All righty, good afternoon.
Welcome to the TechKnowledgy conference today.
I'm Sharon Jones from the VCU TTAC.
We just have a few announcements before we get started with the presentation.
Kristine was kind enough with Grady to do the session earlier today at 12 o'clock.
And it went wonderfully well and we had lots of participation so
we thank you, Kristine, for doing this again for us.
We will be archiving this session for
viewing later and I think once you hear all this great information you're going to
want to send all of your folks to listen to it through the archive session.
That archive session can be accessed through the technology conference website
and if you need to have that, that link we can send that to you.
There are handouts available for
the session and you will see them on the on the right side of your screen,
part away down under handouts there are three great handouts for you.
So you can follow the links to download them and have them for
your viewing during the during the conference here.
Your microphones have been muted but
please jot down any questions you might have in the chat box and
they will either be answered periodically through the session.
Kristine did a great job of that last time but I know we all sometimes get so
focused on our content that's hard to kind of check that check box.
So any questions that are not answered during the session we can
answer them at the end of the session.
And at the end of the webinar, you'll have an opportunity to complete a very short
evaluation and link to a certificate of participation.
If you're doing this with multiple folks,
everybody will have a chance to follow that link and get their certificate.
If during the webinar you have any technical problems,
once we switch to the presentation screen,
you will see a little box at the bottom that has a phone number for Bill,
who's one of their technical assistance geniuses behind the scene.
And he'll be able to help you with anything that you have problems with or
you can just enter your question in the chat box and we'll help you with that.
It is my privilege to introduce to you, Kristine Neuber and Grady,
saw Grady getting a little treat just a minute ago.
Grady, let me see you face.
>> [INAUDIBLE] Here you go.
>> [LAUGH] Her four-legged companion.
Kristine has a very long history of working in the area of assistive
technology.
She has often worked with individuals with vision impairment.
She's taught a lot of assisted technology courses at GMU and
I'm sure in other places as well.
She is currently the IT Accessibility Coordinator
with the Assistive Technology Initiative at Mason.
Her primary responsibility is to ensure that George Mason's electronic resources
including websites, and hardware, and
software applications are accessible to individuals with disabilities.
Again Kristine, we appreciate all your time earlier, and
we can't wait to hear again what you have to help us.
>> Thanks, Sharon.
>> Thank you.
All righty.
>> Bring up my presentation.
Sorry about that.
Here it comes.
Well, thank you, guys, for taking time out of the end of your day.
I'm sure it's been a long day for everybody.
But I appreciate the time to go through this with me.
And I apologize for the slide issue right here [LAUGH] Get back to the beginning.
Okay, as Sharon said, I'm Kristine Neuber.
I'm really excited to be here today to talk to you about
Web Accessibility as it relates to the K to 12 environment.
So this webinar will give you an overview of web accessibility,
how it applies to K to 12,
I'm gonna talk about some key components related to web accessibility.
We can't cover everything in an hour but
I'm gonna highlight some of the Main issues.
I'll also provide you with some tools for testing and
I ideas for how to move forward in your school district if you
feel like you need to get on top of whether existed.
So and Sharon mentioned there are some handouts,
provided that you can print out also.
They'll be available when they're posted on T Tech online when their
presentation is posted.
So, one of the things I have on the handouts is checklists.
So there's a couple of different checklists for web accessibility.
So you can print those out and
follow along if you'd like in addition to that PowerPoint.
Okay, I wanted to first kind of find out from everyone who's
connected you know what you are whether you feel your websites
are acceptable at this point but let me pull up that poll and
if you would take a minute to just write down what you think.
I don't know if you're able to vote,
it looks like it's an old poll and now, I ended it.
Okay there we go, sorry about.
Okay, it looks like from this survey about, let's see.
Half and half of you believe that it is that your website is accessible or
at least seems to be changing as we go along so let's give it a minute.
Okay, So
actually, there's a majority that feel like their websites are accessible.
And I certainly hope that that's true.
I'd be interested to find out what you think after this presentation,
see if it changes your mind at all.
So I'm gonna go ahead and end this poll.
And we'll hopefully have time to get back and repoll at the end.
Okay, so let's talk about what web accessibility actually means.
Web accessibility means that people with disabilities can perceive, understand,
navigate, and interact with information on the web or on your website.
This is regardless of their disability or
the technology they use to access the site.
So what do they use to access the site?
I think is a misperception out there that when accessibility is really
focused around individuals who are blind or use a screen reader to access the web.
And really that is an important piece and
causes some problems, but it's a broader issue than that.
