Creating ADA Compliant Course Sites Tutorial Scripts

Transcription

1 Creating ADA Compliant Course Sites Tutorial Scripts October 2013 Western Kentucky University created an online training course called Creating ADA Compliant Course Sites, to educate Distance Learning faculty members about how to make their course sites accessible to students with disabilities. The training course included six video tutorials covering key topics in developing accessible course sites. The video tutorials are available publicly and can be viewed here: - Click on ADA Compliance. The online training course and the video tutorials were developed by the Academic Technology department of Western Kentucky University. For more information, contact: John Bowers, Director, at john.bowers@wku.edu. This document contains the complete scripts of all six video tutorials. These scripts are available for use and modification under the Creative Commons Attribution-NonCommercial-ShareAlike license.

2 Tutorial 1 Introduction to ADA Compliance for Online Courses Slide 1: (WKU logo) Introduction to ADA Compliance for Online Courses Welcome to Western Kentucky University s Introduction to ADA compliance for online courses tutorial Slide 2: Western Kentucky University is providing this information to assist instructors in creating course sites that are compliant with ADA as required by WKU policy. Western Kentucky University is providing this information to assist instructors in creating course sites that are compliant with ADA as required by WKU policy. This video is part of a series covering ADA compliance.

3 Slide 3: What is ADA or the Americans with Disabilities Act? The Americans with Disabilities Act provides protection from discrimination for individuals on the basis of disability. The ADA extends civil rights protection for people with disabilities to employment in the public and private sectors, transportation, public accommodations, services provided by state and local government, and telecommunications services. Besides physical access, the ADA mandates program access, which includes electronic media and web pages. Office of Equal Opportunity, Western Kentucky University 1906 College Heights Blvd. #11009, Bowling Green, KY Section 508 requires Federal electronic and information technology to be accessible to people with disabilities, including employees and members of the public. An accessible information technology system is one that can be operated in a variety of ways and does not rely on a single sense or ability of the user. For example, a system that provides output only in visual format may not be accessible to people with visual impairments and a system that provides output only in audio format may not be accessible to people who are deaf or hard of hearing. Some individuals with disabilities may need accessibilityrelated software or peripheral devices in order to use systems that comply with Section 508. U.S. Department of Justice Civil Rights Division Disability Rights Section What is ADA or the Americans with Disabilities Act? The Americans with Disabilities Act provides protection from discrimination for individuals on the basis of disability. The ADA extends civil rights protection for people with disabilities to employment in the public and private sectors, transportation, public accommodations, services provided by state and local government, and telecommunications services. Besides physical access, the ADA mandates program access, which includes electronic media and web pages. The Section 508 of the Rehabilitation Act requires instructors to use electronic and information technology to be accessible to students with disabilities.

4 Slide 4: Why is Accessibility Important to Students? At least 10% of the US population has a disability that will affect the use of a computer. Over 8 million people are blind or visually impaired. Over 20 million are deaf and hard of hearing. Nearly 1 million Americans cannot understand any speech at all. Over 50% of the US population over age 65 has some kind of impairment. WKU s most requested accommodations are for learning and reading disabilities. Why is Accessibility Important to Students? Many students need accessibility support for coursework. At least 10% of the US population has a disability that will affect the use of a computer. Over 8 million people are blind or visually impaired. Over 20 million people are deaf and hard of hearing. Nearly 1 million Americans cannot understand any speech at all, and over 50% of the US population over age 65 has some kind of impairment. WKU s most requested accommodations are for learning and reading disabilities. Slide 5: Western Kentucky University s Disability Accommodations Statement "Students with disabilities who require accommodations (academic adjustment and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services. The Office for Student Disability Services (OFSDS) telephone number is Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Office of Students Disability Services (SDS)." Western Kentucky University s Disability Accommodations Statement states "Students with disabilities who require accommodations (academic adjustment and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services. The Office for Student Disability Services (OFSDS) telephone number is Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Office of Students Disability Services (SDS)."

