1 Angie Millman Director, Disability Support Services Seton Hall University April 5, 2013
2 Mission The mission of Disability Support Services (DSS) is to provide students with disabilities equal access to all University programs and activities. DSS seeks to foster an inclusive learning environment for all students. Currently work with ~370 students
3 Electronic and information technology includes computer hardware and software, operating systems, web-based information and applications, telephones and other telecommunications products, video equipment and multimedia products, information kiosks, and office products such as photocopiers and fax machines. Accessible electronic and information technology is technology that can be used by people with a wide range of abilities and disabilities. It incorporates the principles of Universal Design for Learning. Each user is able to interact with the technology in ways that work best for him or her.
4 Accessible course design allows students of various abilities to access course materials and components without the need for assistance or modification. Web accessibility means that people with disabilities can perceive, understand, navigate, and interact with the Web, and that they can contribute to the Web. (W3C) Accessible course design includes anything used to facilitate a course, including: PowerPoint slides, videos, textbooks, articles, evaluation tools, blogs, chats, etc.
5 Ethical: It's the right thing to do. We do not want to exclude persons with disabilities from accessing our courses. Legal: Students with disabilities should have equal access to programs and activities within the institution. (ADA-AA) Americans with Disabilities Amendments Act (2008) Section 504 of the Rehabilitation Act (1973) Section 508 (currently only applies to procurement by the federal government; however, many states have adopted 508 guidelines) 21 st Century Communications and Video Accessibility Act (2010) (relates to captioning and audio description of videos) The Departments of Justice and Education have recently upheld students rights to equal access and an equivalent experience to information on the Web and educational technologies.
6 An accessible interface means that your computer interface will work for people with disabilities, many of whom use an assistive technology to access software, operating systems, and Web sites. (Lazar & Jaeger, 2011) Commonly used assistive technologies include: a screen reader, which provides computer-synthesized speech output of what appears on the screen a screen magnifier, which enlarges the text speech recognition, which allows for hands-free input various alternative keyboards and pointing devices. Screen reader simulation exercise
7 Blindness: Users access electronic text using specialized software. This adaptive software will not work unless materials are formatted appropriately to allow access. Low Vision: Users may use screen magnification software to enlarge the size of the text, brightness, contrast, background and foreground colors. Only part of the display is visible when enlarged, making navigation more difficult, especially if screen is cluttered with text. Deaf/Hard of Hearing: Users cannot access audio content or audible signals. Videos without captions Audio without transcripts Interactive Web chats and conferencing
8 Motor Impairments: Users may have difficulty inputting information and navigating, as well as completing timed tasks. Learning Disabilities/Attention Deficit Disorder: Users may find densely packed information to be confusing. Distractions scrolling text, blinking icons Seizure Disorders: Image flicker rates may trigger a seizure in some individuals with a specific type of seizure disorder. Optical Illusion
9 Videos without captions Audio without transcripts Images without ALT tags PDFs Timed assignments/tests in Blackboard Cluttered pages with too much text or graphic Lack of clear navigation Links to inaccessible websites PowerPoint slides Colorful fonts without enough contrast
10 The Quality Matters Rubric includes standards on accessibility. 8.1 The course employs accessible technologies and provides guidance on how to obtain accommodation. 8.2 The course contains equivalent alternatives to auditory and visual content. 8.3 The course design facilitates readability and minimizes distractions. 8.4 The course design accommodates the use of assistive technologies.
11 Web Content Accessibility Guidelines (WCAG) 2.0 defines how to make Web content more accessible to people with disabilities. Accessibility involves a wide range of disabilities, including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general. Section 508 Guidelines
12 Guideline 1.1 Text Alternatives: Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language. Guideline 1.2 Time-based Media: Provide alternatives for timebased media. Guideline 1.3 Adaptable: Create content that can be presented in different ways (for example simpler layout) without losing information or structure. Guideline 1.4 Distinguishable: Make it easier for users to see and hear content including separating foreground from background.
13 Guideline 2.1 Keyboard Accessible: Make all functionality available from a keyboard. Guideline 2.2 Enough Time: Provide users enough time to read and use content. Guideline 2.3 Seizures: Do not design content in a way that is known to cause seizures. Guideline 2.4 Navigable: Provide ways to help users navigate, find content, and determine where they are.
14 Guideline 3.1 Readable: Make text content readable and understandable. Guideline 3.2 Predictable: Make Web pages appear and operate in predictable ways. Guideline 3.3 Input Assistance: Help users avoid and correct mistakes.
15 Guideline 4.1 Compatible: Maximize compatibility with current and future user agents, including assistive technologies. Web Content Accessibility Guidelines (WCAG) 2.0, by World Wide Web Consortium (W3C) World Wide Access Video
16 Post an accessibility statement in your syllabus Learn how to extend time on Blackboard exams and assignments for individual students Follow a visual design that is high-contrast and easy to read Provide alternative text descriptions for images and long descriptions for complex charts, graphs, or other important visual images Create a table of contents for long documents to improve navigation Ensure accessibility of course materials Add captions to your videos and create transcripts for audio recordings Collaborate to find solutions to obstacles (faculty, student, DSS, TLTC) Make sure any products from outside vendors are accessible!