It actually affects a lot of different types of disabilities.
So I wanted to take a minute to talk about that.
If we look at the first category, sensory, this is.
Vision or hearing loss or both so individuals who are blind or
had a significant visual impairment will use screen readers to access
the website or refresh for Braille display which provide Braille access
to the information that's on the website based on where the cursor is.
And we also have people with hearing impairment who would
use captioning and would need captioning to access any video content
that audio content that's on the website that they wouldn't be able to hear.
So, captioning is another piece of access for people with sensory impairment.
Also individuals with learning disabilities, or
cognitive impairment, might use technology such as text to speech,
which is actually different than a screen reader.
Screen reader's going to interact with everything on your computer and
read everything where usually text-to-speech software something that you
might highlight an area of the screen and then have it read that text to use.
So it's used a lot by people who have vision who just may have difficulty
reading text and so need to use text-to-speech in a different way.
And also, somebody with a cognitive are learning
disabilities may need different things such as color coding or
organization of the website so that they can fully understand.
So there are a lot of different things to consider when you're talking about
learning in cognitive disability and web accessibility.
And then finally people with physical disabilities,
they can't always use the standard mouse that we all use kind of to access the web.
And they may use alternative tools such as speech to text so
that's a voice recognition software.
They're talking into the computer and it's doing different function for
then that the mouse or the keyboard might do well or
they use a different type of input such as a switch.
So, there's a lot of different tools that people with physical disabilities
would need.
And again, they can't use the typical mouse, so
we need to make sure that our web site do not rely on just a mouse and
sometimes features do So we all know that the right
thing to do to make our website accessible to all people with disabilities.
But the question I think in K to 12 a lot of times is,
is it a legal requirement at this point to do so?
So let's look at the legal requirements.
So legal requirements,
there's kind of two main pieces of legislation that guide this.
One is the Americans with Disabilities Act Title II.
And the second one is Section 504 of the Rehabilitation Act in 1973.
So both of these laws prohibit discrimination based on disability.
The difference between the two of them is that, one of the differences that,
in Title II, it's based on, it's not based on where the funding is coming from so
it doesn't matter if you're getting federal funding or not.
Where Section 504, it prohibits discrimination for
entities that are receiving federal funds.
But both of them are requiring equal access
to people with disabilities to participate in programs, services and activity.
And it has been determined through, and
I'll talk about some of the cases,but it has been determined that this
includes program, services, and activities that are delivered online, of course.
So both of these laws kind of cover this right to access programs,
services and activities which of course include online activity especially now.
If you look at how schools are operating these days,
we really are depending on the web to disseminate information to students,
to parents, to teachers, to the community.
We also provide instructional materials through course management tools like
blackboard, a homework assignments, communication, even real time
communications for to identify school closings and emergencies for example.
So all of these areas are really ways to
provide programs and services and communication, and
therefore must be available to students with and without disability.
This is where web accessibility gets involved.
One thing about, we're gonna spend a lot of time talking about
document accessibility in this presentation.
But a lot of the information I'm giving you in general about web accessibility
also apply to document accessibility, Word Documents, Powerpoint.
I mention this because blackboard itself is mostly accessible.
But what you put on blackboard?
What you're distributing to your students and parents posting to blackboard,
like videos and Word documents, those things also need to be accessible.
So ,if you're posting materials that are not acceptable, then that's where you're
going to run into a problem with blackboard and many other course tools.
So, just something to keep in mind.
And, as we go through this,
a lot of the concepts I'm talking about apply to both documents and websites.
So, why do we need to worry about this besides it being the right thing?
There have been several OCR complaints.
Complaints to the Office of Civil Rights based on inaccessible web sites and
school systems and other educational organizations.
So here are just a general list of some that have been advertised.
And if you look in the bottom of the slide,
I have a link to a website that will describe or kind of summarize each one.
And also, it provides kind of complaint but also the process for
fixing the problem, the resolution.
So, it's a great website to go to to look at how other school districts,
what problems have come up and then how they've had to rectify the issues.
Because we're in Virginia and I'm hoping we have some people from outside of
Virginia as well, but I wanted to highlight just briefly that we do have
one school system that has had to work through this and
that's Virginia Beach Study public school.
They had, there were four web sites that were reported as being inaccessible.
I don't recall who reported this particular problem but I do or
mentioned that anyone can report an issue to Office of Civil Rights.
So it's not necessarily always gonna be a parent or
a student at your school that you might be aware of as having accessibility issues.
It can be an advisory group or advocacy group.
I'm sorry, so I meant to say, so
it can really be anybody can mention this or file a complaint.
