2. An ATHEN Workshop on Implementing Accessibility on Campus–A to Z

3. Agenda for An ATHEN Workshop on Implementing Accessibility on Campus – A - Z  10:30 – Welcome, Introductions & All-encompassing Overview  10:50 – Alternate Format (Gaeir Dietrich)  12:15 – Accessible STEM (Ron Stewart)  1:00 – Lunch (on your own)  2:30 – Section 508 (Gaeir Dietrich)  3:15 – Web and IT Accessibility Policy (Terrill Thompson)  4:15 – Outreach and Education to Faculty and Staff (Greg Kraus)  5:00 – End

4. Gaeir Dietrich ● Director High Tech Center Training Unit of the California Community Colleges Accessing Higher Ground 2011

5. What Does It Mean to Be Accessible? Digital  Accessible

6. To Be Accessible  The documents must be accessible  The software used to play the documents must be accessible  The hardware on which the software and documents are loaded must be accessible  ALL three!

7. Example  A document uploaded into a courseware management system accessed on a laptop  Document, CMS, laptop all must be accessible!

8. Please Note  Most “e-books” are not accessible!  Most online books are not accessible!  Most CDs included with textbooks are not accessible!  Most computer support/study programs are not accessible!

9. Defining Alternate Formats What are these things?

10. What is alternate media?  Especially  E-text  Large print  Braille  Tactile graphics  Audio files  DAISY  But also  Closed captioning  Descriptive narration  Accessible Web sites

11. E-text  What is it?  Electronic text is a file that has characters the computer can read  Word files  E-mail  Plain text files (ASCII)

12. How do you make e-text?  Original documents  Documents created in a word processor  Scanned documents  Scan a document and create a TIFF  Use an OCR program to extract text

13. Large Print  What is it?  Print that has been enlarged to at least 18 points for body text  Issues  How large is large enough?  Anything above about 40 point gets unreasonable

14. How do you make large print?  From e-text  In Word, select text and use CTRL + Shift + >  PDF, “print to page” on 11 in. x 17 in. paper and fit paper  Computers  Screen magnifiers, such as Zoom Text  CCTV

15. Braille  What is it?  Tactile written language  Issues  Availability  Student’s reading level  Note Grade 2 (contracted braille) is standard  Special code for math: Nemeth braille

16. How do you make braille?  Electronic transcription  Using e-text with Duxbury  Refreshable braille displays  Electronic display attached to the computer  Transform text documents on the fly

17. Tactile Graphics  What are they?  Simplified graphical images that use raised lines and textures to convey information  Issues  Determining when needed  Instructors’ perceptions of need  How to create good graphics  Student’s ability to utilize graphics

18. How do you make tactile graphics?  PIAF (Pictures in a Flash)  Microcapsule paper is heated (“toasted”) to produce raised images  With computers  Tactile graphic programs send simple images to a Braille embosser; Tiger embosser, IVEO talking graphics  Manually  Collage

19. Audio Files  What are they?  Books on tape, audio recordings, MP3  Issues  Lack of navigation  On-campus tapes rarely shared  MP3 voices/speed

20. How do you create audio files?  Books on tape  Audio books can be ordered through Learning Ally (formerly RFB&D)  MP3 files can be created from Text-to-Speech (TTS) programs  DAISY files

21. Don’t forget!  Commercial audio books  School can purchase and loan to student  Amazon.com  Audible.com  Libraries  http://openlibrary.org/

22. Public Libraries  Overdrive  Audio books from local libraries free  Check Web site for participating libraries  www.overdrive.com  Literature books  Many classics and under-copyright books  Search all participating libraries  http://search.overdrive.com/

23. Providing materials to students

24. DAISY  Digital  Accessible  Information  System  Navigable digital audio files

25. DAISY  What is it?  Navigable digital files (computer audio)  Plays on DAISY hardware and software players  Can be navigated by chapter, page, headings, paragraphs, phrases  Can be bookmarked  Remembers where you left off  Replacement for audio tape, MP3, and plain e-text

