1. 1 Compliance for Technology, Electronic Documents and Webpages Southern Utah University March 28, 2013 Melissa L. Frost State of Utah, Division of Risk Management

2. 2 Caveat These materials are provided for informational purposes only and are not to be construed as legal advice. You should seek independent counsel to resolve the individualized legal issues that you are responsible to address. These materials are provided for informational purposes only and are not to be construed as legal advice. You should seek independent counsel to resolve the individualized legal issues that you are responsible to address.

3. 3 Presentation Outline Legal Requirements Legal Requirements Accessibility: What Faculty and Staff Need to Know Accessibility: What Faculty and Staff Need to Know Universal Design Universal Design Accessibility: Staff and Faculty Role Accessibility: Staff and Faculty Role Campus Accessibility Training Campus Accessibility Training Campus Delivery Systems Campus Delivery Systems How to Create Accessible Documents How to Create Accessible Documents Word Word PDF’s PDF’s PowerPoints PowerPoints Captioning and visual Descriptions Captioning and visual Descriptions Website accessibility Website accessibility

4. 4 Disability Law Overview Section 504 and 508 of the Rehabilitation Act of 1973 and Section 504 and 508 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act of 1990 as Amended are civil rights statutes The Americans with Disabilities Act of 1990 as Amended are civil rights statutes are designed to prevent discrimination against students based on their disability are designed to prevent discrimination against students based on their disability

5. 5 Who is Protected An individual with a “disability” is any person who: An individual with a “disability” is any person who: has a physical or mental impairment that substantially limits one or more major life activities has a physical or mental impairment that substantially limits one or more major life activities has a record of such impairment or has a record of such impairment or Raytheon Co. v. Hernandez, U.S. Supreme Court (2003) Raytheon Co. v. Hernandez, U.S. Supreme Court (2003) is regarded as having such an impairment is regarded as having such an impairment

6. 6 Qualified Individual Meets the Eligibility Requirements for a Program Service or Activity With or Without Reasonable Modifications such as: Meets the Eligibility Requirements for a Program Service or Activity With or Without Reasonable Modifications such as: Barrier removal Barrier removal Auxiliary Aids Auxiliary Aids Program Modifications Program Modifications

7. 7 Students With Disabilities 5.1 % ADD 5.1 % ADD 4.1 % Chronic Illness 4.1 % Chronic Illness 3.7 % Psychiatric Condition 3.7 % Psychiatric Condition 2.1 % Other Disability 2.1 % Other Disability 1.7 % Vision Impairment 1.7 % Vision Impairment 1.6 % Hearing Impairment 1.6 % Hearing Impairment 1.0 % Mobility Impairment 1.0 % Mobility Impairment National College Health Assessment American College Health Association Fall 2009

8. 8 Right To Be In Higher Education Students with disabilities must meet the same entrance criteria as other students Students with disabilities must meet the same entrance criteria as other students Once admitted, they have they have the same rights as other students Once admitted, they have they have the same rights as other students Students are responsible for determining their own level of success or failure Students are responsible for determining their own level of success or failure

9. 9 Right to Access All Programs Once admitted, students with disabilities have the right to access all programs, academic and non- academic, that are available to other students in the most integrated setting Once admitted, students with disabilities have the right to access all programs, academic and non- academic, that are available to other students in the most integrated setting A professor cannot refuse to work with a disabled student because the instructor is concerned that the student will not be successful in education or employment A professor cannot refuse to work with a disabled student because the instructor is concerned that the student will not be successful in education or employment

10. 10 Covered Services Programs and Activities Programs and Activities Course Materials / Websites Course Materials / Websites Testing Testing Physical Access to Facilities Physical Access to Facilities Emergency Preparedness Emergency Preparedness Food Services Food Services Housing / Parking Housing / Parking Community Events / Entertainment (plays, concerts, athletics) Community Events / Entertainment (plays, concerts, athletics) Voting Voting

11. 11 Right to Confidentiality Information about a student’s disability is confidential Information about a student’s disability is confidential The Student decides how much information to share The Student decides how much information to share You May Issue a request for accommodation without giving a student’s name You May Issue a request for accommodation without giving a student’s name Faculty Must avoid inadvertent disclosure Faculty Must avoid inadvertent disclosure ADA allows a separate cause of action for breach of confidentiality ADA allows a separate cause of action for breach of confidentiality

12. 12 Legal Requirements – Right to Reasonable Accommodations Institutions must make reasonable accommodations to the known physical or mental limitations of a qualified individual with a disability, UNLESS doing results in: Institutions must make reasonable accommodations to the known physical or mental limitations of a qualified individual with a disability, UNLESS doing results in: An undue financial or administrative hardship, or An undue financial or administrative hardship, or The person poses a direct threat to self or others The person poses a direct threat to self or others Faculty need to be prepared to make adaptations (reasonable accommodations) to instructional practices changes in the delivery of some course materials and assessment of knowledge Faculty need to be prepared to make adaptations (reasonable accommodations) to instructional practices changes in the delivery of some course materials and assessment of knowledge

