DO-IT - Technology-Environement

Making makerspaces work for everyone: Lessons in accessibility.

muszkl — Fri, 10 Sep 2021 00:17:27 +0000

By:

Klipper, B.

UD Citation:

Article or Chapter

2014

Making Space in the Makerspace: Building a Mixed-Ability Maker Culture.

muszkl — Fri, 10 Sep 2021 00:14:24 +0000

By:

Alper, M.

UD Citation:

Article or Chapter

2014

Walking the UDL Walk: Designing an Online Course ��ԭ�� UDL

muszkl — Sat, 08 May 2021 00:52:42 +0000

By:

Evmenova, A.

UD Citation:

Article or Chapter

Are Advanced Placement Computer Science Principles curricula accessible to students with disabilities?

brianna — Fri, 24 Jan 2020 21:38:19 +0000

Date Updated:

05/23/22

Many different curricula are used to teach Advanced Placement (AP) Computer Science Principles (CSP). Most of these curricula are not fully accessible to students with disabilities, largely because the programming tools that they utilize are not accessible to students who are blind or visually impaired and typically use screen readers to access content presented on the screen. Screen readers can read text aloud to users but cannot interpret content presented in images.

AccessCSforAll developed an accessible version of the AP CSP curriculum that uses the Quorum programming language, which is designed to be accessible to students with disabilities. The accessible curriculum is based on the Code.org curricula.

For more information about accessible K-12 computer science education, consult the following knowledge base articles:

AccessCSforAll is funded by the National Science Foundation (grant #CNS-1738252 and #CNS-1738259) and led by the ��ԭ�� and the University of Nevada Las Vegas. Its purpose is to increase the successful participation of students with disabilities in K-12 computing courses.

Captions: Improving Access to Postsecondary Education

Terrill — Mon, 29 Dec 2014 23:51:51 +0000

Professors, students, and IT administrators share the benefits of using captions on videos in postsecondary courses.

Project:

AccessComputing

AccessCyberlearning

AccessERC

Year:

2014

Captions: Improving Access to Postsecondary Education

Featured:

off

UD Topic:

Technology-Environement

Video and Multimedia

AccessWeb

daniel — Fri, 27 Jun 2014 16:17:33 +0000

The AccessWeb site, which focused on accessible web design, has merged with AccessIT.

The National Center on Accessible Information Technology in Education (AccessIT) provides resources to help educational entities purchase, develop, and use information technology that is welcoming to, accessible to, and usable by everyone, including people with disabilities. AccessIT was funded for five years by the U.S. Department of Education (grant #H133D010306).

The following resources developed by AccessIT continue to be available online and managed and updated by the DO-IT Center as part of its contribution to AccessComputing, a project funded by the National Science Foundation (grant #CNS-0540615,CNS-0837508, and CNS-1042260) and co-sponsored by the UW Department of Computer Science.

Integrating Accessibility into Web Design Courses

Free Web Design and Development Curriculum

The introductory course curriculum on web design and development, now known as WebD2, integrates accessibility into a mainstream course. It was created for grades 9-12, but has been used at academic levels ranging from middle school to community college. It includes eight units covering introductory design and site planning, HTML coding, cascading style sheets, JavaScript, graphic design, site design and management, and use of web authoring tools. Students end the course by designing an accessible website for their school or local community organization.

The curriculum is cross-platform and vendor-neutral, so teachers can use it regardless of which operating system, web browser, graphic software, and web authoring tool they have installed in their schools.

Integrating Accessibility into Existing Web Design Courses

The publication Universal Design of Web Pages in Class Projects shares examples of how teachers can integrate accessible design into all or part of any curriculum on creating web pages.

Accessible University Demonstration Site

Accessible University (AU) is a fictional university home page designed to demonstrate a variety of common web design problems that result in visitors with disabilities being unable to access content or features. It includes a page with accessibility problems, a page that lists and explains the problems and recommends solutions, and an accessible page that implements the solutions.

IT Accessibility Guidance

The ��ԭ��'s Accessible Technology website provides extensive information, including resources that support development of accessible web and multimedia content and applications. The site includes an example of accessible IT guidelines. Highlights at this site include

A collection of resources on accessible technology maintained by the DO-IT Center can be found on its Accessible Technology web page.