26. “Flavors” of DAISY  Text only  Format used by Bookshare  Audio only  Format used by Learning Ally (RFB&D)  Text and audio  Format produced by commercially available production software

27. Full-Text Full-Audio DAISY NCC Document (navigation control center) XHTMLMP3 Text SideAudio Side Both Sides Synchronized SMIL

28. Playing DAISY: in General  Requires a DAISY player  Software and hardware players available  Software—free to $300  Hardware—$195 to $995  DAISY players also play MP3 files  DAISY players allow you to control speed and pitch

29. Acquiring DAISY Books  Primary sources  Learning Ally (formerly RFB&D)  Bookshare  National Library Services (NLS)  Commercial sources  ReadHowYouWant.com  Make your own  SADX and DAISY Pipeline  Commercial software

30. Bookshare  Quality getting better  Campus can become Bookshare volunteer  DAISY (navigable audio) format  Software player comes with membership  Will create DAISY for you from e-text  Audio and text  No graphics yet (coming soon!)  Limited number of higher ed textbooks

31. Bookshare.org  www.bookshare.org  Text-only DAISY  Requires player with text-to-speech (TTS) built in  Membership free for all students and educational institutions  Software included in membership

32. Playing Bookshare Books  Choose from  Victor Reader Soft  Generally preferred by blind users  Don Johnson Read OutLoud  Generally preferred by LD users  Software “tied” to Bookshare format  Only plays Bookshare books  Can also play on some other systems  OpenBook, Kurzweil 1000/3000, WYNN

33. Learning Ally  High-quality human narration  Audio only  moving to full text/full audio  DAISY (navigable audio) format  Authorized software or hardware player required to access books  They do not record every edition  Search by author’s name—NOT ISBN

34. Learning Ally  Formerly Recording for the Blind and Dyslexic (RFB&D)  www.learningally.org  Fee for memberships  Individual memberships  School memberships  Books on CD or downloadable

35. “Audio Plus” CDs  Requires authorized player  All new solid-state players preauthorized  Can purchase players from Learning Ally  Other players can be sent to have “key” installed  Players can play other DAISY books  Players have firmware upgrade from DAISY 2.02 to DAISY 3

36. Downloadable “Audio Plus”  Are DAISY books  Require a DAISY player  Hardware or software  Still require User Authorization Key (UAK)  But no longer requires password  Learning Ally software DAISY players now available for Windows and Mac!

37. Downloadable “Audio Access”  Are not DAISY  Are WMA with DRM (Digital Rights Management)  Do not have navigation  Can be played with Windows Media Player and some mainstream players (Zen by Creative and Rio; *not* iPod)

38. Two Downloadable Formats  AudioPlus  DAISY (navigable audio)  Requires authorized DAISY software or hardware (all solid state players pre-authorized)  Plays on iOS with Audio App  AudioAccess  WMA files with DRM (not DAISY)  Requires WMA player  Windows Media Player  Zen by Creative  Rio, etc.  Will not play on iPod

39. Specials  Membership ($99) comes with free software  ReadHear by gh  Plays Audio Plus books  Limited time offer  Audio App for DAISY books  iOS program  For iPhone, iPod touch, iPad  Available from iTunes

40. Please Note!  New small DAISY players  Play all DAISY source files  Play Learning Ally (formerly RFB&D), Bookshare, NLS books  Play MP3  Play.doc and.txt files  Record audio, as well

41. Braille and Tactile Graphics Rare and elusive sightings…

42. Some Resources  Braille  ATPC  Louis Database

43. ATPC for Braille  Alternate Text Production Center  www.atpc.net  Large braille catalog of higher ed math books  Will provide braille for a fee

44. American Printing House  Louis Database  www.aph.org  Some higher ed braille  Good source of teaching materials and information on blindness and visual impairment

45. Creating Alternate Formats If you can’t find them, make them!

46. Build Your Own  Create e-text in-house  Obtain e-text from publishers  Scan  Process file  OCR  Load into reading program  Distribute to student

