Accessibility Checklist (ADA / 508 Compliance)

Transcription

1 Accessibility Checklist (ADA / 508 Compliance) 1. Descriptive Closed Captioning and Transcripts / Power Points Closed captioning and descriptive transcripts are needed for videos so that students who are deaf, or deaf and blind can access the content of the video. Options include: Request videos that are closed captioned (with transcripts) from a publisher Ready to Use Course Videos have closed captioning. fast@dcccd.edu YouTube may have captioned videos but confirm that the captions are accurate Videos and PowerPoints can be captioned with Camtasia. fast@dcccd.edu Below is a screen shot of the Camtasia Video Software with Closed Captioning. 1. Work area for inserting Closed Captions from Transcript 2. Timeline where Closed Captions, Video and Audio can be edited

2 All Power Point slides should be described in the notes area and each slide titled uniquely. The notes area is at the bottom of each slide when creating your PowerPoint. The MicroSoft Accessibility Checker (explained on next page) should also be run.

3 2. Microsoft Accessibility Checker Microsoft 2010 and above has an accessibility checker available to check for ADA Compliance Note: If you have a file saved in a pre-2010 version of Microsoft, save as the newer version. 1. Select File from the program menu 2. Select Info from menu 3. Select Check for Issues 4. Select Check Accessibility Accessibility Report is generated

4 3. Descriptive Links and Headings in Documents Using descriptive links and headings helps persons who are blind, using a screen reader, navigate the document much faster. They can use a shortcut key to bring up a list of the headings. 1. Type the text of the descriptive link (describing the linked, for example Further Reading ) 2. Right click on highlighted text (or select Insert from the program menu), then Hyperlink 3. Copy and paste the URL (web address) into the Address box 4. Click Ok and the text should now be a descriptive link

5 1. Here the new link has been created that is considered to be a descriptive link 2. Remove the hyperlink from the address by placing cursor at end and pressing backspace key 3. When using JAWS a person can now read the link as it is intended and described Use headings and styles in a document assists in making it more accessible for ADA compliance. 1. Highlight the text that is to be a Heading 2. Select Title (for main title), Heading 1 (for sections), Heading 2 (for subtitles), Heading 3, etc. 3. Now a person using the JAWS screen reader can pull up a headings list to navigate the page

6 4. Alt tags and Descriptions for Pictures, Images and Graphics Always use an Alt Tag to describe pictures, images and graphics. Depending on the program you are using there should be an option or box labeled Alt Text or Long Description. If more description is needed then follow the image with a lengthier explanation. The goal is to provide as much information as possible about the image and how it relates to the message of the content that the student may be tested over. Note: Always avoid blinking images (between 2 and 55 Hz). 1. Select the image, Select Format from menu (or right click) 2. Right click on image (or select Format from the program menu) 3. If working from menu select Picture Styles. Select Alt Text 4. In the Title box provide short description of image 5. Select Close, the image now has an alt tag that can be read by screen readers Note: Explain the intent or message the image as if the image cannot be seen. A. Be brief Some browsers will actually break if the alt text is too long. It should be filled with exactly the words needed to put the image in context and no more. B. Be clear Don't be so brief that the context is confused. Remember, some people will ONLY see the text in your alt tags, so if it's too brief they might not understand what you're trying to show them. For example: a tree good, a sycamore tree better, a 10-foot tall sycamore tree with mostly brown leaves and possibly something wrong with its bark - too much

7 5. Accommodate Screen Reading Technology and Keyboard Access Avoid programs, software, tests or surveys that require a user to point and click or drag and drop It is safest when choosing an exam to use (Multiple Choice, Essay, True / False), avoid Hotspot. Below is a screenshot of MyMathLab accessibility options. Instructors should always question publishers as to whether their products are ADA / Section 508 compliant for accessibility. 6. Exams, Quizzes and Projects (ecampus) The following test options work best for students with disabilities using assistive technology: - Multiple Choice - Fill in the Blank - True / False - Short / Long Essay When possible avoid test options that are (Hot Spot or Drag & Drop). If these options are used an equivalent alternative accessible test should be provided for students who have disabilities.

8 7. Extra Time on Tests Instructors may receive a request for additional time from a student who has a disability or directly from the Disability Services Office at their institution. (Note: If the request comes directly from the student, it may be best to contact your Disability Services Office and notify them of the request should additional paperwork be needed to determine or document a need based on a disability). ecampus now has an exception for students who require additional time. Follow these steps: 1. Select Edit the Test Options 2. Scroll down the page to Test Availability Exceptions, Select Add User or Group button 3. Select student who is requesting additional time and select Submit 4. Adjust the Attempts and Timer according to the needs of the student, Select Ok

9 8. Data Tables and Spreadsheets Students, who are blind using screen reading software, require audio cues to help them orient themselves while navigating a data table of a spreadsheet. When designing a data set be sure to include row and column headers which assist the student when they are using a screen reader. 1. Create or Insert your Table, Use Row and Column Headers (Descriptions) 2. Right Click on Table or Use the Main Menu 3. Select Table Properties 4. Select the Alt Text Tab, Describe Table in Title box, Select Ok

10 9. Font Text (Color and Style) Use black and white font to assist those who may be color blind Multiple colored text can be distracting to persons with learning disabilities Some prefer Times New Roman because the letters are more distinguishable Avoid any blinking text especially (Between 2 and 55 Hz) Reminder: Use font headings and styles to help with accessibility 10. Further Tips When possible avoid Flash and animations (scripts) which may not be accessible When possible avoid linking to third party content which may not be accessible Maintain continuity in design (Quality Matters Review) fast@dcccd.edu Keep in mind that Discussion Boards may be difficult for students who are blind should remain a primary mode of communication with all students Syllabus: Include links to any software needed (ex. Adobe, Media Player) Syllabus: Your College Disability Services Office Contact Information Syllabus: This course has been enhanced for ADA, contact (instructor) if ADA issues are found Checklist & Timeline (ADA / 508 Compliance) Section Pass (Yes / No) Notes: Projected DOC* * Projected Date of Completion: A self-determined date of completion for each section in checklist. Note: Attach any additional notes for each section and s with publisher requesting ADA/Section 508 compliant materials.