Access Technology Higher Education Network. WAVE Web Accessibility Tool. Site Index. Web Accessibility: Web Standards and Regulatory Compliance. Another great book on web accessibility has just been published: Web Accessibility: Web Standards and Regulatory Compliance by Jim Thatcher, Michael R.
Burks, Christian Heilmann, Shawn Lawton Henry, Andrew Kirkpatrick, Patrick H. Creating Accessible Courses and Materials. State E&IT Accessibility Initiatives. *** ITTATC has reached the end of its 5-year grant, so (as of 5/15/06) this website is no longer being updated.
Please be advised that the information on this site may be out of date. *** State E&IT Accessibility Initiatives State efforts concerning the development and procurement of accessible electronic and information technology (E&IT) are critical to the overall goal of increased access for all citizens. State E & IT Accessibility Initiatives. Tennessee Web Accessibility Tennessee Web Accessibility Policies: Accessibility Statement Requires Tennessee Executive Branch Agencies to comply with Section 508 standards for accessibility.
Scope of Applicability: Executive Branch AgenciesOther: Tennessee.gov Referenced Standards: 508 Standards Validation/Testing Required: unclearTesting Tools Provided. Who is responsible for monitoring compliance? Not Specified Complaint Process: unspecified. Designing for Inclusion. Inclusive design, design for all, digital inclusion, universal usability, and similar efforts address a broad range of issues in making technology available to and usable by all people whatever their abilities, age, economic situation, education, geographic location, language, etc.
Accessibility focuses on people with disabilities — people with auditory, cognitive, neurological, physical, speech, and visual impairments. The documents below explore some of the overlaps between inclusive design and web accessibility, and help managers, designers, developers, policy makers, researchers, and others optimize their efforts in these overlapping areas. How People with Disabilities Use the Web. Section 508 Resource Page. OnlineAccessibilityHandbook-loRes.pdf. UDL and Technology. Dedicated educators always find ways to design curricula that meets the needs of all learners, whether they are using technology or not.
However, powerful digital technologies applied using UDL principles enable easier and more effective customization of curricula for learners. Advances in technology and the learning sciences have made “on-the-fly” individualization of curricula possible in practical, cost-effective ways, and many of these technologies have built in supports, scaffolds, and challenges to help learners understand, navigate, and engage with the learning environment. Learning and demonstrating effective uses of technology is itself an important instructional outcome. Technology has permeated all aspects of our economy and culture. Every learner now in school needs a range of literacies that are much broader and more inclusive of our changing culture. However, it is important to note that these technologies should not be considered to be the only way to implement UDL.
Creating Accessible Courses and Materials. UW: Disability Resources for StudentsUW: Disability Resources for Students. The following checklist is a basic level list to ensure online course content is accessible.
More advanced levels of accessibility can be achieved through consultation with DRS. Syllabus Does your syllabus have a Disability Services statement? If not click hereDoes your syllabus list have a contact for technical assistance? Does your syllabus indicate the options for communicating with you? Text Documents Can text be highlighted, copied, and pasted? PowerPoint presentation slides Are all your presentations created with the same template? Images. UDL Online Modules.
Module One: What is Universal Design for Learning? Offers an overview of Universal Design for Learning (UDL) by addressing the three principles of UDL, the connection of UDL to neuroscience, and the impact of UDL on curriculum. This module provides you with an interactive learning experience. You may wish to think of it as an interactive text book. To begin, on the left of the page, you will see a navigation bar.
This bar provides a list of the contents of the module, much like a table of contents in a book. You can use the left navigation bar to: go directly to a section or subsection by clicking on any of the subsection titles in the list determine your location as you are progressing through the module (the subsection will be highlighted to show your location) Notice that each subsection contains a series of screens or pages. You can begin by clicking on the forward arrow on the top or bottom right of this page. K A I R O S: 7.1. /dss/merlin-cgi/p/downloadFile/d/27231/n/off/other/1/name/2013_02_04_Accessibility_Checklist_Guide_Revpdf/
Working to Ensure Section 508 Compliance for Course Accessibility. In building online course materials it is important to bear in mind that, as a public university receiving federal funding through the Assistive Technology Act, Rutgers is required to meet Section 508 standards for web-based intranet and internet information and applications.
Conforming to these standards requires that materials that would pose problems for students with disabilities need to be altered to accommodate the disabled. Examples of materials that would require accommodations would include: Videos that have audio would need captioning and text transcriptsAudio files would need text transcriptsImages should have alternate text or descriptions set for them to convey meaningColor-blind individuals should be able to interpret a page successfullyHTML tables should use the <th> tags to designate column and row headers The Rutgers University Office of Disability Services recommends all faculty include the following in their course syllabi:
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