was alt text was missing so users were not able to make sense of site.
PowerPoint – over use of it. It wasn’t designed as an online tool but its used all the time
Learning objectives example. May want to categorize them according to the skill that you want students to be developing such as critical thinking skills, psychomotor, writing, etc.