So it's something to be aware.
So when Virginia Beach City Schools, they had to basically the O.C.R.
when they went to do an investigation.
And looked at the websites that were reported and looking at them,
they looked at it based on Section 508 of the Rehab Act.
Right now our ABA and Section 504 don't have specific guidelines for
how to make websites accessible or what's required within
those pieces of legislation but they still require it.
And so I wanted to mention that because in this particular case in Virginia they were
looking at Section 508 but in the resolution they said that Virginia Beach
could resolve the issues following section 508 or WCAG 2.0.
We're gonna talk about those two guidelines but
I just wanted to mention that right now we don't have specific
guidelines under the two pieces of legislation.
But I believe they're coming and they'll be more clear cut.
So the good news about these OCR complaints is when you look at them in
general, the issues that are identified are really in four different areas.
So you have number one, and it's not really in any order.
But one of the big issues has been it's only accessible with a mouse.
Meaning that there are areas of their website that a user can only get to
if they have a mouse and they put that mouse over, let's say a drop down menu.
The only way that drop down menu is opening up is if they have a mouse.
So that's what it means to be only accessable with a mouse.
And that is a problem for many users who don't or cannot use a mouse.
And next area that was identified often were alt-text.
And that is providing some sort of text for a visual image.
In this case, I've provided a picture of Grady as a puppy.
Everybody likes pups, right?
So I thought it would get a smile.
If I put a picture of Grady up without an alt text, what a person would hear if
they were using a screen reader could possibly be an image or
what usually happens is whatever that file is named.
So might be named Grady.jpeg or
it could just be a number, a string of numbers .Jpeg.
So a screen reader user wouldn't know what they were
supposed to be perceiving on the website.
So it's important to have alt text for all of your images if they're
providing information to the user.
There are some times where you might have a decorative image
that's not providing any information.
So you can leave that as a blank alt text.
But you will need to do something with each of the images so that it can be
perceived properly regardless of whether you have vision or not.
Another big area that was mentioned is color contrast, to providing enough
color contrast for individuals who have low vision,
and/or some situations where there's color used alone
to provide information, so color coding of some sort.
But if you have somebody who is colorblind that would be an issue.
We'll talk about all of these things in a little bit more detail later.
And then the final area that was kind of mentioned in a lot of these cases was
videos that are not captioned for individuals who are hearing impaired.
There's a kind of the main issues that were in these OCR complaints.
Luckily they are pretty easy to fix.
And there's lots of resources,
so if these issues are what you find on your website you're in luck.
Okay so I just mentioned four areas, there are lots of other areas to consider.
And there are two really main web acceptability guidelines.
One is be WCAG.
Or the web content accessibility guidelines and
they're put together by the World Wide Web Consortium or W3C.
And that's a group of people, both public and private.
They're worldwide academics and government individuals as well as people
from the technology industry and users.
So it's a really nice kind of broad group of
people that came up with these guidelines.
And it's usually the guidelines that are often used by other countries as well.
Section 508 right now are only applies directly to the federal government.
But a lot of states are choosing to use it or
putting it into their guidelines as well.
Section 508 is kind of I think a lot of people have heard it and
they may not know a lot about it but it's pretty widely talked about.
And it provides a list of guidelines that are pretty can clear cut.
Standards that a lot of people find easier to follow than the WCAG guidelines,
which have several different levels and a lot of detail.
But both are appropriate if you're looking at your website and
trying to make it It accessible for your students.
What is exciting to me is that Section 508 is going to have, has had a refresh.
And that refresh incorporates some of the WCAG 2.0
Level AA has incorporated that into what's already part of Section 508.
Which is a really nice kind of combination to make sure everything is covered and
clear.
That refresh is actually been provided
January 17th of this year but that compliance with that for
federal agencies at this point won't be required until January 17, 2018.
So a year from the time that is.
Publish and to register.
So there's still some time to meet all of those guidelines.
At George Mason University, we already follow 508 and WCAG 2.0 Level AA.
So we're kind of ahead of the curve,
and there's plenty of people out there that have chosen to do the same thing.
You have a list of the guidelines and there's a lot of resources out there to
help you understand it as well as explain how to fix the issues that you find.
So we'll get into some of them in this presentation.
Okay, so now what I want to do is take some time to talk about some of the major
areas that you're going to run into, likely going to run into,
problems with if you don't think about them before putting them on your website.
So just a quick note.
These images are actually taken from a handbook that
was provided by Portland Community College.
It's a great handbook that goes into not only how to make your
website accessible, but also how to make documents accessible.