13. 13 Three Strategies in Designing Accommodations 1) Adjust Pedagogy 2) Modify Equipment and Environment 3) Utilize Technology

14. 14 Examples of Reasonable Accommodation Making Facilities Accessible Making Facilities Accessible Acquiring or Modifying equipment/devices Acquiring or Modifying equipment/devices Restructuring a Task Restructuring a Task Substituting Tasks Substituting Tasks Changing Schedules Changing Schedules Modifying work/training site Modifying work/training site Providing readers, writers, interpreters Providing readers, writers, interpreters Test Accommodations Test Accommodations Providing transition planning and support Providing transition planning and support

15. 15 Academic Freedom Full Freedom to Conduct Research and Publish Full Freedom to Conduct Research and Publish Freedom to Teach Subject in the Classroom Freedom to Teach Subject in the Classroom Freedom to Speak or Write as Individual Citizens in the Community (not university representatives) Freedom to Speak or Write as Individual Citizens in the Community (not university representatives) There is NO Academic Freedom to Discriminate against any Student including those with Disabilities. There is NO Academic Freedom to Discriminate against any Student including those with Disabilities.

16. 16 OCR on Academic Freedom Academic freedom is generally considered to mean the right of faculty to speak freely on political and ideological issues without fear of reprisal. Academic freedom is generally considered to mean the right of faculty to speak freely on political and ideological issues without fear of reprisal. Faculty interpret this to mean teaching in the manner and style of their choosing. (using a particular methodology or give a certain type of examination). Faculty interpret this to mean teaching in the manner and style of their choosing. (using a particular methodology or give a certain type of examination). No Court Ruling or OCR Decision yet, but NOT defensable. No Court Ruling or OCR Decision yet, but NOT defensable. It is clear that the Effective Communication standard requires a website available to students to be available for all students. It is clear that the Effective Communication standard requires a website available to students to be available for all students. Websites developed by a professors are not immune from accessibility standards! Websites developed by a professors are not immune from accessibility standards!

17. 17 OCR’S “Effectively Communicate” Standard Three basic components Three basic components (1) the timeliness of delivery (1) the timeliness of delivery (2) the accuracy of the translation, and (2) the accuracy of the translation, and (3) provision in a manner and medium appropriate to the significance of the message and the abilities of the individual with the disability. (OCR 09-97-2002.RES) (3) provision in a manner and medium appropriate to the significance of the message and the abilities of the individual with the disability. (OCR 09-97-2002.RES)OCR 09-97-2002.RESOCR 09-97-2002.RES For example, if a website is available 24 hours a day, seven days a week for other users, the information must be available that way for the visually impaired student. For example, if a website is available 24 hours a day, seven days a week for other users, the information must be available that way for the visually impaired student. In the recent DOJ document, Accessibility of State and Local Government Websites to People with Disabilities, DOJ does not discuss the effectively communicate standard. In the recent DOJ document, Accessibility of State and Local Government Websites to People with Disabilities, DOJ does not discuss the effectively communicate standard.

18. 18 Technology and Universal Design Simply Good Teaching Techniques 1. Equitable/Accessible Use 2. Flexibility In Use (choice of teaching methods) 3. Simple and Intuitive (straight forward and predictable manner) 4. Perceptive Information (can be communicated effectively) 5. Tolerance for Error 6. Low Physical Effort (allow greater attention to learning) 7. Size and Space (with safety measures) 8. Community of learners (interaction and group work) 9. Welcoming and Inclusive (consider room set up)

19. 19 Tips for Faculty Tips for Faculty Instructors should speak clearly, to verbally label digressions and examples, and to use transitions to signal topic changes and relationships Instructors should speak clearly, to verbally label digressions and examples, and to use transitions to signal topic changes and relationships Leave important projected or chalkboard text, diagrams, and charts in view long enough for the note taker to copy them or to provide handouts Leave important projected or chalkboard text, diagrams, and charts in view long enough for the note taker to copy them or to provide handouts Write numbers and difficult or foreign names and vocabulary on the board or provide a classroom handout with a numbered list (for easier reference) of these items Write numbers and difficult or foreign names and vocabulary on the board or provide a classroom handout with a numbered list (for easier reference) of these items

20. 20 Technology: OCR May 26 th 2011 Dear Colleague Letter As the use of emerging technologies in the classroom increases, schools at all levels must ensure equal access to the educational benefits and opportunities afforded by the technology and equal treatment in the use of the technology for all students, including students with disabilities. As the use of emerging technologies in the classroom increases, schools at all levels must ensure equal access to the educational benefits and opportunities afforded by the technology and equal treatment in the use of the technology for all students, including students with disabilities.

