Roles and Responsibly
Who is really responsible for Accessibility?
A Collaborative Project…
ATI…
ATI Mission Statement…
Our mission is to help provide individuals with disabilities
an accessible university environment by supporting
access to all technological, architectural, and educational
resources available at George Mason University through
the incorporation of assistive technologies, the provision
of technical support, and the development of universitywide strategies for universal access.
ATI Services…
Informal AT Assessments
Provision of Accessible Text
Assistive Technology Labs
Technical Assistance for Computing and Library Personnel
Section 508 Training/Support
Working Together
• Disability Services Offices, Faculty, Staff,
Students, Volunteers and Public with
disabilities
Important Considerations
During Transition
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Legal Rights & Responsibilities
Strategic Planning
Training
Campus Resources
Advocacy and Support
Different Laws Regarding Disabilities
Law
Applies to
Mandates
Section 504
Anyone receiving
federal funds
Opportunity for disabled students to
participate must be as effective as that
provided to others
Title II
Public entities
Equal information access, including print and
computer-based information
Section 508
Federal entities
Provide access to electronic and information
technology
Section 504 of the 1973
Rehabilitation Act & 1990
Americans with Disabilities Act
No otherwise qualified individual with a disability
shall, solely by reason of his/ her disability, be
excluded from the participation in, be denied the
benefits of, or be subjected to discrimination
under any program or activity of a public entity.
A person with a disability is
any person who
Has a physical or mental impairment which
substantially limits one or more major life activities
including walking, seeing, hearing, speaking, breathing,
learning, and working;
 Has a record of such an impairment; or
 Is regarded as having such an impairment.
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Another Law Commonly Forgotten
The Rehabilitation Act 1973, Section 508 Amendment (1998)
Requires that any electronic and information
technology (EIT) procured, developed, used or
maintained by Federal agencies must be
accessible to employees and members of the
public with disabilities, unless an undue burden
would be imposed on the agency.
Section 508 was enacted to:
 eliminate barriers in information technology
 make available new opportunities for people with
disabilities
 encourage development of technologies that will
help achieve these goals.
What is included in Section 508?
…. Electronic and Information
Technology
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1194.21 Software Applications and Operating
Systems
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1194.22 Web-Based Intranet and Internet
Information and Applications
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1194.23 Telecommunications Products (If it is a
Voice Over Internet Protocol (VOIP) or software
then it may also include 1194.21 and/or 1194.22)
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1194.24 Video and Multimedia Products (If
implemented on the web will also require 1194.22)
1194.25 Self Contained and Closed Products (Ex:
Copiers, Fax and Kiosks)
1194.26 Desktop and Portable Computers
1194.31 Functional Performance Criteria (Must be
accessible with assistive technology)
1194.41 Information, Documentation and Support
(Must also be accessible)
**Section 508 only applies to
visual, hearing and mobility impairments**
What is Accessibility?
Accessibility is a general term used to describe the degree to which a
product (e.g., device, service, environment) is accessible by as many people
as possible. Accessibility can be viewed as the "ability to access" the
functionality, and possible benefit, of some system or entity. Accessibility is
often used to focus on people with disabilities and their right of access to
entities, often through use of assistive technology. Several definitions of
accessibility refer directly to access-based individual rights laws and
regulations. Products or services designed to meet these regulations are
often termed Easy Access or Accessible.
http://en.wikipedia.org/wiki/Accessibility
Accessibility Solutions
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Accommodations
Assistive Technology
Section 508 – Web Accessibility
Universal Design
Q:Who is Really Responsible??
A: Depends on the
Author/Developer
This involves Websites, online Documents,
Videos both online and played in class,
telecommunication, applications both
classroom setting and taught applications
(for example if a teacher is talking about
blogs they need to give options and can’t
demand only one product be used if it isn’t
accessible.)
What happens if the
author/developer is external
to the University?
• This can be considered a “trick” question at
times due to the numerous variables it has.
1. Does the University or Agency fall under
Section 508 or W3C regulations?