17 Ensure materials are accessible Microsoft Word documents, PDF files, PowerPoint presentations, tables and spreadsheets Create document structure using style sheets with header markup Use column and table markup with appropriate headers in order for screen readers to read information properly Use a simple, crisp font, such as Verdana or Arial Use a reasonably sized font for your purposes Don t use color alone to convey information Images should have alternative text. Hyperlinks should be configured properly. Audio and video should be captioned. Use an automated tool to check accessibility.
18 I. Please match TEN (10) of the following: (= 20 points) a. Incarnation 1.Raising the dead to life b. Sanhedrin 2. Criminal chosen over Jesus c. Ascension 3.Author of Gospel d. Samaria 4.Forgiveness of sins by Jesus e. Beatitudes 5.Matthew, Mark, Luke an d John f. Evangelists 6 Birthplace of Jesus g. Nazareth 7. Paul h. Pharisees 8. Good news of salvation i. Paralytic 9. Jewish court j. Damascus 10.Jesus after the Resurrection k. Spy Wednesday 11. Town where Jesus was raised l. Gift of Tongues 12. Betrayal of Jesus 13. Council of Jerusalem 14 Eastern Orthodoxy 15. God becoming human 16. Sermon on the Mount days 18. John the Baptist 19. Four friends 20.Central province in Palestine 21.History of early church 22.Holy Spirit 23. Northern province 24.Teachers of Torah
19 Use Styles Sheets Use Heading 1 for document title Using Heading 2 and Heading 3 to break up long passages of text into multiple sections and provide structure and reading order For long documents, create a table of contents to improve navigation and readability Include Alt tags or a description of images when using charts or graphics For Tables, make sure the first column/row is marked as a Header and includes a description of the type of data in each row/column For links, avoid using link text such as "Here" or "Click for more." Instead make sure link destinations are clear outside the context.
20 Audio and video files should include captions/transcripts. Use a color scheme that provides enough contrast between the text and the background, yet is not too overpowering. Use sans-serif fonts that are designed for both projectors and online viewing. Give a title to every slide. Make sure the title is entered into the designated area (usually at the top), as this will help generate a table of contents for screen reader users (in both PowerPoint and, if the file is converted, in the HTML file). Use the Arrange tool to order elements in a sequence that will be intelligible in a screen reader. Avoid inserting text boxes as they are not recognized by screen readers. Use one of the slide master templates instead.
21 How not to create a PDF Create a tagged PDF from an accessible Microsoft Word or PowerPoint document Use the Adobe add-in to create or save as PDF Save as a tagged PDF within Word File, Save as, PDF Options button Check Document structure tags for accessibility Check option for Create Bookmarks Using Headings Click OK Open in Adobe Acrobat to ensure the reading order is correct and images are marked as figures and include alt text
22 When posting information in a PDF format, think about the content and what alternative formats could capture the information For presentations PowerPoint For reports Word If creating yourself, always keep a copy in Word. If posting from an external source, try to download/save a copy in Word, rtf, or txt. If you must scan a document, use a scanner with Optical Character Recognition Software Use a PDF converter, such as ABBYY PDF Transformer
23 Audio files include a text transcript or other text-based material Video files - include captions or a synchronized text transcript make sure the embedded video player is accessible via keyboard commands (e.g., QuickTime, RealPlayer, itunes, YouTube) do not automatically start audio or video provide a description of events or images if video includes visual information critical to comprehension
24 LecShare is a tool that allows you to add synchronized audio narration to PowerPoint presentations. You can view these as videos or as HTML slides with embedded audio. Camtasia allows you to add captions or subtitles to a video MAGpie allows you to add captions to audio and video content MovieCaptioner allows you to add captions or create transcripts
25 Accessibility and Usability at Penn State: CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning: UDL Guidelines Checklist: Disability Support Services: Disabilities, Opportunities, Internetworking, and Technology (DO-IT) Center promotes the success of individuals with disabilities in postsecondary education and careers, using technology as an empowering tool: The Faculty Room is a space for faculty and administrators at postsecondary institutions to learn about how to create classroom environments and academic activities that maximize the learning of all students, including those with disabilities:
26 GRADE project at Georgia Tech with tutorials on how to make e-learning accessible for individuals with disabilities: How to create accessible documents: Sloan-C Accessibility Special Interest Group: Web Accessibility in Mind (WebAIM) has a great resources tab with many how-to s, accessibility checklists, and Web Accessibility Evaluation Tool (WAVE): Web Accessibility for Online Learning: How-to Guide for Creating Accessible Online Learning Content: World Wide Web Consortium (W3C) Web Accessibility Initiative. Available online:
27 Coombs, N. (2010). Making online teaching accessible: Inclusive course design for students with disabilities. Jossey-Bass. Lazar, J. & Jaeger, P. (2011). Reducing barriers to online access for people with disabilities. Issues in Science and Technology. Available online:
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