So it's a great resource, it's nicely organized.
And I wanted to provide it to you.
Let's go through and see what some of these issues are.
The first one, and something that I think comes up a lot on most websites,
is just making sure that you have a meaningful label for your images.
We talked about this minute ago with the Grady picture.
You wanna just kinda look at the picture and find and think about what needs to be,
what the label should be based on what the image is being used for.
So if this is an image to display information or to highlight an area.
You wanna keep that old tech kind of simple.
So in this case, I have labeled it, I believe I have it labeled as
fingers scanning refreshable browse display, okay.
So that the user would know what the image and to understand the content.
Now, if you have a picture that has more detail or that needs to be interpreted,
such as this image I have below, which is a pie chart.
You need more of a description in order for
the user to understand that particular image.
Just saying pie chart of common accessibility issues is not enough
because the pie chart is giving you more information about percentages.
So in that case, you would need to have more of a description.
Now, just a note, this is a fake pie chart that I just put together so
that I would have a more complex image, so this is not true.
But in this case, I would need to give more of a long description
to explain that this is a pie chart that is divided into four sections,
25% each, showing that all tags, captions, color,
and keyboard access are equally problematic on websites, okay?
So that's incorrect, but
basically just wanted to say that you would need to add more of a description.
What's great about this is that it's an easy problem to fix.
So a lot of times if you're using a web tool to develop a web page,
when you upload an image, many, many programs now open up a box,
a dialog box like you see in the center here,
where it asks you for the title of the image.
And then it also provides a space for description, so the title you can put and
that would be the all time, a description, is if you need more detail.
And you can put it right in the box, you don't have to know any coding and
you're ready to go.
This box that I'm showing you here is actually something that comes up in
PowerPoint when you go to an accessibility checker, and
allows me to put in alt text for images very, very easily.
So this does not have to be a difficult fix, can be very easy.
Let's move on to the next.
The next area is use of color.
The color is important.
Color is nice to have on your website.
You don't wanna keep it very boring by just doing black and white.
You can have color.
You just have to be careful to make sure that the color that you're
using provides enough contrast.
So you can see in the picture here,
to the right, that you have different options for color contrast.
So you can have that are high and then there are some that are poor.
There is a tool, so many take a second to kind of stop sharing my PowerPoint and
go to their share my screen.
So I can show you a tool that you can easily incorporate into Chrome,
and check the color very quickly, so give me just a second to
stop sharing my PowerPoint and then bring up my desktops.
So it'd just take a second on your side to get through.
Okay, so hopefully, you're looking at the this.
This is Thomas Jefferson Middle School in Washington State.
I didn't wanna call anybody out in Virginia, so
I just grabbed a website from another state.
And I just wanna show you quickly how, if you were looking at your web site and
you wanted to make sure you're providing enough contrast,
you can use a tool that's incorporated or you can provide in Google Chrome.
That's called color contrast analyzer, and
I have a link to this in the PowerPoint resources.
So once I've provide it up there, then I can go down and
say I wanna capture a page image or page region.
I'm gonna and click on there.
And I wanna move this box that's highlighted here,
over whatever I want to check to see if there's enough contrast.
I'm gonna slide it over here and
just see if we're doing okay with this purple on a yellow background.
We'll just hit OK, or click OK.
And you'll notice that it's giving me, just changed the image and
showing me white text.
So as long as you see the white text and it looks pretty solid, then you know
that you have enough contrast available on that page for that text.
However, there's other sites.
I'll show you an example if you go to Google,
I did a search just to show you an example that wouldn't have enough contrast.
On this, I'm gonna check out and
say okay, I wanna see if my menu has enough contrast.
Again, you're gonna go to capture page section, and
I can put the box around the menu here at the top.
And now, when I hit OK, You see that there's no outline of the text there,
and so there's not enough contrast there to meet the requirements.
In this case, the WCAG level.
And if you have bigger text, you can actually choose the size and
whether it's bolded or not, and it's gonna check that area for you.
But this particular tool is based on WCAG, but I think you can be pretty
confident that it will also match up with the section 508 guidelines.
One other thing, while we're here,
that I wanted to show you is if we go back to Jefferson Middle School,
and you're wondering if you have labeled your graphics, there's another
tool that we'll get into a little bit more later called the Wave Tool.
And if I click on that, which is up here, what it is gonna do,
it's gonna quickly analyze the website for all of the.guideline, okay?
And it's giving you icons.
And the one that we're gonna look at right now,
it's just this red one with the cross to it.
If I click on that, it's gonna get me a pop-up that says,
image alternative text is not present.
