May 2013
Accessibility Guidelines
Center on Disability and Community Inclusion (CDCI)
University of Vermont
Michaella Collins, Susan Edelman, Deborah Lisi-Baker, and Darren McIntyre
May 2013
Table of Contents
Accessibility at CDCI: Statement of Commitment
3
CDCI Guidelines for Accessibility
4
Topic 1: Universal Design and Universal Design for Learning
5
Topic 2: Attitudes and Actions that Build Accessible Communities
7
Topic 3: Creating Accessible Documents and Materials
9
Topic 4: Creating and Delivering Accessible Presentations
11
Topic 5: Preparing Materials for Accessible Web Pages
13
Topic 6: Planning Accessible Meetings & Events
15
Topic 7: Accessible Distance Technology
17
Topic 8: Accessible Offices
19
Appendix A: “Our Common Ground” at UVM
21
Appendix B: Federal Standards for Accessibility
22
Appendix C: Self Assessment Tool
24
Appendix D: Checklists on Selected Practices
38
2
May 2013
Accessibility at CDCI: Statement of Commitment
CDCI is committed to offering resources, services and learning environments
that welcome and promote inclusion of individuals with diverse cultures,
needs and abilities. For this reason we:

Make information about CDCI resources and services available in
multiple formats in order to offer the user an array of
communication preferences;

Use person-first language and promotes the use of respectful
language and practices;

Promote equal participation and benefits for all participants of
meetings, training activities and events, including individuals with
disabilities, language, cultural or communication differences and
various learning styles;

Create learning environments and activities using principles of
universal design for learning to promote meaningful participation;

Ensure that our staff and faculty are knowledgeable about
federal and state accessibility requirements and skillful in
meeting these requirements in our events and activities;

Make effective use of Universal Design and Universal Design for
Learning in our project planning and implementation, and in
our academic and community partnerships; and,

Maintain an accessible website and accessible use of social media that
addresses needs of diverse audiences and responds in a timely way
to emerging interests and opportunities.
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May 2013
CDCI Guidelines for Accessibility
The Guidelines for Accessibility have been developed to assist all CDCI
personnel to keep our commitment to accessibility and respect for diversity
in all we do. These guidelines have been built upon UVM’s “Our Common
Ground” (Appendix A) and on federal standards of accessibility (Appendix B).
Eight topics are identified, each with specific key tips that we believe will
result in our work being characterized by increased accessibility and greater
inclusion. These topics have also been formatted into a self-assessment
(Appendix C) for CDCI faculty and staff for setting personal professional
goals. Hopefully, this will serve as a useful tool for faculty and staff to
identify at least one practice as a goal for improvement each year.
Checklists can also be found in Appendix D for selected practices.
For each topic, resources are identified for further information or training.
These tips and resources are not meant to be an exhaustive list and should
not be considered complete or static. Recommendations for additional topics,
tips and resources are welcome and should be submitted to the CDCI
Leadership Committee.
Topics
Topic 1: Universal Design (UD) and Universal Design for Learning (UDL)
Topic 2: Attitudes and Actions that Build Accessible Communities
Topic 3: Creating Accessible Documents and Materials
Topic 4: Creating and Delivering Accessible Presentations
Topic 5: Preparing Materials for Accessible Web Pages
Topic 6: Planning Accessible Meetings and Events
Topic 7: Accessible Distance Technology
Topic 8: Accessible Offices
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May 2013
Topic 1
Universal Design (UD) and Universal Design for Learning
(UDL)
Description: If you’ve never heard of UD before, you’re not alone. If you
have, you may know that it is an emerging concept that has direct
application for all kinds of learning experiences and all learners. Coined by
architect Ron Mace, UD is defined “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.” (The Center for Universal Design,
North Carolina State University.) Simply stated, it is the idea of designing or
developing products or built environments so that there are lots of ways to
accomplish the same tasks or paths to the same destination with fewer
barriers for everyone! This physical aspect of accessibility and application of
UD is covered in Topics 6 and 8.
When applied to learning, universal design becomes a framework for
teaching and learning known as UDL that addresses the widest possible
variety of learning needs, styles, and preferences. UDL is based on three
principles: 1) Multiple means of representation, 2) multiple means of
expression, and 3) multiple means of engagement.
The following general tips based on UDL Principles will get you started in
UDL practices. Each of the Topics that follow will include more specific tips
for each area.
Tips for Universal Design for Learning
Multiple forms of representation: Share all material and information by
making it available in multiple modes (e.g., auditorally, visually) or
disseminate it in multiple formats (e.g., digital text file, audio file, video,
outline, and available on flash drive, CD, DVD or paper).
Multiple forms of expression: Design activities that require physical
action so that persons can participate using a variety of possible alternative
actions.
Multiple forms of expression: Encourage participants to express
themselves by communicating or sharing in multiple ways (e.g., verbally, in
writing, digitally or technologically, musically, dramatically, motorically,
graphically).
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May 2013
Multiple forms of engagement: Set up learning environments and
activities in ways that builds upon participants' prior knowledge and
experience.