2. If not, do changes still need to be made?
Does the University or agency fall
under Section 508 or W3C
regulations?
• If No……….
1. Then the question needs to be asked and worked out
with the Office of Disability Services or Equity Office.
2. For example: If there is an individual with a disability
involved, is the inaccessible technology considered a
requirement to do the work? If the answer is yes- an
accommodation may need to be made.
3. All rules and regulations from Section 504 now apply.
Does the University or agency
fall under Section 508 or W3C
regulations?
• If yes ……………
1. What does the timeline say? Does it overlap?
2. If the product was purchased after
regulations were in place then it leads to
more questions.
If the product was purchased after
regulations were in place then it leads to
more questions.
1. Is there contract language in place stating that the
developer/vendor must meet standards and
regulations?
2. Is there policy in place stating new standards and
regulations are in place and must be met?
3. If the answer is yes to either or both of these
questions then the responsibility lies on the vendor,
but how do you get them to make changes?
How do you work with a vendor to make
changes to something that doesn’t meet
compliance?
• Try contacting the company and asking if they know what
accessibility is and compliance standards. (VPAT)
• Use the line “If you work with us now to make the
necessary changes, it will help beat competition later
because standards are met.”
• Work with other Universities, Agencies or like companies
and form user groups to keep a list of problems and
contact the vendor as a group- Power in Numbers!
Now back to internal
responsibility
• Teaching Faculty and Staff
• Administration Offices
• IT Professionals
– Managers
– Developers
• Procurement/Purchasing
What could I be responsible for
and what role do I play?
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Websites and content
Documents
Videos and Multimedia
Technology used in the classroom (example:
accessible blog, or student option)
• Kiosks (copy machines, ATM, etc.)
Administration
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President’s Office
Provost’s Office
Senior Vice President’s Office
Deans and Directors
President’s Council
Admissions and Registrars
Human Resources and Payroll
University Relations/Policy
Fiscal Services
EVERYONE is involved and ANYONE can be effected!
Administration Continued
Most common barriers:
• University wide Applications
• HR paperwork and application
• University applications and paperwork
• Procurement/Contract language
• Overall Higher Administration Support
• Department/Organizational Websites
Teaching Faculty and Staff
• Do you use a Learning Management System? Do you
add content to the course? Are they documents, video,
etc.?
• Do you use technology for your class assignments i.e.
blogs, websites, wikis, etc.?
• Are you the author of a book used in class?
• Do you use visuals in the classroom that give important
information pertaining to the class?
• Do you use webinars or other classroom capture or
conferencing technology?
IT Professionals
• Do you influence or decide on technology
purchases?
• Do you develop websites, applications or
documentation?
• Do you oversee computer classroom settings?
• Do you manage others who may work on the
above mentioned?
• Do you work in multimedia or
telecommunications?
Procurement/Purchasing
• Is there compliance language included in
contracts?
• Are vendors required to provide documentation
on accessibility? (VPAT)
• Is there a determination and findings procedure
or documentation?
• Is there an Accessibility Specialist that is
included in review of all purchased technology?
Cognitive Disabilities
Types of Cognitive Disabilities
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Learning Disabilities
ADD/ADHD
TBI
Stroke/Seizure
Autism
Mood Disorders and PSTD
Technologies for Cognitive Disabilities
Reading
Writing
Math/Science
Text Readers
Text Readers
Talking Calculator
Talking Dictionaries
Word/Sentence Prediction
Design Science
Electronic Books/Readers
Talking Dictionaries
Henter Math
Electronic Pens
(LiveScribe)
Electronic Pens
(LiveScribe)
Scientific Notebook
Voice Recognition
Software
Science Accessibility Net
Hearing Impairments
Basics – Hearing Impairment
• Deafness:
– is defined by partial or
complete hearing loss.
– Levels of hearing impairment
vary from a mild but
important loss of sensitivity to
a total loss of hearing. Older
adults suffer most often from
hearing loss. Age-related
hearing loss affects 30 to 35
percent of the population
between the ages of 65 and
75 years, and 40 percent of
the population over the age
of 75.
http://www.medterms.com/script/main/art.asp?articlekey=6791. Retrieved on June 21, 2007.
