From johumber at iu.edu  Tue Dec  1 06:10:01 2015
From: johumber at iu.edu (Humbert, Joe)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] JavaScript Frameworks/Libraries that Include Built-in
 Accessibility and Accessibility Checks for Unit Testing
Message-ID: <c99ad6cb09f742518adb4e21294cf115@bl-cci-exch0f.ads.iu.edu>

Hello Accessibility Listservs,

I'm wondering if anyone has a good current list of JavaScript frameworks/libraries that help produce accessible code?

I have received a few emails about:


1.     Bootstrap Accessibility Plug-in:
http://paypal.github.io/bootstrap-accessibility-plugin/demo.html<https://urldefense.proofpoint.com/v2/url?u=http-3A__paypal.github.io_bootstrap-2Daccessibility-2Dplugin_demo.html&d=BQMFAg&c=8hUWFZcy2Z-Za5rBPlktOQ&r=keX15CdaYpbmMxLUiIuWb1zw--hfGTSkYKaQo57QVlNMzHCyNwZPEliFFnFLDF0F&m=Gjk-GeXGwNVg0GLPbmy0g463357VyXXq5sJFSCVsWKs&s=43pHL6Dun5TSTPe0u3SIkGDBbNQ_Xba_5MYEbpjMckw&e=>

2.     CMS Assets JavaScript Library:
http://assets.cms.gov/<https://urldefense.proofpoint.com/v2/url?u=http-3A__assets.cms.gov_&d=BQMFAg&c=8hUWFZcy2Z-Za5rBPlktOQ&r=keX15CdaYpbmMxLUiIuWb1zw--hfGTSkYKaQo57QVlNMzHCyNwZPEliFFnFLDF0F&m=Gjk-GeXGwNVg0GLPbmy0g463357VyXXq5sJFSCVsWKs&s=Oa7klaLkwX9lsMEEHeA-IKr_QgQ_-lJ5CtnJR3KO9N4&e=>

But I would like both feedback on these frameworks and other recommendations.

My second question is does anyone have recommendations for incorporating accessibility evaluation into unit testing?

I believe Tenon.io and Quail can be incorporated into unit testing, but I'm wondering if there are other options that people recommend as well.

Thankx,
   Joe

Joe Humbert
Principal Accessibility Analyst
Assistive Technology and Accessibility Centers
University Information Technology Services
Indiana University, IUPUI IT 210F
(317) 274-4378
johumber@iu.edu<mailto:johumber@iu.edu>
http://atac.iu.edu<http://atac.iu.edu/>

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From madeleine_rothberg at wgbh.org  Tue Dec  1 06:31:19 2015
From: madeleine_rothberg at wgbh.org (Madeleine Rothberg)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] QTI 2.2 specification, MathML,
	and drop down interactions
In-Reply-To: <CADAROjv0gqe8jwi4Pqd00Msn=h6rxgDoS1DfsP-UmG5j2pNMdA@mail.gmail.com>
References: <CADAROjv0gqe8jwi4Pqd00Msn=h6rxgDoS1DfsP-UmG5j2pNMdA@mail.gmail.com>
Message-ID: <D2831904.1C4CC%madeleine_rothberg@wgbh.org>

Sean,

It sounds like you found an interesting bug - maybe in QTI or maybe in the component coding or the browser you are using. You may find people who can help answer your question in the IMS forum for QTI:

http://www.imsglobal.org/forums/ims-glc-public-forums-and-resources/question-test-interoperability-public-forum

-Madeleine

-----
Madeleine Rothberg
Senior Subject Matter Expert
National Center for Accessible Media at WGBH
617-300-2492 (voicemail)
http://ncam.wgbh.org
madeleine_rothberg@wgbh.org

From: Sean Keegan <skeegan@ccctechcenter.org<mailto:skeegan@ccctechcenter.org>>
Reply-To: Access Technology Higher Education Network <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Date: Tuesday, November 24, 2015 8:12 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: [Athen] QTI 2.2 specification, MathML, and drop down interactions

Hello,

I have an assessment application that developers are building according to the QTI 2.2 specification. One of the interaction types is that of a dropdown choice (like a <select> menu) but implemented using Angular-Bootstrap. It is based off the following:
https://angular-ui.github.io/bootstrap/#/dropdown

As an example - there could be a sentence with a word missing and the dropdown menu would offer several choices so as to complete the sentence.

