Roles and Responsibly. Who is really responsible for Accessibility?. A Collaborative Project…. ATI… . ATI Mission Statement… .
Who is really responsible for Accessibility?
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 university-wide strategies for universal access.
Provision of Accessible Text
Assistive Technology Labs
Section 508 Training/Support
Technical Assistance for Computing and Library PersonnelATI Services…
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.
Another Law Commonly Forgotten with Disabilities Act
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:
What is included in Section 508? with Disabilities Act
…. Electronic and Information Technology
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.
Q:Who is Really Responsible?? with Disabilities ActA: 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.)
EVERYONE is involved and ANYONE can be effected!
Most common barriers:
http://www.medterms.com/script/main/art.asp?articlekey=6791. Retrieved on June 21, 2007.
Common Types of Visual Impairments that doesn’t meet compliance?
Photos taken from http://www.stlukeseye.com/Conditions/MacularDegeneration.asp , http://www.stlukeseye.com/Conditions/DiabeticRetinopathy.asp
Common Types of Visual Impairments that doesn’t meet compliance?
Photos taken from http://www.stlukeseye.com/Conditions/Cataracts.asp , http://www.lowvisionclub.com/articles/seewhatisee.html.
Color Blindness that doesn’t meet compliance?
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.
Common Types of Visual Impairments
www.michelf.com/weblog/2005/sim-daltonism/. Retrieved on June 21, 2007. Photo taken from www.michelf.com/img/icon/sim-daltonism-512.jpg.
Web accessibility means access to the Web by everyone, regardless of disability.Web accessibility includes:
Web sites and applications
Web browsers and media players
Web authoring tools, and evolving Web technologies
Examples of design requirements for people with different kinds of disabilities include:
Operational Definition that doesn’t meet compliance?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.
Trustees, Presidents, Deans, Administration, IT Professionals, and Faculty/Staff
There are several reasons why Web accessibility is important:
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.
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:
Questions that doesn’t meet compliance?
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.
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.
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.
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.
Assessments, Student/Faculty with Disabilities, Other: Korey Singleton, ATI Manager, phone: 703-993-2143 or firstname.lastname@example.org
Web and Software Accessibility and other E&IT: Kara Zirkle, IT Accessibility Coordinator, phone:703-993-9815 or email@example.com
Alternative Text (electronic, Braille, large print, etc.): Liz Miller, Accessible Text Coordinator, phone: 703-993-4372 or firstname.lastname@example.org
ATI Office Contact: Nancy Borck, Program Support Specialist, phone: 703-993-4007 or email@example.com
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