Technologies for Deaf/HOH
Deaf
Hard of Hearing
Closed Captioning
Closed Captioning
iCommunicator
CapTel
NexTalk, Sprint or other Relay Services
Personal FM Systems
TTY or Video Phone
Portable or Permanente Room Loops
Sidekick or other Text Messaging
Hearing Aids
CART Services
CART Services
DocSoft
DocSoft
Mobility Impairments
Technology for Mobility
Impairments
Software
Hardware
Voice Recognition Software
Various Ergonomic Keyboards
Online Keyboards
Various Ergonomic Mice
Scanning Software (commonly used
with switches)
Head Mice
Electronic Formats
Switches
Text Readers
Joysticks
Prediction Software
E-book Readers
EyeGaze/EyeTracker
Visual Impairments
Common Types of Visual Impairments
Macular Degeneration:
:Diabetic Retinopathy
Photos taken from
http://www.stlukeseye.com/Conditions/MacularDegeneration.asp
, http://www.stlukeseye.com/Conditions/DiabeticRetinopathy.asp
Common Types of Visual Impairments
Glaucoma:
:Cataract
Photos taken from
http://www.stlukeseye.com/Conditions/Cataracts.asp ,
http://www.lowvisionclub.com/articles/seewhatisee.html.
Common Types of Visual Impairments
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Color Blindness
(Dychromatopsia)
– the inability to distinguish
between some or all colors.
– The photograph is divided in two
frames, on the left it is passed
through the protanopia filter
(green-red color blindness), on
the right through the tritanopia
(blue-yellow color blindness) and
around the frames the picture is
not filtered.
www.michelf.com/weblog/2005/sim-daltonism/. Retrieved on June 21, 2007. Photo taken from www.michelf.com/img/icon/simdaltonism-512.jpg.
Technologies for Visual Impairments
Blindness
Low Vision
Screen Readers
Screen Magnifiers
Braille Displays
Text Readers
Tactile Image Enhancer
CCTV
Note Takers
Large Print
Braille Embosser
Magnifiers
Thermo Pen
Color Blindness
Proper Color Coding
Web Accessibility
What is Web Accessibility?
Web accessibility means access to the Web by everyone, regardless of disability.
Web accessibility includes:
Web sites and applications
– that people with disabilities can perceive, understand, navigate, and interact
with;
Web browsers and media players
– that can be used effectively by people with disabilities, and
– that work well with assistive technologies that some people with disabilities use
to access the Web;
Web authoring tools, and evolving Web technologies
– that support production of accessible Web content and Web sites, and
– that can be used effectively by people with disabilities.
Impacts of the Web on Disabilities
• The Web has become a key resource for:
– classroom education, distance learning,
– job searching, workplace interaction,
– civic participation, government services,
– news, information, commerce, entertainment,
• It is displacing traditional sources of information and interaction -– schools, libraries, print materials, discourse of the workplace;
– some of the traditional resources were accessible; some not.
• An accessible Web means unprecedented access to information for
people with disabilities.
Problems that may be faced
Examples of design requirements for people with different kinds of disabilities include:
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Visual:
– described graphics or video;
– well marked-up tables or frames;
– keyboard support, screen reader compatibility;
Hearing:
– captioning for audio, supplemental illustration;
Physical, Speech:
– keyboard or single-switch support;
– alternatives for speech input on voice portals;
Cognitive, Neurological:
– consistent navigation, tab order, appropriate language level;
– illustration; no flickering or strobing designs.
Operational Definition
of Accessibility
Web sites, software applications, telecommunication,
printers, faxes, documentation, video and multimedia
and computers are considered accessible when
individuals with disabilities can access them and use
them as effectively as people who do not have
disabilities.
Screen reader Simulation - Experience a screen reader and learn
how inaccessible content affects screen reader users.