Evaluating Web Accessibility

The Web Accessibility Initiative of the World Wide Web Consortium tells how to test the accessibility of a website at Evaluating Web Accessibility Overview.

Creating Video and Multimedia Products That Are Accessible to People with Sensory Impairments

brianna — Wed, 09 Apr 2014 22:43:21 +0000

Creating_Video_Multimedia-Products-Accessible-Sensory-Impairments

By:

Sheryl Burgstahler, Ph.D.

And How Universal Design Features Benefit Everyone

DVDs, streaming video on the web, and films are engaging instructional tools. Everyone benefits from dynamic visual displays and dialog. Well, not everyone. Viewers who are deaf miss all audio content not also presented in a visual form. Those who are blind can access only the visual content also presented in spoken form. It is usually not difficult to make video and multimedia accessible to viewers with sensory impairments, but special considerations should be made at the design phase to ensure complete access to everyone.

Universal Design

It is also easier and less costly than providing accommodations to viewers with sensory impairments once they need to access the media.

Universal design is defined by the Center for Universal Design at North Carolina State University as "the design of products and environments to be usable by all people to the greatest extent possible, without the need for adaptation or specialized design". At the Center, a group of architects, product designers, engineers, and environmental design researchers established a set of principles to guide the design of environments, communications, and products. The principles ensure that the design accommodates a wide range of individual preferences and abilities; the design communicates necessary information effectively, regardless of ambient conditions or the user's sensory abilities; the design can be used efficiently, comfortably, and with a minimum of fatigue; and appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

When universal design principles are applied, products can be used by people with a variety of characteristics. Expensive options for making the content of an inaccessible product accessible to people with disabilities can be avoided.

Access for People who are Deaf

To experience watching a multimedia product without the ability to hear, turn off the volume during a video presentation. Some programs, such as sporting events, are fairly easy to follow by watching the visual display. Others, like news programs, make little sense without audio. To make this content accessible to those who are deaf, the producer could arrange for a sign language interpreter or text captioning to appear on the screen.

Captioning involves synchronizing text with audio content of a video presentation. It is more common than sign language because not all individuals who are deaf know sign language, there is no one standard version of sign language, and the intricate motions of sign language may be difficult to display clearly, especially when scientific or other highly specialized language is used.

Millions of people worldwide experience enough hearing loss to affect their ability to watch a television program at a standard volume level. Some people are born deaf or hard of hearing, some experience a hearing loss from an accident or illness, and many gradually lose their ability to hear. The elderly are the fastest growing group of individuals who are deaf or hard of hearing. Captions on videos allow full accessibility to programs by family, friends, and fellow students.

Captions can also serve other viewers, such as for those for whom English is a second language. People with certain learning disabilities can also benefit from hearing and seeing the spoken word simultaneously. For those learning to read, captioning has educational value; some instructors use captioned videos with the sound turned off to teach people how to read. Captions also provide content access to people viewing videos in noisy settings or in situations when it is important to be quiet.

Captioning and Transcription

Off-line captioning is created after the video has been shot. The captioner types the captions, which are recorded on the video display. Captions typically appear on the screen as a group and erase as a group; they do not scroll. The captions are either "open" or "closed." Open captioning appears on the screen whenever the video is presented. It is particularly appropriate for products specifically designed for or about people with disabilities, (e.g., DO-IT videos). Closed captions are stored in Line 21 of the vertical blanking interval (VBI) between the frames of a television signal and appear when the television's built-in decoders are used.

Real-time captions are created while shooting takes place. They are most often used for live programs such as videoconferences and sporting events. Much like a courtroom reporter, a trained stenotypist enters spoken content by typing phonetic codes on a special keyboard that facilitates high-speed transcription. Computer software translates the phonetic codes into words that typically scroll across the bottom of the video image in a continuous motion.