While this interaction type can be made accessible and works fine for text content, it fails when MathML is used to present any math content. Visually the math is presented, but the MathML content cannot be read by any assistive technologies. In fact, interacting with this component from the keyboard becomes problematic if any AT is running at the time.

As part of the IMS QTI 2.2 specification, MathML is "approved" for use in certain interaction types, one being InlineChoiceGroup in which the dropdown interaction is used. We have AT that supports MathML and yet by following the IMS QTI 2.2 specification, that content is no longer communicated to the user.

I have been reviewing the Accessible Portable Item Protocol and best practices, but this points to the QTI 2.1 specification and does not appear to provide any direction as to how to resolve such an issue.

Looking for suggestions from anyone who has any experience with these specifications.

Take care,
Sean

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From steve.noble at louisville.edu  Tue Dec  1 06:50:24 2015
From: steve.noble at louisville.edu (steve.noble@louisville.edu)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] QTI 2.2 specification, MathML,
 and drop down interactions
In-Reply-To: <D2831904.1C4CC%madeleine_rothberg@wgbh.org>
References: <CADAROjv0gqe8jwi4Pqd00Msn=h6rxgDoS1DfsP-UmG5j2pNMdA@mail.gmail.com>,
	<D2831904.1C4CC%madeleine_rothberg@wgbh.org>
Message-ID: <C1BF3DDBA47A024DAD5CAFB0A4D8D720015752A283@exmbx01>

Actually, this issue has surfaced in some of our APIP accessibility task force meetings. You may want to reach out to Paul Grudnitski from Pearson ?[paul.grudnitski@gmail.com], as he has developed some sample content where he used MathJax in a special configuration to get past this issue. This assumes that your interest is in getting something that works now in your specific implementation, as opposed to fixing the root problem for all mankind.



--Steve Noble
steve.noble@louisville.edu
502-969-3088
http://louisville.academia.edu/SteveNoble<https://exchange.louisville.edu/owa/redir.aspx?C=CdhMttRtdkSZAY1GqZCRu5k28cp7bNAIPUU6wKc1De8y-_GlninyxASwkrwRp4PfcJ9J6C2iqrk.&URL=http%3a%2f%2flouisville.academia.edu%2fSteveNoble>

 ?

________________________________
From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Madeleine Rothberg [madeleine_rothberg@wgbh.org]
Sent: Tuesday, December 01, 2015 9:31 AM
To: Access Technology Higher Education Network
Subject: Re: [Athen] QTI 2.2 specification, MathML, and drop down interactions

Sean,

It sounds like you found an interesting bug ? maybe in QTI or maybe in the component coding or the browser you are using. You may find people who can help answer your question in the IMS forum for QTI:

http://www.imsglobal.org/forums/ims-glc-public-forums-and-resources/question-test-interoperability-public-forum<https://urldefense.proofpoint.com/v2/url?u=http-3A__www.imsglobal.org_forums_ims-2Dglc-2Dpublic-2Dforums-2Dand-2Dresources_question-2Dtest-2Dinteroperability-2Dpublic-2Dforum&d=AwMFAw&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=lZpgVCI4j4dV7RAbyJgsPr6gvi2ev39UulE4tTAhJ2g&s=RQ03YDhlQSsaxrlublVMcAR_sOkU7c_2VehQ0NE6-co&e=>