Low-vision Simulation - View web content as seen by those with
several types of vision disabilities. Learn how to design content to
best work with screen enlarging software.
Guidebooks and Tools:
• Freedom Scientific JAWS:
http://www.freedomscientific.com/downloads/jaws/jaws9-downloads.asp or
Dolphin Supernova: http://www.yourdolphin.com/productdetail.asp?id=1
• AiSquared ZoomText: http://aisquared.com/
• Accessibility: http://www.accessibilityforum.org/paper_tool.html
• Usability: http://www.usability.gov/pdfs/guidelines.html
How to Ensure Accessibility and
Compliance
Trustees, Presidents, Deans, Administration, IT
Professionals, and Faculty/Staff
 Building the accessibility requirements early into the
project
 GSA Buy Accessible Wizard
http://www.buyaccessible.gov/
 Section 508/Accessibility Trainings
 Voluntary Product Accessibility Template (VPAT)
 Policy or other documentation providing Accessibility
requirements.
Faculty/Staff, Developers, Webmasters and
Content Reviewers
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Illinois Accessible Web Publishing Wizard for Microsoft Office - http://www.virtual508.com/
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Adobe Professional v. 7.0 or higher -http://www.adobe.com/accessibility/
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NetCentric – CommonLook Section 508 Adobe Plug-In - http://www.netcentric.com/products/cl_s508_adobe.aspx and PDF Accessibility Wizard (PAW) - http://www.netcentric.com/products/PAW.aspx
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508 Wizard for Visual Basic - http://www.508wizard.com/product_508wizardVB.html
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DeQue – WorldSpace, Ramp and UnDoc - http://www.deque.com/products/studio/index.php
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HiSoftware – AccMonitor Accessibility Module http://www.hisoftware.com/products/devdesktopsolutions.htm
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SSBBartGroup – Accessibility Management Platform https://www.ssbbartgroup.com/amp/index.php
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CourseAvenue - http://www.courseavenue.com/default.aspx
Accessibility Examples for Developers
• The global structure of an accessible HTML document:
http://www.w3.org/TR/REC-html40/struct/global.html
• Accessible Table Builder:
http://www.accessify.com/tools-and-wizards/accessibility-tools/table-builder/
• Accessible Form Builder:
http://www.accessify.com/tools-and-wizards/accessibility-tools/form-builder/
• HiSoftware Accessible Form Creator:
http://www.hisoftware.com/access/valueadd9.html
• CSS Information for Accessibility:
http://www.webaim.org/techniques/css/invisiblecontent/
• Example of Accessible HTML Code:
http://www.dinf.ne.jp/doc/english/Us_Eu/ada_e/gsa/coca/wwwcode.htm
Multimedia, Radio and Television
Faculty/Staff and Students
•MAGpie http://ncam.wgbh.org/webaccess/magpie/
can be used to export the captions to three multimedia formats: Microsoft's Synchronized
Accessible Media Interchange (SAMI) format - external link, RealText - external link for use
with RealPlayer, and Apple's QuickTime format - external link. It will also export the World
Wide Web Consortium's (W3C) Synchronized Multimedia Integration Language (SMIL) format
- external link, which is a display language used to display captions in Quicktime and
RealPlayer. MAGpie also adds functionality to allow audio descriptions and captioning for
Macromedia Flash. It can play most media files, not just Windows Media, and is available for
both Macintosh and Windows computers.
•HiCaption http://www.hisoftware.com/hmcc/
provides a development environment that allows users to caption and synchronize captions to
content while they listen to or watch their media files. Hi-Caption initially saves the files as
Microsoft's SAMI files, but these files can be converted to RealPlayer and Quicktime SMIL
files with RealText and Quicktime Text. The file name SAMI stands for Synchronized
Accessible Media Interchange and SMIL for the World Wide Web Consortium's Synchronized
Multimedia Integration Language
•Adding more descriptive text into your monologue to not require audio description.