Multiple forms of engagement: Structure learning environments and
activities in ways that help participants sustain efforts and success by
offering scaffolding or varying levels of supports, checklists, rubrics, guides,
or exemplars.
Resources to learn more:
CAST (Center for Applied Special Technology): Transforming Education
through Universal Design for Learning
www.cast.org/udl/
National Center on Universal Design for Learning
www.udlcenter.org/aboutudl/udlTopics
UDL@UVM
http://www.uvm.edu/~cdci/universaldesign/
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May 2013
Topic 2
Attitudes and Actions that Build Accessible Communities
Description: UVM and Vermont are becoming more diverse every day and
disability is part of that growing diversity. We all have a role to play in
making UVM- and our broader community- a place that recognizes,
welcomes and engages individuals from diverse economic, social and cultural
backgrounds and experiences, including individuals with disabilities and
culturally Deaf individuals.
Tips for
Attitudes and Actions that Build an Accessible Community
Reach out and engage disability and Deaf organizations as resources and
partners in our outreach, community service work.
Understand and use people first language and other disability/Deaf
Culture etiquette.
Have a basic knowledge of disability rights history and laws.
Include disability and Deaf awareness education in our classes, in-service
training, and community service activities.
Know how to access the services that make the UVM physical campus,
classrooms and learning environments, work, community service activities,
social events and information accessible to and inclusive of individuals with
disabilities and culturally Deaf individuals.
Resources for learning more:
“Choosing Words with Dignity”
CDCI’s shared drive accessibility resources folder and
http://www.bmcc.edu/Headstart/Setting/handout2-7.htm
A Guide to Disability Rights Laws (2009), Department of Justice
http://www.ada.gov/cguide.htm
Vermont Coalition for Disability Rights
www.vcdr.org/
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May 2013
Disability and Deaf History and Culture Websites
http://ilru.org/html/projects/international/3-international_il_timeline.htm
http://studymore.org.uk/mhhtim.htm (Mental Health History Timeline)
http://www.gallaudet.edu/History_Through_Deaf_Eyes.html
and
http://www.gallaudet.edu/Museum/Deaf_Historical_Resources.html
www.ncld-youth.info/index.php?id=61
http://isc.temple.edu/neighbor/ds/disabilityrightstimeline.htm
www.disabilityhistory.org/
http://bancroft.berkeley.edu/collections/drilm/
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May 2013
Topic 3
Creating Accessible Documents and Materials
Description: When preparing any information that you plan to share,
always consider the different ways that people will access it. Consider
sensory differences. Think about what impedes access to content; including
font choice, unexplained graphics, colors and background, too much
movement or sound. Keep it simple and provide multiple formats. It helps if
you, do not imagine just a single product, in one final form. Focus on your
message.
Tips for Creating Accessible Documents and Materials
Always maintain a text-only version.
Provide easy to follow content with clear organization. Use heading styles to
format text.
Create tables that have simple rows and columns, and a title for each
row and column.
Learn to add alternative text (alt tags) to all images. This means keeping up
with the latest software. (The option to add alt tags in Word is often available
through >right click on image>format picture>alt tag).
Use standard fonts with clear characters, at a minimum of 12-point size, without
excessive special formatting for Microsoft Word documents. Verdana is a
standard accessible font.
Use a default 40 point font for headings, 32 point for bullets, with no more than
6 lines per slide for Powerpoint Presentations.
When working with PDF files never scan a document as an image. Use OCR
(optical character recognition) so text is readable. Provide tagged PDFs. Provide
text version also when sending PDF files electronically.
Ask different users to preview the material before distributing.
Always be prepared to provide materials in other formats.
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May 2013
Resources for learning more:
CDCI Shared Drive:
cdci > Resources > Accessibility Topics
Video media captioning:
http://www.uvm.edu/caption
UVM Accessibility Support:
http://www.uvm.edu/asptech/?Page=accessibility.html&SM=accesssubmenu
.html
WebAIM (Web Accessibility in Mind) website on Microsoft Word documents
http://webaim.org/techniques/word/
WebAIM (Web Accessibility in Mind) website on PDFs
http://webaim.org/techniques/acrobat/
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May 2013
Topic 4
Creating and Delivering Accessible Presentations
Description: Accessible presentations are about ensuring readability,
usability and participation for everyone. There are a number of techniques
and best practices for ensuring that a presentation will engage as many
members of the audience as possible. Utilizing suggestions such as those
listed below will help ensure participants gain the most information from the
presentation.
Tips for Delivering Accessible Presentations
Speak clearly. Avoid speaking too fast, so participants and sign language
interpreters can better understand you and can keep up.
Use simple language. Avoid or explain jargon, acronyms, and idioms. For
example, expressions such as "raising the bar" can be interpreted literally by
some people with cognitive disabilities and can be confusing.
Give people time to process information: pause between topics. When you
ask if anyone has questions, some people with cognitive disabilities will need
extra time to form their thoughts into words.