21. 21 OCR On Determining Whether Emerging Technology Is Accessible (FAQ Cont.) Consider accessibility up front Consider accessibility up front Plan how the technology will be used Plan how the technology will be used Create accessibility requirements Create accessibility requirements Ask: Ask: What educational opportunities and benefits the school provides through the use of the technology? What educational opportunities and benefits the school provides through the use of the technology? How will the technology provide these opportunities and benefits? How will the technology provide these opportunities and benefits? Can it be modified or does the technology exist in a format that is timely, equally effective, and equally accessible to individuals with disabilities? Can it be modified or does the technology exist in a format that is timely, equally effective, and equally accessible to individuals with disabilities?

22. 22 OCR’S Four Key Principles To Determine Accessibility OCR’S Four Key Principles To Determine Accessibility 1. The exchange of information is fundamental to education, therefore all students must have equal access. 2. Every program and activity in the institution is covered by ADA/504. 3. If information is provided via computer, it must be effectively available to all students. 4. Priorities to be taken into account include timeliness, flexibility, independence for the user, and integration (not only in one place on a campus).

23. 23 Information and Communication Technology (ICT) Standards and Guidelines Advance Notice of Proposed Rulemaking (December 8, 2011) http://www.access-board.gov/sec508/refresh/draft-rule.htm http://www.access-board.gov/sec508/refresh/draft-rule.htm http://www.access-board.gov/sec508/refresh/draft-rule.htm E201 Application E201 Application E201.1 Scope. ICT that is procured, developed, maintained, or used by agencies shall conform to these requirements. E201.1 Scope. ICT that is procured, developed, maintained, or used by agencies shall conform to these requirements.

24. 24 Consider Multiple Accessibility Issues Vision impaired or low vision – Describe images, pictures, tables in text or in audio for the student, Vision impaired or low vision – Describe images, pictures, tables in text or in audio for the student, Hearing Impaired or Deaf Students – Captions or transcripts Hearing Impaired or Deaf Students – Captions or transcripts Mobility Impairments – Time response can be difficult, browsers must support keyboard alternatives for mouse commands, and formats that cannot be ‘tabbed’ thru can be difficult or impossible, and Mobility Impairments – Time response can be difficult, browsers must support keyboard alternatives for mouse commands, and formats that cannot be ‘tabbed’ thru can be difficult or impossible, and Cognitive Impaired – Text to audio, distracting visual, silence audio, language used is unnecessarily complex, there is a lack of graphics or there is lack of clear and consistent organization of materials. Cognitive Impaired – Text to audio, distracting visual, silence audio, language used is unnecessarily complex, there is a lack of graphics or there is lack of clear and consistent organization of materials.

25. 25 Closed Functionality Closed Functionality 402.2 Speech Enabled. 402.2 Speech Enabled. 402.3 Volume Control. 402.3 Volume Control. 402.4 Characters. 402.4 Characters. 403 Biometrics. 403 Biometrics. 405 Flashing. 405 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. 407.5 Numeric Keys. 407.6 Timed Response. 407.7 Status Indicators. 407.8 Color. 407.9 Operation. 407.10 Privacy. 407.11 Receipts, Tickets, and Transactional Outputs.

26. 26 What Do Faculty Need to Know About Teaching with Technology? Their own current IT skills Their own current IT skills A Plan for remediation if/where necessary A Plan for remediation if/where necessary Relationship between technology and knowledge representation Relationship between technology and knowledge representation Functions and structures of learning delivery/management systems and Web 2.0 tools Functions and structures of learning delivery/management systems and Web 2.0 tools Accessible Features in Learning Delivery Systems Accessible Features in Learning Delivery Systems How to create accessible documents How to create accessible documents How to facilitate effective accessible Communication How to facilitate effective accessible Communication

27. 27 Campus Delivery Systems PROBLEMATIC FEATURESBLACKBOARDWEB CTLIVE TEXTOther AssessmentsYesYesYesYes AssignmentsYesYesYesYes AttachmentsYesNoYesNo Real-time chat featureYesYesNoYes Color contrastYesNoYesYes Discussion boardYesYesNoNo DocumentsYesYesYesYes E-mailYesYesNoYes GraphicsYesNoNoYes MaintenanceYesNoNoYes Modifying textYesNoNoNo NavigationYesYesYesYes RecordingsYesNoNcNo SecurityYesYesYesYes Sighted assistance requiredYesYesYesYes Technical supportYesYesYesNo Timed graded activitiesYesNoNoYes TrainingYesNoNoYes VideosYesNoNoYes Note: “Yes” indicates the feature is problematic lor that particular type of online “No” Indicates the feature is not problematic I