47. E-text from Publishers  Requesting publisher files  Turnaround time varies  Quality varies  Usability varies  Publisher files are production source files, not end-user files  Files usually need additional processing

48. Finding the Publisher  American Association of Publishers (AAP) Web site  http://www.publisherlookup.org/  Large publishers working with ATN

49. Access Text Network  www.accesstext.org  Basic membership free  Allows campus to request files  Search of common providers  Exchange membership  $500/year or 25 files to exchange  Allows file exchange for certain publishers

50. ATN Publishers  Bedford, Freeman & Worth Publishing  Cengage Learning  CQ Press  Elsevier  F.A. Davis Company  John Wiley & Sons  Jones & Bartlett Learning  Lynne Rienner Publishers  McGraw-Hill Education  Pearson Education  Springer Publishing  W.W. Norton

51. Accessible Textbook Finder  AccessText Network  Alternative Media Access Center  Bookshare  CourseSmart  Learning Ally  National Library Service  Project Gutenberg  VitalSource

52. Exchange Network  Premium membership  Publishers agreeing to exchange  CQ Press  Elsevier  Wiley  Pearson  Cengage  WW Norton

53. Not Available?  Chop and scan  Remove the spine  Scan using the software that came with the scanner  Use a high speed scanner (creates TIFF)  Get a rebinding machine  Rebind book for student

54. Creating E-text  Scan a document  Creates a picture (TIFF)  Convert the picture to words (OCR)  OmniPage/FineReader  Open the text  Word processor  Scan & read programs

55. Please Note  Kurzweil 3000/R&W Gold/WYNN Wizard  Designed for individuals to use NOT for campus production  Use when the student wants to read within these interfaces  If student wants Word use program designed specifically for OCR

56. A Note about PDF  PDF files may be pictures of text  A computer cannot read a picture  Try to select text with I-beam tool  If you cannot select text, it is probably a picture  Text may not be in proper reading order

57. Reading PDFs  Occasionally students may be able to use PDFs directly  With enlargement software  With Adobe Reader (or PDF Aloud)  Be aware that you cannot assume the PDF can be used as is!

58. PDF Is a Start  PDF files are “source files”  Great as a beginning point for producing e- text  PDF files are not usually “end-user files”  If you obtain PDF files from publishers, expect to process them  Usually cannot simply hand them to students

59. Processing PDF  PDF to Word  Use OmniPage or FineReader to run OCR  PDF to Kurzweil  Process with Kurzweil  PDF to WYNN  Process with WYNN Wizard

60. OCR on PDF  Treat the same as a TIFF file  Load into OCR program  Zone  Run OCR  Edit  Save as Word, HTML, etc.

61. AMX Database  File sharing between campuses  Within CCCs and also other colleges  Quality varies  File types vary  Can save time  Free!  Contact Gaeir to join

62. A Different Way to Read

63. Reading Products  Screen readers  Read entire screen  Document readers  Read documents  Scan and read  Read and study  Simple text-to-speech  Enlargement programs

64. Voices Are Programs, Too!

65. TTS Voices  AT&T  Mike  Crystal  NeoSpeech  Kate  Paul  Microsoft  Mike  Mary

66. Foreign Language  Require a voice specific to that language  Voices “speak” with accent specific to the language  They do not translate!  Many common languages have voices.

67. Voices in Other Languages EnglishSpanishGerman 1OneUnoEins 2TwoDosZwei 3ThreeTresDrei One One (Spanish accent) One (German accent)

68. Foreign Language Textbooks  Some programs allow you to mix English and another language  Kurzweil  TextAloud  Note: Limited selection of languages comes with software; other voices can be purchased.