Be visible. Position yourself in good light so participants can see your face when
you talk, which helps some people hear and understand better. Do not face away
from the audience to read projected material.
Use a microphone. Even in a small room, some people might need the audio
electronically, including people using ALDs/hearing loops and remote CART
writers. Note that if you ask "Can everyone hear me OK?" some people might be
uncomfortable saying that they cannot. Don't rely on just audience feedback.
Ensure that all relevant sound is audible through the sound system. If an
audience member asks a question or comments, repeat their question and/or
comment into your microphone before replying or commenting further.
Cover all displayed text. Speak out all of the key information that is on each
slide. This does not mean that you have to read the slide exactly as it is, it just
means that you cover the visual information in what you say.
Describe pertinent parts of graphics, videos, and other visuals. Describe
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May 2013
them to the extent needed to understand the presentation. You usually do not
need to describe decorative images.
Describe other visual information. If you ask a question of the audience,
summarize the response. For example the speaker asks, "If you make your
websites fully accessible, please raise your hand."...then says, "about half raised
their hand."
Resources for learning more:
Make Your Presentations Accessible for Everyone, National Service Inclusion
Project:
http://www.serviceandinclusion.org/ttt/node/31
World Wide Web Consortium:
http://www.w3.org/WAI/training/accessible.php
National Center for Accessible Information:
http://www.washington.edu/accessit/
University of Alaska:
http://www.uaa.alaska.edu/accessibility
National Center for Accessible Information:
http://www.washington.edu/accessit/
University of Alaska:
http://www.uaa.alaska.edu/accessibility
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May 2013
Topic 5
Preparing Materials for Accessible Web Pages
Description: The most basic principle of the World Wide Web is that it
works for all people, whatever their hardware, software, language, culture,
location or ability. It offers unprecedented access to information and
interaction for people with disabilities. When it follows this principle it is
accessible to people with a diverse range of hearing, movement, sight and
cognitive abilities. If web pages are designed right, the impact of disability is
changed because the web removes the barriers to communication. Good
Web accessibility provides equal access and equal opportunity to people with
disabilities.
Tips for Preparing Materials for Accessible Web Pages
Provide text descriptions for all images.
Ensure all content can be accessed by keyboard alone, not just the mouse.
Make sure that text is clearly written and easy to read.
Provide content that is organized and written with headings to convey
meaning.
Ensure that meaning is not conveyed by color alone.
Provide captions for videos, and transcripts for audio.
Avoid page elements that flicker, or are animated.
Give links descriptive names.
Provide forms that all users can complete.
When a page requires an application or plug-in, provide that link.
Resources to learn more:
Web Content Accessibility Topics (WCAG) Overview
http://www.w3.org/WAI/intro/wcag
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May 2013
Web Accessibility in Mind:
http://www.webaim.org
Web Accessibility Evaluation Tool:
http://wave.webaim.org/
UVM Accessibility Support:
http://www.uvm.edu/asptech/?Page=accessibility.html&SM=accesssubmenu
.html
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May 2013
Topic 6
Planning Accessible Meetings & Events
Description:
Since we value diversity, we should always be prepared for some in our
audiences who may not see well, hear well, move well, speak well, or
understand information presented in some ways, or not at all. It’s the
responsibility of organizers and speakers to make sure facilities and content
of a meeting or event is accessible to all.
In the best-case scenario, you will know in advance of any needs for
accommodations for your participants and will have ample time to prepare.
However, you may not always know in advance or participants may not
necessarily make a request that relates to their needs. Most of us have had
an experience when we were at an event and couldn't hear well, see well, or
move as we'd like to. Always keep this in mind when planning and
organizing meetings and events.
Retrieved and paraphrased from the following website:
http://www.w3.org/WAI/training/accessible.php
TIPS for Planning for Accessible Meetings & Events
Ask speakers and participants in advance and at start of event if they
have accessibility requirements.
Ensure the facility and area is accessible to speakers and participants
including entrances, meeting room(s), bathrooms, presentation stage,
refreshments and breakout spaces.
Ensure adequate sound system, and arrange for microphones.
Arrange for good visibility of the speakers and interpreters including good
lighting on their face and upper body and avoiding distracting backgrounds,
such as bright sunlight, media screens or flashing light.
Arrange for assistive learning devices, hearing loops, interpreters, and/or
CART (Communication Access Realtime Translation) writers, as needed by
contacting UVM ACCESS or an interpreter relay service (IRS) for
teleconferences.
Arrange for good Internet connection when needed.
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May 2013
Consider accessibility when planning the schedule, taking into account the time
it takes for people to move from space to space, to care for medical needs, to
have sufficient breaks. Keep to the schedule as much as possible, and inform
participants ahead of time of any changes.
Give guest speakers accessibility requirements and guidance.
