DO-IT - Art

Accommodation Resources: Design and Art

kcl — Wed, 09 Jul 2014 22:21:39 +0000

Design and Art

kcl — Thu, 19 Jun 2014 02:06:45 +0000

The nature of artwork, design, studio, and performance activities pose unique challenges, yet also provide creative opportunities for students with a range of visual, hearing, health, psychiatric, mobility, and learning impairments. With appropriate accommodations, students with disabilities can access visual, performing, literary, media, and design arts.

Students require access to three major aspects of the arts. They need to be able to access the physical environment or location of the activity (e.g., studios, theaters, museums). They also need to access and participate in the activities (e.g., drawing, dancing, composing, filming). Finally, they need to be able to access products (e.g., video presentations, plays, musical performances). Accommodations for design and art vary greatly and depend on the individual's needs and the activity, event, or product. For example, students with hearing impairments may need amplification, captioning, or sign language interpreters to access music, films, or live performances. Some students with mobility impairments need accessible seating in performance halls and theaters, while others need adaptive equipment to manage tools and materials. Students with visual impairments may need printed material such as scripts, sheet music, and literature in large print or Braille. Students are the best source of information about their specific needs.

General suggestions for instructors to make design and art classes more accessible for students with disabilities include:

creating work environments that are wheelchair accessible (e.g., adjustable workstations, spaces that are free of clutter, tools and supplies stored within reach)
allowing students extra time and/or assistance to set up materials
being flexible in assignment requirements and deadlines

Accommodations for Specific Disabilities

Blindness

Students who are blind cannot see visual aids; visual, media, and design arts; music notation; demonstrations; or performances. Design and art class accommodations for students who are blind may include:

descriptive interpreters who provide detailed descriptions of visual information
Brailled materials (e.g., musical notation, scripts, and assignment instructions)
extended assignment deadlines
clear verbal descriptions of visual aids, graphics, and instructions
raised-line drawings, tactile diagrams, or models

Health Impairments

Students with various health conditions may have difficulty attending class regularly. They may fatigue easily. Medication side effects may impact endurance, memory, and attention. Students with chemical sensitivities may have difficulty with some types of art supplies and materials. Design and art class accommodations for students with health impairments may include:

flexible attendance requirements
extended assignment deadlines
alternative assignments

Hearing Impairments

Students who are hard of hearing have difficulty receiving auditory information and may require amplification to hear music or voice. Students who are deaf may need to lip read or use a sign language interpreter. It is important to remember that students with hearing impairments who use an interpreter, lip read or read from a script often find it difficult to simultaneously watch demonstrations, attend to visual details, or follow verbal descriptions. Specific design and art class accommodations for students with hearing impairments may include:

sign language interpreters
real-time captioning
captioned video presentations
sound amplification systems.
preferential seating for optimal listening or lip reading
providing essential information in written format before the assignment begins (e.g., directions, scripts)
extra viewing time for demonstrations or visual aids and descriptions

Learning Disabilities

Some students with learning disabilities have difficulty processing, organizing, and remembering large amounts of information. Completing extensive projects, such as portfolios, may also be challenging due to poor organizational or time management skills. Design and art class accommodations for students with learning disabilities may include:

extended assignment deadlines
extended time on exams
adaptive computer hardware or software to assist with writing, reading, and organization

Low Vision

Students with low vision may have difficulty seeing visual aids; visual, media, and design arts; handouts, demonstrations, and performances. Design and art class accommodations for students with low vision may include:

documentation (e.g., plan drawings, musical notation, scripts, assignment instructions) in large print • preferential seating for demonstrations or performances
extended assignment deadlines
clear verbal descriptions of visual aids, graphics, and instructions
adequate lighting in work spaces
large monitors and/or screen enlargers

Mobility Impairments

Physical access to art facilities or equipment may be challenging for a student with a mobility impairment. Students with limited hand use may also have difficulty handling art tools and equipment. Students may need to access some of the following art facilities and equipment: stages and dressing rooms, museums, visual art equipment, cameras, darkroom materials, easels, art supplies, drafting tables, and looms. Design and art class accommodations for students with mobility impairments may include:

adaptive tools and equipment
accessible field-based learning
alternative assignments
assistance with material set-up and preparation (e.g., wedging clay, stretching canvas)
a workstation for a student in a wheelchair with a work surface 30 inches from the floor, a 29-inch clearance beneath the work surface to a depth of at least 20 inches, a minimum width of 36 inches to allow leg space for the seated individual, and a clear aisle width of 42 to 48 inches
uncluttered workspace
adjustable workstations
preferential seating to avoid obstacles and physical classroom barriers and that provides visual access to demonstrations
mirrors above the instructor or enlarged screen demonstrations
alternative workspaces such as pullout or drop-leaf shelves and counter tops, or lap-desks
alternate storage methods (e.g., a portable Lazy Susan or a storage cabinet on casters)
accommodations to complete assignments using a computer
accommodations to transport large drawings or other work

Psychiatric Impairments

Students with various psychiatric conditions may have difficulty attending class regularly. They may fatigue easily or have difficulty completing extensive, long-term projects. Medication side effects may impact endurance, memory, and attention. Artwork accommodations for students with health impairments may include:

flexible attendance requirements
extended assignment deadlines
alternative assignments
quiet work areas or meeting areas where noise and other distractions are minimized

Check Your Understanding

How could you help a student in your your design or art class, who has low vision, access a Photoshop program? Choose a response.

Provide screen enlargement software and a large-screen computer monitor.
Have the student work with a partner.
Use detailed verbal descriptions during instruction.
Suggest that the student take a different course.