28. 28 Campus Delivery Systems by Type of Technology PROBLEMATIC FEATURESSCREEN READING SCREEN MAGNIFICATIONSOFTWARE Assements YesYes Assignments YesYes Attachments YesNo Real Time Chat YesYes Color contrast NoYes Discussion board YesYes DocumentsYes Yes E mail YesYes Graphics YesNo Maintenance YesNo Modifying text NoYes Navigation YesYes Recordings YesNo Security YesNo Sighted assistance required YesYes Technical support YesYes Time graded activities YesYes Training YesYes Videos YesYes 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

29. 29 Accessible Word Documents Style Sheets provide the ability to: Style Sheets provide the ability to: Create a consistent appearance throughout the document Create a consistent appearance throughout the document Provide clear navigation for the reader of a document Provide clear navigation for the reader of a document Maintain the document structure and appearance wherever and whenever is displayed, including when it is exported to a different document formal Maintain the document structure and appearance wherever and whenever is displayed, including when it is exported to a different document formal Automatically create a table of contents for the document that includes numbers, hyperlinks, or both Automatically create a table of contents for the document that includes numbers, hyperlinks, or both Provide better accessibility Provide better accessibility

30. 30 Text Formats Rich text format (.rtf), however, rtf retains most of the document features created in Word. It will probably be readable by word processors and interfaces effectively with assistive technology Rich text format (.rtf), however, rtf retains most of the document features created in Word. It will probably be readable by word processors and interfaces effectively with assistive technology Plain text (.txt) format strips out all graphics and formatting, keeping just the unadulterated text—no extra space between lines or paragraphs and no formatting to identify headings often used by Web developers Plain text (.txt) format strips out all graphics and formatting, keeping just the unadulterated text—no extra space between lines or paragraphs and no formatting to identify headings often used by Web developers

31. 31 Text Considerations Typeface: A simple, crisp font requires less visual processing to understand, which means Sans Serif fonts such as Verdana are the best choice. Typeface: A simple, crisp font requires less visual processing to understand, which means Sans Serif fonts such as Verdana are the best choice. Font Size: Headings should be more prominent than body copy, and higher-level are typically larger than lower-level ones. Avoid font smaller than 10 Font Size: Headings should be more prominent than body copy, and higher-level are typically larger than lower-level ones. Avoid font smaller than 10 Color: Color alone should not be used to convey Information, as some colors cannot be distinguished by people who are color blind. Color: Color alone should not be used to convey Information, as some colors cannot be distinguished by people who are color blind.

32. 32 Text Considerations (Cont.) Line Spacing: People who have problems visually processing information benefit from more blank space. Using line and a half spacing may enable these people to decode information better. Line Spacing: People who have problems visually processing information benefit from more blank space. Using line and a half spacing may enable these people to decode information better. Line Length: Some readers with learning disabilities have trouble tracking long lines as do many people without disabilities. Line Length: Some readers with learning disabilities have trouble tracking long lines as do many people without disabilities. Insert Table of Contents: Remove Table of Contents Save Selection to Table of Contents Gallery Insert Table of Contents: Remove Table of Contents Save Selection to Table of Contents Gallery

33. 33 Making Images ln Word Accessible Problem: Including an image in your course content cannot be seen by someone using a screen reader unless you add an alternative description. Problem: Including an image in your course content cannot be seen by someone using a screen reader unless you add an alternative description. Solution: Add the alt tag with text to make sure it's accessible as follows: Solution: Add the alt tag with text to make sure it's 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 tab Click the Alt Text tab Type in your description and click the Close button. Type in your description and click the Close button. Now a screen reader will see that label when the pointer is over the descriptive label. Now a screen reader will see that label when the pointer is over the descriptive label.

34. 34 Example: Michigan State University http://webaccess.msu.edu/tutorials/accessible- word-documents.html http://webaccess.msu.edu/tutorials/accessible- word-documents.html http://webaccess.msu.edu/tutorials/accessible- word-documents.html http://webaccess.msu.edu/tutorials/accessible- word-documents.html

35. 35 Accessible PowerPoints: Features to Avoid Text Boxes Text Boxes Are often lost when exported Are often lost when exported Animations Animations Are also lost when exported Are also lost when exported Can confuse users with learning disabilities Can confuse users with learning disabilities Can cause screen readers to crash Can cause screen readers to crash Slide transitions Slide transitions Wipes, fades, and other slide transitions cause similar problems Wipes, fades, and other slide transitions cause similar problems

36. 36 Accessible PowerPoint Features to Avoid (C ont.) Automatic Timing Automatic Timing PowerPoint allows you to preset the interval that run by themselves but it is best to let the user choose the pace. PowerPoint allows you to preset the interval that run by themselves but it is best to let the user choose the pace. Hyperlinks and Buttons Hyperlinks and Buttons Embedded hyperlinks do not work with screen reading software. Embedded hyperlinks do not work with screen reading software.