Resources:
Accessibility Checklist for Existing Facilities
http://uiaccess.com/facilities.html
How to Make Presentations Accessible to All
http://www.w3.org/WAI/training/accessible.php
Accessible venues - checklist
http://www.pcs.org.uk/en/equality/disability_equality_toolkit/accessiblevenues-checklist.cfm
UVM Interpreter Services
http://www.uvm.edu/~intrpret/
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May 2013
Topic 7
Accessible Distance Technology
Description: The WWW has caused the biggest change in education and
learning since the creation of the printed book about 500 years ago (Draves,
2000). As a result, there are an increasing amount of software programs
and distance based learning management systems being offered in two
formats; asynchronous and synchronous. Asynchronous are those where
communication is not done at the same time (i.e. e-mail, recorded webinars,
discussion boards). Synchronous is communication that occurs at the same
time (i.e. video conferencing such as Skype, phone calls). The following
items below should be considered when delivering instruction via a distancebased platform.
Tips for Accessible Distance Technology
Make certain online and other course materials are accessible to all.
Provide a statement on how to obtain alternate formats.
If real-time, synchronous communication is used personnel should provide an
alternative method of communication for those who cannot fully
participate using synchronous methods (i.e. an interpreter, captioning, etc.).
All materials should be also available in text-only format.
Captioning is provided for video presentations for individuals with hearing
impairments, and audio description for those who are blind.
For synchronous events (same time, different place), consideration is given to
how participants will interact whether they may be on-site and/or off-site.
For asynchronous events (different time, different place), recordings stored
should be accessible in each of the following formats: audio, text, and,
video.
Instructions are provided about how to access recorded events.
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May 2013
Resources:
Accessibility at UVM:
http://www.uvm.edu/~cbora/?Page
Georgia Tech Distance Accessibility Topics:
http://www.catea.gatech.edu/grade/guides/summary.php
American Foundation for Blind Overview of Accessibility & Distance
Education: http://www.afb.org/afbpress/pub.asp?DocID=aw080205
Center on Accessible Distance Learning:
http://www.washington.edu/doit/Resources/accessdl.html
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May 2013
Topic 8
Accessible Offices
Description:
The following steps are intended to help each of us ensure that both guests
and employees with disabilities feel welcome and included at CDCI. Our goal
is that all guests and employees at CDCI are able to get experience equal
benefit from the activities we hold here and are able to participate fully in
activities and events at the Center. We hope these suggestions will help all
of us plan for accessibility in our workspace and in meetings and events we
hold at CDCI.
TIPS for Accessible Offices
Check in with visitors in advance about any accommodation or support needs
before any meeting or event at CDCI (Examples: interpreters, drivers,
microphones, diet restrictions or environmental allergies, need for information in
specific formats, a pre-meeting to go over meeting agenda and content, etc.).
Schedule (and confirm) interpreters, drivers and other services before
finalizing a meeting date.
Provide meeting materials in accessible formats as needed.
Make information available in advance about accessible parking, guest
parking permits, and elevator access.
Be ready to give a guided tour of CDCI to individuals with varying abilities
and communication needs.
Post clear signs and offer to meet guests at the entrance if help is needed.
Ensure a clear path of travel from outside the building to the meeting
spaces, bathrooms and other rooms people will be using (Examples: Check the
parking lot and the elevator to make sure there is nothing blocking access to the
entrance or elevator and that the elevator is working).
In meeting spaces, make certain doorways and aisles and paths are clear
for individuals with different disabilities. Make sure the seating and room layout
are designed to allow people using wheelchairs, service animals, and interpreters
to have equal access and easy use of the space.
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May 2013
Know CDCI emergency exit procedures.
Resources:
UVM Interpreter Services
http://www.uvm.edu/~intrpret/
Vermont Center for the Deaf and Hard of Hearing (VCDHH) to schedule
Support Service Providers (SSP’s), individuals who are trained to provide
driving and other services to Deaf-Blind adults.
www.vcdhh.org/
New England ADA Center’s Facility Accessibility Checklist in text, Word or pdf
formats and for links to related websites
http://www.adachecklist.org/about.html
UVM ACCESS Office for captioning, e-books, and other accessibility services
http://www.uvm.edu/access/
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May 2013
Appendix A
"Our Common Ground" at UVM
CDCI's commitment is built upon UVM's statements of shared values in “Our
Common Ground." Accessibility is a right, a need, and a value and opens the
doors for many to attain the benefits of these shared values.
"The University of Vermont is an educationally purposeful community
seeking to prepare students to live in a diverse and changing world. We who
work, live, study, teach, do research, conduct business, or participate in the
University of Vermont are members of this community. As members, we
believe in the transforming power of education and agree to help create and
foster an environment where we can discover and reach our true potential.
We aspire to be a community that values:
RESPECT. We respect each other. We listen to each other, encourage each
other and care about each other. We are strengthened by our diverse
perspectives.
INTEGRITY. We value fairness, straightforward conduct, adherence to the
facts, and sincerity. We acknowledge when things have not turned out the
way we had hoped. As stewards of the University of Vermont, we are honest
and ethical in all responsibilities entrusted to us.
INNOVATION. We want to be at the forefront of change and believe that the
best way to lead is to learn from our successes and mistakes and continue to
grow. We are forward-looking and break new ground in addressing
important community and societal needs.
