everyday accessibility: out of the sandbox:

Everyday Accessibility Carrie Anton Assistive Technologist Athabasca University

Carrie Anton, Athabasca University, ASSC 2012

http://www.athabascau.ca/

Identify ways to make content Accessible Agenda Accessibility Issues Assistive Technology used by people with a

disability Create Accessible Content Resources (all videos in this presentation will open a

browser window) Carrie Anton, Athabasca University, ASSC 2012

At the most basic level, Accessibility is about

people being able to get & use content. Practice of making online content & applications

usable by everyone Appropriate design ensures that all users have

equal access to information & functionality Is not about digitizing or virtualizing campus


Ensuring access to… Information Spaces/Places Websites LMS & Assessments Documents Communications Course Material Multimedia Activities

Libraries Facilities Forms Labs Advertising Tele/Web Confernence Exams


The right thing to do - Equal Opportunity to education

Good for business – helps everyone not just people with disabilities. Can’t afford not to be accessible. Accessible content works on mobile devices & computers

The Law

Institutional Responsibility not just DSS office Partnerships > High level support > Advocate


Canadian Legislation Duty to Accommodate from The Human Rights,

Citizenship & Multiculturalism Act, The Canadian Charter of Rights and Freedoms, and Canadian Human Rights Act

Copyright Act & Free Dealing Bill Alberta Human Rights Act Court Litigation

US ADA & Section 508, Tech & Communication Bill Ontario: Accessibility for Ontarians with Disabilities Act Quebec Accessibility Laws


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Examples of accommodation

4.4 million people in Canada claimed to have a disability in 2006 (URL)

A good proportion of people with some disabilities such as ADHD are undiagnosed (90% of people with ADHD do not have docs)

Others may be reluctant to identify themselves due to stigma (psychological or psychiatric disabilities)


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http://stevebaskinmd.com/articles-about-adult-adhd.html 90% (up to) can be undiagnosed – estimate only

http://www.disabled-world.com/disability/statistics/disability-statistics-canada.php


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http://www.hrto.ca/hrto/?q=en/node/23 http://www.canadaemploymenthumanrightslaw.com/tags/accessibility/ http://www.crein.ca/eng/jodhan-judgement Research Centre on Digital Inclusion Frederick Moore on behalf of Jeffrey P. Moore v. Her Majesty the Queen in Right of the Province of British Columbia as represented by the Ministry of Education, et al.. The case examined the duties of the British Columbia Ministry of Education and the School Board of District 44 to accommodate the needs of a student with disabilities. A British Columbia Human Rights Tribunal had determined that Jeffrey Moore had experienced discrimination when the School Board and the Ministry of Education failed to accommodate his needs in the delivery of educational services. IT lawyers http://www.cba.org/cba/practicelink/CS/internetclientservices.aspx http://www.icdri.org/CynthiaW/is_%20yoursite_ada_compliant.htm

Disability/Impairment Percentage of students

Learning disability 41%

Mobility impairment/wheelchair user 23%

ADD/ADHD 21%

Psychological/psychiatric disability 17%

Health/medically related impairment 16%

Deaf/hard of hearing 13%

Difficulty using hands and/or arms 12%

Visual impairment: low vision 11%

Neurological impairment 11%

Speech or communication impairment 3%

Totally blind 2%

Other 1% Carrie Anton, Athabasca University, ASSC 2012

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Study participants: 223 Canadian university and junior college students with various disabilities (74 males, 149 females), 58 campus disability service providers (15 males, 43 females), 28 professors (10 males, 18 females), 33 campus e-learning professionals (16 males, 17 females). Students had taken at least one course in last three years that used some form of e-learning. From 318 different institutions. Online questionnaire administered in the first half of 2006. Conducted 4-week retest reliability testing of close-ended questions and discarded those that had poor reliability. Included open-ended questions as well such as “What are three benefits of e-learning” “What are three problems of elearning and how they were resolved” Definition of e-learning used: referring to the range of information and communication technologies that professors use when teaching their courses entirely in the classroom, entirely online, or a combination of both. Accessibility was defined as incorporating usability concepts and referring to the ability of students, regardless of their disability, to easily and independently use e-learning. But how well do the ICTs used by professors in teaching postsecondary courses (i.e., e-learning) meet the needs of students with different disabilities? How successfully do these ICTs interact with adaptive hardware and software that some students with disabilities require? How accessible is the growing array of available e-learning on campus (Konur, 2007; Waddell, 2007)? 82 students were enrolled in a Canadian junior/community college and 136 in university; 5 did not specify this information. 73 pursuing college certificate or diploma, 97 an undergraduate degree, 19 a university diploma, 26 graduate degree, and 5 other credentials. Mean age = 27 Most commonly used technology – software that helps with writing followed by software that reads what is on the screen

