1. March 12, 2013

2. I NTRODUCTIONS  Allison Kidd  IT Coordinator  UDL / Accessibility Trainer  Shannon Lavey, MS, OTR  Service Coordinator  Assistive Technology Trainer  Assistive Technology Resource Center  Provide Assistive Technology for students with disabilities  Provide support for faculty and staff at CSU on accessibility  http://atrc.colostate.edu

3. O UTLINE  CSU’s Accessibility Guidelines  Principles of Universal Design for Learning  2 Main Concepts for All Documents  Structure  Alternative Text  Hands-On: Word Documents  Hands-On: PDF Documents

4. CSU’ S G UIDELINES FOR A CCESSIBILITY OF E LECTRONIC AND I NFORMATION T ECHNOLOGY Adopted by Faculty Council, Fall 2012  CSU is committed to providing equal access to electronic information for all students  Universal Design for Learning provides a strategy for preparing materials that overcome barriers to learning and benefit all learners

5. U NIVERSAL D ESIGN FOR L EARNING “ Universal Design for Learning (UDL) is a set of principles for designing materials that give all individuals equal opportunities to learn. ” Source: http://www.cast.org/udl/index.html

6. T ODAY ’ S S TUDENTS A RE D IVERSE  Ethnicity & Culture  Native language  Non-Traditional  Learning Styles  Disabilities – Non-Apparent  Dyslexia  Learning Disability  ADHD  Brain Injury  Disabilities – Apparent  Visual Impairment  Hearing Impairment  Physical Disability

7. UDL: A F RAMEWORK FOR I NCLUSIVE P EDAGOGY 1.Information and concepts are represented in multiple ways and in a variety of formats. 2.Students are given multiple ways to express their comprehension and mastery of a topic. 3.Students engage with new ideas and information in multiple ways.

8. L EARNING S TYLES : I NVOLVE THE S ENSES  Visual  Auditory  Kinesthetic  Combine for highest impact on learning!

9. W HAT M AKES A D OCUMENT U NIVERSALLY D ESIGNED ?  Search-ability  Select-ability for Copy and Paste  Consistent Structure / Organization  Bookmarks or an Interactive TOC  Text to Speech capability  Accessibility for Screen Reading Software

10. BEYOND ACCESSIBILITY Universal Design Features  Search-ability  Select-ability for Copy and Paste  Consistent Structure / Organization  Bookmarks or an Interactive TOC  Text to Speech capability  Accessibility for Screen Readers How Can Students Benefit?  English Language Learners  Non-Traditional Students  Learning Styles  Disabilities – Apparent  Disabilities – Non-Apparent

11. READ & WRITE GOLD DEMO Benefits of a Universally Designed Word Document

12. D IVERSE T ECHNOLOGY, D IVERSE F ORMATS  Students are using a wide variety of technology  Operating Systems  Devices – tablets, phones, eReaders  Versions of word processing software  Assistive Technology – hardware and software  Let students pick the format that works best for them – offer multiple formats.  Start with Word  Convert to PDF  Make both files available to students

13. C REATING UDL D OCUMENTS : T WO M AIN C ONCEPTS  Document Structure  Headings  Table of Contents  Content Reading Order  Descriptive Alternate Text  Images  Graphs  Tables

14. D OCUMENT S TRUCTURE  Content should be organized!  Use built-in styles  Headings  Lists  Emphasis  Be consistent with styles  Top level headings – use styles to designate level of importance  Screenreaders can pull up all headings as a list

15. W HY IS S TRUCTURE I MPORTANT ?  Visually - It looks easier to read  Easier to pick out important points  Students can take notes based on an obvious outline.  Provides a Table of Contents  Screen-reading software uses structure to navigate the document more easily  Consistent use of headings lets the listener know how important a section is.

16. SCREENREADING SOFTWARE DEMO Documents – Structure vs. No Structure

17. W HAT IS A LTERNATE T EXT ?  Screen readers can only read text  Present the information in more than one way  Provide a short text description for all non-text elements  Alt Text describes the purpose or meaning of the image

18. H OW TO W RITE A LT T EXT “What is the function of this image?”

19. C ONTEXT IS K EY  Alternative text for images should describe the meaning of the image in its context  Ice Cream Manufacturer  Girl Scouts of America  A Food Blog  Diversity Website Adapted from Jesse Hausler, The ACCESS Project

20. HANDS-ON: WORD DOCUMENTS

21. O FFICE 2010: C OMPATIBILITY M ODE O FF  Documents with.doc will open in compatibility mode  More accessibility features are available in.docx format  To turn compatibility mode off:  File > Save As > File Type > Word Document (*.docx)

22. A DD S TRUCTURE : U SE S TYLES Add Headings for each section Be Consistent Use Tables to organize columns

23. Add Alt Text to Images 1. Right-click on the image and select ‘Format Picture’ 2. Select the ‘Alt Text’ option at the bottom 3. Type the alt text in the ‘Description’ box on the right 4. Do not use the ‘Title’ field, as a screenreader will not read it!

24. Add Header Row to Tables 1. Right-click on the top row of the table. 2. Click on ‘Table Properties’ 3. Check the box ‘Repeat as header row at the top of each page’

25. Add Alt Text to Tables 1. Right-click on the table and select ‘Table Properties’ 2. Select the ‘Alt Text’ tab on the right 3. Type the alt text in the ‘Description’ box on the right 4. Ignore the ‘Title’ field, as screenreaders won’t read it (same as with images).

26. M ICROSOFT ’ S A CCESSIBILITY C HECKER  Use the Built-in Accessibility Checker  File > Info > Check for Issues > Check Accessibility

27. DOCUMENT COMPARISON Formatted vs. Unformatted

28. H ANDS -O N : PDF D OCUMENTS Scanned to PDF Word to PDF

29. L ET ’ S L OOK AT S CANNED PDF S There are three types of PDFs resulting from a scanner:  Scanned PDF saved as image only  Scanned PDF with Optical Character Recognition  Scanned PDF with OCR and Tags added

30. PDF S CANNED AS I MAGE

31. S CANNED PDF R ESULTS AccessibilitySearch-AbilityCopy/PasteBookmarksText to Speech Scanned PDF Scanned PDF with OCR OCR and Tags

32. GOOD VS. BAD PDF DEMO Read & Write Gold

33. M ORGAN L IBRARY C OURSE R ESERVES  Login with eid to request PDF creation  Library staff will do entire process  Find the article  Scan with OCR  Convert existing scanned PDF  Post online for your course  Turn-around time – typically one day

34. https://reserve.colostate.edu

35. C OURSE R ESERVES O PTIONS

36. W ORD TO PDF C ONVERSION  Start out with a Word Document  Make the Word Doc accessible, then convert it  Use Save As PDF  Or use the Acrobat Toolbar AccessibilitySearch-AbilityCopy/PasteBookmarksText to Speech Print to PDF Save As PDF Adobe PDF Plugin

37. HANDS-ON PDF  Before Conversion!  Make sure Tagged PDF is enabled in Preferences under the Word PDF Toolbar  This makes the PDF accessible to screen readers!

38. IN ADOBE ACROBAT X Open the Accessibility ToolbarClick on ‘TouchUp Reading Order’

39. Touching Up the Reading Order  Click on ‘Show Order Panel’  The pane will show up at the left  Drag and drop items in the correct order  Empty items or decorative images – set as ‘Background’.

40. F URTHER R ESOURCES :  CSU’s Accessibility Website  http://www.accessibility.colostate.edu  CSU’s Access Project Tutorials  http://accessproject.colostate.edu/udl  Allison.Kidd@ColoState.Edu