5 Slide 6: Your Responsibility as an Instructor to Students Your goal should be to provide all students with the same learning experience and information regardless of their disability. For example: Provide closed captioning for students with a hearing impairment. Create screen reader accessible course documents and materials for students with a visual impairment. Simplify course content for use with magnification software, which enlarges a portion of the screen for low vision students. Students with disabilities may overlook the Disability Accommodation Statement listed in their course syllabi. As their instructor, you should direct them to the Office for Student Disability Services for further guidance. Once the student has a letter from the Office of Students Disability Services, the instructor must provide the required accommodations. Your Responsibility as an Instructor to Students As an instructor, your goal should be to provide all students with the same learning experience and information regardless of their disability. Instructors should provide closed captioning for students with a hearing impairment, create screen reader accessible course documents and materials for students with a visual impairment, simplify course content for use with magnification software, which enlarges a portion of the screen for low vision students and provide descriptive alternative text for any image or graphic. An instructor must include the WKU disability accommodation statement in the course syllabus and direction to the Office of Student Disability Services for further guidance. Once the student has a letter from the Office of Student Disability Services, the instructor must provide the required accommodations.

6 Slide 7: (WKU Logo) Additional ADA Resources (resources will be linkable within the tutorial for compliance) Office of Distance Learning: (270) Office of Equal Opportunity: (270) Student Disability Services: (270) Faculty Center for Excellence in Teaching (FaCET): (270) Syllabus template directions link: ADA Section 508 (Web Accessibility): Thank You. This video tutorial was developed by Western Kentucky University. If you have questions or need further assistance, please contact the Office of Equal Opportunity at (270)

7 Tutorial 2 Providing Equivalent Alternatives to Visual Content in Microsoft Office 2007 / 2010 Section 1: Slide 1: (WKU logo) Providing Equivalent Alternatives to Visual Content Welcome to Western Kentucky University s Providing Equivalent Alternatives to Visual Content video tutorial. Slide 2: Alternative Text for Images ALT tag LONGDESC tag As an instructor, you must provide the same learning experience and access to course content for all students. A student with a visual impairment uses a screen reader to acquire information from an image using alternative text. An ALT tag is a short text description for an image. For complex images, such as charts or graphs, use a LONGDESC tag to provide more detailed information. Section 2: ALT and LONGDESC tags in Microsoft Word

8 (Screen captures of Microsoft Word to illustrate the ALT tag capability) When using graphics in Word 2010, it is important to include an ALT tag describing the graphic. Right click an inserted graphic and select the Format Picture menu option. (In Word 2007, select the Size menu option and click the ALT text tab.) When the Format Picture dialog box opens, select the ALT text option from the bottom of the list. After the ALT text window opens, type the appropriate description in the Title text field. Use a LONGDESC tag (text equivalent) for the image requiring an in-depth description by clicking in the Description field and typing the desired text. Click Close. Section 3: ALT and LONGDESC tags in Microsoft PowerPoint (Screen captures of Microsoft PowerPoint to illustrate the ALT capability) In PowerPoint 2010, right click an inserted graphic and select the Format Picture menu option. (In PowerPoint 2007, select Size & Position menu option and click the ALT text tab). When the Format Picture dialog box opens, select the ALT text option from the bottom of the list. After the ALT text window opens, type the appropriate description in the Title text field. Use a LONGDESC tag (text equivalent) for the image requiring an indepth description by clicking in the Description field and typing the desired text. Click Close. Section 4: ALT and LONGDESC tags in Microsoft Excel (Screen captures of Microsoft Excel using to illustrate ALT capability) In Excel 2010, right click an inserted graphic and select the Format Picture menu option. (In Excel 2007, select the Size & Properties menu option and click the ALT text tab). When the Format Picture dialog box opens, select the ALT text option from the bottom of the list. After the ALT text window opens, type the appropriate description in the Title text field. Use a LONGDESC tag (text equivalent) for the image requiring an in-depth description by clicking in the Description field and typing the desired text. Click Close. Section 5: Creating an ADA Compliant Table in Microsoft Excel (Screen captures of Microsoft Excel to create an ADA compliant table)