Problem category % participants reporting problem

Inaccessibility of websites/LMS 20% students with disabilities 37% disability service providers 24% professors

Inaccessibility of course notes/materials 9% students with disabilities 12% disability service providers 0% professors

Inaccessibility of audio/video materials 8% students with disabilities 7% disability service providers 10% professors

Time limits of online exams/assignments

6% students with disabilities 11% disability service providers 17% professors

From Table 3 in Fitchen et al. (2009)


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From Fitchen study 2009 Modern online teaching methodologies allow instructors to cater to a wide variety of learners with different learning styles, while finding new ways to engage student learning. (Stewart et al. 2010)

Ensure no discriminatory effect

Ensure proactive prevention of undue hardship on students

Facilitate equal access to education Assistive technology Accommodations – extended time, private room Alternate format course material


Not lower academic standards Not relieve students of their responsibility

Not place undue hardship on an institution or

other students


Assistive Technologies assist students to access & use content including facilitation of the learning process.


Screen Readers

Screen Readers or text-to-speech are used by many people: blind low vision Reading comprehension, fluency, retention, recall attention deficit ESL chronic pain

Kurzweil 3000 reading software (Academic Impressions)


http://ai.adobeconnect.com/p36644n6q1z

Magnification & Colour Contrast

Enhances Text Minimizes distraction Easily viewed Less eye strain May retain focus OSX Zoom & High Contrast video (Academic Impressions)


http://ai.adobeconnect.com/p6tbns62hs9



Keyboard & Mouse

Voice Recognition assists with: Typing Writing Expressing ideas • using a mouse or

keyboard

Requires user: writing skills consistent voice pattern patience to train it quiet environment computer knowledge


Dragon Dictate video filling out a form with keyboard knowledge (Academic impressions)

http://ai.adobeconnect.com/p9f9b3nz054

Keyboard & Mouse

Some people require mouse function from the keyboard Keyboard function from the mouse using on-screen keyboards & auto click software


Customizing Appearance

Text Only Slow internet speed Mobile devices Certain technologies Only see certain colours or contrast Less Distracting Set their viewing preferences in browsers, documents, mouse larger, change color, remove images, large font


Making Accessible Education Content


Item

Text alternatives should be available for all non-text content

Alternatives should be provided for time-based media

Content should be presented in an understandable way without losing information or organization

Users should find it easy to see and hear content

All interactive components should be accessible from the keyboard

Users should be given adequate time to read and use content

Content should be designed in a way that reduces the possibility of seizures

Users should always be able to navigate, locate content and determine where they are on a site

Publisher resources should offer accessible alternatives and versions

Students should be informed about who to contact if they need assistance


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Give example of non-text media Developed as part of CAF project

Meaningful & important to content Right Click > Format Picture > Alt Text panel Description Field is most important


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Word or PowerPoint 2010 Select image > format picture > left side see Alt Text. Then 2 windows. The big ugly red x. makes it easier to add it. Until the end you get 2 areas so its important put the alt text in Description In Word – document structure – most people do this wrong

This graphic combines several disability-related images into a single collage. Braille dots, an eye chart, finger spelled "508", and a side view outline of a person's head with a glowing spot for the brain make up the top portion of the collage. Several symbols/icons are superimposed in a strip over the lower part of the collage to represent the following disabilities and/or assistive measures: sign language interpretation assistive listening devices sound wheelchair (for accessible entrances, etc.) vision, no or low vision brain/cognition.


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Requires a bit of thought Any editor, interface that allows you to place an image in your document will have an alt text area to fill in. Description of what image is doing on the page not what it is. It needs to relay context. (blogging, LMS, web designer, html editor) important put something in that description b/c screen readers read it. Many law suits of higher ed but commercial companies. The biggest complaint was alt text was missing so users were not able to make sense of site.