Responses:

Provide screen enlargement software and a large-screen computer monitor.
Screen enlargement software and a large-screen monitor would help the student access the software.
Have the student work with a partner.
This may be a reasonable accommodation, depending on the needs of the student and the essential course requirements. The student with a disability should be involved and participate in other aspects of the work as much as possible.
Use detailed verbal descriptions during instruction.
This accommodation is important to give the student a visual orientation to the material. For example an instruction such as, "Click on the bottom right corner and drag toward the object in the middle of the screen" rather than, "Click here." provides more direction for the student who may not be able to adequately see the monitor.
Suggest that the student take a different course.
This would not be an appropriate recommendation. The student, instructor, and disabled students services staff should work together to first determine what reasonable accommodations are available to access the course.

Burgstahler, Sheryl, Ph.D.

Adding value to web instruction

The World Wide Web has the potential to make information accessible to everyone. However, this potential cannot be realized unless content is designed so that all Internet users can access the full range of resources this tool delivers. The use of web content that is accessible to everyone in our schools is consistent with No Child Left Behind legislation and state standards for the learning of all students.The web has become an essential tool for educational activities at all levels. Students both learn from web resources and create web content. As students develop web pages as part of class assignments, they should keep in mind that some visitors to their websites

cannot see graphics because of visual impairments;
cannot hear audio because of hearing impairments;
cannot operate a mouse;
use slow Internet connections and modems or equipment that cannot easily download large files;
have difficulty navigating sites that are poorly organized with unclear directions because they have learning disabilities;
speak English as a second language, or are younger than the average user; are senior citizens.

The Americans with Disabilities Act of 1990 (ADA) and Amendments of 2008 require that covered entities provide access to programs and services to people with disabilities. The U.S. Departments of Justice and Education have issued rulings and statements that support the position that web content is covered by the ADA. Section 508 of the Rehabilitation Act requires that web pages and other information technology procured, developed, or used by federal agencies adhere to accessibility standards. Clearly, accessible website design is an essential skill for all web content developers. It is critical that students developing websites for class projects apply accessible design principles so that as they move on to careers and community service, they will be able to meet legal and ethical obligations regarding the accessibility of information resources.

This publication is designed to give guidance to instructors of precollege and postsecondary web design courses as well as to those who, as an activity in their classes, have students create web pages. It describes options for integrating accessibility content within any course. References are made to ready-to-use publications online in PDF and alternate formats for duplication as handouts for your class. Video presentations referenced may be freely viewed online, or purchased in DVD format. These materials can be used to develop the knowledge and skills of both instructors and students. Permission is granted to modify and duplicate all DO-IT materials for noncommercial purposes, as long as the source is acknowledged.

Choose some or all of the following suggestions, depending on the goals, objectives, and duration of a specific course. You will find it easier to link to the websites listed in the following paragraphs if you are using the electronic form of this document.

Objective: Students will be able to describe how individuals with different types of disabilities access information technology, including web pages.

People use a variety of technologies to access the web. For example, someone who is blind may use a speech output system that reads aloud the content of the computer screen. A person with a mobility impairment may be unable to use a mouse and may rely on a standard or alternative keyboard alone for web browsing. To help you and your students understand how individuals with disabilities access web and other electronic resources, read the publication and view the video presentation at the following location:

Working Together: People with Disabilities and Computer Technology

For more detailed information about assistive technology for individuals with specific disabilities, read the publications and view the video presentations listed below:

More information about assistive technology can be found by searching the AccessSTEM Knowledge Base.

Objective: Students will be able to define "universal design" and describe how it can be applied in the design of web pages.

To create resources that can be used by the widest spectrum of potential visitors rather than an idealized "average," universal design principles can be applied. Routinely ask students to think about the broad range of characteristics their site visitors might have and design their resources to be accessible to as many people as possible. This includes individuals with disabilities, senior citizens, people for whom English is a second language, and those using outdated hardware and software. You and your students can read the following publication for more information about general principles and specific applications of universal design:

Universal Design: Principles, Process, and Applications

Ask your students to come up with examples of how universal design might be applied to products used in the school or in the home to make them easily used by more people. Applying universal design strategies to the creation of websites is not difficult, but it does require learning about typical web access challenges and solutions. You and your students can gain an overview of accessible website design by reading the following publication and viewing the video:

World Wide Access: Accessible Web Design

Objective: Students can describe two widely used web accessibility guidelines and standards.

The World Wide Web Consortium (W3C) develops and maintains the protocols used on the web to insure interoperability and universal access. As Tim Berners-Lee, Director of the W3C, puts it:
"The power of the web is in its universality. Access by everyone regardless of disability is an essential aspect."

The W3C's Web Accessibility Initiative (WAI) develops Web Content Accessibility Standards (WCAG). The WAI is in the process of updating its standards; the draft of WCAG version 2.0 includes guidelines grouped under four qualities of accessible websites: perceivable, operable, understandable, and robust. You and your students can learn more about the WCAG:

Web Content Accessibility Guidelines 1.0

In 2001, the U.S. Architectural and Transportation Barriers Compliance Board (Access Board) developed accessibility requirements for web pages of federal agencies. The list of guidelines for accessibility provides a good model even for organizations that are not covered entities. You and your students can learn more by reading the following publications:

Section 508 Guide: Web-Based Intranet and Internet Information and Applications

Consider using AccessIT's Accessible University Mock Site to demonstrate accessible design using the Section 508 standards.

Many states, schools, and other organizations have adopted the W3C WCAG or the Access Board standards; some have developed their own guidelines or standards.

Talk to your students about the difference between a "guideline" and a "standard." Find out if your school district or state has adopted these or other web accessibility guidelines or standards. If so, discuss ways that your class can promote their use. If not, consider taking on a class project to develop and promote web accessibility policies and procedures that could be adopted by your school district or state. Consider having your students complete an online tutorial about web accessibility, such as one of the following:

Objective: Students will be able to describe and apply several design strategies that promote web accessibility and usability for everyone.