To employ universal design, the production should be filmed so that critical visual content does not appear where captioning will cover it. For example, if you are shooting an ice skating event, make sure the feet of the skaters are not so close to the bottom of the screen that they will be covered with captioned text. Keep in mind that captions should provide content for all of the visual events that occur on the screen, including noises that are not the result of speaking (e.g., a dog barking may translate into the captioned text "Dog barks."). Suggestions for making attractive and functional captions include the following:

Use one or two lines of text.
Caption the exact wording of speakers, including slang and grammatical errors.
Only occasionally edit a few words to facilitate reading speed.
Caption sound effects that contribute to the understanding of the content.
Synchronize captions with the aural content.
Only occasionally change the location of captions on the screen.
Use a simple sans-serif font, such as Helvetica, and proportional spacing.
Ensure high contrast between the text and background.
Use both uppercase and lowercase letters.
Use italics to indicate the narrator, off-screen voices, sound effects, and other vital information presented aurally.

Transcription is word-for-word translation of audio content into a text file. Although an appropriate alternative for audio files, it is best for videos to use captions that are synchronized with the visual content.

Legislation and greater awareness of individual needs has resulted in increasing numbers of video presentations available with captions. Many educational materials and most children's and prime time television programs are closed captioned.

Resources

Center for Universal Design in Education (CUDE) Knowledge Base (enter search text "captioning")

Hearing Loss Association of America

Media Access Group at WGBH Caption Services

National Captioning Institute

National Court Reporters Association

National Center for Accessible Media

UDL on Campus

VITAC (Vital Access)

Access for People who are Blind

People who are blind cannot access the visual content of a video production unless the content is available in audio or tactile format as well. Awareness of this access issue during the design phase of a product's creation can result in speakers or narrators voicing enough of the content to allow a person who is blind to follow along. This is particularly important for educational programming and products used with large audiences where it is unknown to the presenter what visual impairments audience members may have. Producers can listen to their video product without viewing the screen to help determine how accessible it might be to a person who is blind.

Audio Description or (Visual Description)

After shooting and editing is complete, specially trained professionals can add audio content to the video soundtrack. When pauses occur in the original production, the speaker reads titles, names and describes scenery, objects, and other visual information for the viewer who cannot see. Credits and contact information at the end of the production can be voiced in the original production or added as an audio described feature. A talking menu on a DVD is another example of how a product can be designed to be fully operable by a person who is blind.

Most video producers use outside services for audio description. Because this additional audio content is not of value to other audiences and can be distracting, audio description is usually not included with the standard product but is provided as an optional format as an accommodation when requested by a viewer. Providing this option is particularly important for products used in educational programs at all levels.

Resources

Center for Universal Design in Education (CUDE) Knowledge Base (enter search text "audio description")

Descriptive Video Service

Audio Eyes

VITAC (Vital Access)

Examples of Accessible Videos

For examples of videos that are universally designed, explore the DO-IT streaming video collection. These videos are designed so that captions do not cover important visual content, and credits and reference information is spoken. For most videos, there is an audio-described version, a transcript, and a publication with more detail and references. The media player, developed by DO-IT, is also fully accessible to individuals with disabilities.

Legal issues

Consult "A Guide to Disability Rights Laws" for a summary of legislation that protetcts the rights of people with disabilities in the U.S. The Americans with Disabilities Act (ADA) of 1990 and its 2008 amendments requires that public programs and services be accessible to people with disabilities, unless doing so would result in an undue burden. For example, the content of a video shown in a college course might be made accessible to a student who is deaf by including captions. Similarly, if a blind student enrolled in the course, the essential content that is presented visually could be audio-described.

The Television Decoder Circuitry Act of 1990 requires that television sets with screens thirteen inches or larger manufactured for sale in the United States must have built-in closed caption decoders.

Section 713 of the Telecommunication Act of 1996 charged the Federal Communications Commission (FCC) to create mandates to increase the percentage of television programming that is captioned. It has published rules and set guidelines for gradually increasing the number of captioned programs.

Section 508 of the Rehabilitation Act of 1973 requires that the U.S. Federal Government develop, procure, maintain, and use electronic and information technology that is accessible to people with disabilities. In the Section 508 guidelines that were developed by the Access Board and became effective in 2001, all training and informational video productions that impart an agency's mission must contain captions for speech or other audio information necessary for the comprehension of the content. Also, critical visual content must be audio described. Although the standards were developed for the federal government, similar legislation and policies of states and organizations as well as voluntary compliance have extended their use beyond federal agencies.

��ԭ�� DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of ��ԭ��, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the ��ԭ��.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, ��ԭ��, Seattle, WA 98195-4842.

Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the ��ԭ�� is registered as a charitable organization with the Secretary of State, state of ��ԭ��. For more information call the Office of the Secretary of State, 1-800-322-4483.

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
��ԭ��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

This publication was developed with funding from the U.S. Department of Education, Office of Postsecondary Education (grant #P333A990042) and the National Science Foundation (grant #9800324). However, the contents do not necessarily represent the policy of the federal government, and you should not assume their endorsement.

Web Accessibility: Guidelines for Administrators

brianna — Wed, 09 Apr 2014 22:25:39 +0000

Web Accessibility_Guidelines for Administrators.pdf

By:

Sheryl Burgstahler, Ph.D.

How administrators can promote web accessibility

Section 504 of the Vocational Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA) and its amendments prohibit discrimination against individuals with disabilities and mandate that public programs and services be accessible to people with disabilities. Both the Department of Justice Civil Rights Division and the U.S. Department of Education Office for Civil Rights have issued rulings and statements that support the position that web content is covered by this legislation.

How can administrators in educational institutions, libraries, companies, and other organizations ensure that the websites their employees create and maintain are accessible to people with disabilities? Without technical expertise themselves, how do they direct their staff in this area? This publication provides guidance to non-technical administrators regarding how to ensure that websites in their organizations are accessible to everyone.

What are the primary web accessibility issues?

It is important to consider that some website visitors:

cannot see graphics because of visual impairments,
cannot hear audio because of hearing impairments,
use slow Internet connections and modems or equipment that cannot easily download large files,
use assistive technology that emulates keyboard functions without the mouse, and
have difficulty navigating sites that are poorly organized with unclear directions because they have learning disabilities, speak English as a second language, or are younger than the average user.

People use a variety of technologies to access the web. For example, a person who is blind may use a speech output system that reads aloud text presented on the screen. A person with a mobility impairment may be unable to use a mouse and may rely on the keyboard for web browsing; they may use speech recognition software or an alternative keyboard. To help you and your staff understand how individuals with disabilities access web and other electronic resources, read the publication and view the video presentation: Working Together: People with Disabilities and Computer Technology.

People with some visual, hearing, or mobility impairments cannot access website resources that require the use of sight, hearing, or the mouse.

What is universal design?

To create resources that can be used by the widest spectrum of potential website visitors rather than an idealized average, webmasters can apply universal design principles. This requires that they consider the needs of individuals with disabilities, older persons, people for whom English is a second language, and those using outdated hardware and software. They should routinely think of the broad range of characteristics their site visitors might have and design it to make their resources accessible to everyone. This is the same approach that modern architects take in designing buildings; they build in ramps, elevators, accessible restrooms and other features to ensure that the facility will be accessible to individuals with a wide range of abilities and disabilities. Consult the following publication for more information about universal design: Universal Design: Process, Principles, and Applications.

What are examples of accessible web page design strategies?

To design an accessible website, your staff can avoid inaccessible data types and features or they can provide alternative methods and formats for content access. For example, since some PDF files can be inaccessible to people who are blind and using text-to-speech systems, you can avoid using PDF files on your website or you can provide text-based versions of the content along with the PDF documents. This practice provides benefits to non-disabled website users as well, including search capabilities. Applying universal design strategies to website design is not difficult, but does require learning about typical access challenges and their solutions. You and your staff can learn about accessible website design by reading the publication and viewing the following video presentation: World Wide Access: Accessible Web Design.

As is emphasized in these materials, designing a well-organized website helps visitors navigate through the information presented. A few other simple suggestions include the following:

Maintain a simple, consistent page layout throughout your site.
Keep backgrounds simple. Make sure there is enough contrast.
Use the most current HTML.
Include text descriptions for graphical elements.
Make link text descriptive so that it is understood out of context.
Use resizable fonts.
Provide a skip navigation link at the top of each page.
Design uncluttered pages.
Provide audio description or transcripts of video content.

You should notify site visitors that you are concerned about accessibility and encourage them to tell your technical staff of accessibility barriers. For example, the DO-IT home page includes the following statement:

"The DO-IT pages form a living document and are regularly updated. We strive to make them universally accessible. You will notice that we minimize the use of graphics and photos, and provide descriptions of them when they are included. Video clips are open-captioned, providing access to users who can't hear the audio. Suggestions for increasing the accessibility of these pages are welcome."