OPENNESS. We encourage the open exchange of information and ideas from
all quarters of the community. We believe that through collaboration and
participation, each of us has an important role in determining the direction
and well being of our community.
JUSTICE. As a just community, we unite against all forms of injustice,
including, but not limited to, racism. We reject bigotry, oppression,
degradation, and harassment, and we challenge injustice toward any
member of our community.
RESPONSIBILITY. We are personally and collectively responsible for our
words and deeds. We stand together to uphold our common ground."
http://www.uvm.edu/~presdent/?Page=miscellaneous/commonground.html
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May 2013
Appendix B
Federal Standards for Accessibility
Rehabilitation Act of 1973
The Rehabilitation Act of 1973 is American legislation that guarantees
certain rights to people with disabilities. Section 504 is widely recognized as
the first civil-rights statute for persons with disabilities. Section 504 is a
federal law designed to protect the rights of individuals with disabilities in
programs and activities that receive Federal financial assistance from
the U.S. Department of Education (ED). Section 504 provides: "No otherwise
qualified individual with a disability in the United States . . . shall, solely by
reason of her or his disability, be excluded from the participation in, be
denied the benefits of, or be subjected to discrimination under any program
or activity receiving Federal financial assistance . . ."
Section 508 of the Rehabilitation Act was enacted to eliminate barriers
in information technology, to make available new opportunities for people
with disabilities, and to encourage development of technologies that will help
achieve these goals. The law mandates equitable access to: A. Private
libraries b. State universities c. Information technology d. Internet access
and it applies to all Federal agencies when they develop, procure, maintain,
or use electronic and information technology. Under Section 508 agencies
must give disabled employees and members of the public access to
information that is comparable to the access available to others.
The Americans with Disabilities Act of 1990 (ADA)
The ADA is a wide-ranging civil rights law that prohibits, under certain
circumstances, discrimination based on disability. It affords similar
protections against discrimination to Americans with disabilities as the Civil
Rights Act of 1964, which made discrimination based on race, religion, sex,
national origin, and other characteristics illegal.
The ADA prohibits discrimination on the basis of disability in employment,
State and local government, public accommodations, commercial facilities,
transportation, and telecommunications. It also applies to the United States
Congress.
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May 2013
To be protected by the ADA, one must have a disability or have a
relationship or association with an individual with a disability. An individual
with a disability is defined by the ADA as a person who has a physical or
mental impairment that substantially limits one or more major life activities,
a person who has a history or record of such an impairment, or a person
who is perceived by others as having such an impairment. The ADA does not
specifically name all of the impairments that are covered.
The fact sheet A Guide to Disability Rights Laws, provides additional
information on the Rehabilitation Act and the ADA as well as other disability
rights legislation (http://www.ada.gov/cguide.htm and more in depth
information is also available at www.ada.gov or through regional ADA
Technical Assistance Centers.
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May 2013
Appendix C
CDCI Accessibility Self-Assessment
This self-assessment is designed for CDCI faculty and staff to individually
review practices identified in the CDCI Accessibility Guidelines and to rate
current performance on these practices. This rating is meant to be used in
preparation for the individual’s annual performance review and should result
in at least one practice selected as a personal performance goal for the next
year as a part of the review process.
Please rate your current practice by circling the number using the following
scale:
NA
1
2
3
4
5
This
I never or
I am
I use this
I use this
I am very
practice
rarely use
beginning
practice
practice
skilled and
does not
this
to learn to some of
most of
regularly
apply to
practice
use this
the time
the time
use this
my work
practice
(50% or
(51-80%)
practice
less)
(80-100%)
1.
Universal Design for Learning
Total:
/25
a.
Materials and information is shared in multiple (more than one) format
or mode so that users can select the best match for their use.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(80-100%)
(<50%)
(50-80%)
b.
Activities are designed so that when physical action is required, there
are built in alternative actions (other ways to do essentially the same thing).
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(80-100%)
(<50%)
(50-80%)
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May 2013
c.
Activities allow people to express themselves by communicating or
sharing in multiple ways (e.g. verbally, text, written, musically, dramatically,
motorically, graphically).
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(80-100%)
(<50%)
(50-80%)
d.
Learning activities are designed to build upon prior knowledge and
experience of participants.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(80-100%)
(<50%)
(50-80%)
e.
Activities are set up so that there are supports such as checklists,
guides, rubrics, or exemplars to assist people to participate successfully.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(80-100%)
(<50%)
(50-80%)
Add your ratings for this section and enter the total at the top of this section.
2.
Attitudes and Actions
Total
/25
a.
Disability and Deaf organizations are used as resources and partners in
the community and in outreach.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
25
May 2013
b.
NA
“People-first” language is used as is other disability/Deaf etiquette.
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
c.
NA
History and laws related to disability are familiar.
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
d.
NA
Deaf and disability awareness activities are incorporated in my work.
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
5
Regular
(80-100%)
e.
