California Community Colleges Distance Education Accessibility Guidelines for Students with Disabilities Overview by Ellen Cutler October 7, 2011

Goals Summarize the vital essence of the Guidelines. Suggest some realistic expectations about what we are going to with this information.

Access to Information, Historic Approach based on Individual Needs As effective as that provided to others –Timeliness of delivery –Accuracy of translation –Provision in a manner appropriate for the message….

Section 508, The “Build It They Will Come” Approach Computers, software, printers, telephones, videos, DVDs…and web sites “… DE resources must be designed to afford students with disabilities maximum opportunity to access distance education resources anytime, anywhere without the need for outside assistance (e.g. sign language interpreters, aides, etc.).” (12)

Universal Design Approach Universal Design incorporates …accessibility features into the beginning stages of course design. This is a proactive approach to building broad usability for many and alleviates the need for numerous individual accommodations.

Basics Interface of the delivery system must be accessible. –eCollege…

Basics Link text makes sense out of context. Eiffel Tower versus Click hereClick here to go to the Eiffel Tower.

Basics Excellent Contrast versus Poor Contrast Avoid tiny text.

Descriptive (Alt) Text vs. Long Description Alt Text, Descriptive Text –Wassily Kandinsky, Composition 8, 1923 Long Description –Kandinsky shows the evolution of his style while an instructor in the new post-revolutionary Soviet regime surrounded by Russian avant-garde artists like Kazimir Malevich. The gestural, linear quality of Kandinsky’s work is here replaced by a strict linear and geometric style prevalent in Suprematism and Russian Constructivism.

Basics Provide text alternative for all images. –Alt text (descriptive text) = colorful cacao pods, Valrhona ChocolateValrhona Chocolate –Long description = The cacao tree fruit is a huge berry called cacao pod, usually egg or melon-shaped, 5 to 12 inches long and 3 to 5 inches wide. The cacao pod contains 30 to 40 seeds.

Basics Captioned multimedia Transcript for audio files

Beyond Basics PowerPoint PDF Tables Forms Headings Support: Ellen Cutler x4496 Tom Peters x8706 WebAim:

Headings

Basics Headings Chocolate –Types of Chocolate (Heading level 2) Unsweetened (Heading level 3) Dark (Heading level 3) Milk (Heading level 3) White (Heading level 3) –Nutritional Advantages (Heading level 2) –Production (Heading level 2)

Access Strategies by Disability and Electronic Media Types Media TypeBlindLow VisionDeaf or Hard of HearingMobility Impairment Text Braille, Text To Speech, or Audio Screen Magnification, Text To Speech, or Audio None required Audio None required TranscriptNone required Video Descriptive Audio (if possible) Screen MagnificationCaptions of audio contentNone required Complex See above Interactive See above and refer to Section 508 criteria

Media TypeAccess Strategy Text Make use of semantic markup capabilities to identify message elements such as headings, lists, page numbers, and footnotes. Use at least 11 pt fonts, and always ensure strong contrast between the font color and the background color. When possible, utilize a style sheet so the end user can determine how text will be rendered. HTML is generally accessible to most assistive technologies, such as screen readers and electronic reading systems. Images Provide a textual equivalent that can be rendered into an accessible format via assistive technology for non-sighted viewers. Keep your descriptions concise and specific to the main point of the image. For complex images, describe the image using a caption or a separate text document that can be accessed via the ‘longdesc’ attribute. Audio Provide a text transcript of the audio information that can be rendered into an accessible format via assistive technology for students with disabilities. Video Captioning should be put in place (open or closed) in order to provide an equivalent experience for individuals who are unable to hear the audio content. Complex Complex media, which includes applications, interactive content, a content management system, or a file containing multiple media types (i.e., text, images, audio, and video), must begin with the best practices for accessibility in each of the included media types. In addition, appropriate markup of headings and other content must be applied to each of the different media types from beginning to end. By applying appropriate markup and definition to content, as well as the document or delivery system it is contained within, assistive technologies can better process and interact with the complex media. General Access Strategies by Media Type

Go with the Flow Access to distance education = organic process. “ … should be considered dynamic with the promise of future updates a given.” (2) Section 508 revision imminent. Maintain consistency with universal design, international standards, CA and federal web standards, changing technologies.

Some Realistic Expectations Apply basic universal design principles to your own content. Ask questions (publishers, distance education providers, etc.). –Are these web-based resources (e-packs. etc.) Section 508 compliant (confirm with legal standards for accessibility)? How was this determined? Is the text selectable? –“Ultimately, it is the responsibility of each college to ensure that the electronic information they procure is accessible.” (32) Notify DSPS promptly if you need support to accommodate a student. Shared Obligations –All college administrations, faculty and staff involved in providing DE share the obligation to make DE accessible. (14)

Accessing the Guidelines and Training Training Creating Accessible Online CoursesONE’s Creating Accessible Online Courses 4 weeks, 10 hours/week Should be preparing for or teaching online Need course shell for practicing skills Required course Online Teaching Certification Best Online Resource – Link to Guidelines –Distance Education Access Guidelines –Also in FAC 101’s Disability Access Guidelines unit