2. Technology for Students with Special Needs E.Brown Forward

3. Section 508 of the Rehabilitation Act was enacted to eliminate barriers in information technology, to make available new opportunities for people with disabilities, and to encourage development of technologies that will help achieve these goals. 19 percent (49.7 million) of Americans over the age of 5 have some form of disability. Copyright, January 2005, Glenna R. Shaw Back Forward

4. Graphics, tables, and charts are not accessible for many people using assistive technologies. The text is not available for screen reader users if the information is not properly structured. Poor contrast between background and text makes the information difficult to read on the screen. Multimedia not easily accessible for deaf people and for people with visual impairments. Back Forward

5. Resolution Electronically-mediated instruction and presentations must ensure accessibility for all individuals. PowerPoint presentations must be created for ALL users including those with the following disabilities: Hearing Vision Cognitive Mobility Speech and language Back Forward

6. Individuals with visual impairments may require the use of assistive technology software like a text reader to navigate and read documents. Deaf and hard-of-hearing students can benefit from captioned audio and video in a presentation. Students with physical disabilities, learning disabilities, and English language learners may also benefit from the formatting features of an accessible document. Back Forward

7. Create the presentation content in the Outline view to ensure all text is read. The title and text should be the first items listed in Outline view for each slide. Presentations are read in Outline view order and the order items are added to the slides. Remember speaker notes can be read by all screen readers. Back Forward

8. Use clear and simple language to benefit English as a Second Language, English Language Learners, and students who communicate primarily in sign language. Avoid using abbreviations and acronyms since they may be inconsistent or conflict with languages used in Augmentative and Alternative Communication devices. Try to use a maximum of 25 words per slide and less than seven bullet points per slide. Avoid using "underline" text altogether since it may be confused with a hyperlink.  Back Forward

9. Screen readers should read the text information on the screen aloud for visually impaired students. Deaf students may not be able to read the slide while watching the sign language interpreter, so time should be allowed for reading. Learning disabled students may not be able to take in the information from a slide if it is displayed too quickly and the presenter continues to talk without referring to the slide. Back Forward

10. Style and Size Use easily read sans serif fonts such as Arial, or Verdana in minimum 24 -30 point and avoid serif fonts such as Times New Roman. Avoid "script" or fantasy typefaces. Sample: Script Font Use no more than 2 font families per document. Color Font color selections must consider color blindness or color vision deficiency where certain colors cannot be distinguished. Be mindful of color contrast issues. In general, use light text on a dark background. Do not convey information with color alone. Back Forward

11. Color Contrast This image exaggerates lightness differences between foreground and background colors and shows their effectiveness. Also some users cannot perceive certain colors such as, green and red. Back Forward

12. Use pre-defined templates and slide layouts to format and organize content. We used the Aspect template because shades of gray work with color blindness. Use sufficient white space to benefit students with sensory or cognitive disabilities, and low-vision. Flashing or blinking elements should not be used because they may cause seizures in people with photosensitive epilepsy. Light backgrounds also enhance the effects of screen flicker. Avoid text boxes since they appear as graphic elements to Assistive Technology software and the content may not be available. Back Forward

13. Include a meaningful name, hyperlink, and url for websites. Avoid modifying slide transitions that will hamper someone with mobility or cognitive limitations. Try not to automatically advance slides since some persons may not have enough time to absorb the information.  Back Forward

14. Use a microphone to record voice-over PowerPoint for visually impaired students. Incorporate slide transitions that include sound so students who are blind or visually impaired can know when we advance to the next slide. We used arrow in this presentation. Transcriptions should be incorporated when videos and audio files are used. Do not embed video; use a local or a web link to link to the captioned video file. Back Forward

15. Use the Notes pane to explain complex images, tables, charts, and audio or visual files. Slide 4 in this presentation is an example of this. Add alternative text or captions to describe all images or graphics. Slide 10 in our presentation has an image with captioned text. Charts, Graphs, and tables may also be used to present information by using the appropriate PowerPoint slide layout. Back Forward

16.  Publish in two-formats PowerPoint and HTML for web accessibility.  handouts must be provided in large print and Braille. Save the presentation created in Outline View in a Rich Text Format (RTF). RTF files are ready for Braille Printers and screen readers.  Remember there is no single solution for making PowerPoint presentations accessible to everyone. We may have to explore additional Assistive Technology software options to specifically fit each persons need. Knowledge of the basic Universal Design Principles to make PowerPoint presentations more accessible for everyone is a great place to start. Back Forward

17.  CSU Accessibility Technology Initiative at http://calstate.edu/accessibility/ http://calstate.edu/accessibility/  Professional Development for Accessibility Technology at http://teachingcommons.cdl.edu/access/http://teachingcommons.cdl.edu/access/  Center for Faculty of Development at http://www.sjsu.edu/cfd/accessibility/ http://www.sjsu.edu/cfd/accessibility/  MAGpie at http://ncam.wgbh.org/webaccess/magpie/http://ncam.wgbh.org/webaccess/magpie/  WEBAIM Color Contrast Checker at http://webaim.org/resources/contrastchecker/ http://webaim.org/resources/contrastchecker/ Back Forward