What accessibility standards exist that our organization can adopt?

The World Wide Web Consortium (W3C) develops and maintains the protocols used on the web to ensure interoperability and promote universal access. The W3C's Web Accessibility Initiative (WAI) has developed guidelines for web authors. As Tim Berners-Lee, Director of the W3C puts it: "The power of the web is in its universality. Access by everyone regardless of disability is an essential aspect."

Find out if your state, district, school, or other parent organization has adopted web accessibility guidelines or standards. If so, promote their use within your organization. If not, consider adopting a standard. Many organizations have adopted the W3C Web Content Accessibility Guidelines. You and your staff can learn more about them by accessing W3C's Web Accessibility Initiative.

What about video and other multi-media presentations on the web?

If your organization includes video clips, audio clips, or other multimedia on your website your staff should include captions on video presentations and transcripts for audio clips so that they can be accessed by individuals who are deaf. Captions also benefit those whose first language is not that used in the video, who wish to search for specific content, and who need to know the spelling of words used in the presentation. The following publications provides more detailed information:

Are accessible websites ugly and uncreative?

No. Saying that employing standards will create an unappealing website is like saying that a sturdy foundation under a building will result in an ugly structure. Both accessible and inaccessible websites can be ugly and boring. And,there are both accessible and inaccessible websites that are attractive and creative in design. Using standards, including accessibility standards, merely creates a foundation on which consistent websites are efficiently created and maintained.

Will complying with standards increase web development time?

Experienced web authors use standards of all sorts—for example, HTML (HyperText Markup Language), XHTML (Extended HyperText Markup Language), and CSS (Cascading Style Sheets). Some time is needed to select and learn standards. But ultimately, applying standards can reduce development time. Standards-compliant web pages can be more quickly erected and updated and can be easily maintained and expanded by staff. Standards can ultimately lower development costs, lower maintenance costs, increase your organization's presence on the web, improve your organization's image, and expand your audience.

Can my organization use a web authoring tool to create accessible websites?

Yes. Any web authoring tool (e.g., Dreamweaver, FrontPage) can be used to create an accessible website; it can also be used to create an inaccessible one. Almost all web authoring tools have accessibility features built in, but some adjustment to the settings in the software default settings may be needed to produce compliant code. Form more information, consult Authoring Tool Accessibility Guidelines.

Can I check the accessibility of my organization's websites?

A thorough check of the accessibility of your websites to people with disabilities requires technical expertise. However, there are a few simple tests that administrators can employ to test for some accessibility features of websites. They include the following tests:

Turn off the graphics-loading feature of your web browser and access your website (for example, in Internet Explorer select "Preferences" on the tool bar; under "Web Browser" select "Web Content"; deselect "Show pictures"). The content you see is similar to that which will be read to a person who is blind by their text-to-speech software. Can you access the content of your website without the graphics images? On an accessible site, you can.
Check to see that all content presented in color can be understood if you could not distinguish one color from another.
Turn the sound off on your computer (for example, in Internet Explorer select "Preferences" on the tool bar; under "Web Browser" select "Web Content"; deselect "Play sounds"). Can you access all of the content? On an accessible site, you can.
Re-size font size (for example, in Internet Explorer, under the "View" menu, select "Text Zoom" and select a large font size). Do the font sizes on your website change? On an accessible site, they will.
Test to see if you can access all critical content and navigation on your website with the keyboard alone. On an accessible site, you can. Use the tab key to navigate through links and the enter key to perform an action.

What web accessibility tests can my technical staff use?

Your technical staff can test the usability of your websites with:

different computer platforms.
a variety of monitor sizes and screen resolutions, including a handheld display unit.
a variety of web browsers.
at least one text-based browser (e.g., Lynx) or multi-media browser with graphics-loading features turned off.
the display color changed to black and white.
the font changed to a different size.
a browser's sound-loading features turned off.
the keyboard alone.

In addition, technical staff can use accessibility testing software that will point out website content that could be inaccessible. There are many alternatives. See links to accessibility evaluation tools.

Does accessible design benefit people without disabilities?

Yes, people using handheld display units, people in noisy or noiseless environments, those who speak English as a second language, people using different web browsers or screen resolutions, people using phone web services, and people with different learning styles can benefit from accessible web design.