37. 37 Accessible PowerPoints Organize Content in a logical manner Organize Content in a logical manner Use simple language to avoid ambiguity and needless complexity Use simple language to avoid ambiguity and needless complexity Avoid excessive brevity Avoid excessive brevity Use legible type (Verdana or Sans Serif) Use legible type (Verdana or Sans Serif) Contrast between background and foreground Contrast between background and foreground Leave ample white space Leave ample white space If too dense may take more concentration than most people possess If too dense may take more concentration than most people possess

38. 38 Accessible PowerPoints Slide Show timings automatically program from slide to slide. Slide Show timings automatically program from slide to slide. There are advantages in allowing a person to manually control slide advancement. There are advantages in allowing a person to manually control slide advancement. Note: An application called LecShare Pro provides an alternate way to record “null” online PowerPoint slide shows. Trial and other versions can be down loaded from www.lecshare.com. Note: An application called LecShare Pro provides an alternate way to record “null” online PowerPoint slide shows. Trial and other versions can be down loaded from www.lecshare.com. www.lecshare.com

39. 39 Captioning a Narrated Slide Show Problem: No simple way to provide captioning for users with hearing impairments within a narrated PowerPoint show Problem: No simple way to provide captioning for users with hearing impairments within a narrated PowerPoint show Solution: Add the narration in the notes area of an unwarranted version and publish the file to Word, selecting the option to include notes and slides Solution: Add the narration in the notes area of an unwarranted version and publish the file to Word, selecting the option to include notes and slides

40. 40 Example: University of Washington Access IT and Doit http://www.washington.edu/accessit/articles?28 http://www.washington.edu/accessit/articles?28 http://www.washington.edu/accessit/articles?28 http://www.washington.edu/doit http://www.washington.edu/doit http://www.washington.edu/doit

41. 41 Accessible PDF’s From within the application where the document has been created From within the application where the document has been created Through Adobe Acrobat or a similar program designed for this and related tasks Through Adobe Acrobat or a similar program designed for this and related tasks By scanning a hard copy and saving the image as a PDF file By scanning a hard copy and saving the image as a PDF file Creating a PDF from an Electronic Document Creating a PDF from an Electronic Document Adobe Acrobat (Help) Adobe Acrobat (Help) Microsoft offers a free add-in for Office 2007 that enables you to create accessible pdf’s. Microsoft offers a free add-in for Office 2007 that enables 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.

42. 42 Accessible PDF’s Another add-in for Word is the PDF Accessibility Wizard Technologies which will check the PDF for accessibility and step-by-step, through the process to make the necessary correct Word document. Another add-in for Word is the PDF Accessibility Wizard Technologies which will check the PDF for accessibility and step-by-step, through the process to make the necessary correct Word document. The Adobe Web site has a wide range of information on Acrobat and accessibility at www.adobe.com/accessibility/index.html. This site also information on how to create accessible Flash content. The Adobe Web site has a wide range of information on Acrobat and accessibility at www.adobe.com/accessibility/index.html. This site also information on how to create accessible Flash content. www.adobe.com/accessibility/index.html

43. 43 Scanning a Hard-Copy Document to a PDF Problem: Scanning a document creates a picture file document, not a text document that a screen reader will be unable to read. Problem: Scanning a document creates a picture file document, not a text document that a screen reader will be unable to read. Solution: The scanning software should also provide the ability to run optical character recognition (OCR) on the file so it will include both the picture of the document and the software's bell "guess" at the text it represented. Solution: The scanning software should also provide the ability to run optical character recognition (OCR) on the file so it will include both the picture of the document and the software's bell "guess" at the text it represented. Some scanner software will even send the document directly to a word processor so that it can be distributed in that format. Some scanner software will even send the document directly to a word processor so that it can be distributed in that format.

44. 44 Example: Cal State http://www.calstate.edu/accessibility/tutorials/pdf.s html http://www.calstate.edu/accessibility/tutorials/pdf.s html http://www.calstate.edu/accessibility/tutorials/pdf.s html http://www.calstate.edu/accessibility/tutorials/pdf.s html

45. 45 Converting a Word Document to a Web Page Both Word 2003 and 2007 let you save a Word document as a Web page using three options: Both Word 2003 and 2007 let you save a Word document as a Web page using three options: Single File Web Page Single File Web Page Web Page Web Page Web Page, Filtered Web Page, Filtered Dreamweaver includes a feature for cleaning up Word HTML code. Dreamweaver includes a feature for cleaning up Word HTML code. If your Word document includes headings and All Text tags, and is correctly uploaded to the system and identified as HTML, accessibility features should be saved. If your Word document includes headings and All Text tags, and is correctly uploaded to the system and identified as HTML, accessibility features should be saved. www.virtual508.com Accessible Wizard walks you step by step through Web accessibility features to any Office document. www.virtual508.com Accessible Wizard walks you step by step through Web accessibility features to any Office document. www.virtual508.com