UVM services and supports for accessibility and inclusion are well
known and regularly used.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
Add your ratings for this section and enter the total at the top of this section.
3.
Creating Accessible Documents and Materials
Total:
a.
NA
A text-only version is available for all materials.
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
/40
5
Regular
(80-100%)
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May 2013
b.
Materials are designed using styles and are clearly organized and easy
to follow.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
c.
NA
Alternative text (alt tags) are used for all images.
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
5
Regular
(80-100%)
d.
For Word documents standard fonts with minimum 12 point size are
used and special formatting is minimal.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
e.
For power point presentations 44-point font is used for headings and
32 point for bullets with no more than 6 lines per page.
NA
1
2
3
4
5
Never
f.
NA
Beginning
Some
(<50%)
Most
(50-80%)
Regular
(80-100%)
OCR (optical character recognition) is used for PDF documents.
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
27
May 2013
g.
NA
Materials are previewed by an independent person before
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
h.
NA
Materials are provided in multiple formats.
1
2
3
Never
Beginning
Some
(<50%)
4
Most
(50-80%)
distributing.
5
Regular
(80-100%)
5
Regular
(80-100%)
Add your ratings for this section and enter the total at the top of this section.
4.
Creating and Delivering Accessible Presentations Total:
a.
NA
Speech is clear and well-paced for interpreter
1
2
3
Never
Beginning
Some
(<50%)
b.
NA
Language is simple and avoids acronyms, jargon, and idioms.
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
c.
NA
Processing time is allowed with pauses between topics.
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
d.
Positioning in the room or space allows good
face.
NA
1
2
3
Never
Beginning
Some
(<50%)
/20
understanding.
4
5
Most
Regular
(50-80%)
(80-100%)
5
Regular
(80-100%)
visibility of the speaker’s
4
Most
(50-80%)
5
Regular
(80-100%)
28
May 2013
e.
A microphone is used and there is not reliance solely on asking the
audience if they can hear.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
f.
All relevant sound/voice is shared through the microphone
audience questions and comments.
NA
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
g.
NA
All key information on slides is voiced or covered.
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
h.
Graphics, photos, video images and other visuals relevant
understanding the material are described verbally.
NA
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
including
5
Regular
(80-100%)
5
Regular
(80-100%)
to
5
Regular
(80-100%)
i.
Describe other visual information to the audience offering a summary
of what is seen. (For example the speaker asks, "If you make your websites
fully accessible, please raise your hand."...then says, "about half raised their
hand.").
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
29
May 2013
5.
Preparing Materials for Accessible Web Pages
Total:
a.
NA
Text descriptions are provided for all images.
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
b.
NA
All content can be accessed by keyboard alone, not just mouse.
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
c.
NA
Text is clearly written and easy to read.
1
2
3
Never
Beginning
Some
(<50%)
d.
NA
Content is organized and written with headings to convey
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
e.
NA
Meaning is not conveyed by color alone.
1
2
3
Never
Beginning
Some
(<50%)
4
Most
(50-80%)
4
Most
(50-80%)
/50
5
Regular
(80-100%)
5
Regular
(80-100%)
meaning.
5
Regular
(80-100%)
5
Regular
(80-100%)
30
May 2013
f.
NA
Captions are provided for videos and transcripts are provided for audio.
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
g.
NA
There are no animated or flickering elements.
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
h.
NA
Links have descriptive names.
1
2
Never
Beginning
Forms are accessible for all users.
NA
1
2
Never
Beginning
j.
NA
5
Regular
(80-100%)
3
Some
(<50%)
4
Most
(50-80%)
5
Regular
(80-100%)
3
Some
(<50%)
4
Most
(50-80%)
5
Regular
(80-100%)
When an application or plug-in is required, the link for this
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
is provided.
5
Regular
(80-100%)
31
May 2013
6.
Planning Accessible Meetings and Events
Total:
/30
a.
Speakers and participants are asked in advance and at the start of the
event is they have accessibility requirements.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
b.
The facility and area spaces are accessible to speakers and participants
including meeting rooms, bathrooms, presentation stage, refreshment and
breakout spaces.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
c.
NA
Adequate sound system is in place and microphones are available.
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
d.
Space is set up so as to enable good visibility of speakers and
interpreters including lighting, distraction-free backgrounds such as bright
sunlight, media screens or flashing light.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
e.
Assistive learning devices are arranged for such as interpreters, CART,
hearing loops or interpreter relay services.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
32
May 2013
f.
Internet connection has sufficient capacity to carry any and all planned
internet use.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
7.
Accessible Distance Technology
Total:
/40
a
NA
All online materials are available in accessible, multiple formats.
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
b.
NA
A statement is provided online as to how to obtain alternate formats.
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
c.
When real-time, synchronous communication is used an alternative
method of communication is provided for those who cannot fully participate
(i.e. an interpreter, captioning, etc.).
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
d.
NA
All materials are also available in text-only format.
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
5
Regular
(80-100%)
33
May 2013
e.
Videos are captioned and audio descriptions are provided for those
who are blind or visually impaired.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
f.