They are whimsical What is the intent? Distracting Inconsistent Do not label


The wrong way to emphasize text is to change the font & its attributes


The correct way is to add formatting using styles, its FAST


The wrong way is to create text boxes &word art for your content Solely presenting content visually

Someone using a screen reader can’t read it


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PowerPoint – over use of it. It wasn’t designed as an online tool but its used all the time

The right way is to Add Slide in style layouts Ensures Proper: - Headings - Reading order


If you use it, go into Format Picture > Alt Text and give it the appropriate label

Is it necessary? Consider linking out to original


Alt text is found in Size (Word). Size & Position (PPT)

If its decorative don’t label it

Use Description not Title field

This is a bad alt text (file path is default)


Data tables need table headings otherwise don’t use a table

Create real links with meaningful text Right click > Hyperlink > give title good content


Do not convey information solely by the use of color. don’t over use color Use alternative method of emphasis (italic, underline)

It applies to text and graphics. Seen in comparisons – red & blue, instead use

hash marks effect (dots, lines, squares) someone may not see color, has a monochrome

display, poor lighting, mobile device, browser settings change


Creating an Accessible Word Document video Styles, Images, Tables (YouTube: ATI Faculty

Development Center, Fullerton) WebAIM Resources: free web & document

accessibility Karen McCall free & purchasable, Creating

Accessible Documents Microsoft: Creating Accessible Documents

Resources


http://youtu.be/fq2qECQqIxg?t=34s

http://www.webaim.org/

http://www.karlencommunications.com/

http://office.microsoft.com/en-us/word-help/creating-accessible-word-documents-HA101999993.aspx

Usually Word, PowerPoint, or a scanner by using styles in your original document Documents are semantically correct Accurately transfer to pdf, html & epub Headings, links, table headers & alt text are

maintained Styled headings create a Table of Contents Efficient & consistent formatting Saves Time!


Tools > Document Processing > Optimize Scanned PDF


Adobe Reader: Student Comment ability


Tags Tree View, Edit OCR suspects, Tab Order


Adobe Accessibility Resources Center for PDFs, flash, Adobe Connect web conferencing & forms

Adobe Acrobat Pro X – Commenting & more accessible tools tutorial for students


http://www.adobe.com/accessibility/

http://youtu.be/Y_XQv4Q33CE

http://youtu.be/Y_XQv4Q33CE

WebAim.org


Keep navigation elements consistent across pages

Skip to main Content links jump keyboard focus to the main content

Access keys are shortcuts to sections of a page

Use intuitive headings that are meaningful


Alt Text for Images Multimedia Captions/Transcripts for videos Descriptions/Transcripts for action

Proper code W3C validated


Web is very different than print Web users scan Attention is 30 seconds to 1 minute Our technology helps us scroll quickly


One important idea in a paragraph Have more paragraphs One sentence paragraph is ok Bullets & lists are your friends ▪ easy to emphasize ▪ More meaning ▪ use numbered list for hierarchies ▪ If not use bullets

Only left justify


System concept descriptions provide: • The missions, features, capabilities and functions of the

system • Major system components and interactions • Operational environment including manual procedures

required • Operational modes such as production, backup and

maintenance • Interfaces with other systems • Required performance characteristics such as response time,

throughput and data volumes • Quality attributes such as availability, reliability and usability • Other considerations such as security, audit, safety and

failure modes in emergency situations • Deployment considerations such as acquisition of business

data to support the system including data cleansing and loading

• The classes of users that will interact with the system • Requirements for support of the system such as maintenance

organization and help desk.

System concept descriptions provide: Functional requirements • The missions, features, capabilities and functions of the

system • Major system components and interactions • Operational environment including manual procedures

required • Operational modes such as production, backup and

maintenance • Interfaces with other systems Non-functional requirements • Required performance characteristics such as response time,

throughput and data volumes • Quality attributes such as availability, reliability and usability • Other considerations such as security, audit, safety and

failure modes in emergency situations Deployment and Operational Requirements • Deployment considerations such as acquisition of business

data to support the system including data cleansing and loading

• The classes of users that will interact with the system • Requirements for support of the system such as maintenance

organization and help desk.


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Learning objectives example. May want to categorize them according to the skill that you want students to be developing such as critical thinking skills, psychomotor, writing, etc.