So they haven't provided an all text for this image, and
I can click more information.
And over on the left, it shows you what the issue is.
Why it matters.
How to fix it.
And then down below, it actually gives you a link to the section 508
standard that applies as well as the WCAG standard that applies.
So you can quickly go to that website and
get information about the issue that you're having.
So you can quickly find out what alt texts are missing on your website.
And just to remember that sometimes, you'll have to use your
judgment because there may be an image that does not require an alt text.
But in that case, you would need to give it blank alt text so
the screen reader doesn't read it.
Okay, so that was a really quick overview of the Wave Tool.
But I just wanted to make sure you had a quick demo of that,
oops, before we move on.
Okay, so let me stop sharing the screen now, and
then we'll go back to the PowerPoint.
Okay, Jim has a quick question about what's an example of an image that does
not need an alt text?
Okay, so one thing, sometimes you'll notice on a website that there'll be
a decorative image that may just be like a little a squiggly line
to separate different areas of the website.
Or some design like that that really is not conveying any information at all.
And that would be considered just a decorative image.
In that case, you would just put the alt tag as open and closed quote,
which would be an empty alt tag.
And what happens is the screen reader, when it gets to that image,
just ignores it, so that the person doesn't have to listen to information that
really doesn't provide any information to them.
Does that make sense?
Okay, so the next area of text that is important, or
I'm sorry, color that's important, is making sure
that you don't use color alone to convey information.
So, a really good example of that that you see is people using
a color like red to say that red areas are required fields.
So, in this example that I have on the PowerPoint is the, Tell us who you are.
It's a field that says company's first name,
last name are required because they're in red.
If I was color blind I may not be able to see that and
wouldn't know which fields were required, and which we're not.
So, a simple fix for that is just putting an asterisk next to it.
S,o even if you wanted to keep the color coding because it's helpful for
people who have cognitive disabilities, for example,
then you could keep the color coding,
but also add an asterisk to help people who cannot see color.
That's an easy thing.
Okay, the next area I want to talk about is video.
We use a lot of videos to convey information.
Sometimes it's a quick announcement maybe from the school principal or it's actual
content for homework that a student is watching from Blackboard.
You want to make sure that any video that you post is going to
have captions for individuals who are hearing impaired.
But also, and this is an area that I think a lot of people are not aware of,
if you have a visual impairment and you're watching a video,
there's a lot of information that happens sometimes without any audio accompaniment.
So, you could be completely lost and the best way to kind of demonstrate this is
if you go home and sometime this weekend watch a movie and close your eyes for
a while, you will notice that you pretty quickly get lost in a movie cuz there's
a lot of scenes that have no auditory and you have no idea what's going on.
So, an auditory description or audio description,
describes what's happening in the scene when there is no sound.
And you can actually access that audio description on your television,
it's usually the SAP setting, that you might wanna try that.
I know Sesame Street and
many other programs now have audio description included.
It is kind of fun to watch, or to experience.
Okay, also you want to make sure that whatever transcription
you're using, if you also provide a video transcript,
you wanna make sure that that's accurate and
provides detailed information about what's happening in the video.
And, of course, all of the controls for the video to play it and
do things like that need to be accessible by the keyboard.
This is a picture of a video player that's very accessible through OzPlayers
if you want to look that up and see how that works, it's a great video player.
And Shannon, I know earlier you had mentioned a resource for captioning and
audio description that you mentioned you might want to share in the chat.
>> Yeah, yes, I'll share in the chat window that Ann Hughes,
from the Partnership for People with Disabilities, who works with the deaf and
hard of hearing program here.
She said that there's a free resource and it's called Described and
Captioned Media program, dcmp.org, that is free captioning.
And I'll put that in the chat window so
you can jot that down if you're interested.
Thanks, Christine.
>> Thanks, Sharon.
Also I don't know if you're aware but you can upload your videos to YouTube and
actually caption them yourself.
It may seem daunting but if it's not too long and you have a transcript,
it's actually pretty easy to time that transcript to the video.
I have provided a resource at the end of the PowerPoint that
gives you step by step instructions on how to do that in case you're interested.
Okay, moving on.
The next area is keyboard acceptability and this is an area that's a very
important, of course, for anyone that cannot use a mouse.
And there are so many websites out there now that use scripting like JavaScript and
sometimes the way they use their coding, it makes it impossible for
somebody without a mouse to actually access the features on the website.
Sometimes it's a button, sometimes it's a a menu, but it doesn't mean that
you can't use these nice tools that kind of make the website look really nice.