Well-organized web content helps visitors navigate through the information presented. To encourage your students to create websites that are easy to use by everyone, provide them with general guidelines such as the following adapted from the publication and video presentation World Wide Access: Accessible Web Design. Consider giving students a list of general website design guidelines that they MUST incorporate in their website projects (and that are considered as grades are assigned), and encourage them to address additional accessibility issues (perhaps for extra credit).

Maintain a simple, consistent page layout throughout your site. A consistent design and look makes it easier for website visitors to locate the specific information they seek. A feature presented on every page, such as a standard navigation menu or logo for the site, should always appear in the same place. A clear, consistent presentation will especially assist people with visual impairments or learning disabilities who have difficulty using disorganized navigation schemes.

Keep backgrounds simple. Make sure there is enough contrast. People with low vision or color blindness and those using black and white monitors can have difficulty reading information at sites with busy backgrounds and dark colors. Some background images and colors obscure text and make reading difficult. Make sure that there is enough contrast between your text and the background of the page. Choose background, text, and link colors carefully, and always test a site by viewing it at different resolutions.

Use standard HTML. Hypertext Markup Language (HTML) was developed by W3C to be a universal format for creating websites. Using standard HTML ensures that your students' web content can be accessed by all browsers. Use the most current version of HTML and avoid tags, features, and plug-ins that are available to only one brand or version of a browser. An HTML validation program can be found online.

Make link text descriptive so that it can be understood out of context. Visitors who are blind sometimes navigate a page by using a list of links generated by their text-to-speech software. For this reason, links should provide enough information when read out of context. For example, use link text that describes the link destination, instead of "Click here."

Include a note about accessibility. Include a statement about accessibility that encourages site visitors to notify the author if they encounter accessibility barriers. For example, the following statement might be included: "The developers of this website strive to make its content accessible to everyone, including those with disabilities. Please report accessibility barriers to [email address]."

Objective: Students will be able to describe and include in web design several accessibility features for individuals who are blind.

A major barrier to web content for individuals who are blind is created when text alternatives are not provided for nontext elements. These individuals may be using text-to-speech software or a refreshable Braille display, neither of which describe graphic content unless text alternatives are provided. If your students are not sure how critical a particular image is to the content of a page, have them temporarily remove it and consider the impact of its loss. Or have them turn off the image display capability of their web browser and see if they can access the content of a website that includes graphical images.

The first Section 508 standard for accessible web design is

A text equivalent for every nontext element shall be provided (e.g., via "alt", "longdesc", or in element content).

Rather than deal with all accessibility issues at once, consider having your students focus on techniques to support this one standard. The following three options are adapted from the publication and video presentation World Wide Access: Accessible Web Design.

Include appropriate ALT or LONGDESC attributes for graphical elements on your page. If a web page includes images that some visitors are unable to see, these users depend on alternate text to provide them with the same information communicated by those images. In HTML, one common technique for providing alternate text is to use the ALT attribute, which accompanies the IMG and other graphic elements. The alternate text included within an ALT attribute is accessible to people who are blind and to others who are using a text- or speech-based interface.

The ALT attribute works well for short text but was not intended for lengthy descriptions of complex graphs or charts. A detailed description of these graphs or charts could be provided on a separate web page and linked with the HTML LONGDESC attribute.

Use a null value for unimportant graphics. Some graphical elements may add no content to a page or are used for positioning and can be bypassed from viewing by using an ALT attribute with no value (i.e., ALT=""). This technique has emerged as a standard for identifying insignificant images, and most screen readers know to simply ignore images with null ALT attributes.

Include descriptive captions or transcriptions to make the content of graphical features accessible. Adding descriptive captions to pictures and other images provides content access to visitors who cannot see web pages because they are using a text-based browser or have turned off the image display capability of their browser. This includes people who are blind. Use captions instead of ALT or LONGDESC attributes when this descriptive text is of value to those who can see the image as well. Be sure, however, that the text makes sense to those who cannot see the image. Similarly, if students present information in image formats, such as a scanned-in image of a page of a manuscript or PDF document, they should be sure to also provide a transcription of the materials in a text format. This alternative is useful for site visitors who are blind.

Objective: Students will be able to describe several strategies for designing video and multimedia products that are accessible to people with sensory impairments.

Video and audio are often used on websites. However, audio content is not accessible to people who are unable hear it. Also, some visual content may be inaccessible to blind users if the message that is being communicated is not readily apparent through the presentation's audio. If your students are including multimedia products on their web pages, they should include captions on video presentations and transcripts for audio clips so that they can be accessed by individuals who are deaf. For a video presentation, they could also consider adding a separate audio track on which a narrator describes key visual content through a process called "audio description." Both captioning and audio description can be performed using free software. Even if videos are captioned, text transcriptions should also be available, since they provide searchable content and provide access for visitors whose computer systems are not capable of presenting video files.

The following publications provide more detailed information on this topic for you and your students:

Specific strategies and tools for making multimedia accessible can be found by searching the DO-IT Knowledge Base. Here are examples of the questions answered there:

Objective: Students will be able to conduct web accessibility tests.

Students should test their websites with a variety of web browsers, including at least one text-based browser (e.g., Lynx or IBM's Home Page Reader) or a standard browser with graphics turned off and sound muted. This way they will see their web resources from the many perspectives of their site visitors, including those who are blind or deaf. They should also view the resources at their sites using a variety of computing platforms, monitor sizes, and screen resolutions. Students should make sure they can access all of the features of their websites with the keyboard alone, simulating the experience of web users who cannot use a mouse. They should also use their browser to test if the user can adjust font sizes on their web pages, a useful feature for web users who have visual impairments. In summary, require that your students test the accessibility of the content of their websites when they

turn off graphics using their browser "preferences,"
mute the sound,
change the display color to black on white,
use the keyboard alone (without a mouse),
use different browsers,
use different screen resolutions,
use different monitor sizes,
use different computer platforms,
enlarge the font size.