46. 46 Example: WebAim http://webaim.org/search/?q=convert+a+word+doc ument+to+a+webpage&x=62&y=10 http://webaim.org/search/?q=convert+a+word+doc ument+to+a+webpage&x=62&y=10 http://webaim.org/search/?q=convert+a+word+doc ument+to+a+webpage&x=62&y=10 http://webaim.org/search/?q=convert+a+word+doc ument+to+a+webpage&x=62&y=10

47. 47 UCONN E-Tools http://www.udi.uconn.edu/index.php?q=content/e- toolbox (grant funded) http://www.udi.uconn.edu/index.php?q=content/e- toolbox (grant funded) http://www.udi.uconn.edu/index.php?q=content/e- toolbox http://www.udi.uconn.edu/index.php?q=content/e- toolbox Faculty Use: Faculty Use: Development Development Delivery Delivery MS word highlight with comments are helpful MS word highlight with comments are helpful Adobe Acrobat comments are excellent. Can put comments by students and by professor. Written and audio notes possible. Insert by using the Audio commenting feature by to the audio feature. Adobe Acrobat comments are excellent. Can put comments by students and by professor. Written and audio notes possible. Insert by using the Audio commenting feature by to the audio feature. Assessment Assessment Grading rubric. Helps them to determine weight for attendance or assignments etc. examines the purpose. Grading rubric. Helps them to determine weight for attendance or assignments etc. examines the purpose.

48. 48 E-Tools Instructional Supports and Materials For Course Content Adobe Acrobat Pro 9 - Comment Adobe Acrobat Pro 9 - Comment Adobe Acrobat Pro 9 - Comment Adobe Acrobat Pro 9 - Comment Adobe Acrobat Pro 9 - Extracting PDFs Adobe Acrobat Pro 9 - Extracting PDFs Adobe Acrobat Pro 9 - Extracting PDFs Adobe Acrobat Pro 9 - Extracting PDFs Audacity Audacity Audacity Apple Keynote - Audio Apple Keynote - Audio Apple Keynote - Audio Apple Keynote - Audio Apple Keynote - Notes Apple Keynote - Notes Apple Keynote - Notes Apple Keynote - Notes Apple Keynote - Presentation Mode Apple Keynote - Presentation Mode Apple Keynote - Presentation Mode Apple Keynote - Presentation Mode BioAlive BioAlive BioAlive Camtasia Camtasia Camtasia Feeds Feeds Feeds Flash Flash Flash Fotobabble Fotobabble Fotobabble Google Docs Google Docs Google Docs Google Docs Inspiration Jing MS Word - AutoSummary MS Word - AutoSummary MS Word - Comment MS Word - Comment MS Word - Highlight MS Word - Highlight MS Word - Outline MS Word - Outline Podcasts PowerPoint - Audio Narrations PowerPoint - Audio Narrations PowerPoint - Notes PowerPoint - Notes PowerPoint - Pictures PowerPoint - Pictures PowerPoint - Presentation Mode PowerPoint - Presentation Mode YouTube

49. 49 Textbooks: DAISY Format Solution: DAISY—Digital Accessible Information System—is a standard for digital talking books. Solution: DAISY—Digital Accessible Information System—is a standard for digital talking books. Offers superior navigation and document control Offers superior navigation and document control Note: Congress recently mandated that publishers of K-12 textbooks must make them available in an electronic format and specified that the National Instructional Materials Accessibility Standard (NIMAS) format be used. NIMAS is a stripped-down version of DAISY. Note: Congress recently mandated that publishers of K-12 textbooks must make them available in an electronic format and specified that the National Instructional Materials Accessibility Standard (NIMAS) format be used. NIMAS is a stripped-down version of DAISY.

50. 50 Quality Control Checklist Check the script for: Check the script for: Timing captions coincides with associated audio Timing captions coincides with associated audio Continuity Continuity Accuracy Accuracy Pronunciation Pronunciation Flow Flow Spelling Spelling Sound effects (applause, other additional audio) Sound effects (applause, other additional audio)

51. 51 YouTube Captioning Information An archived online workshop from the Target Center is available at: http://connectpro36216355.na5.acrobat.com/p6737589 0/?launcher=false&fcsContent=true&pbMode=normal http://connectpro36216355.na5.acrobat.com/p6737589 0/?launcher=false&fcsContent=true&pbMode=normal

52. 52  Responsibility: To fully test documents for accessibility, they need to be accessed and reviewed for logical order and descriptions.  Example: Use free screen reading software to review documents. 52 http://www.nvda-project.org/ Website/Multimedia Accessibility

53. 53 Web Site Accessibility Images and animations. Use the ALT attribute to describe the function of each visual. Images have embedded text explanations. Images and animations. Use the ALT attribute to describe the function of each visual. Images have embedded text explanations. Image maps. Use client-side MAP (image map processor) and text for hotspots (active regions in images containing links or other types of interactivity). Image maps. Use client-side MAP (image map processor) and text for hotspots (active regions in images containing links or other types of interactivity). Multimedia. Provide captioning and transcripts of audio, and descriptions of video. Eliminating Flash. Multimedia. Provide captioning and transcripts of audio, and descriptions of video. Eliminating Flash. Hypertext links. Use text that makes sense when read out of context. For example, avoid “click here.” Hypertext links. Use text that makes sense when read out of context. For example, avoid “click here.”