What it means is that you just need to be aware of the issue and
make sure that whoever's programming your site knows how to use
the accessible code to make these things function.
And it's a not a difficult thing once the programmer has the information there
are a lot of websites out there that will provide the code for them and
all they need to do is know to incorporate it.
So, if you're wondering how can I check to see if my
website is accessible using the keyboard?
You can do exactly that.
People who use the keyboard to navigate a site typically are gonna use a Tab key.
The Tab key should bring your around to all of the links and any buttons,
menu bars and allow you to go through the site that way.
And then, if you're on a menu, you can use your down arrow,
it should open up that menu, allow you to move down to it, and
then hit Enter key to go into that link.
So, play around with your website and
see if you can access everything with the keyboard.
And if you can't, then you need to look at who programmed it and how they programmed
it, so it can be fixed without having to change the way that your website looks.
And don't feel like by doing all of these things you have to have a boring website
because there is code to make all of this work.
Okay, the next area that's important is looking at how ranks and
headings are formatted and really kind of looking at how you
structure the information on your web page to make it most useful and
accessible to people who access those links maybe differently
than those of us who are sited and use them now.
So, to begin, using meaningful names to identify links.
So, on your website you may have something that leads students to their
English homework.
And in most cases, what I see is that there is usually says for
English homework click here.
And the click here, is the part that is actually the link rather than
a more descriptive language would be English homework.
So, what happened is when there's something that's,
when the link is actually click here or sometimes it's just more.
Person who uses a screen reader can use a keyboard command or
to Insert F7 if you're using JAWS.
And what happens is a window pops up like what you see here on this slide and
it lists all the links that are on the page.
If you use click here or Read More, as your link.
Over and over again,
what's going to happen is the student who's getting a links list is
only going to hear whatever you have identified as that hyperlink.
So in this case, on this picture, you're seeing click here,click here, click here.
I have no idea what I'm going to get to if I click there, because I don't have
the context that other people who are reading the website visually would have.
Likewise, if I was using a keyboard alone and just tabbing through,
it's going to just say click here.
So, it's important to think about what you're making the hyperlink and try to
make it more descriptive like highlighting English homework instead of click here.
Likewise, using structural elements like heading is really helpful for everybody.
So, what happens if you provide a heading,
usually what happened is it's bold or a different font.
And it allows those of us who are sighted to quickly scan the page and
decide where we want to put our attention.
Where somebody who's using a screen reader has to read from top
to bottom pretty much unless you provide some sort of structure using headings.
So, that's why headings are required to help individuals to scan the page.
So, by providing a heading structure, then the screen reader again the user
can select a shortcut key and it will give them a list of headings on the page.
And then, we can jump to the heading that they're interested in rather
than having to read the whole thing so it's really helpful to them.
In the next slide actually have a video.
I'm actually not gonna take the time to go through it because
it's a little longer than I would like.
I actually think I can show it, a few minutes, but
I don't want to run out of time for the whole presentation.
So, what I'd rather do is have you link to it later if you'd like.
There's a link at the bottom of this page.
This video shows what it's like to go through a website or a document
in this case, that has all turned their images that has provided headings for
their text or that students can jump directly to the heading,
in this case it's showing a textbook or a Word Document that had.
Information that would be found in a textbook.
So, it's a great example it actually goes back and
forth between an accessible document versus an inaccessible document.
And while the document, just keep in mind when you do
watch it that it those features are the same on our website.
So, if you follow the same rules on our website,
you're gonna have the same functionality.
So, I will leave that to you to look at and if we have time at the end,
I'll certainly come back.
Okay, another area that is often an issue accessibility is table,
we use a lot of data tables on our websites to Pretoria information.
In this case, I have weekly stepmothers class and then.
This is White's class and the names of students corresponding with the grades.
So in this case, a screen reader, if this doesn't have proper coding,
is going to read from top to bottom and left to right.
And think about how we read this table.
We would look at the student naming, which is Doc,
which is in one of the row headers.
And then, we would look in the column header and say okay, I wanna know what
docs class plus what grade in and then look down and see that it was an A.
Screen reader is gonna read across and down.
So, it's going to be impossible for somebody who's using a screen reader to be
able to associate the sound that they're looking at with the column and
row headers.
Unless, the programmer has accounted for that and made identified what
the headers are, and that's simply through at a table header tag.
So it's proper HTML, something special but
a lot of times these things get left off especially if you're using a tool,
to create the table versus actually programming it.
So, just something to keep an eye on, and it's something that you'll see and
that tests in the accessibility checkers.
And you'll know what needs to be done to have it fixed.