Consider having your students use accessibility-testing software that will point out elements in their websites that could be inaccessible. Have them also conduct accessibility tests on websites that they use in school. Tools that can be used to test web page accessibility are listed in the Web Accessibility Tools & Overview document.

More information about evaluation tools for you and your students can be found in the DO-IT Knowledge Base. Specifically, consult:

What web accessibility evaluation and repair tools are available?

Objective: Students will be able to locate and apply accessibility features of a web authoring tool.

If your students use an authoring tool to create their web pages, require that they locate and apply accessibility features included with the tool. They can most likely find this information at the company's website. For more ideas, consult the DO-IT Knowledge Base. There you will find answers to questions such as the following:

Can I make accessible web pages using web authoring tools such as FrontPage and Dreamweaver?

Objective: Students will be able to create accessible content for specific technologies used on their websites.

Consider requiring your students to address accessibility issues for content presented with using specific tools or file formats. Consult articles in the AccessIT Knowledge Base for details. Here are examples:

Conclusion

Designing an accessible website is not difficult when accessibility is considered along with other design issues at the beginning of a project. Redesigning an inaccessible site can be very time-consuming, and costly in the business world. Teach your students accessible design techniques to help them to be prepared for the workforce and to make the world more inclusive. Encourage them to be forward thinking and design for everyone. Besides benefiting people with disabilities, accessible design benefits people using different web browsers and screen resolutions, handheld display devices, older technology, and cell phones and people for whom English is a second language. Accessible design is simply good design.

Additional Resources

Access the Web Design and Development I course for an example of a web design course (for grades 9-12) where accessibility is integrated throughout the curriculum.

The following websites provide a good place to start for further exploration of this topic. Consider creating a web accessibility resource website for your class or school that includes links to these and other resources included in this publication. For an example, look at the web accessibility website for faculty, students and staff at the �r��.

AccessWeb
The Center for Universal Design in Education
EASI (Equal Access to Software and Information)
NCAM (National Center for Accessible Media)
Electronic and Information Technology Accessibility Standards (Section 508)
Trace Research and Development Center
W3C's Web Accessibility Initiative (WAI)
WebAIM (Web Accessibility in Mind)

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the �r��.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, �r��, Seattle, WA 98195-4842.

Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the �r�� is registered as a charitable organization with the Secretary of State, state of Washington. For more information call the Office of the Secretary of State, 1-800-322-4483.

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
�r��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

Acknowledgment

This publication is based upon work supported by the National Science Foundation under Grant # HRD-0227995. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.

UD Citation:

Article or Chapter

2012

Creating Video and Multimedia Products That Are Accessible to People with Sensory Impairments

brianna — Wed, 09 Apr 2014 22:43:21 +0000

Creating_Video_Multimedia-Products-Accessible-Sensory-Impairments

By:

Sheryl Burgstahler, Ph.D.

And How Universal Design Features Benefit Everyone

DVDs, streaming video on the web, and films are engaging instructional tools. Everyone benefits from dynamic visual displays and dialog. Well, not everyone. Viewers who are deaf miss all audio content not also presented in a visual form. Those who are blind can access only the visual content also presented in spoken form. It is usually not difficult to make video and multimedia accessible to viewers with sensory impairments, but special considerations should be made at the design phase to ensure complete access to everyone.

Universal Design

It is also easier and less costly than providing accommodations to viewers with sensory impairments once they need to access the media.

Universal design is defined by the Center for Universal Design at North Carolina State University as "the design of products and environments to be usable by all people to the greatest extent possible, without the need for adaptation or specialized design". At the Center, a group of architects, product designers, engineers, and environmental design researchers established a set of principles to guide the design of environments, communications, and products. The principles ensure that the design accommodates a wide range of individual preferences and abilities; the design communicates necessary information effectively, regardless of ambient conditions or the user's sensory abilities; the design can be used efficiently, comfortably, and with a minimum of fatigue; and appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

When universal design principles are applied, products can be used by people with a variety of characteristics. Expensive options for making the content of an inaccessible product accessible to people with disabilities can be avoided.

Access for People who are Deaf

To experience watching a multimedia product without the ability to hear, turn off the volume during a video presentation. Some programs, such as sporting events, are fairly easy to follow by watching the visual display. Others, like news programs, make little sense without audio. To make this content accessible to those who are deaf, the producer could arrange for a sign language interpreter or text captioning to appear on the screen.

Captioning involves synchronizing text with audio content of a video presentation. It is more common than sign language because not all individuals who are deaf know sign language, there is no one standard version of sign language, and the intricate motions of sign language may be difficult to display clearly, especially when scientific or other highly specialized language is used.

Millions of people worldwide experience enough hearing loss to affect their ability to watch a television program at a standard volume level. Some people are born deaf or hard of hearing, some experience a hearing loss from an accident or illness, and many gradually lose their ability to hear. The elderly are the fastest growing group of individuals who are deaf or hard of hearing. Captions on videos allow full accessibility to programs by family, friends, and fellow students.

Captions can also serve other viewers, such as for those for whom English is a second language. People with certain learning disabilities can also benefit from hearing and seeing the spoken word simultaneously. For those learning to read, captioning has educational value; some instructors use captioned videos with the sound turned off to teach people how to read. Captions also provide content access to people viewing videos in noisy settings or in situations when it is important to be quiet.