For synchronous events (same time, different place), consideration is
given to how participants will interact whether they may be on-site and/or
off-site.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
g.
For asynchronous events (different time, different place),
stored are accessible in each in audio, text, and, video.
NA
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
recordings
5
Regular
(80-100%)
h.
NA
Instructions are provided in how to access recorded events.
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
8.
Accessible Offices at CDCI
Total:
/45
a
.
Visitors are contacted in advance to determine any support or
accommodations needs such as interpreters, drivers, microphones, diet
restrictions or environmental allergies, need for information in specific
formats, a pre-meeting to go over meeting agenda and content.
34
May 2013
NA
1
Never
2
Beginning
3
Some
(<50%)
4
Most
(50-80%)
b.
Interpreters, drivers and other services are scheduled and
before finalizing a meeting date.
NA
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
c.
NA
Materials in meetings are provided in accessible formats.
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
d.
Information is made in advance about accessible parking,
parking permits, and elevator access.
NA
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
5
Regular
(80-100%)
confirmed
5
Regular
(80-100%)
5
Regular
(80-100%)
guest
5
Regular
(80-100%)
e.
Guided tours of CDCI is provided to visitors including individuals with
varying abilities and communication needs.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
f.
NA
Guests are met at the entrance if help is needed.
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
5
Regular
(80-100%)
35
May 2013
g.
A clear path of travel from outside the building to meeting
bathrooms, and other rooms people use.
NA
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
spaces,
5
Regular
(80-100%)
h.
Doorways, paths, and aisles are clear of clutter and seating or room
layout ensure adequate space for wheelchairs, interpreters, service animals,
and other accommodation supports.
NA
1
2
3
4
5
Never
Beginning
Some
Most
Regular
(<50%)
(50-80%)
(80-100%)
Emergency exit procedures are clear and well known.
NA
1
2
3
4
Never
Beginning
Some
Most
(<50%)
(50-80%)
5
Regular
(80-100%)
36
May 2013
Self Assessment Summary:
1.
Universal Design for Learning
Total:
/25
2.
Attitudes and Actions
Total:
/25
3.
Creating Accessible Documents and Materials
Total:
/40
4.
Creating and Delivering Accessible Presentations Total:
/20
5.
Preparing Materials for Accessible Web Pages
Total:
/50
6.
Planning Accessible Meetings and Events
Total:
/30
7.
Accessible Distance Technology
Total:
/40
8.
Accessible Offices at CDCI
Total:
/45
OVERALL TOTAL: Total:
/275
37
May 2013
Appendix D
Accessibility Checklists
Five checklists have been developed based on the CDCI
Accessibility Guidelines. Use these checklists as reminders
to be accessible in your all your CDCI activities.
• Creating Accessible Documents and Materials
• Creating and Delivering Accessible Presentations
• Preparing Materials for Accessible Web Pages
• Planning Accessible Meetings and Events
• Using Accessible Distance Technology
Developed by:
Michaella Collins, Susan Edelman , Deborah Lisi -Baker, and Darren
McIntyre (2013)
38
May 2013
.
1.
2.
✔
Creating Accessible Documents and Materials
CREATING ACCESSIBLE DOCUMENTS AND MATERIAL
Guideline
1. Use people first language in writing.
2. Always maintain a text-only version.
3. Provide easy to follow content with clear organization.
Use heading styles to format text.
4. Create tables that have simple rows and columns, and a
title for each row and column.
5. Add alternative text (alt tags) to all images. (The option to
add alt tags in Word is often available through >right click
on image>format picture>alt tag).
6. Use standard fonts with clear characters, at a minimum of
12-point size, without excessive special formatting for
Microsoft Word documents. Verdana and Ariel are
examples of standard accessible fonts.
7. Powerpoint Presentations: use a default 36-point font for
headings, 32 point for bullets, with no more than 6 lines
per slide.
8. PDFs: Do not scan a document as an image. Use OCR
(optical character recognition) so text is readable. Provide
tagged PDFs. Provide text version also when sending pdf
files electronically.
9. Ask different users to preview the material before
distributing.
10.
Always be prepared to provide materials in other
formats.
CDCI Accessibility Checklists: Developed by Michaella Collins, Susan
Edelman, Deborah Lisi-Baker, and Darren McIntyre (2013).
39
May 2013
2. Creating and Delivering Accessible Presentations
✔
Guideline
1. Apply UDL Principle of Multiple Forms of Representation:
Share all material and information by making it available
in multiple modes (e.g., auditor ally, visually) or
disseminate it in multiple formats (e.g., digital text file,
audio file, video, outline, and available on flash drive, CD,
DVD or paper).
2. Apply UDL Principle of Multiple Forms of Expression:
Design activities that require physical action so that
persons can participate using a variety of possible
alternative actions.
3. Speak clearly. Avoid speaking too fast, so participants and
sign language interpreters can better understand you and
can keep up.
4. Use simple language. Avoid or explain jargon, acronyms,
and idioms. For example, expressions such as “raising the
bar” can be interpreted literally by some people with
cognitive disabilities and can be confusing.