Free Web Accessibility
Tools and Validators
•Web Accessibility Toolbar: http://www.visionaustralia.org.au/ais/toolbar/
•WAVE: http://wave.webaim.org/ (This also comes as a Firefox Extention)
•Deque WorldSpace: http://worldspace.deque.com/wsservice/eval/checkCompliance.jsp
•Funcational Accessibility Evaluator (FAE): http://fae.cita.uiuc.edu/
•HiSoftware Cynthia Says: http://www.cynthiasays.com/
•Total Validator: http://www.totalvalidator.com/
•Paciello Group WAT: http://www.paciellogroup.com/resources/index.html
•Web Accessibility Inspector: http://www.fujitsu.com/global/accessibility/assistance/wi/
Why is Web Accessibility Important?
There are several reasons why Web accessibility is
important:
• use of the Web has spread into all areas of society;
• there are barriers on the Web for many types of
disabilities;
• millions of people have disabilities that affect access to
the Web;
• some Web sites are required to be accessible;
• Web accessibility also has carry-over benefits for other
users.
Universal Design
Definition of Universal Design
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.
http://www.design.ncsu.edu/cud/about_ud/udprincipleshtmlformat.html#top
Universal Design – Everyone Benefits
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Accessible Web design contributes to better design for other users:
Multi-modality (support for visual, auditory, tactile access) benefits users of:
– mobile phones with small display screens, Web-TV, kiosks.
Multi-modality increases usability of Web sites in different situations:
– low bandwidth (images are slow to download);
– noisy environments (difficult to hear the audio);
– screen-glare (difficult to see the screen);
– driving (eyes and hands are "busy").
Redundant text/audio/video can support:
– different learning styles; low literacy levels; second-language access.
Style sheets can support:
– more efficient page transmission and site maintenance.
Captioning of audio files supports:
– better machine indexing of content; faster searching of content.
Universal Design Techniques
Physical
Technological
Ramps
Ergonomic Mice & Keyboards
Automatic Doors
Larger Computer Monitors (21” +)
Ergonomic Workstations
Accessible Telephones
Door/Sink Handles
Accessible Websites
Interior Design
Transcripts
Accessible ATMs/Vending Machines
Closed Captions
Adjustable Chairs
Accessible Printers/Copiers
Literature Available in Alternative
Formats
Bundled Software - Premier
Light Switches
Accessible Documents, Fillable Forms
Universal Design is also about
• Learning & Teaching Styles
• Awareness & Attitudes
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Equitable use
Flexibility in use
Simple and intuitive
Perceptible information
Tolerance for error
Low physical effort
Size and space for approach and use
Questions
Q. LAB ACCESS FOR WHEELCHAIR USERS: How can I improve the accessibility of my college
lab for a student who uses a wheelchair?
A. Principles of universal design promote access for individuals with a wide range of abilities and
disabilities and should be considered when planning and organizing the physical environment.
Contact your campus disabled student services office for assistance. Examples of basic universal
design guidelines you can readily implement include the following:
• Make sure all routes to the lab are wheelchair accessible.
• Keep aisles wide and clear, including evacuation and emergency routes.
• Place handouts and other documents within reach from a wheelchair. If some materials
are inaccessible, provide a means to assist the student.
• Provide at least one adjustable table or work space.
• Make sure controls for computers and other equipment can be reached by someone
sitting in a wheelchair.
• See the Science Labs and Computer Labs areas of The Faculty Room for more
information about making labs accessible to students with disabilities.
http://www.washington.edu/doit/Faculty/Strategies/Disability/Mobility/mobility_faq.html
Questions
Q. HAND USE: How can a student with limited hand function participate in my science
lab?
A. You can structure the activities so that students work with lab partners. Be sure the
student with a disability participates actively and is not just an observer. For example, a
student could input data into a laptop computer, while her partner carries out the
procedure. There are also a variety of ways to adapt lab equipment (e.g., enlarging tool
handles, using "grippers") to make it accessible to someone with limited hand function.
