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Accessibility Basics

Accessibility Basics. Putting the Pieces Together. Accessibility Overview. “For people without disabilities, technology makes things convenient, whereas for people with disabilities it makes things possible” Consider Convenient v. Possible. Accessibility Overview.

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Accessibility Basics

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  1. Accessibility Basics Putting the Pieces Together

  2. Accessibility Overview “For people without disabilities, technology makes things convenient, whereas for people with disabilities it makes things possible” Consider Convenient v. Possible

  3. Accessibility Overview “[this] fact brings with it an enormous responsibility because the reverse is also true. Inaccessible technology can make things absolutely impossible for disabled people, a prospect we must avoid.” Consider Inaccessible = Impossible

  4. Always think of the messages that you are unintentionally sending • What is convenient for you may render your content inaccessible. • What is inaccessible may be impossible for your user to access. • Not all content issues are purely accessibility issues. • Bad content is bad content for all!

  5. Class Objectives • Non-technical explanation: • EIR • accessibility • usability, and • universal design • Accessibility requirements • User needs and use of technology and techniques to overcome challenges • Recommendations and best practices

  6. Electronic Information Resources Defined in 1 TAC §206.1 (10) and §213.1(6) EIR includes • the TEA website and • anything posted to the TEA website • Adobe PDFs • Excel spreadsheets, • PowerPoint presentations • Word documents

  7. Electronic Information Resources includes all content posted to the TEA website that is new or changed and . . . • developed, • procured, • maintained, and/or • used by TEA.

  8. Accessibility process of making content and functionality of all EIR attainable to all users. GOAL: to enable users, regardless of disability, to obtain the same information and to perform the same functions as users without disabilities.

  9. Usability explores the relationship between the user and the EIR provided to the user Improved online experience • greater ease and efficiency • less frustration and need for tech support • less time and resources used by staff for tech support functions • better management of workforce and resources

  10. Universal Design designing for the broadest user base possible Promotes flexibility for the broadest audience of users regardless of age or disability.

  11. Why is accessibility important? Open up the doors of possibility to users with disabilities. • Reaching new audiences that had been overlooked previously. • In turn, these previously unreached audiences are accessing your content.

  12. Why is accessibility important? Think about your users . . .

  13. Why is accessibility important? It is the right thing to do • Promotes the agency’s disability awareness internally and externally • It helps us accomplish TEA’s mission

  14. Why do the legal requirements mean for me? All content must be accessible. Program areas may be granted an exception however an exception is only a time extension. Even “excepted” content must be made available in a comparable format.

  15. Functional Accessibility Requirements Mirror the requirements in the Texas Administrative Code and they are the basis for the TEA EIR Accessibility OP. Work in conjunction with the Texas Web Accessibility standards which are more technical in nature.

  16. What are we required to provide for our users? required to provide comparable access to our EIR for both employees and members of the public with disabilities. “comparable access” • timely, • accurate, • complete, and • efficient

  17. Comparable access Timely • information and data is available for individuals with disabilities at the same time as for individuals without disabilities Accurate • information and data reflects the intended meaning even when converted to other forms

  18. Comparable access Complete • no critical information or data is missing Efficient • as user friendly for individuals with disabilities as it is for users without disabilities

  19. Understanding users Importance of user feedback • user traffic can indicate trends or alert to problems accessing content Users • provide an outside perspective • demonstrate how they use our website to access information • complete the picture for us

  20. Understanding users Users with limited access, including • low bandwidth • text only access • black and white only screens Users with language barriers • limited English proficiency • understanding of jargon • limited reading skills

  21. Understanding disability and impairment issues Keys for making accessibility easier • Plan projects with accessibility in mind • View accessibility along a spectrum • Build awareness • types of disabilities • assistive technology • adaptive techniques

  22. Assistive technology and adaptive techniques Assistive Technology (AT) • used primarily by individuals with disabilities to access the web Adaptive Techniques • used by a variety of users in many ways

  23. Visual Impairments A document’s structure and navigation must have cues to explain to the user through assistive technology what the document is and what it requires of the user. Video of “Lana” a student with a visual impairment - from California State University, “From Where I Sit” video series http://www.calstate.edu/accessibility/resources/lana.shtml

  24. Hearing Impairments Auditory information must be presented in a visual manner through textual description. Video of “Gregoire” a student with a hearing impairment - from California State University, “From Where I Sit” video series http://www.calstate.edu/accessibility/resources/gregoire.shtml

  25. Speech Impairments Key and keypad functions must be provided for any speech based output. Motor Impairments A method of information retrieval must be available that operated with limited reach and strength. Video of “Yvette” a student with a motor impairment - from California State University, “From Where I Sit” video series http://www.calstate.edu/accessibility/resources/yvette.shtml

  26. Cognitive Impairments Take into consideration the overlap of cognitive impairments with other impairments Video of “Gloria L” a student with a cognitive impairment - from California State University, “From Where I Sit” video series http://www.calstate.edu/accessibility/resources/glorial.shtml

  27. POUR forth the web content • Perceivable • Independent “look and feel” • Operable • Navigation “ease and efficiency” • Understandable, and • Clear language and appropriate alt text. • Robust • Customized to the broadest group of users possible

  28. Usability Best Practices When researching usability best practices on your own, be cautious since some work in conjunction with accessibility requirements however others might conflict requirements. Know and understand accessibility requirements because these are binding legal requirements .

  29. Web Administration and Accessibility Services Accessibility Coordinator WebAccessibility@tea.state.tx.us WAAS Team WebAdmin1@tea.state.tx.us

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