9 ADA compliant tables should have column headings. In Excel 2007 or 2010, click the desired blank cell to start a new table and enter the column headings (such as Name, Dept, etc.) in separate cells within the same row. Column headings or field names should appear in a single row without blank cells between the entries. Enter the first row of data immediately below the column headings. Continue data entry in the rows below until completed, leaving no empty rows. After the table is complete, highlight the entire table. From the Insert tab, click the Table icon. When the Create Table dialog box appears, make sure the My table has headers option is checked. Click OK. Right click on the table, and select the Table menu option. Select Alternative Text from the pop up menu. After the Alternative Text window opens, type the appropriate description in the Title text field. Use a LONGDESC tag (text equivalent) for a table requiring an in-depth description by clicking in the Description field and typing the desired text. Click OK. Section 6: Using the Check Accessibility Feature in Office 2010 (Screen captures in Office 2010 to use the Check Accessibility Feature)

10 Regardless of which Microsoft Office 2010 software you are using, you can use the Check Accessibility feature to determine if your document is ADA compliant. The process is the same in all Microsoft Office 2010 programs or Microsoft Office 2011 for Mac users. (This feature is not available for Office 2007 or Office 2008 for Mac users.) From the File menu, select Info. When the Information window is displayed, click the Check for Issues Icon and select Check Accessibility. This will highlight ADA accessibility errors in your document. In the column to the right of your document, you will see the Accessibility Checker Inspection Results. If the checker found errors, they will be listed in this column. You can click each error, and a solution will be provided below. To upgrade your office software, go to the WKU Software Center site at This upgrade is free for all university-owned machines. Slide 7: (WKU Logo) Additional ADA Resources (resources will be linkable within the tutorial for compliance)

11 Office of Distance Learning: (270) Office of Equal Opportunity: (270) Student Disability Services: (270) Faculty Center for Excellence in Teaching (FaCET): (270) WKU Software Center: ADA Section 508 (Web Accessibility): Thank You. This video tutorial was developed by Western Kentucky University. If you have questions or need further assistance, please contact the Office of Equal Opportunity at (270)

12 Tutorial 3 Providing Equivalent Alternatives to Audio and Video Content Slide 1: (WKU logo) Providing Equivalent Alternatives to Audio and Video Content Welcome to Western Kentucky University s Providing Equivalent Alternatives to Audio and Video Content video tutorial. Slide 2: (WKU logo) As an instructor, you must provide the same learning experience and access to course content for all students. A student who is hearing impaired needs a written transcript or captioning in order to understand any audio or video content used in your course. Provide a transcript (or written record of audio or video content) Captioning (or text displayed in synchronization with the video) As an instructor, you must provide the same learning experience and access to course content for all students. A student who is hearing impaired needs a written transcript or captioning in order to understand any audio or video content used in your course. A transcript is written record of audio or video content. It is important to use a transcript when you have an audio or video file to ensure your content is accessible to the student with a hearing impairment. A student with a visual impairment may also make use of video file transcripts. Be sure to provide any information presented visually including content contained in graphs, charts, title slides, etc. in your transcript. Please include any actions that convey information in your transcript, such as a demonstration. Captioning is text displayed in synchronization with the audio portion of a video through the use of captions, which describe all audio content. Use captioning when providing video course material to ensure accessibility to the student with a hearing impairment. Slide 3: Transcripts and Captioning

13 (Screen captures adding transcript file in Bb) When you add an audio or video file to your course material, you must also add a transcription file and/or captioning. Transcription can be accomplished by inserting a text document along with the audio or video file in your course material. Within your Blackboard course Content area, click the Build Content button. Select the desired media under Create. Click Browse My Computer and navigate to the appropriate file. Select the file and click the Open button. From the Include Transcript section, click the Browse button and navigate to the appropriate file. Select the file and click the Open button. Select the other options as desired and complete the process by clicking the Submit button. Slide 4: Options for Captioning (NBC Learn screen shots) ADA compliant videos from NBC Learn are accessible through Blackboard and include captioning and/or transcripts. From the desired NBC Learn video within Blackboard, click the TRANSCRIPT tab on the right of the video CueCard. This will open a panel on the right to display the transcript. Slide 5: Options for Captioning