54. 54 Web Site Accessibility (cont.) Page organization. Use headings, lists and consistent structure. Be sure they are descriptive. Page organization. Use headings, lists and consistent structure. Be sure they are descriptive. Use CSS (cascading style sheets) for layout and style when possible. Use CSS (cascading style sheets) for layout and style when possible. Graphs and charts. Summarize or use the longdesc (long description) attribute. Graphs and charts. Summarize or use the longdesc (long description) attribute. Scripts, applets and plug-ins. Provide alternative content in case active features are inaccessible or unsupported. Scripts, applets and plug-ins. Provide alternative content in case active features are inaccessible or unsupported.

55. 55 Web Site Accessibility (cont.) Frames. Use NOFRAMES (displaying text intended for frames in Web documents for those using browsers that cannot read frames) and meaningful titles. Frames. Use NOFRAMES (displaying text intended for frames in Web documents for those using browsers that cannot read frames) and meaningful titles. Tables. Make line-by-line reading sensible. Summarize. Tables. Make line-by-line reading sensible. Summarize. Check your work. Validate. Use tools, checklists and guidelines at http://www.w3.org/TR/WCAG Check your work. Validate. Use tools, checklists and guidelines at http://www.w3.org/TR/WCAGhttp://www.w3.org/TR/WCAG Quick tips also are at: http://www.w3.org/WAI/References/QuickTips Quick tips also are at: http://www.w3.org/WAI/References/QuickTips http://www.w3.org/WAI/References/QuickTips

56. 56 Free Accessibility Checking Software JAN S.N.A.P. Tool – Free Evaluation with red, yellow, green rating. JAN S.N.A.P. Tool – Free Evaluation with red, yellow, green rating. http://askjan.org/media/downloads/SNAPTool.xls http://askjan.org/media/downloads/SNAPTool.xls http://askjan.org/media/downloads/SNAPTool.xls

57. 57 STEP # RESULT STEP DESCRIPTION SELF-ASSESSMENT STEPS FOR CORRECTION 1 Does the site allow navigation with screen reading software? 2 Does the site provide text alternatives for all non-text content? 3 Does the site provide accessible multimedia (audio/visual (A/V) or alternatives) that allow users to understand the content? 4 Does the site use other means of conveying information besides color? 5 Does the site allow users to lower the volume or completely turn off any background audio content? 6 Does the site allow navigation by a user who does not use a mouse? 7 Does the site provide users with enough time to read, understand, and interact with online content?

58. 58 STEP #STEP #STEP #STEP # STEP# RESULT STEP DESCRIPTION SELF-ASSESSMENT STEPS FOR CORRECTION 88 Does the site avoid content that flashes or blinks too quickly? 99 Does the site allow the default human language of each page to be programmatically determined? 1010101010 Does the site present content in an organized manner that avoids unexplained changes in context? 1111111111 Does the site help users avoid and correct mistakes? 1212121212 Does the site allow users to skip repetitive content? 1313131313 Does the site provide fully accessible PDFs, PowerPoint documents, and online forms? 1414141414 Does the site display the company’s equal employment opportunity (EEO) policy statement? 1515151515 Does the site explain to people with disabilities how they can get help using it and where to get reasonable accommodation if they cannot apply online?

59. 59 Accessibility Checking Software Bobby from Watchfire. $299. Bobby spiders through a website and tests on a page-by-page basis to see if it meets several accessibility requirements, including readability by screen readers, the provision of text equivalents for all images, animated elements, audio and video displays. Bobby can see local web pages, as well as web pages behind your firewall. It performs over 90 accessibility checks. Bobby from Watchfire. $299. Bobby spiders through a website and tests on a page-by-page basis to see if it meets several accessibility requirements, including readability by screen readers, the provision of text equivalents for all images, animated elements, audio and video displays. Bobby can see local web pages, as well as web pages behind your firewall. It performs over 90 accessibility checks. InFocus from SSB Technologies. $1795. InFocus™ InFocus Desktop was the first commercial Web accessibility software and remains the market leader, with over 115 accessibility tests encompassing all major accessibility standards and a high level of automation available, InFocus InFocus from SSB Technologies. $1795. InFocus™ InFocus Desktop was the first commercial Web accessibility software and remains the market leader, with over 115 accessibility tests encompassing all major accessibility standards and a high level of automation available, InFocus The LIFT Machine from UsableNet $999. LIFT Machine is a server-based application that automatically scans internal and external websites for over 140 quality, accessibility, and usability issues. It then generates a variety of web-based reports for both executives and individual content creators. The LIFT Machine from UsableNet $999. LIFT Machine is a server-based application that automatically scans internal and external websites for over 140 quality, accessibility, and usability issues. It then generates a variety of web-based reports for both executives and individual content creators.