Okay, in the next area is forms.
And this is similar, where you need to make sure that form
elements that just filling out name, street, phone number that those form
areas are associated with the title of what you want somebody to enter.
That was really clear, sorry about that.
So basically, when I'm entering into the edit box.
I need the screen reader to tell me that what I need to put in this edit box is
your name.
If you don't properly label the instructions with the edit box,
then the screen reader when you tab into that box, is just gonna say edit box.
And I'm going to be clueless as to what I'm supposed to enter into that box, and
this happens a lot on websites.
But, using proper formatting, the label for,
you can actually tell the screen reader, when you get into this text box,
you need to say these words or these instructions.
So that the user of the screen reader knows exactly what they're
supposed to put in those edit boxes.
And that's true even like a simple search edit box.
You need to make sure that that search is associated with that edit box so
that the screen reader user knows what to do in that box
So, this is a lot of information that's kinda thrown at you very quickly.
And you may be thinking, okay, so
maybe my website is not as accessible as I thought [LAUGH].
And when do you start, because there are a lot of websites, a lot of,
maybe a lot of different people working on a website or using different tools.
So, then the number one thing you need to do is identify who in your
district is going to be responsible for looking at this issue and
dealing with this issue, identify your team and
develop an accessibility policy and procurement policy.
So, the accessability powers you might be talking saying
what you're going to try to adhere to maybe Section 508 maybe WCAG Level AA.
It's up to you kind of at this point what you wanna work towards.
The procurement policy is looking at, what are you gonna do if you decide
to implement something new or hire somebody to design your website?
What you might need to do is look at what questions you're gonna ask of that vendor
to make sure that their product, or the people that are providing the service
know and understand accessibility issues and guidelines, so that you don't
find yourself in a position where you're using a tool that's not acceptable,
or you're using a service where they don't know how to make things accessible.
So it's important to have that as part of your process.
You also wanna set up a schedule and a process for
evaluating websites and other electronic resources.
So I have briefly mentioned Blackboard, there's a lot of different resources
that might be used in your school, either through your employees or your students,
maybe a search that you use in the library to look up different resources.
So you wanna look at all electronic resources, but you're not at the law.
So you need to prioritize and decide, okay,
what are we had out there that might be an issue?
Prioritize what you should start with and go to next.
So one of the ways you might wanna look at prioritizing is finding out what's used
most often, or by students who, [LAUGH] you may wanna start with
let's look at the resources that are used most often by students, and go from there.
You have to just come up with a pla,
because you can't tackle everything at once.
And then it's really important to publish a statement of some sort on your website,
so that people understand that you have a plan that you understand, and
who they can contact if they find an issue.
Cuz you may have it completely under control, and then something changes
on the website or with the technology, which happens all the time.
And then all of a sudden,
there's something on your website that's not accessible, that you missed.
So you need to make sure it's easy for people when they do run into that to go
all I have to do is contact this person, and that reduces the frustration that
some people feel when they can't access a certain part of the website.
So a lot of the resolutions that came out of the OCR cases are requiring
school systems to do just this, to identify a group of people,
somebody who's gonna be responsible to develop policy,
to have a schedule for fixing whatever is identified, but
also a schedule for checking, evaluating the websites that exist,
and publishing a statement or somebody to report issues too.
So these are all steps that have been included in those resolution.
So when you're thinking about well, how am I gonna test,
there's a lot of different options for you.
You can hire groups to test your website,
but you can also kinda start with just some of the free tools that are out there.
I mentioned and showed you quickly the web, the wave tool by webaim.org.
webaim.org, by the way, is a great resource in general because it's
a wonderful website that really kinda puts things in an understandable way.
You don't have to be super technical, but also provides resources for what coding
needs to be put in to make it accessible, so it kinda has a best of both worlds.
There's a lot of Chrome extensions and
other, Browser extensions that you can use.
I have just a few listed here because they happen to be the ones that I find
the most, easiest for me to use, and it is the way that I like to see information,
but there's a bunch more, and I have them listed in resource,
on the last page, where you can actually kinda see a lot of what's out there.
And just keep in mind that some are testing for different standards,
so Just keep that in mind.
And the WebAIM one or the Wave one actually does both, as I showed you.
This is a list of resources that I provided, and
I hope that you find them helpful.
One of them I wanted to highlight is, there is a guide,
like a school website, ADA compliance guide,
that has a lot of nice information if you're trying to get started with a plan,
and understand the basics, it's great for training.
Which is actually another area that was mentioned in some of the resolutions,
was providing training to personnel in school systems,
so that they're more aware of accessibility issues.