14 Options for Captioning Tegrity YouTube QuickTime Windows Media Player Flash If you teach a completely online course, the Office of Distance Learning provides a captioning service that inserts text displayed in synchronization with the audio portion of your Tegrity video as well as other video formats such as YouTube, QuickTime, Windows Media Player, Flash, etc. To contact the Office of Distance Learning for transcribing services, use the Priority Request Form at For assistance with Tegrity s captioning and transcription features for your blended course, please contact the Technology Resource Center (TRC) at or trc@wku.edu. Slide 6: Inserting captioning from a transcript in YouTube (Screen captures of the closed captioning process in YouTube)

15 YouTube provides a free captioning option, which inserts captions from a transcript text file. YouTube has provided instructions to add captioning to your own videos from a text document transcript: Once you have the video files, log into your YouTube account to upload them and: 1. Mouse over your username located in the upper right corner of every page. 2. Click Video Manager. You will then be directed to a page showing your uploaded videos. 3. Find the video to which you'd like to add captions/subtitles and click the down arrow located to the right of the Edit and Insight buttons. Select the Captions and Subtitles button from the drop down menu. 4. Click the Add New Captions or Transcript button on the right hand side of the page. You will be prompted to Browse for a file to upload. 5. Select a caption/subtitle or transcript file to upload. If you are uploading a transcript (no timecodes), select Transcript file, otherwise, select Caption file. 6. Select the appropriate language. If you wish, you can also enter a track name. 7. Click the Upload File button. For assistance with YouTube captioning, please contact the Technology Resource Center (TRC) at or trc@wku.edu. Slide 7: Resources (WKU Logo) Additional ADA Resources (resources will be linkable within the tutorial for compliance)

16 Office of Distance Learning: (270) Office of Equal Opportunity: (270) Student Disability Services: (270) Faculty Center for Excellence in Teaching (FaCET): (270) Technology Resource Center (TRC): or NBC Learn: YouTube: Thank You. This video tutorial was developed by Western Kentucky University. If you have questions or need further assistance, please contact the Office of Equal Opportunity at (270)

17 Tutorial 4 Creating Accessible PDF Documents Slide 1: (WKU logo) Creating Accessible PDF Documents Welcome to Western Kentucky University s Creating Accessible PDF Documents video tutorial. Slide 2: What is a PDF? Portable Document Format Preserves the look and feel of the document o May not be accessible to screen readers PDF stands for portable document format. It is a popular format for sharing and distributing documents, because the document will look the same no matter what computer or printer the reader is using. However, a PDF document might or might not be accessible for a student using a screen reader. Accessibility will depend on how the PDF document was created. Slide 3:

18 Scanning creates an image file. PDF image files are not accessible. (image of scanner with circle and cross) When you use a scanner to create a PDF file of a paper document, that PDF file will be an image, similar to a photo or a graphic file. The information contained in the document is not accessible to a student who cannot see the document. A screen reader cannot read it. PDF image files are not accessible, and a course site that contains PDF image files will not be ADA-compliant. If you wish to use a PDF from another source that is not accessible, you should refer the students to the original citation in a digital resource. Slide 4: PDF Conversion in Word 2007 (Microsoft Word 2007 saving as a PDF feature screenshots) As long as the original Word document is accessible, you can convert the file to an accessible PDF. In Word 2007, click the Office button in the top left hand corner of the window. Next, select Save As. Then, choose the Adobe PDF option. When the Save Adobe PDF File As dialog box opens, determine where you would like to store your document and click Save. This will create a tagged PDF document, which is ADA compliant. Because the View Result box is checked by default, the PDF document will open. Slide 5: PDF Conversion in Word 2010 (Microsoft Word 2010 saving as a PDF feature screenshots)