Simple declarative sentences No jargon or cumbersome sentences Who are you writing for? ▪ ESL students: If they are copying/pasting into translator

the chances of success are few

I and you – instead of instructor & student – keep it conversational, that’s the web


Accessibility & Usability Toolbars Firefox Web Developer Extension Firefox Accessibility Extension Firefox WAVE Accessibility Toolbar Internet Explorer Web Accessibility Toolbar Accessibility Evaluators Manual testing and human confirmation is necessary as accessibility evaluators are not able to determine meaning and appropriateness. An image may have alt text and pass the test but the label could be not appropriate. WAVE ATRC Accessibility checker WCAG 2.0 World Space (Deque) FireEyes for FireBug Functional Accessibility Evaluator Juicy Studio Luminosity & Contrast Analyzer & Firefox Toolbar Juicy Studio Colour Toolbar for Firefox Fujitsu Colour Selector application for use on any files Flicker Test Tests the flicker rate & aids creation of objects that decrease the chance of seizures.


http://chrispederick.com/work/web-developer/

http://www.accessfirefox.org/Firefox_Accessibility_Extension.php

http://www.wave.webaim.org/

http://www.visionaustralia.org.au/ais/toolbar/

http://wave.webaim.org/

http://www.atutor.ca/achecker/

http://worldspace.deque.com/

http://appserv.rehab.uiuc.edu/fae

http://juicystudio.com/services/luminositycontrastratio.php

https://addons.mozilla.org/en-US/firefox/addon/juicy-studio-accessibility-too/

http://www.fujitsu.com/global/accessibility/assistance/cs/

http://trace.wisc.edu/peat/

Alternatives for multimedia


Most players allow playing of captions Feature if media is captioned Magpie FREE program PowerPoint Narration/Timing Settings YouTube Edit Video Web Conferencing - most have captioning

modules, shortcut keys to various modules Whiteboards are still not accessible Elluminate, Adobe Connect


Students on Captioning URL - Australia LD – use of video and audio along with captions

boosted student & writing comprehension, vocabulary and learning motivation. Students with learning disabilities appeared to learn better from captioned videos than from print materials on similar topic.

How captioning helps Motivation – students are motivated to find and read

books on topics covered in captioned videos ESL – students who were shown captioned programs

performed better on word recognition. Reinforces language learning.


http://www.youtube.com/watch?v=AT_IV6KL53A

History described video (URL)


http://video.google.com/videoplay?docid=5925781203784433904

Using Scientific Notebook or MathType video Accessing Higher Ground, 2011


http://www.colorado.edu/ATconference/2011 docs/speakerhandouts/Balassa/Math_Prod.mp4

an XML-based markup language to encode mathematical expressions AssistiveTechAU YouTube Channel video of

MathML AU’s Math 265

Design Science made a free Math player Allows navigation of equations,

magnification, text-to-speech


http://youtu.be/bcBnLvrwMqg

http://youtu.be/bcBnLvrwMqg

Keyboard functionality (not solely mouse driven

Document Structure Customizable font, color Visually identify focus of keyboard & mouse Predictable behavior Consistent operation/look Understandable controls & content (text,

buttons, images, form labels) Carrie Anton, Athabasca University, ASSC 2012


Keyboard functionality is key to accessibility principles. If you are not able to navigate controls via the keyboard in predictable ways (tab and arrow keys) you content is not usable/controllable by someone YouTube video player keyboard control

http://youtu.be/RHDwIUp8XY4

Pick the Low hanging fruit – things that everyone can achieve

Small Steps, Change doesn’t happen at once.

Support of someone in the upper levels &

create partnerships = designers, faculty, IT, students & DSS


Be Mindful of potential challenges in content

Take it Slow – a small change is easy

Retrofit is expensive & challenging

Word Documents PowerPoint PDF (OCR) Captioning Descriptions Transcripts Try It Alt Text Keyboard function IT Implementations: Colour Use Font size


Contact me for info, explanations & presentations:

Carrie Anton Assistive Technologist Access to Students with Disabilities Athabasca University 1200, 10011 109 Street, Edmonton, AB T5G 3J2 Ph: 780-421-2548 E-mail: [email protected]


everyday accessibility: out of the sandbox:

Education

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screen readerscarrie

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disability service providers0

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accessible content resources

canadian charterof rights

good proportion of people