69. Auditory Math  Hearing numerals is not always helpful  Hearing word problems can be VERY helpful  Talk to your students!  Ask LD students about making word problems auditory

70. Contact us any time!

71. More Information  HTCTU Web site  www.htctu.net  For general information  Gaeir Dietrich 408-996-6047 gdietrich@htctu.net

72. Ron Stewart, Access Technology Instructor, HTCTU California Community Colleges Chair, AHEAD Instructional Materials Accessibility Group

73. Math and Scientific Notation  Math and Symbology  Word’s built in equation editor  Scientific Notebook  MathType  TIGER Software Suite  Narrative Descriptions

74. Technologies for Math and Science  Scalable Vector Graphics  MathML  LaTEX  MathTalk  IVEO  Accessible Graphing Calculator  InftyReader and ChattyInfty

75. Getting Ready to Edit  Develop a standard archival process  Scan the book by Chapter  Save all file output types  Save File in proper format  600 DPI PDF for InftyReader  400 DPI Minimum but lower recognition quality

76. Getting Started  Standardize the font  Standardize the page layout  Pages numbers  Chapter and Section Headings  Comment Before and After  Sidenotes, Footnotes, and Endnotes  Number  Associate appropriately  Figures, Charts and Graphs  Description or Tactile?  Number  Associate appropriately  Remove all “soft” formatting

77. Descriptions or Tactiles  Decide the appropriate format  What is going to best convey the meaning  Enlarge, Describe or annotated Tactile  Complete Descriptions!  Include all relevant aspects  Forces  Directions  Significant Details

78. Required Graphicacy Skill Set  Identify characteristics/significant elements of image  Be able to use the language to discuss components of a graphic  Identify attributes of symbols used in graphic  Develop a system for  scanning graphic and key  searching for specific information Lucia Hasty, Rocky Mountain Braille Associates

79. Tables, Problems and Theorems  Table content is left in the text  Tables maybe converted to text  Tab separate table elements  Restructure complex tables  Keep Material Connected  Theorems and Proofs  Problems and Solutions

80. Specialized Formatting  Standardize your procedures  Linerize all Notation  Automatic with MathML production  LaTeX natively linear presentation  Label appropriately  Additional notation only as specified  Quality Control

81. Editing In MathType  Use MathType Preference File  Standardize Spacing  Math Style  MathType does not always work  Tables need to be enlarged  Roman Numeral are problematic  Graphics are prepared separately and merged  Use Global Find/Replace for uniformity  Can be produced as DAISY or XHTML

82. Editing in Scientific Notebook  Total Editing Environment  Recommended solution for NEMETH  Tighter integration with Duxbury  Allows for production of graphics  Equations can easily be imported from MathType.

83. Editing for TIGER  Not Screen Reader Friendly  Produces DotsPlus Content  Requires a TIGER Embosser  Create using the Template  Use Tiger Font Sets  Create equations in MathType  TSS translates to TIGER format

84. Math Input Options  LaTeX  Keyboard Entry  ChattyInfty  MathTalk

85. For More Information Ron Stewart rstewart@htctu.net

86. Gaeir Dietrich  Director High Tech Center Training Unit of the California Community Colleges www.htctu.net

87. What is Section 508?  Federal law  Part of Rehabilitation Act of 1973, as amended in 1998  Section 508 standards added in 2001  Previously was a guideline; standards carry the weight of law.  Applies to federal government

88. Section 508  Applies to electronic and information technology (E&IT)  Includes Web access/development and software development  At its heart, Section 508 is procurement law.

89. The 508 Philosophy  Section 508 is about creating an open door.  Section 508 uses the purchasing power of the government to induce vendors to create accessible products.  The overall goal of Section 508 is a more accessible society.

90. However…  States are not part of the federal government.  Your college is not part of the federal government.

91. State Laws  All 50 states have laws on Web access  23 states have statutes, policies, regulations, or guidelines regarding procurement

92. Scope  Scope of applicability varies state to state.  Some states have requirements that carry the weight of law; others are guidelines.  Georgia Tech has listing of state laws  http://accessibility.gtri.gatech.edu/sitid/state LawAtGlance.php

93. Putting the Law in Context: Section 504 vs. Section 508 Access vs. Accommodation

94. Section 504 vs. Section 508  Section 504 addresses individual disability needs.  Section 508 addresses the infrastructure that allows access.