Captioning and Transcription

Off-line captioning is created after the video has been shot. The captioner types the captions, which are recorded on the video display. Captions typically appear on the screen as a group and erase as a group; they do not scroll. The captions are either "open" or "closed." Open captioning appears on the screen whenever the video is presented. It is particularly appropriate for products specifically designed for or about people with disabilities, (e.g., DO-IT videos). Closed captions are stored in Line 21 of the vertical blanking interval (VBI) between the frames of a television signal and appear when the television's built-in decoders are used.

Real-time captions are created while shooting takes place. They are most often used for live programs such as videoconferences and sporting events. Much like a courtroom reporter, a trained stenotypist enters spoken content by typing phonetic codes on a special keyboard that facilitates high-speed transcription. Computer software translates the phonetic codes into words that typically scroll across the bottom of the video image in a continuous motion.

To employ universal design, the production should be filmed so that critical visual content does not appear where captioning will cover it. For example, if you are shooting an ice skating event, make sure the feet of the skaters are not so close to the bottom of the screen that they will be covered with captioned text. Keep in mind that captions should provide content for all of the visual events that occur on the screen, including noises that are not the result of speaking (e.g., a dog barking may translate into the captioned text "Dog barks."). Suggestions for making attractive and functional captions include the following:

Use one or two lines of text.
Caption the exact wording of speakers, including slang and grammatical errors.
Only occasionally edit a few words to facilitate reading speed.
Caption sound effects that contribute to the understanding of the content.
Synchronize captions with the aural content.
Only occasionally change the location of captions on the screen.
Use a simple sans-serif font, such as Helvetica, and proportional spacing.
Ensure high contrast between the text and background.
Use both uppercase and lowercase letters.
Use italics to indicate the narrator, off-screen voices, sound effects, and other vital information presented aurally.

Transcription is word-for-word translation of audio content into a text file. Although an appropriate alternative for audio files, it is best for videos to use captions that are synchronized with the visual content.

Legislation and greater awareness of individual needs has resulted in increasing numbers of video presentations available with captions. Many educational materials and most children's and prime time television programs are closed captioned.

Resources

Center for Universal Design in Education (CUDE) Knowledge Base (enter search text "captioning")

Hearing Loss Association of America

Media Access Group at WGBH Caption Services

National Captioning Institute

National Court Reporters Association

National Center for Accessible Media

UDL on Campus

VITAC (Vital Access)

Access for People who are Blind

People who are blind cannot access the visual content of a video production unless the content is available in audio or tactile format as well. Awareness of this access issue during the design phase of a product's creation can result in speakers or narrators voicing enough of the content to allow a person who is blind to follow along. This is particularly important for educational programming and products used with large audiences where it is unknown to the presenter what visual impairments audience members may have. Producers can listen to their video product without viewing the screen to help determine how accessible it might be to a person who is blind.

Audio Description or (Visual Description)

After shooting and editing is complete, specially trained professionals can add audio content to the video soundtrack. When pauses occur in the original production, the speaker reads titles, names and describes scenery, objects, and other visual information for the viewer who cannot see. Credits and contact information at the end of the production can be voiced in the original production or added as an audio described feature. A talking menu on a DVD is another example of how a product can be designed to be fully operable by a person who is blind.

Most video producers use outside services for audio description. Because this additional audio content is not of value to other audiences and can be distracting, audio description is usually not included with the standard product but is provided as an optional format as an accommodation when requested by a viewer. Providing this option is particularly important for products used in educational programs at all levels.

Resources

Center for Universal Design in Education (CUDE) Knowledge Base (enter search text "audio description")

Descriptive Video Service

Audio Eyes

VITAC (Vital Access)

Examples of Accessible Videos

For examples of videos that are universally designed, explore the DO-IT streaming video collection. These videos are designed so that captions do not cover important visual content, and credits and reference information is spoken. For most videos, there is an audio-described version, a transcript, and a publication with more detail and references. The media player, developed by DO-IT, is also fully accessible to individuals with disabilities.

Legal issues

Consult "A Guide to Disability Rights Laws" for a summary of legislation that protetcts the rights of people with disabilities in the U.S. The Americans with Disabilities Act (ADA) of 1990 and its 2008 amendments requires that public programs and services be accessible to people with disabilities, unless doing so would result in an undue burden. For example, the content of a video shown in a college course might be made accessible to a student who is deaf by including captions. Similarly, if a blind student enrolled in the course, the essential content that is presented visually could be audio-described.

The Television Decoder Circuitry Act of 1990 requires that television sets with screens thirteen inches or larger manufactured for sale in the United States must have built-in closed caption decoders.

Section 713 of the Telecommunication Act of 1996 charged the Federal Communications Commission (FCC) to create mandates to increase the percentage of television programming that is captioned. It has published rules and set guidelines for gradually increasing the number of captioned programs.

Section 508 of the Rehabilitation Act of 1973 requires that the U.S. Federal Government develop, procure, maintain, and use electronic and information technology that is accessible to people with disabilities. In the Section 508 guidelines that were developed by the Access Board and became effective in 2001, all training and informational video productions that impart an agency's mission must contain captions for speech or other audio information necessary for the comprehension of the content. Also, critical visual content must be audio described. Although the standards were developed for the federal government, similar legislation and policies of states and organizations as well as voluntary compliance have extended their use beyond federal agencies.

About DO-IT

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
�r��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

This publication was developed with funding from the U.S. Department of Education, Office of Postsecondary Education (grant #P333A990042) and the National Science Foundation (grant #9800324). However, the contents do not necessarily represent the policy of the federal government, and you should not assume their endorsement.

Equal Access: Universal Design of Your Project

teasler3 — Wed, 09 Apr 2014 21:41:47 +0000

EA_Project_06_07_19.pdf

By:

Sheryl Burgstahler, Ph.D.

