1. Carolyn Fiori, College of San Mateo Judy Lariviere, Skyline College Assistive Technology Specialists

2.  Screen  Keyboard  Mouse  Audio

4.  Hearing  Low vision  Vision  Manual dexterity  Learning differences (some type of a learning disability, reading difficulties, memory problems, brain injury)

5.  As Tim Berner-Lee, W3C Director and inventor of the World Wide Web said:W3C ◦ "The power of the web is in its universality. Access by everyone regardless of disability is an essential aspect.“  Think of accessibility as Universal Design

6.  Accessible design is good design.  Accessible web design is based on the concept of universal design, the design of products and environments to be used by all people to the greatest extent possible without the need for adaptation or specialized design.

7.  Examples of universal design

8.  Think of accessible web design and accessible content in on-line classes as "electronic curb cuts."

9.  Applying accessible design practices and standards results in improved web design for everyone (e.g., accessing web with iPhone or other smart phone with internet access).  Implementing accessible web design provides equal access and equal opportunity.

10.  While watching the video, Keeping Accessibility in Mind, think about these key points: ◦ What barriers do these individuals identify for accessing the internet? ◦ Why is it important to design with accessibility in mind?  WebAim videovideo

11.  It is the responsibility of Disabled Students Program and Services (DSPS) to ensure the web is accessible or to help students with disabilities access the content in their college courses. Reality: The faculty and staff of DSPS are not the web accessibility police!

12.  DSPS' role is to increase awareness at all levels (faculty, staff and administrators) about the importance of accessibility for individuals with disabilities, the why, and the how. It is up to faculty who are creating the content to ensure that the material included in the on-line courses is accessible.

13.  Course Management Systems automatically ensure that everything is accessible. Reality: Content and information added to the shell needs to be made accessible by faculty. Warning in eCollege about Adding Course Content

14.  JAWS ◦ CSM Reading Center CSM Reading Center  Keyboard access/trackball  Screen Magnification ◦ Keep consistent  Kurzweil 3000  Dragon NaturallySpeaking  Captions

15.  Consistency of layout and navigation, font, announcements  Different formats available (pdf vs MS Word)  Power Point (outline)  Good contrast between background and text. Contrast example Contrast example  Color alone is not used to convey or express meaning. Color example Color example  Images have an alt tag (description). District OfficeCNN District OfficeCNN

16.  All links, menus and buttons can be accessed using the keyboard.  PDF files have accessible text.  The text outline for a PowerPoint presentation is available.  Word documents include headings. Tables have row and column headers marked.

17.  Include an accommodation statement on your syllabus.  Set up accommodations at the beginning of the course.  What is an accommodation? (timed tests, discussion – threads, textbooks in alternate formats)  Remember the students Remember the students

18.  Web Aim Introduction to Web Accessibility– www.webaim.org www.webaim.org  Jim Thatcher Accessibility Tutorials – www.jimthatcher.com www.jimthatcher.com  @one – Web Accessibility Course Summer 2009  CCCConfer.org, Archives, page 21 (at bottom) 6/6/08 Container, Content, Capability: Accessibility Considerations for CMS