95. Rehabilitation Act of 1973  Section 504 is about accommodation.  Disability service offices were created to deal with 504.  Section 508 is about access.  At its heart Section 508 is procurement law  Campuswide responsibility

96. A Campus Analogy  Section 504  Deaf student requests that videos for her class be captioned  Section 508  New videos must be captioned before being shown in the classroom for the first time

97. Access vs. Accommodation

98. At its heart, Section 508 is procurement law… Buying Under 508

99. Electronic and Information Technology E&IT

100. Where Do We Begin  Only electronic and information technology (E&IT) is covered by Section 508.  First determine if the proposed purchase is E&IT.

101. Categories of E&IT  Software applications and operating systems  Web-based information and applications  Telecommunications products  Video and multimedia products  Self-contained, closed products (e.g., many office products, kiosks)  Desktop and portable computers

102. Examples of E&IT under 508  Fax Machines  Scanners  Printers  Copiers  PDAs  Computers  Computer software  Computer operating systems  Phones  Information kiosks  ATMs  Multimedia  Videos  World Wide Web

103. Not E&IT under 508  Microwaves (unless it sends faxes, too)  Coffee makers  Heating and ventilation systems  Thermostats  Tables, desks, and chairs

104. The Gray Area  “Back office” E&IT is exempted  Must literally be somewhere that people do not go all the time  Applies to equipment that only technicians interact with

106. How to Buy under 508  Functional requirements drive the procurement, not Section 508.  First determine your business needs.  Then consider 508 accessibility.

107. Functional Requirements  Determining may be an iterative process at first  Figure out some requirements—research products—realize other requirements

108. Reframe Your Thinking  It’s not, “I have this much to spend.”  It’s, “This is what the machine needs to do.”  However, you can look at machines in the price range you want in order to see what the features are.

109. How much will it cost?  Typically the more accessible products cost the same as or little more than any other product in their class.  However, the only time cost is taken into account is in the case of a tie!  But remember, only buy the functionality you need.

110. Four Exemptions  Fundamental alteration  Product does not do what is required  Technical infeasibility  Not possible to make it accessible  Commercially unavailable  It doesn’t exist  Undue burden  Would have to prove the cost is high enough to cause a fundamental disruption of the organization  Burden of proof on defendant

111. Bottom Line  Focus on the functional requirements and you won’t have to worry too much about the exemptions  If no accessible products meet your functional requirements, you still buy what you need.

112. Summary  Determine functional requirements  Determine what products are available  Pick the most accessible product  Consider exemptions if necessary

113. Section 508 Implementation Example Videos

114. Section 508 on Videos  (c) All training and informational video and multimedia productions which support the agency's mission, regardless of format, that contain speech or other audio information necessary for the comprehension of the content, shall be open or closed captioned.

115. Interpretation  Videos must be captioned before they are shown in the classroom for the first time  Uncaptioned videos may be purchased and someone (ordering department?) pays to have them captioned  Under 508, captioning required whether or not deaf students will be in the class

116. Captioning and DE  “Raw footage” exempt  Single use, restricted use, not archived  Restricted access materials  If no users require captions, do not need  Transcripts  Not sufficient for video (must have synchronized text and video)  Fine for audio-only podcasts

117. A Word about Captions  Always done in the language spoken in the video  Spanish language videos would be captioned in Spanish, not English  Subtitles not the same, but often will do  Include all auditory content, not just speech  Slamming doors, barking dogs, laughter, etc. are all included in text descriptions

118. Be Aware  Closed captions are turned on and off with a “decoder”  Televisions (since the ‘80s) have decoders built in; not all overhead projectors do  Epson and Panasonic make projectors with decoders  External decoders can be purchased

119. Mesa College Solution  Every video purchase goes to A/V Librarian  Librarian researches what is available closed captioned  If the requested video is not captioned, offers an alternate suggestion  Requesting department can purchase alternate or pay to caption the original title

120. Higher ed in California has begun to implement the Section 508 Standards Case Study

121. Real-world Experiences  California State Universities (CSU)  All 23 campuses have plans  What implementation has meant  Including it at the end is not working  Need to make accessibility part of the workflow  Training must occur  Resources and time must be allocated

122. Ideal World  Accessibility needs to be considered right from the beginning  Ask at the start, Is the purchase E&IT?  If it is, then use the procurement process for buying accessible under Section 508.