-Madeleine

-----
Madeleine Rothberg
Senior Subject Matter Expert
National Center for Accessible Media at WGBH
617-300-2492 (voicemail)
http://ncam.wgbh.org<https://urldefense.proofpoint.com/v2/url?u=http-3A__ncam.wgbh.org&d=AwMFAw&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=lZpgVCI4j4dV7RAbyJgsPr6gvi2ev39UulE4tTAhJ2g&s=d3FLRWRh6r3Ia-S2ROIIZw5cpu2F_q6lMXVABAK0kFo&e=>
madeleine_rothberg@wgbh.org

From: Sean Keegan <skeegan@ccctechcenter.org<mailto:skeegan@ccctechcenter.org>>
Reply-To: Access Technology Higher Education Network <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Date: Tuesday, November 24, 2015 8:12 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: [Athen] QTI 2.2 specification, MathML, and drop down interactions

Hello,

I have an assessment application that developers are building according to the QTI 2.2 specification. One of the interaction types is that of a dropdown choice (like a <select> menu) but implemented using Angular-Bootstrap. It is based off the following:
https://angular-ui.github.io/bootstrap/#/dropdown<https://urldefense.proofpoint.com/v2/url?u=https-3A__angular-2Dui.github.io_bootstrap_-23_dropdown&d=AwMFAw&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=lZpgVCI4j4dV7RAbyJgsPr6gvi2ev39UulE4tTAhJ2g&s=VHmk1_qhD-6DkFzTrCamkasNg6U7ZqLemEE9i9z0rD0&e=>

As an example - there could be a sentence with a word missing and the dropdown menu would offer several choices so as to complete the sentence.

While this interaction type can be made accessible and works fine for text content, it fails when MathML is used to present any math content. Visually the math is presented, but the MathML content cannot be read by any assistive technologies. In fact, interacting with this component from the keyboard becomes problematic if any AT is running at the time.

As part of the IMS QTI 2.2 specification, MathML is "approved" for use in certain interaction types, one being InlineChoiceGroup in which the dropdown interaction is used. We have AT that supports MathML and yet by following the IMS QTI 2.2 specification, that content is no longer communicated to the user.

I have been reviewing the Accessible Portable Item Protocol and best practices, but this points to the QTI 2.1 specification and does not appear to provide any direction as to how to resolve such an issue.

Looking for suggestions from anyone who has any experience with these specifications.

Take care,
Sean

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From skeegan at ccctechcenter.org  Tue Dec  1 13:57:44 2015
From: skeegan at ccctechcenter.org (Sean Keegan)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] QTI 2.2 specification, MathML,
	and drop down interactions
In-Reply-To: <D2831904.1C4CC%madeleine_rothberg@wgbh.org>
References: <CADAROjv0gqe8jwi4Pqd00Msn=h6rxgDoS1DfsP-UmG5j2pNMdA@mail.gmail.com>
	<D2831904.1C4CC%madeleine_rothberg@wgbh.org>
Message-ID: <CADAROjtyAQfzaTE6++ywBWx7mJUE=sP=+cLUL2K7PGzKgiX1ag@mail.gmail.com>

Hi Madeline,

Thanks - I will check out that forum.

Take care,
Sean


On Tue, Dec 1, 2015 at 6:31 AM, Madeleine Rothberg <
madeleine_rothberg@wgbh.org> wrote:

> Sean,
>
> It sounds like you found an interesting bug ? maybe in QTI or maybe in the
> component coding or the browser you are using. You may find people who can
> help answer your question in the IMS forum for QTI:
>
>
> http://www.imsglobal.org/forums/ims-glc-public-forums-and-resources/question-test-interoperability-public-forum
>
> -Madeleine
>
> -----
> Madeleine Rothberg
> Senior Subject Matter Expert
> National Center for Accessible Media at WGBH
> 617-300-2492 (voicemail)
> http://ncam.wgbh.org
> madeleine_rothberg@wgbh.org
>
> From: Sean Keegan <skeegan@ccctechcenter.org>
> Reply-To: Access Technology Higher Education Network <
> athen-list@u.washington.edu>
> Date: Tuesday, November 24, 2015 8:12 PM
> To: Access Technology Higher Education Network <
> athen-list@u.washington.edu>
> Subject: [Athen] QTI 2.2 specification, MathML, and drop down interactions
>
> Hello,
>
> I have an assessment application that developers are building according to
> the QTI 2.2 specification. One of the interaction types is that of a
> dropdown choice (like a <select> menu) but implemented using
> Angular-Bootstrap. It is based off the following:
> https://angular-ui.github.io/bootstrap/#/dropdown
>
> As an example - there could be a sentence with a word missing and the
> dropdown menu would offer several choices so as to complete the sentence.
>
> While this interaction type can be made accessible and works fine for text
> content, it fails when MathML is used to present any math content. Visually
> the math is presented, but the MathML content cannot be read by any
> assistive technologies. In fact, interacting with this component from the
> keyboard becomes problematic if any AT is running at the time.
>
> As part of the IMS QTI 2.2 specification, MathML is "approved" for use in
> certain interaction types, one being InlineChoiceGroup in which the
> dropdown interaction is used. We have AT that supports MathML and yet by
> following the IMS QTI 2.2 specification, that content is no longer
> communicated to the user.
>
> I have been reviewing the Accessible Portable Item Protocol and best
> practices, but this points to the QTI 2.1 specification and does not appear
> to provide any direction as to how to resolve such an issue.
>
> Looking for suggestions from anyone who has any experience with these
> specifications.
>
> Take care,
> Sean
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>
>
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From skeegan at ccctechcenter.org  Tue Dec  1 14:49:51 2015
From: skeegan at ccctechcenter.org (Sean Keegan)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] QTI 2.2 specification, MathML,
	and drop down interactions
In-Reply-To: <C1BF3DDBA47A024DAD5CAFB0A4D8D720015752A283@exmbx01>
References: <CADAROjv0gqe8jwi4Pqd00Msn=h6rxgDoS1DfsP-UmG5j2pNMdA@mail.gmail.com>
	<D2831904.1C4CC%madeleine_rothberg@wgbh.org>
	<C1BF3DDBA47A024DAD5CAFB0A4D8D720015752A283@exmbx01>
Message-ID: <CADAROju5ixpWrPQwnnN7zjhCSZzr1WF47Y=o+eFgNrOJDoAwsw@mail.gmail.com>

Thanks for the contact, Steve.

In part, I am trying to understand if it is I who is misreading the spec or
if the developers are trying something that is technically conforming but
functionally not usable. We are also using MathJax, although it is being
used in its default implementation. We did try a number of alternative
solutions (aria labels, off-screen text, etc.) as well as modifying the
Angular-Bootstrap component, but nothing seemed to work.

I do need to have an immediate solution, but I would like to address the
root issue. The developers keep insisting they are following the
specification and because this is considered valid, the issue is believed
to be with the assistive technology, not with the implementation.
Unfortunately, there is little guidance as to how one should implement this
specific interaction type so that it also supports accessibility.

Is there going to be an update to the APIP documentation or is it
considered current for the QTI 2.2 specification?

Thanks again,
Sean


On Tue, Dec 1, 2015 at 6:50 AM, <steve.noble@louisville.edu> wrote:

> Actually, this issue has surfaced in some of our APIP accessibility task
> force meetings. You may want to reach out to Paul Grudnitski from
> Pearson ?[paul.grudnitski@gmail.com], as he has developed some sample
> content where he used MathJax in a special configuration to get past this
> issue. This assumes that your interest is in getting something that works
> now in your specific implementation, as opposed to fixing the root problem
> for all mankind.
>
>
> --Steve Noble
> steve.noble@louisville.edu
> 502-969-3088
> http://louisville.academia.edu/SteveNoble
> <https://exchange.louisville.edu/owa/redir.aspx?C=CdhMttRtdkSZAY1GqZCRu5k28cp7bNAIPUU6wKc1De8y-_GlninyxASwkrwRp4PfcJ9J6C2iqrk.&URL=http%3a%2f%2flouisville.academia.edu%2fSteveNoble>
>
>  ?
> ------------------------------
> *From:* athen-list [athen-list-bounces@mailman13.u.washington.edu] on
> behalf of Madeleine Rothberg [madeleine_rothberg@wgbh.org]
> *Sent:* Tuesday, December 01, 2015 9:31 AM
> *To:* Access Technology Higher Education Network
> *Subject:* Re: [Athen] QTI 2.2 specification, MathML, and drop down
> interactions
>
> Sean,
>
> It sounds like you found an interesting bug ? maybe in QTI or maybe in the
> component coding or the browser you are using. You may find people who can
> help answer your question in the IMS forum for QTI:
>
>
> http://www.imsglobal.org/forums/ims-glc-public-forums-and-resources/question-test-interoperability-public-forum
> <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.imsglobal.org_forums_ims-2Dglc-2Dpublic-2Dforums-2Dand-2Dresources_question-2Dtest-2Dinteroperability-2Dpublic-2Dforum&d=AwMFAw&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=lZpgVCI4j4dV7RAbyJgsPr6gvi2ev39UulE4tTAhJ2g&s=RQ03YDhlQSsaxrlublVMcAR_sOkU7c_2VehQ0NE6-co&e=>
>
> -Madeleine
>
> -----
> Madeleine Rothberg
> Senior Subject Matter Expert
> National Center for Accessible Media at WGBH
> 617-300-2492 (voicemail)
> http://ncam.wgbh.org
> <https://urldefense.proofpoint.com/v2/url?u=http-3A__ncam.wgbh.org&d=AwMFAw&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=lZpgVCI4j4dV7RAbyJgsPr6gvi2ev39UulE4tTAhJ2g&s=d3FLRWRh6r3Ia-S2ROIIZw5cpu2F_q6lMXVABAK0kFo&e=>
> madeleine_rothberg@wgbh.org
>
> From: Sean Keegan <skeegan@ccctechcenter.org>
> Reply-To: Access Technology Higher Education Network <
> athen-list@u.washington.edu>
> Date: Tuesday, November 24, 2015 8:12 PM
> To: Access Technology Higher Education Network <
> athen-list@u.washington.edu>
> Subject: [Athen] QTI 2.2 specification, MathML, and drop down interactions
>
> Hello,
>
> I have an assessment application that developers are building according to
> the QTI 2.2 specification. One of the interaction types is that of a
> dropdown choice (like a <select> menu) but implemented using
> Angular-Bootstrap. It is based off the following:
> https://angular-ui.github.io/bootstrap/#/dropdown
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__angular-2Dui.github.io_bootstrap_-23_dropdown&d=AwMFAw&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=lZpgVCI4j4dV7RAbyJgsPr6gvi2ev39UulE4tTAhJ2g&s=VHmk1_qhD-6DkFzTrCamkasNg6U7ZqLemEE9i9z0rD0&e=>
>
> As an example - there could be a sentence with a word missing and the
> dropdown menu would offer several choices so as to complete the sentence.
>
> While this interaction type can be made accessible and works fine for text
> content, it fails when MathML is used to present any math content. Visually
> the math is presented, but the MathML content cannot be read by any
> assistive technologies. In fact, interacting with this component from the
> keyboard becomes problematic if any AT is running at the time.
>
> As part of the IMS QTI 2.2 specification, MathML is "approved" for use in
> certain interaction types, one being InlineChoiceGroup in which the
> dropdown interaction is used. We have AT that supports MathML and yet by
> following the IMS QTI 2.2 specification, that content is no longer
> communicated to the user.
>
> I have been reviewing the Accessible Portable Item Protocol and best
> practices, but this points to the QTI 2.1 specification and does not appear
> to provide any direction as to how to resolve such an issue.
>
> Looking for suggestions from anyone who has any experience with these
> specifications.
>
> Take care,
> Sean
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>
>
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From steve.noble at louisville.edu  Tue Dec  1 15:40:39 2015
From: steve.noble at louisville.edu (steve.noble@louisville.edu)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] QTI 2.2 specification, MathML,
 and drop down interactions
In-Reply-To: <CADAROju5ixpWrPQwnnN7zjhCSZzr1WF47Y=o+eFgNrOJDoAwsw@mail.gmail.com>
References: <CADAROjv0gqe8jwi4Pqd00Msn=h6rxgDoS1DfsP-UmG5j2pNMdA@mail.gmail.com>
	<D2831904.1C4CC%madeleine_rothberg@wgbh.org>
	<C1BF3DDBA47A024DAD5CAFB0A4D8D720015752A283@exmbx01>,
	<CADAROju5ixpWrPQwnnN7zjhCSZzr1WF47Y=o+eFgNrOJDoAwsw@mail.gmail.com>
Message-ID: <C1BF3DDBA47A024DAD5CAFB0A4D8D720015752A5CA@exmbx01>