What steps can I take to ensure the accessibility of my organization's website?

Designing an accessible website is not difficult, when accessibility is considered along with the other design issues considered at the beginning of a project. Redesigning an inaccessible site can be very time-consuming, and costly in the business world. Consider taking the following steps to ensure the accessibility of websites in your organization:

Select web accessibility guidelines or standards. Consider adopting standards or guidelines adopted by your state. See examples of web accessibility policies that have been adopted by states.
Require that web staff document web design standards and include within them standards for web accessibility. It is probable that the Webmaster in your organization is using standards of various types (e.g., HTML, XML, XHTML, CSS). If they haven't done so already, have them write up a document summarizing these standards, and include accessibility standards among them. If web development tools are used, require that designers apply the accessibility guidelines and features of these tools.
Disseminate web accessibility policy, guidelines, and procedures throughout the organization and provide regular training and support. Make sure everyone who works on website content and design understands the importance of accessibility and has the technical support they need to apply accessibility guidelines.
Consider developing a plan to phase in compliance with web accessibility guidelines for existing web pages, with a date at which all web pages will be compliant. Require that new pages meet accessibility guidelines. A good time to make web pages accessible is when they undergo a significant revision. Another approach is to make minimum accessibility updates (for example, put alternative text for simple graphics images throughout the organizations web pages) for all pages, with a more thorough update at the time of significant revisions to a specific site.
Put processes in place to ensure compliance with accessibility standards. Have technical staff develop a process for testing web pages for accessibility.
Place a statement on your home page that assures visitors of your commitment to providing accessible web resources. Inform visitors where to report accessibility barriers and to make requests for accommodations. Develop procedures for responding quickly to requests for disability-related accommodations and to repair accessibility problems with web pages.
Ensure web-development contracts offered by your organization require that the websites created meet accessibility standards. If you hire contractors to develop web resources for your organization, include a statement in the contract that requires that the web pages created meet your accessibility standards or guidelines.

Additional Resources

AccessWeb

Americans with Disabilities Act of 1990

The Center for Universal Design in Education

DO-IT (Disabilities, Opportunities, Internetworking, and Technology)

NCAM (National Center for Accessible Media)

Electronic and Information Technology Accessibility Standards (Section 508)

W3C's Web Accessibility Initiative (WAI)

WebAIM (Web Accessibility in Mind)

��ԭ�� DO-IT

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
��ԭ��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

Acknowledgment

This publication is based upon work supported by the National Science Foundation under Cooperative Agreement #HRD-0227995. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.

DO-IT - Technology-Environement

Making makerspaces work for everyone: Lessons in accessibility.

Making Space in the Makerspace: Building a Mixed-Ability Maker Culture.

Walking the UDL Walk: Designing an Online Course ����ԭ�� UDL

Are Advanced Placement Computer Science Principles curricula accessible to students with disabilities?

Captions: Improving Access to Postsecondary Education

AccessWeb

Integrating Accessibility into Web Design Courses

Free Web Design and Development Curriculum

Integrating Accessibility into Existing Web Design Courses

Accessible University Demonstration Site

IT Accessibility Guidance

Evaluating Web Accessibility

Creating Video and Multimedia Products That Are Accessible to People with Sensory Impairments

Universal Design

Access for People who are Deaf

Captioning and Transcription

Resources

Access for People who are Blind

Audio Description or (Visual Description)

Resources

Examples of Accessible Videos

Legal issues

����ԭ�� DO-IT

Web Accessibility: Guidelines for Administrators

What are the primary web accessibility issues?

What is universal design?

What are examples of accessible web page design strategies?

What accessibility standards exist that our organization can adopt?

What about video and other multi-media presentations on the web?

Are accessible websites ugly and uncreative?

Will complying with standards increase web development time?

Can my organization use a web authoring tool to create accessible websites?

Can I check the accessibility of my organization's websites?

What web accessibility tests can my technical staff use?

Does accessible design benefit people without disabilities?

What steps can I take to ensure the accessibility of my organization's website?

Additional Resources

����ԭ�� DO-IT

Acknowledgment

Walking the UDL Walk: Designing an Online Course ��ԭ�� UDL

��ԭ�� DO-IT

��ԭ�� DO-IT