123. Partnership Model  San José State  Disability services, information services, and procurement work together to implement Section 508

124. San José State Solution  Requestor gathers documentation  Determines business needs and generates three product suggestions—works with IT to determine functional needs  Submits packet to procurement  Procurement checks for completeness  Packet goes to disability services  Disability services checks accessibility scores  Packet returned to procurement for final check-off and purchase

125. Staffing  Procurement staff  One person in charge of Section 508 purchasing  Disability services  One person in charge of checking accessibility  Currently implemented for purchases ≥ $15,000

126. Take Home Lessons  Someone must be responsible  Literally, whose desk will it land on if there is a complaint  Procedures must fit into existing workflows  Forms must be in place  Training must be ongoing  Staff must be allocated  A champion can only go so far alone

127. Lessons continued  Start small  Pick a procurement level to start at (e.g. purchases > $50,000  Work out the issues then implement with smaller purchases

129. Access Only Goes So Far  Part of buying accessible is to ensure that products work with assistive technology  Individual needs must still be accommodated  Buying accessible will reduce, not alleviate, the need for individual accommodation  Plan for accommodation when you buy!

130. More Information  http://www.access- board.gov/sec508/guide/index.htm  http://www.access- board.gov/sec508/refresh/report/  http://www.calstate.edu/Accessibility/webacc essibility/evaluation/index.shtml

131. Terrill Thompson Technology Accessibility Specialist University of Washington tft@uw.edu

132. Policies can occur at any level  Federal  State  Institution  Department or Unit  Individual

133. EDUCAUSE

134. National Federation of the Blind (NFB)  June 2009 – Sued Arizona State University (and filed OCR and DOJ complaints against 5 others) over use of Amazon Kindle (settled in Jan 2010)  November 2010 – Filed OCR complaint against Penn State University  March 2011 – Filed DOJ complaint against Northwestern and NYU over use of Google Apps

135. NFB vs Penn State  Inaccessible library website  Inaccessible departmental websites  Inaccessible LMS (Angel)  Classroom technologies that are inaccessible to blind faculty members  Inaccessible financial services via contract with PNC Bank

136. Quote #1 “The disparity between the quality of education offered non-disabled students and disabled students is, as a general matter, increasing, simply because the amount of inaccessible technology on the campus is proliferating… It sounds like a bad problem for the students. But it’s actually a worse one for the colleges and universities, because this is going to have to change.” Dan Goldstein at EDUCAUSE, October 20, 2011

137. Quote #2 “Each year that a school delays identifying where its accessibility issues are and developing a plan of action, and each year that a university doesn’t change its procurement policy and continues to acquire new inaccessible technology means that when you do finally decide to do something, it will cost you a great deal more… My goal frankly is to get it to the top of your to-do list, or as near to the top as I can get it.” Dan Goldstein at EDUCAUSE, October 20, 2011

138. Quote #3  “In terms of what to do…ending denial is the first step and saying ‘You know, we’re inaccessible’; and then taking stock of where you are inaccessible; and then coming up with an action plan.…It’s important that the plan be public, with deadlines.” Dan Goldstein at EDUCAUSE, October 20, 2011

139. Quote #4 “The one thing you can go back and tell the general counsel is: Dan Goldstein said he’s not going to file any suit if a school has a comprehensive action plan up that says how they’re going to become accessible.” Dan Goldstein at EDUCAUSE, October 20, 2011

140. IT Policies Galore  Copyright Policies  Privacy Policies  Security Policies  Acceptable Use Policies  Policies on Policies  “Do we really need another policy?”