Hey Sean,



We (the APIP accessibility task force) are actually working on a best practice document for associate interaction and match interaction in the short term, and in the longer term coordinating with the AQTI architecture activities regarding prototype implementations and which aspects of user interface accessibility to incorporate in updates to the QTI specification. None of this is near completion, but I can try to touch base with those taking the lead on this work and pull you into that discussion offline, it that would help.



--Steve Noble
steve.noble@louisville.edu
502-969-3088
http://louisville.academia.edu/SteveNoble<https://exchange.louisville.edu/owa/redir.aspx?C=CdhMttRtdkSZAY1GqZCRu5k28cp7bNAIPUU6wKc1De8y-_GlninyxASwkrwRp4PfcJ9J6C2iqrk.&URL=http%3a%2f%2flouisville.academia.edu%2fSteveNoble>
________________________________
From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Sean Keegan [skeegan@ccctechcenter.org]
Sent: Tuesday, December 01, 2015 5:49 PM
To: Access Technology Higher Education Network
Subject: Re: [Athen] QTI 2.2 specification, MathML, and drop down interactions

Thanks for the contact, Steve.

In part, I am trying to understand if it is I who is misreading the spec or if the developers are trying something that is technically conforming but functionally not usable. We are also using MathJax, although it is being used in its default implementation. We did try a number of alternative solutions (aria labels, off-screen text, etc.) as well as modifying the Angular-Bootstrap component, but nothing seemed to work.

I do need to have an immediate solution, but I would like to address the root issue. The developers keep insisting they are following the specification and because this is considered valid, the issue is believed to be with the assistive technology, not with the implementation. Unfortunately, there is little guidance as to how one should implement this specific interaction type so that it also supports accessibility.

Is there going to be an update to the APIP documentation or is it considered current for the QTI 2.2 specification?

Thanks again,
Sean


On Tue, Dec 1, 2015 at 6:50 AM, <steve.noble@louisville.edu<mailto:steve.noble@louisville.edu>> wrote:

Actually, this issue has surfaced in some of our APIP accessibility task force meetings. You may want to reach out to Paul Grudnitski from Pearson ?[paul.grudnitski@gmail.com<mailto:paul.grudnitski@gmail.com>], as he has developed some sample content where he used MathJax in a special configuration to get past this issue. This assumes that your interest is in getting something that works now in your specific implementation, as opposed to fixing the root problem for all mankind.



--Steve Noble
steve.noble@louisville.edu<mailto:steve.noble@louisville.edu>
502-969-3088<tel:502-969-3088>
http://louisville.academia.edu/SteveNoble<https://exchange.louisville.edu/owa/redir.aspx?C=CdhMttRtdkSZAY1GqZCRu5k28cp7bNAIPUU6wKc1De8y-_GlninyxASwkrwRp4PfcJ9J6C2iqrk.&URL=http%3a%2f%2flouisville.academia.edu%2fSteveNoble>

 ?