A checklist for making projects welcoming, accessible, and usable

As increasing numbers of people with disabilities participate in academic opportunities and careers, the accessibility of classes, services, electronic resources, events, and specific project activities increases in importance. The goal is simply equal access; everyone who qualifies to use project resources or participate in sponsored activities should be able to do so comfortably and efficiently.

Legal Issues

Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and the Americans with Disabilities Act Amendments of 2008 mandate that no otherwise qualified person with a disability shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination in public programs. This means that courses, student services, information resources, and project activities should be accessible to qualified individuals with disabilities.

Universal Design

An approach to making facilities, information, and activities accessible to and usable by everyone is called universal design (UD). Universal design means that rather than designing for the average user, you design for people with differing native languages, genders, racial and ethnic backgrounds, abilities, and disabilities. Make sure that project staff and volunteers are trained to support people with disabilities, respond to specific requests for accommodations in a timely manner, and know who to contact regarding disability-related issues. The universal design of your project offerings will make everyone feel welcome and minimize the need for special accommodations for individual participants.

Guidelines and Examples

Addressing the following questions provides a good starting point for making your facility, information resources, and project activities universally accessible. This content does not provide legal advice. Contact the U.S. Office of Education’s Office for Civil Rights (OCR) about legal mandates.

Planning, Policies, and Evaluation

Consider diversity issues as you plan and evaluate project activities.

Are people with disabilities, racial and ethnic minorities, men and women, young and old, first generation, low income students, and other groups represented in the project planning processes in numbers proportional to those of the whole campus or community?
Do project policies and procedures ensure access to facilities, events, and information resources for people with disabilities?
Are disability-related access issues and other diversity issues addressed in data collection, evaluation plans and instruments?
Do you address issues related to the inclusion of participants with disabilities in grant proposals, perhaps by partnering with an organization with expertise in this area?

Information Resources and Technology

If your project uses computers as information resources, ensure these systems employ accessible design, that staff members are aware of accessibility options, and systems are in place to make accommodations when requested.

Do pictures in your publications and website include people with diverse characteristics with respect to race, gender, age, and disability?
In key publications, do you include a statement about your commitment to access and procedures for requesting disability-related accommodations? For example, you could include the following statement: “A project goal is to make materials and activities accessible to all participants. Please inform organization leaders of accessibility barriers you encounter and request accommodations that will make project activities and information resources accessible to you.”
Are all printed publications available (immediately or in a timely manner) in alternate formats such as Braille, large print, and accessibly-designed electronic text?
Are key documents provided in languages other than English?
Are printed materials in your facility or at an event within easy reach from a variety of heights and without furniture blocking access?
Do electronic resources, including web pages, adhere to accessibility standards adopted by your institution, project or funding source? The Web Accessibility Initiative (WAI) created the guidelines most commonly used. For example, are text alternatives provided for graphic images on web pages? Can the content be accessed by using the keyboard alone? For general information about making your website accessible to everyone, consult the video and presentation World Wide Access: Accessible Web Design.
Do you include a statement on your website affirming your commitment to accessible design? For example, you could include the following statement: “We strive to make our website accessible to everyone. We provide text descriptions of graphic images and photos. Video clips are open-captioned and audio-described. Suggestions for increasing the accessibility of these pages are welcome.”
Do videos developed or used in the project have captions? Are they audio-described?
Is an adjustable-height table available for each type of workstation to assist participants who use wheelchairs or are small or large in stature?
Do you provide adequate work space for both left- and right-handed users?
Is software to enlarge screen images and a large monitor available to assist people with low vision and learning disabilities?
Do you provide a trackball to be used by someone who has difficulty controlling a traditional mouse?
Are staff members aware of accessibility options (e.g., enlarged text feature) included in computer operating systems and of assistive technology available in the facility?
Are procedures in place for a timely response to requests for assistive technology?

For more information, consult Accessible Technology.

Project and Activity Facilities

Ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all participants, and that all potential characteristics are addressed in safety considerations.

Are all spaces welcoming, accessible, comfortable, and safe to a variety of abilities, racial and ethnic backgrounds, genders, and ages?
Are there parking areas, pathways, and entrances to the building that are wheelchair accessible and clearly identified?
Are all levels of the facility connected via an accessible route of travel?
Are aisles kept wide and clear of obstructions for the safety of users who have mobility or visual impairments?
Are wheelchair-accessible and child-friendly restrooms with well-marked signs available in or near the facility?
Is at least part of a service counter at a height accessible from a seated position?
Is adequate light available?
Are there ample high-contrast, large-print directional signs to and throughout the facility, including directions to accessible routes? When appropriate, are these signs marked in braille?

Consult the ADA Checklist for Readily Achievable Barrier Removal for more suggestions. For accessibility guidelines for specific facilities (e.g., engineering labs, makerspaces, computer labs), see the collection of DO-IT resources.

Staff

Make sure staff are prepared to work with all project participants.

Are staff members familiar with the availability and use of the Telecommunications Relay Service, assistive technology, and alternate document formats?
Do staff members know how to respond to requests for disability-related accommodations, such as sign language interpreters?
Are staff and contractors in specific assignment areas (e.g., web page development, video creation) knowledgeable about accessibility requirements and considerations?
Are staff members aware of issues related to communicating with participants who have disabilities? Do staff deliver conference presentations and exhibits that are accessible to all participants? See Communication Hints at the end of this publication. For further suggestions, consult Effective Communication: Faculty and Students with Disabilities. Also consult Equal Access: Universal Design of Your Presentation.

Checklist Updates

To increase the usefulness of this working document, send suggested improvements to doit@uw.edu.