5. Give people time to process information: pause between
topics. When you ask if anyone has questions, some
people with cognitive disabilities will need extra time to
form their thoughts into words.
6. Be visible. Position yourself in good light so participants
can see your face when you talk, which helps some people
hear and understand better. Do not face away from the
audience to read projected material.
7. Use a microphone. Even in a small room, some people
might need the audio electronically, including people using
ALDs/hearing loops and remote CART writers. Note that if
you ask “Can everyone hear me OK?” some people might
40
May 2013
be uncomfortable saying that they cannot. Don’t rely on
just audience feedback.
8. Ensure that all relevant sound is audible through the
sound system. If an audience member asks a question or
comments, repeat their question and/or comment into
your microphone before replying or commenting further.
9. Cover all displayed text. Speak out all of the key
information that is on each slide. This does not mean that
you have to read the slide exactly as it is, it just means
that you cover the visual information in what you say.
10.
Describe pertinent parts of graphics, videos, and
other visuals. Describe them to the extent needed to
understand the presentation. You usually do not need to
describe decorative images.
11.
Describe other visual information. If you ask a
question of the audience, summarize the response. For
example the speaker asks, “If you make your websites
fully accessible, please raise your hand.”...then says,
“About half raised their hand.”
CDCI Accessibility Checklists: Developed by Michaella Collins, Susan
Edelman, Deborah Lisi-Baker, and Darren McIntyre (2013).
41
May 2013
3. Preparing Materials for Accessible Web Pages
✔
Guideline
1. Make sure that text is clearly written and easy to
read.
2. Provide content that is organized and written with
headings to convey meaning.
3. Provide text descriptions for all images.
4. Ensure all content can be accessed by keyboard
alone, not just the mouse.
5. Ensure that meaning is not conveyed by color alone.
6. Provide captions for videos, and transcripts for
audio.
7. Avoid page elements that flicker, or are animated.
8. Give links descriptive names (not just “click here”).
9. Provide forms that all users can complete.
10.
When a page requires an application or plugin, provide that link.
CDCI Accessibility Checklists: Developed by Michaella Collins, Susan
Edelman, Deborah Lisi-Baker, and Darren McIntyre (2013).
42
May 2013
4. Planning Accessible Meetings and Events
✔
Guideline
1. Reach out and engage disability and Deaf
organizations as resources and partners in planning
meetings and events.
2. Understand and use people first language and other
disability/Deaf Culture etiquette.
3. Apply UDL Principle of Multiple Forms of
Representation: Share all material and information by
making it available in multiple modes (e.g., auditor
ally, visually) or disseminate it in multiple formats
(e.g., digital text file, audio file, video, outline, and
available on flash drive, CD, DVD or paper).
4. Apply UDL Principle of Multiple Forms of Expression:
Design activities that require physical action so that
persons can participate using a variety of possible
alternative actions.
5. Ask speakers and participants in advance of event and
at start of event if they have accessibility
requirements.
6. Ensure the facility and area is accessible to speakers
and participants including entrances, meeting rooms,
bathrooms, presentation stage, refreshments and
breakout spaces.
7. Ensure adequate sound system, and arrange for
microphones.
8. Arrange for good visibility of the speakers and
interpreters including good lighting on their face and
upper body and avoiding distracting backgrounds,
such as bright sunlight, media screens or flashing
light.
9. Arrange for assistive learning devices, hearing loops,
interpreters, and/or CART (Communication Access
Realtime Translation) writers, as needed by contacting
UVM ACCESS or an interpreter relay service (IRS) for
teleconferences.
10.
Arrange for good Internet connection when
needed.
11.
Consider accessibility when planning the
schedule, taking into account the time it takes for
people to move from space to space, to care for
43
May 2013
medical needs, to have sufficient breaks. Keep to the
schedule as much as possible, and inform participants
ahead of time of any changes.
12.
Give guest speakers accessibility requirements
and guidance.
CDCI Accessibility Checklists: Developed by Michaella Collins, Susan
Edelman, Deborah Lisi-Baker, and Darren McIntyre (2013).
44
May 2013
5. Using Accessible Distance Technology
✔
Guideline
1. Make certain online and other course materials are
accessible to all.
2. Also provide all materials in text-only format.
3. Provide a statement on how to obtain alternate
formats.
4. If real-time, synchronous communication is used,
provide an alternative method of communication for
those who cannot fully participate using synchronous
methods (i.e. an interpreter, captioning, etc.).
5. Provide captioning for video presentations for
individuals with hearing impairments, and audio
description for those who are blind.
6. For synchronous events (same time, different place),
consideration is given to how participants will interact
whether they may be on-site and/or off-site.
7. For asynchronous events (different time, different
place), recordings stored should be accessible in
audio, text, and, video formats.
8. Instructions are provided about how to access
recorded events.
CDCI Accessibility Checklists: Developed by Michaella Collins, Susan
Edelman, Deborah Lisi-Baker, and Darren McIntyre (2013).
45