________________________________
From: athen-list [athen-list-bounces@mailman13.u.washington.edu<mailto:athen-list-bounces@mailman13.u.washington.edu>] on behalf of Madeleine Rothberg [madeleine_rothberg@wgbh.org<mailto:madeleine_rothberg@wgbh.org>]
Sent: Tuesday, December 01, 2015 9:31 AM
To: Access Technology Higher Education Network
Subject: Re: [Athen] QTI 2.2 specification, MathML, and drop down interactions

Sean,

It sounds like you found an interesting bug ? maybe in QTI or maybe in the component coding or the browser you are using. You may find people who can help answer your question in the IMS forum for QTI:

http://www.imsglobal.org/forums/ims-glc-public-forums-and-resources/question-test-interoperability-public-forum<https://urldefense.proofpoint.com/v2/url?u=http-3A__www.imsglobal.org_forums_ims-2Dglc-2Dpublic-2Dforums-2Dand-2Dresources_question-2Dtest-2Dinteroperability-2Dpublic-2Dforum&d=AwMFAw&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=lZpgVCI4j4dV7RAbyJgsPr6gvi2ev39UulE4tTAhJ2g&s=RQ03YDhlQSsaxrlublVMcAR_sOkU7c_2VehQ0NE6-co&e=>

-Madeleine

-----
Madeleine Rothberg
Senior Subject Matter Expert
National Center for Accessible Media at WGBH
617-300-2492<tel:617-300-2492> (voicemail)
http://ncam.wgbh.org<https://urldefense.proofpoint.com/v2/url?u=http-3A__ncam.wgbh.org&d=AwMFAw&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=lZpgVCI4j4dV7RAbyJgsPr6gvi2ev39UulE4tTAhJ2g&s=d3FLRWRh6r3Ia-S2ROIIZw5cpu2F_q6lMXVABAK0kFo&e=>
madeleine_rothberg@wgbh.org<mailto:madeleine_rothberg@wgbh.org>

From: Sean Keegan <skeegan@ccctechcenter.org<mailto:skeegan@ccctechcenter.org>>
Reply-To: Access Technology Higher Education Network <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Date: Tuesday, November 24, 2015 8:12 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: [Athen] QTI 2.2 specification, MathML, and drop down interactions

Hello,

I have an assessment application that developers are building according to the QTI 2.2 specification. One of the interaction types is that of a dropdown choice (like a <select> menu) but implemented using Angular-Bootstrap. It is based off the following:
https://angular-ui.github.io/bootstrap/#/dropdown<https://urldefense.proofpoint.com/v2/url?u=https-3A__angular-2Dui.github.io_bootstrap_-23_dropdown&d=AwMFAw&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=lZpgVCI4j4dV7RAbyJgsPr6gvi2ev39UulE4tTAhJ2g&s=VHmk1_qhD-6DkFzTrCamkasNg6U7ZqLemEE9i9z0rD0&e=>

As an example - there could be a sentence with a word missing and the dropdown menu would offer several choices so as to complete the sentence.

While this interaction type can be made accessible and works fine for text content, it fails when MathML is used to present any math content. Visually the math is presented, but the MathML content cannot be read by any assistive technologies. In fact, interacting with this component from the keyboard becomes problematic if any AT is running at the time.

As part of the IMS QTI 2.2 specification, MathML is "approved" for use in certain interaction types, one being InlineChoiceGroup in which the dropdown interaction is used. We have AT that supports MathML and yet by following the IMS QTI 2.2 specification, that content is no longer communicated to the user.

I have been reviewing the Accessible Portable Item Protocol and best practices, but this points to the QTI 2.1 specification and does not appear to provide any direction as to how to resolve such an issue.