So that is end of the information I have to share.
I did add my, [LAUGH] I think I have the wrong version of the PowerPoint up,
but in the downloaded version, there's actually contact information for
me, if you wanna contact me.
And I will add my email,
in case you have any questions after this that you would like to ask.
>> Thank you, Christine.
That was really wonderful and information packed.
And I noticed that I picked up much more information listening to this the second
time around, for today.
So for those of you who wanna share this with others,
of course you can share the handouts, I think Christine's good with that.
And also, we encourage you to go to the archive session, if you wanna sit with me,
watch this again to pick up even more information.
But any other questions for Christine?
You can put them in the chat box, if you have some burning questions there.
Well, we're going to move you to the evaluation area, so
that you can have a chance to let us know what was helpful to you.
You will see that there is a box on the right side of the screen
that allows you to browse to.
If you click on Evaluation and Certificate,
you can browse to a link that will take you to a very short of evaluation,
and then we'll also ask you to put your name and your email address in, and
you will be taken to a certificate area that you can.
A certificate will be emailed to you, and you can print it off.
If more than one person is watching from the same location,
just write down that link, and you can browse to that link,
today, after the session, and then everyone can get a certificate.
I do see that there is a question that's coming in.
Christine, do you want to answer Jessica's question?
>> Yes, hi, Jessica.
I don't have specific information on all of the Google sites,
but I do know that they have.
Google has been quite receptive to accessibility, and
I can tell you that from experience, here at Mason,
where we had a department who wanted to use Google Classroom for example,
and my job is to check to make sure that it's accessible prior to that use.
And there's something called the VPAT Voluntary.
Yeah, gosh, this is awful, I should know the thought the top of my head, but
I'm having a brain freeze.
But anyway,
it basically gives a report of the accessibility of that particular product.
Some organisations have it, others don't have it readily available.
Google has been pretty great about posting that information on the web, and
what it basically means is that they have already gone through and checked their
products for accessibility under Section 508.
Usually, that's what I find anyway.
So it's something that you can Google, and see if you find it.
Other than that, I would have to look individually.
Thank you Jen [LAUGH] voluntary product accessibility template.
I probably say that 10 times a day but I was having a brain freeze.
Those things are sometimes available when you Google them to check out a product.
A lot of times you have to contact a company to get one but they can be helpful
in kind of determining whether you're working with an accessible product or not.
>> That's great we appreciate everybody sort of jumping in to share information
and helping us with this.
>> That's wonderful, thank you.
>> Yeah. >> Yeah.
>> Any other questions before we close out?
We gonna leave the window open so you all can get to the evaluation and
the certificate and of course the handouts.
But if you have any other questions after we're done please do let us know,
email us or contact us through the conference site.
We're happy to help you in any way.
So thank you all for participating hanging in there until 4 o'clock
at the end of a very long day, there is one more question for you from Jen.
>> And what about vendor sites for companies we link to and use?
That's a good question I mean technically anything that you're linking to.
That your students are using would have to be compliant.
But it's really on them what we do
here at Mason is before we actually work with the vendor or
we're putting that responsibility on then in our contract language for purchasing.
So that something you might be able to start working at [INAUDIBLE] procurement
policy to when you actually go to purchase a service to say that they have to
be responsible for the section 508 or
other accessibility guidelines that you identify.
And if they are not, they have to provide kind of a schedule for
when they will make those things acceptable that's what
we're doing at Masons is trying to create that,
how we're [INAUDIBLE] that we can put the owners on the vendors.
And before we can purchase them they have to agree to that of them and
if that helps but it's certainly an issue When renting out to site.
So it really depends on who is using it and whether it's a required,
Feature of what you're asking your students to do.
>> That big can of worms isn't it?
[LAUGH] Okay, one more question coming in for you from Jessica.
We do appreciate these questions.
It really helps to sort of clarify it for all of us.
>> Definitely.
And it's nice to know I didn't put everybody to sleep.
>> [LAUGH] >> I
wish I had some information on canvas Jessica, I don't.
I don't know if there's somebody out there that does.
And I'm happy to look it up if you want to send me an email as well.
Again, thank you all for participating and thank you Christine for
an incredible amount of very important and timely information for us.
Christine you present in such a smooth it was easy for me to listen and
take notes at the same time thank you.
>> Thank you.
I appreciate the opportunity.
>> This is wonderful, we'll have you back.
>> It sounds great.
>> Barney well, will just leave our site open and folks can get their balance and
their certificates, and there are handouts.
Thank you for joining us.
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