19 To create a tagged PDF document from a Word file, select Save As under the File menu within Microsoft Word From the Save As dialog box, select PDF under the Save as type drop down menu. After navigating to the desired file location, click Save. Because the Open file after publishing box is checked by default, the PDF document will open. Slide 6: PDF Conversion in Word for Macintosh (Microsoft Word 2011 saving as a PDF feature screenshots) To create a PDF document from a Word file, select Save As under the File menu within Microsoft Word From the Save As dialog box, select PDF under the Save as type drop down menu. After navigating to the desired file location, click Save. (Word 2011 for Macs creates PDFs without tags, which may need additions or changes within an accessibility checker for content order and image tags.) Slide 7: Using the Acrobat Reader for Accessibility Checking (Acrobat Reader screen captures) To check PDF accessibility in Acrobat Reader, open the desired file. From the Edit menu, select Accessibility. When the pop-up menu opens choose Quick Check. When the accessibility check is complete, the Accessibility Quick Check window will display the results. (Note Acrobat Reader cannot repair the problems.) Slide 8: Resources Additional ADA Resources (Resources will be linkable within the tutorial for compliance.)

20 Office of Distance Learning: (270) Office of Equal Opportunity: (270) Student Disability Services: (270) Faculty Center for Excellence in Teaching (FaCET): (270) Thank You. This video tutorial was developed by Western Kentucky University. If you have questions or need further assistance, please contact the Office of Equal Opportunity at (270)

21 Tutorial 5 Providing Equivalent Alternatives to Online Assessments Slide 1: (WKU logo) Providing Equivalent Alternatives to Online Assessments Welcome to Western Kentucky University s Providing Equivalent Alternatives to Online Assessments video tutorial. Slide 2: Online Assessment Issues for Students with Disabilities Student with a visual impairment Student with a hearing impairment Student with a learning disability Regardless of the student s disability, it is crucial you create assessments in an easily accessible format. For example, questions that require viewing an image are not accessible to a student with a visual impairment. Questions including an audio file would not be accessible to a student with a hearing impairment. For a student with a learning disability, questions with strict time limits and a distracting environment can be overwhelming and therefore inaccessible. Slide 3: Solutions for Accessible Testing and Assessment:

22 Provide alternative questions for hotspot or image-based questions To provide accessible testing for students with disabilities, several factors must be considered. Avoid hotspot or image-based questions for the student who has a visual impairment or unable to use a mouse. Instructors should use test questions accessible with assistive technology which is any product or service that is used to increase, maintain, or improve functional abilities of students with a vision impairment, such as screen readers, screen magnification, scanners, adaptive keyboards, portable notetakers, closed circuit televisions, or augmentative communication devices. Slide 4: Solutions for Accessible Testing and Assessment: Provide alternative text questions for audio-based questions Provide listening passages to be played multiple times Provide a written transcript in addition to or instead of a listening section Omit listening passage Provide alternative text for audio-based questions for a student with a hearing impairment. The student may need access to listening passages multiple times. You should provide a written transcript in addition to or instead of a listening section. If practical, omit the audio file from the assessment. Slide 5: Solutions for Accessible Testing and Assessment: Extend time limits for assessments Provide students the ability to move from sitting position as needed Provide alternative testing accommodations for the student with a disability

23 Extend time limits for assessments if you are instructed to do so in a letter of accommodation from the Office of Student Disability Services. Permit the student to move from sitting position as needed. Also, alternative testing accommodations may be necessary, such as providing a less distracting testing environment. Slide 6: Resources Additional ADA Resources (Resources will be linkable within the tutorial for compliance.) Office of Distance Learning: (270) Office of Equal Opportunity: (270) Student Disability Services: (270) Faculty Center for Excellence in Teaching (FaCET): (270)