Communication Hints

Treat people with disabilities with the same respect and consideration with which you treat others. Here are some helpful hints when it comes to delivering a presentation, hosting an exhibit, and otherwise relating to people with disabilities.

General

Ask a person with a disability if that person needs help before providing assistance.
Talk directly to the person with a disability, not through their companion or interpreter.
Refer to a person’s disability only if it is relevant to the conversation.
Avoid derogatory slang or negative descriptions of a person’s disability. For example, “a person who uses a wheelchair” is more appropriate than “a person confined to a wheelchair.” A wheelchair is not confining—it’s liberating!
Provide information in alternate means (e.g., written, spoken, diagrams).
Do not interact with a person’s guide dog or service dog unless you have received permission to do so.
Do not be afraid to use common terms and phrases, like “see you later” or “let’s go for a walk” around people with disabilities.
Do not touch mobility devices or assistive technology without the owner’s consent.
Do not assume physical contact—like handshakes, high-fives, or hugs—is okay.
Understand that not everyone uses eye contact.

Blind or Low Vision

Be descriptive. Say, “The computer is about three feet to your left,” rather than “The computer is over there.”
Speak all of the projected content when presenting and describe the content of charts, graphs, and pictures.
When guiding people with visual impairments, offer them your arm rather than grabbing or pushing them.

Learning Disabilities

Offer directions or instructions both orally and in writing. If asked, read instructions to individuals who have specific learning disabilities.

Mobility Impairments

Consider carrying on a long conversation with an individual who has a mobility impairment from a seated position.

Speech Impairments

Listen carefully. Repeat what you think you understand and then ask the person with a speech impairment to clarify or repeat the portion that you did not understand.

Deaf or Hard of Hearing

Face people with hearing impairments, and avoid covering your mouth, so they can see your lips. Avoid talking while chewing gum or eating.
Speak clearly at a normal volume. Speak louder only if requested.
Repeat questions from audience members.
Use paper and pencil, or type things out on your cell phone, if the person who is deaf does not read lips or if more accurate communication is needed.
When using an interpreter, speak directly to the person who is deaf; when an interpreter voices what a person who is deaf signs, look at the person who is deaf, not the interpreter.

Psychiatric Impairments

Provide information in clear, calm, respectful tones.
Allow opportunities for addressing specific questions.

Additional Resources

For more information about applications of universal design consult The Center for Universal Design in Education. The book Universal Design in Higher Education: From Principles to Practice, Second Edition published by Harvard Education Press shares perspectives of UD leaders nationwide.

About DO-IT

For further information, to be placed on the DO-IT mailing list, to request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages, contact:

DO-IT
Box 354842
�r��
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (toll free voice/TTY)
509-328-9331 (voice/TTY) Spokane
206-221-4171 (fax)
Founder and Director: Sheryl Burgstahler, Ph.D.

Acknowledgment

This publication is based upon work supported by the U.S. Department of Education (FIPSE Grant #P116D990138-01) and the National Science Foundation (Cooperative Agreement #0227995). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the funding sources.

An Accommodation Model

teasler3 — Mon, 07 Apr 2014 23:42:28 +0000

Accommodation-Model.pdf

An approach for addressing needs of individuals with disabilities

The Americans with Disabilities Act of 1990, its amendments, and other federal and state legislation require that schools make programs accessible to students with disabilities. Disability-related accommodations are unique to each individual. With appropriate accommodations, students with disabilities can be challenged to reach the same high academicstandards set for students without disabilities. DO-IT's Accommodation Model and Student Abilities Profile are tools that can help teachers work with students to create an optimum learning environment.

The Process

It is helpful to have a process to follow when determining appropriate accommodations for students with disabilities. DO-IT has developed a model process and a Student Abilities Profile form for creating effective accommodations.

The Accommodation Model can be used by any instructor and is composed of the following four steps (Burgstahler, 2006, pp. 49-50; Burgstahler & Nourse, 1998, pp. 65-66).

Step #1: What does the task or assignment require?

Break down all of the components of the experiment, assignment, or exercise. As an educator, you are usually focused on the overall outcome of the project. To accommodate a student with a disability it's important to think about the specific settings, tools, skills, and tasks that are required at each step. By analyzing and evaluating the task thoroughly, you will be able to determine how best to fully and effectively include a student with a specific disability.

Step #2: What physical, sensory, and cognitive skills are needed?

Match the tasks required to the physical, sensory, and cognitive skills needed to successfully complete the project. It is easy to say, "If I had a physical, sensory, or cognitive disability I would not be able to complete this assignment," without really determining what skills are needed for specific aspects of the project. We need to separate the real requirements of a specific task from the fictional or perceived requirements of the overall project. It is impossible to place yourself in the shoes of the student with a disability. They may have learned many ways to solve a specific problem or task and work around the limitations imposed by the disability.

Step #3: What components of the task require accommodation?

Once the task has been analyzed and the skills needed are identified, determine what accommodations may be required or how the learning experience might be altered to make it more accessible. Determine the level of difficulty of the project and determine how best to make an accommodation to create an inclusive environment for a student with a disability. It is very important to consult with the student, to determine what they perceive as aspects of a project that they may need an accommodation or assistance.

Step #4: What accommodation options exist?

Now that the tasks that need accommodation have been determined, identify what resources exist for providing the needed accommodation(s). The student may have some good ideas. However, this is a time when other staff and professionals may have expertise in specific areas and be called on to provide input. In some cases, having students work in groups where each person is assigned a task that they have the ability to complete, provides a reasonable alternative.

The Student Abilities Profile

The Student Abilities Profile form is designed to help you determine a student's abilities and break down the individual components of an assignment. The form asks you to briefly describe the student; the classroom or laboratory environment; equipment or supplies needed; physical, sensory, and cognitive skills needed for the task; possible accommodations; and available professional and external resources. Examples of completed forms for specific students can be found at the DO-IT Student Ability Profile page.