60. 60 Accessibility Checking Software (cont.) Ramp Ascend from Deque $1499.. Ramp Ascend includes full capabilities for adding SMIL captioning to multi-media, ensures web animations are safe, and provides comprehensive table remediation to even the most complex, n-dimensional tables. Includes plug-ins for Macromedia Dreamweaver, Microsoft FrontPage, and Mercury Interactive TestDirector 8. The product without repair functions is Ramp Grade, $269, and without spidering, Ramp Personal Edition, $69. Deque also an Enterprise product. Ramp Ascend from Deque $1499.. Ramp Ascend includes full capabilities for adding SMIL captioning to multi-media, ensures web animations are safe, and provides comprehensive table remediation to even the most complex, n-dimensional tables. Includes plug-ins for Macromedia Dreamweaver, Microsoft FrontPage, and Mercury Interactive TestDirector 8. The product without repair functions is Ramp Grade, $269, and without spidering, Ramp Personal Edition, $69. Deque also an Enterprise product. WebKing from Parasoft (Contact info@parasoft.com for prices.) WebKing allows users to record critical user click paths by following them in a browser, then it automatically configures and executes functional/regression tests that verify paths and page contents while ignoring insignificant differences. WebKing’s static analysis identifies client-side code that does not comply with Section 508 accessibility rules, and pages with broken links, XML problems, and spelling errors. WebKing from Parasoft (Contact info@parasoft.com for prices.) WebKing allows users to record critical user click paths by following them in a browser, then it automatically configures and executes functional/regression tests that verify paths and page contents while ignoring insignificant differences. WebKing’s static analysis identifies client-side code that does not comply with Section 508 accessibility rules, and pages with broken links, XML problems, and spelling errors.info@parasoft.com WebXM from Watchfire (Contact sales@watchfire.com for prices.) Watchfire provides software and services to identify, measure and prioritize accessibility, and compliance risks that exist on corporate web properties. WebXM from Watchfire (Contact sales@watchfire.com for prices.) Watchfire provides software and services to identify, measure and prioritize accessibility, and compliance risks that exist on corporate web properties.sales@watchfire.com

61. 61 Audio Description Service An audio description service provides a pre-recorded description of key visual elements in a program that a visually impaired viewer would ordinarily miss. An audio description service provides a pre-recorded description of key visual elements in a program that a visually impaired viewer would ordinarily miss. The equipment used to receive audio description services includes: The equipment used to receive audio description services 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 channels, 2 for stereo sound, and 1 for SAP. Multi-channel Television Sound (MTS) that allows for 3 channels, 2 for stereo sound, and 1 for SAP.

62. 62 Evaluate the Website.  Responsibility: Automatic checking is not a substitute for manually testing a Website for accessibility.  Example: Use tools to test with multiple versions of browsers. http://askjan.org/bulletins/SNAPTool.htm 62 Website/Multimedia Accessibility

63. 63 Check Your Department Website http://webanywhere.cs.washington.edu/wa.php http://webanywhere.cs.washington.edu/wa.php http://webanywhere.cs.washington.edu/wa.php http://www.suu.edu/ss/registrar/reg-schedule.html http://www.suu.edu/ss/registrar/reg-schedule.html http://www.suu.edu/ss/registrar/reg-schedule.html

64. 64 References Job Accommodation Network Job Accommodation Network Making Online Teaching Accessible Inclusive Course Design for Students with Disabilities. Norman Coombs, Jossey Bass 2010. Making Online Teaching Accessible Inclusive Course Design for Students with Disabilities. Norman Coombs, Jossey Bass 2010. Managing Technology In Higher Education Strategies for Transforming Teaching and Learning. A.W. (Tony Bates and Albert Sangra) Jossey Bass, 2007. Managing Technology In Higher Education Strategies for Transforming Teaching and Learning. A.W. (Tony Bates and Albert Sangra) Jossey Bass, 2007. Effective Online Teaching Foundations and Strategies for Student Succes, Tina Stavredes, Jossey Bass, 2011. Effective Online Teaching Foundations and Strategies for Student Succes, Tina Stavredes, Jossey Bass, 2011.

65. 65 Questions and Answers Melissa L. Frost, J.D. Phone: 801.538.3589 Fax: 801.538.9597 Email: mlfrost@utah.gov