24 How ETS Works to Improve Test Accessibility Educational Testing Service Works Thank You. This video tutorial was developed by Western Kentucky University. If you have questions or need further assistance, please contact the Office of Equal Opportunity at (270)

25 Tutorial 6 Best Practices for ADA-Compliant Online Course Material Slide 1: (WKU logo) Best Practices for ADA-Compliant Online Course Material Welcome to Western Kentucky University s Best Practices for ADA-Compliant Online Course Material video tutorial. Slide 2: Providing your students with easily accessible course material Suggested Use of Text Use sufficient font size (12 points or more) Use consistent font styles, sizes and orientation Avoid decorative fonts, simple fonts are best Use true numbered and bulleted lists Use true columns (not tables or columns created with the Tab key) Providing your students with easily accessible course material includes appropriate use of text. Using font sizes of 12 points or more with consistent styles and orientation are most effective. Decorative fonts are difficult to read. Simple fonts, such as Times and Helvetica, are classic fonts that provide optimal readability. A true numbered or bulleted list and true columns should be used to convey material clearly for screen readers. A true list or column can be created in Blackboard s WYSIWYG (What You See Is What You Get) editor or the paragraph features within Microsoft Word. Slide 3: Providing your students with easily accessible course material Suggested Use of Hyperlinks

26 (screen captures of Word 2010, inserting hyperlink title tag) You should always use self-describing, meaningful title tag or Hyperlink ScreenTip in Word 2010 when placing hyperlinks in your course material. For example, if you included the hyperlink, the appropriate Hyperlink ScreenTip would be Western Kentucky University s website. To add a Hyperlink ScreenTip, right click the hyperlink. Select Edit Hyperlink. After the dialog box opens, click the ScreenTip button in the upper right corner. When the Set Hyperlink ScreenTip window opens, type the appropriate text in the text box. Click OK. Then click OK in Edit Hyperlink dialog box. Rollover the hyperlink to view the ScreenTip text. Slide 4: Providing your students with easily accessible course material Suggested Use of Color Use contrasting foreground and background colors Avoid busy patterns, plaids or stripes Proper use of color is important for your online content s readability. Avoid using combinations of red and green because this is the most common form of color blindness. Use contrasting foreground and background colors in varying saturation. For example, a light colored background and a dark font color will allow appropriate contrast for maximum visual impact. You should avoid busy patterns, plaids, stripes, etc. that will distract the viewer from focusing on your course content. Slide 5: Providing your students with easily accessible course material Suggested Use of Animation or Motion Use animation or motion only when necessary

27 Provide alternative forms to present content (ALT or LONGDESC tag) Do NOT use flickering text or visuals For easy access to course material, only use animation or motion when necessary. If the media is important, provide an alternative form to access the content such as an ALT or LONGDESC tag. Avoid use of flickering elements. They are not only annoying but a flickering or flashing screen can cause seizures in students with photosensitive epilepsy. Slide 6: Providing your students with easily accessible course material Validators Validators ensure webpages/sites are ADA compliant Use the Accessibility Checker in Microsoft Office 2010 for accessible documents Validator software checks site accessibility, corrects spelling and detects broken links within your website to ensure ADA compliance. Some validators have the capability to repair these errors. If you use the Accessibility Checker in Microsoft Office 2010 to analyze your document for ADA compliance, that uploaded file in Blackboard will remain compliant. Blackboard measures and evaluates its ADA compliance and is the first learning management system to achieve The National Federation of the Blind s Nonvisual Accessibility Gold Certification. If you would like to have your Blackboard course audited with a validator for ADA compliance, please contact the Office of Equal Opportunity at Slide 7: Resources Additional ADA Resources (Resources will be linkable within the tutorial for compliance.) Office of Distance Learning: (270)

28 Office of Equal Opportunity: (270) Student Disability Services: (270) Faculty Center for Excellence in Teaching (FaCET): (270) Blackboard Commitment to Accessibility Statement Thank You. This video tutorial was developed by Western Kentucky University. If you have questions or need further assistance, please contact the Office of Equal Opportunity at (270)