Student Abilities Profile

Narrative Regarding Student and Accommodation Issues:

Task/Assignment:

Equipment: (lab equipment, computer, manipulatives)

Environment: (fumes, odors, dust, temperature, noise, group work)

Physical Challenges

Accommodations Needed

Options and Resources

Sensory Challenges

Accommodations Needed

Options and Resources

Cognitive Challenges

Accommodations Needed

Options and Resources

Physical, Sensory, & Cognitive Issues and Challenges

Physical Issues

Think of the required physical aspects of the task. What will make the environment accessible, keep the student safe and allow them to be an active participant? What equipment must be manipulated?

Physical Challenges

lift / carry
stamina / endurance
push / pull
knee / squat
reach
repetitive tasks
fine motor: pinch / grasp
fine motor: manipulate / maneuver
gross motor
sit in chair
walk / stand
balance
bend / twist
stoop / crouch
other

Sensory Issues

Think of room temperature, noise, fumes, dust, odors, and allergies. Also consider the ability to speak and/or communicate, and the visual aspects of the task or assignment.

Sensory Challenges

vision
hearing
touch
smell
taste
oral communication
temperature
fumes
external stimuli
lighting
other

Cognitive Issues

What memory and communication skills are needed? What is the level of complexity of the task.

Cognitive Challenges

short term memory
long term memory
task complexity
reading
writing
spelling
string of numbers (math)
paying attention
visual, auditory, or kinesthetic learner.
self-esteem / advocacy issues
behavior issues / acting out
other

Universal Design

Building accessibility features into an environment or service, such as a science or math class, can make it more usable by all students. For example, having one workstation in a science lab that is adjustable in height makes the space accessible to future students who might use wheelchairs, or be large or small in stature. More information about and examples of universal design can be found at the Applications of Universal Design web page.

One Science Teacher's Experiences with the Accommodation Model andStudent Abilities Profile

So what do l do when a student with a disability actually walks or rolls through the doorway? I use DO-IT's Accommodation Model andStudent Abilities Profile. I take time at the beginning of the year to sit down with the student and the student's special education teacher. This meeting is well worth the effort.

I consult with the expert, the student, when filling out the Profile. Some of the accommodations that the student and I discuss may be as simple as photocopying lecture notes, creating a lap desk for a student who uses a wheelchair to allow them to use a microscope, providing access to safety equipment, or having handouts enlarged. Using this method, I am better able to understand how the student learns best and what specific accommodations will be most effective.

Following is an example of how I used the Accommodation Model and Student Abilities Profile with a student named Alice, who has Attention-Deficit/Hyperactivity Disorder (AD/HD). The specific task is alloying zinc and copper. Notes on the four questions presented in theAccommodation Model are provided below (Burgstahler, 2006, pp. 52-53; Burgstahler & Nourse, 1998, p. 96-98).

Step 1: The task requires the ability to:

use small letters
follow directions
follow safety procedures
use a scale
use a hot plate
use a Bunsen burner
write observations

Step 2: The physical, sensory, and cognitive skills needed for the task include the following:

Physical challenges:

fine motor grasp/manipulation
sitting
walking/standing

Sensory challenges:

vision
touch
smell

Cognitive challenges:

complex thinking
reading
writing
attention span
behavior that ensures safety

Step 3: Components of the task that require accommodation for Alice include the following:

Physical:

Alice needs no physical accommodations.

Sensory:

There will need to be some accommodations for sensory issues, such as dimming lights, limiting external stimulation, and sitting next to quieter students.

Cognitive:

Alice will need accommodations to help breakdown complex tasks and focus on the activities.

Step 4: Accommodation options include the following:

I will make sure that Alice is near me when I explain directions.
If the lab is set up in advance, I will not put the items in front of Alice because she will play with the equipment rather than pay attention.
I will make sure she has a responsible partner for the lab and give her the directions two or three steps at a time. When she finishes a set of steps, she can have the next set. This way I know she is following the directions and not jumping around just to get done. It also means that she is checking in with me even if I can't check on her every ten minutes.
When the students begin to work, I will check with Alice and make sure she has heard all of the safety issues before starting.
Every time Alice does a good job in the lab, I will make sure to tell her.

These notes can be used while completing the Student Abilities Profile for Alice. Her form, along with more examples of Student Abilities Profiles created by DO-IT staff and collaborators (Burgstahler, 2006, pp.55-80; Burgstahler & Nourse, pp. 69-94). The completed Student Abilities Profile provides a record with a focus on what the student's abilities are and what they may need assistance with. It can be kept in the student's file and used for reference throughout the year to make sure that the student participates to the fullest extent possible in all activities.

References

The content of this handout has been replicated in other DO-IT publications that include the following:

Burgstahler, S. (Ed.) (2006). Making math, science, and technology instruction accessible to students with disabilities. Seattle: DO-IT, �r��. www.washington.edu/doit/making-math-science-and-technology-instruction-accessible-students-disabilities.

Burgstahler, S. & Nourse, S. (Eds.) (1998). Accommodating students with disabilities in math and science classes. Seattle: DO-IT, �r��.

Additional Resources

More examples of accommodations for students with disabilities can be found in the DO-IT publications. These include:

For information on a proactive approach to serving students with disabilities, consult The Center for Universal Design in Education.

About DO-IT

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
�r��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

Acknowledgment

Creation of these materials was funded by the Dwight D. Eisenhower Professional Development Program through the Washington State Office of the Superintendent of Public Instruction (Grant #GR-91915) and the National Science Foundation (Grant #CNS-0540615, #9800324, #9950003). Any questions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the federal government.