Using computer controlled lab equipment with alternative input devices (e.g., speech,
Morse code, switches) is another possibility. See Science Labs for more information
about making science labs more accessible to students with disabilities. Alternatively, if
students in the lab don't work in pairs, meet with the student disability services to
determine if a lab assistant for the student can be secured. This person might be another
student who is a major in the department. The lab assistant, for example, functions as
the eyes or hands of the student, but the student must give directions and otherwise
follow lab procedures.
http://www.washington.edu/doit/Faculty/Strategies/Disability/Mobility/mobility_faq.html
Questions
Q. How many people are affected by issues of Web accessibility?
A. The percentage of people with disabilities in many populations is between 10% and 20%. Not all
disabilities affect access to information technologies such as the Web (for instance, difficulty walking, or a
heart condition, would not affect Web access) but many do. Just as with other parts of the population, not all
people with disabilities have access to the Web. But the number of people using the Web is steadily
increasing, and for people with disabilities access to this technology is sometimes even more critical than for
the general population which may have an easier time accessing traditional sources of information such as
print media.
Q. What are examples of some common barriers on Web pages?
A. These guidelines address barriers in Web pages which people with physical, visual, hearing, and
cognitive/neurological disabilities may encounter. Common accessibility problems on Web sites include:
images without alternative text; lack of alternative text for imagemap hot-spots; misleading use of structural
elements on pages; uncaptioned audio or undescribed video; lack of alternative information for users who
cannot access frames or scripts; tables that are difficult to decipher when linearized; or sites with poor color
contrast.
Questions
Q. Does it cost more to make a site accessible?
A. Designing a new site to be accessible should not add significantly to development cost. Some
aspects of accessibility, such as use of style sheets, can actually reduce the costs of maintaining or
updating sites, and this benefit should increase over time as style sheets are more evenly
implemented in browsers and available as an authoring strategy in authoring tools. For existing
sites, the ease or difficulty of making sites accessible depends on a variety of factors, including the
size of a site, the complexity of a site, and the authoring tool that was used to make a site. Periodic
upgrades or reviews of sites can be good opportunities to review the accessibility of sites. When
compared with the broader audience that a site is available to, and the greater usability for other
users as well, accessible sites can be cost-effective.
Q. Can we just make accommodations on an as-requested or ad-hoc basis?
A. No. The courts have held that a public entity violates its obligations under the Americans with
Disabilities Act when it simply relies on responding to individual accommodation requests for
compliance with law.
Questions
Q. What laws apply to web accessibility?
A. Both state administrative code and federal law require websites to be accessible. A distinction
is drawn between pages that are used for instruction and pages that are used for information.
Pages that are used for instructional purposes must be accessible under both Section 504 of the
Rehabilitation Act and Title 2 of the Americans with Disabilities Act. Pages that are used,
maintained, developed or procured by the University must be accessible under both W3c and
Section 508, part of the Rehabilitation Act.
Q. What is the most important thing to understand in terms of making a site accessible?
A. The most important thing to understand in terms of making a site accessible is that people use
the Web in very different ways. A site should therefore present information in a way that people can
access it regardless of what kind of hardware or software they are using, and regardless of how
they navigate through a site. Web designers cannot assume that everyone uses the same kinds of
devices the same way.
Assistive Technology Initiative
Assessments, Student/Faculty with Disabilities, Other: Korey Singleton, ATI Manager,
phone: 703-993-2143 or ksinglet@gmu.edu
Web and Software Accessibility and other E&IT: Kara Zirkle, IT Accessibility Coordinator,
phone:703-993-9815 or kzirkle1@gmu.edu
Alternative Text (electronic, Braille, large print, etc.): Liz Miller, Accessible Text
Coordinator, phone: 703-993-4372 or emillerf@gmu.edu
ATI Office Contact: Nancy Borck, Program Support Specialist, phone: 703-993-4007 or
nborck@gmu.edu
George Mason University, 4400 University Drive, MSN 6A11,
Thompson Hall, Room 114, Fairfax, VA 22030
Phone: 703-993-4329 Fax: 703-993-4743 Website: http://ati.gmu.edu