Creating Accessible Content NC3ADL CONFERENCE NASH COMMUNITY COLLEGE APRIL 1, 2015 Amy Netzel and Darrin Evans Accessibility Technologists eLearning Support Department Wake Technical Community College

NCCCS Accessibility: A Five Year Plan

Objectives Understand the underlying purpose and usefulness of accessibility Understand how to create accessible content, images, and hyperlinks Apply accessibility concepts to a PowerPoint presentation Apply accessibility concepts to a Word document

Accessibility Misnomers (#1) 1.If I can read my content, it’s accessible. People who are sight- disabled can just have someone read the information to them.

Making Change in Compliance

What’s a screenreader? Robot Image credit: theverge.com Reading Device Image credit: lifehacker.com

Accessibility Misnomers are Unintentional 1.If I can read my site, it’s accessible. People who are sight-disabled can just have someone read the information to them.

Navigating Web Sites with a Screen Reader

Visual Representation of a Document

Navigating Documents with a Screenreader

Accessibility Misnomers (#2) 1.If I can read my site, it’s accessible. People who are sight-disabled can just have someone read the information to them. 2.We have a Disabled Student Services office, they’ll take care of anyone who has a disability.

Physical/Structural Accessibility

Accessibility Creates Access for All

Accommodations vs. Accessible Content ACCOMMODATION Note taker Extra time on a test Sign language interpreter Braille textbooks Assistive technology (such as a screen magnifier) ACCESSIBLE ONLINE CONTENT Properly structured Text alternatives for images and multimedia Captioned videos Proper color contrast Proper hyperlinks

Accessibility Misnomers (#3) 1.If I can read my site, it’s accessible. People who are sight-disabled can just have someone read the information to them. 2.We have a Disabled Student Services office, they’ll take care of anyone who has a disability. 3.It’s too hard. I don’t have time to do it.

Accessibility Misnomers (#4) 1.If I can read my site, it’s accessible. People who are sight-disabled can just have someone read the information to them. 2.We have a Disabled Student Services office, they’ll take care of anyone who has a disability. 3.It’s too hard. I don’t have time to do it. 4.It doesn’t really matter; it’s a passing phase.

Who Accesses Your Content? A broad spectrum of people! Including: Sight impaired Hearing impaired Mobility impaired Cognitively impaired

Picking the Low Hanging Fruit Consider Color Contrast Structure content ◦Headings ◦Lists Compose Meaningful Alternative Text for Images Informative Hyperlinks Use Captioned Videos

WCAG 2.0

Color Considerations: Color Vision Deficiency NORMAL VISION Red text ◦Assignments due on Friday! Green text ◦Everyone did well on the exam. Blue text ◦The two cities with higher populations are labeled in blue: ◦Los Angeles ◦Milwaukee ◦Chicago ◦St. Louis COLOR VISION DEFICIENCY Red text ◦Assignments due on Friday! Green text ◦Everyone did well on the exam. Blue text ◦The two cities with higher populations are labeled in blue: ◦Los Angeles ◦Milwaukee ◦Chicago ◦St. Louis

Solutions for Color Vision Deficiency INACCESSIBLE Red text ◦Assignments due on Friday! Green text ◦Everyone did well on the exam. Blue text ◦The two cities with higher populations are labeled in blue: ◦Los Angeles ◦Milwaukee ◦Chicago ◦St. Louis USE OF ADDITIONAL FORMATTING Red text ◦Assignments due on Friday! Green text ◦Everyone did well on the exam. Blue text ◦The two cities with higher populations are labeled in blue: ◦Los Angeles (10 million) ◦Milwaukee (594,833) ◦Chicago (2.7 million) ◦St. Louis (319,394)

Color Solutions: Conveying Information

Color Situations: Avoid Vibrating Colors

Structuring Content (documents)

Screen Reader Navigation

Structuring Content (presentations)

Incorporating Images Consider purpose of image ◦Decorative ◦Instructional Alternative text (text representation) ◦5-7 words Long description (in addition to alternative text) ◦PowerPoint - Include in Notes area ◦Word - Include in near image

Recapping Text Representations (for Images) DECORATIVE 1.Alternative text INSTRUCTIONAL 1.Alternative text 2.Long description for additional instructional information

Text Representations for Multimedia VIDEO Closed captioned Provide text transcript Audio describe, when needed AUDIO (PODCAST) Post a text transcript near the audio file or hyperlink

Hyperlinks 1.Where is the link going? 2.What will be viewed? (Why is the link provided?) 3.What happens when the link is clicked?

Accessible Videos

Low Hanging Fruit Recap Consider Color Contrast Structure content ◦Headings ◦Lists Compose Meaningful Alternative Text for Images Informative Hyperlinks Use Captioned Videos

Accessible PowerPoint Presentations

Experiences of a Screen Reader User JAWS Meets a PowerPoint 2010 Presentation – After (opens in a new window) Direct link: JAWS Meets a PowerPoint 2010 Presentation – After (opens in a new window) JAWS Meets a PowerPoint 2010 Presentation – Before (opens in a new window) Direct link: JAWS Meets a PowerPoint 2010 Presentation – Before (opens in a new window)

Accessible Documents Applying Structure ◦Headings ◦Lists ◦Tables Color consideration Hyperlinks Alternative Text

Recapping the Low Hanging Fruit Consider Color Contrast Structure content ◦Headings ◦Lists Compose Meaningful Alternative Text for Images Informative Hyperlinks Use Captioned Videos

Contact Information Amy Netzel Darrin Evans