141. UW Executive Order No. 4 The University of Washington reaffirms its policy of equal opportunity regardless of race, color, creed, religion, national origin, sex, sexual orientation, age, marital status, disability, or status as a disabled veteran or Vietnam era veteran in accordance with University policy and applicable federal and state statutes and regulations. The University of Washington is committed to providing access and reasonable accommodation in its services, programs, activities, education and employment for individuals with disabilities.

142. Reasons to Have a Policy  To provide guidance to faculty and staff  To support our requirements that vendors provide accessible products  To demonstrate our commitment  To reduce legal risk

143. Policy Step 1: Prepare  What problem are you trying to solve?  How does your institution define policy?  Policies, rules, guidelines, procedures  Compliance vs aspirational policies  Which type of policy is best for solving the problem you’ve identified?  What are the costs? The benefits?  Who are the key stakeholders?

144. Policy Step 2: First Draft  Who will write the draft?  Written by the content expert (You)?  Written by a policy expert (General Counsel)?  Written by committee?  Consult existing policies  Other IT policies at your institution  Policies at other institutions http:uw.edu/accessibility/highedpolicies.html

145. Policy Step 3: Review, Buy-in & Approval

146. Policy Step 4: Raise Awareness  Support model vs. Enforcement model  Be prepared to provide help, training & resources  Empower the infrastructure  Cultivate champions  Make friends

147. The Policy Path @ NCSU  Support from friend(s) in high places  Vice provost for information technology  Vice provost for equal opportunity  Office of general counsel  Input, buy-in & ownership from affected stakeholders  Teaching & Learning with Technology Roundtable (key faculty and staff)  Council of the Deans  Key individuals across campus

148. Policy Timeline @ NCSU  Began drafting policy in 2000  Web accessibility regulation issued by the Chancellor in 2006  Implementation guidelines published in a separate document, also in 2006  Updated in August 2011 as Information and Communication Technology Accessibility regulation (with built-in procedures)

149. NCSU Resources  Procedure for Formatting, Adopting, and Publishing Policies, Regulations, and Rules (PRR): http://policies.ncsu.edu/regulation/reg-01-25-05  Guidelines for Drafting PRR: http://www.ncsu.edu/general_counsel/pols_regs/ prr_guidelines.php

150. W3C Web Content Accessibility Guidelines (WCAG)  WCAG 1.0 in 1999, WCAG 2.0 in 2008  Level A – 26 success criteria  Alt text on images  Structural markup  Captions on video  Level AA – 13 success criteria  Visible focus for keyboard users  Level AAA – 23  Sign language on video  Easy-to-understand language

151. Policy Analysis Questions 1. Who issued this policy? 2. What technology is covered? 3. How is “accessible” measured? What is the standard? 4. Is there a timeline? 5. What is the requirement for legacy web pages? 6. Who is responsible for what? 7. Who is responsible for covering the cost? 8. Where does one go for technical support? 9. Are there repercussions for non-compliance? 10. Is there a formal process for receiving an exemption?

152. What makes for a good policy or action plan?

153. Greg Kraus North Carolina State University greg_kraus@ncsu.edu @gdkraus

154. Accessibility is NOT  about technology  about standards  about policy

155. Accessibility is about PEOPLE

156. Bring solutions, not problems

157. Little Love Notes

158. Be Nosy

159. Teach the right thing to the right people in the right way

160. Get to the real issue

161. Timelines  2 weeks  5 minute workshops  3-6 months  PeopleSoft  1+ years  Training certifications

162. Links http://www.youtube.com/watch?v=hCtCp- NZUHs http://www.youtube.com/playlist?list=PL243192 5DF24EF2E8&feature=mh_lolz http://accessibility.oit.ncsu.edu/accessibleu/ http://accessibility.oit.ncsu.edu/blog/category/n ews/

163. Presented by ATHEN  www.athenpro.org  Facilitator  Heidi Scher  Presenters  Gaeir Dietrich  Ron Stewart  Terrill Thompson  Greg Kraus  Monday, November 14, 2011