Looking for suggestions from anyone who has any experience with these specifications.

Take care,
Sean


_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu<mailto:athen-list@mailman13.u.washington.edu>
http://mailman13.u.washington.edu/mailman/listinfo/athen-list<https://urldefense.proofpoint.com/v2/url?u=http-3A__mailman13.u.washington.edu_mailman_listinfo_athen-2Dlist&d=AwMFaQ&c=SgMrq23dbjbGX6e0ZsSHgEZX6A4IAf1SO3AJ2bNrHlk&r=4WMck1ZVLo4tV0IVllcBNKXCSGU6lUERtx_4HD4DqmE&m=vDquFL2odJ3ssrdfyTLUcOJwpTUdMJ5yI_MRY9UUBI8&s=rVWlyDX1Xkc-z2mC14tVzL89VmKe-1lYm34Imc4jS7g&e=>


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From rbeach at KCKCC.EDU  Wed Dec  2 07:49:43 2015
From: rbeach at KCKCC.EDU (Robert Beach)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Math Type conversion error
Message-ID: <34D068EC55A9914494617A37B8D8FA84F21ED569@EROS.EMPLOYEES.KCKCC.LOCAL>

Hello all,

I have a Word document with equations that the instructor put in.  We've been able to use the Math Type converter to convert to Math Type equations in the past, but this time it is giving us an error.  We are using a different machine since the other decided to take a few days sick leave.

The error we are getting says Equation is not installed on the computer.  Can anybody tell me exactly what Equation is and why it isn't on this machine when it was on the other one?  I certainly do not remember installing Equation on the other machine.

I'm pretty sure the instructor uses the Word Equation Editor to create his content.

Any help will be appreciated.


Robert Lee Beach
Assistive Technology Specialist
Kansas City Kansas Community College
7250 State Avenue
Kansas City, KS  66112
913-288-7671
rbeach@kckcc.edu

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From Susan.Kelmer at colorado.edu  Wed Dec  2 07:55:47 2015
From: Susan.Kelmer at colorado.edu (Susan Kelmer)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Math Type conversion error
In-Reply-To: <34D068EC55A9914494617A37B8D8FA84F21ED569@EROS.EMPLOYEES.KCKCC.LOCAL>
References: <34D068EC55A9914494617A37B8D8FA84F21ED569@EROS.EMPLOYEES.KCKCC.LOCAL>
Message-ID: <DM2PR03MB4948A987CA3795D86442B34FB0E0@DM2PR03MB494.namprd03.prod.outlook.com>

Robert, can you send me the file and I'll have one of my students look at it?  I might not be until tomorrow, so if that is too late, I'll understand.

-Susan

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Robert Beach
Sent: Wednesday, December 02, 2015 8:50 AM
To: Access Technology Higher Education Network (athen-list@u.washington.edu) <athen-list@u.washington.edu>
Subject: [Athen] Math Type conversion error

Hello all,

I have a Word document with equations that the instructor put in.  We've been able to use the Math Type converter to convert to Math Type equations in the past, but this time it is giving us an error.  We are using a different machine since the other decided to take a few days sick leave.

The error we are getting says Equation is not installed on the computer.  Can anybody tell me exactly what Equation is and why it isn't on this machine when it was on the other one?  I certainly do not remember installing Equation on the other machine.

I'm pretty sure the instructor uses the Word Equation Editor to create his content.

Any help will be appreciated.


Robert Lee Beach
Assistive Technology Specialist
Kansas City Kansas Community College
7250 State Avenue
Kansas City, KS  66112
913-288-7671
rbeach@kckcc.edu<mailto:rbeach@kckcc.edu>

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From ats169 at psu.edu  Wed Dec  2 08:12:55 2015
From: ats169 at psu.edu (Alexa Schriempf)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] 3 graduate level stats books needed in accessible format....
Message-ID: <CAB=4SEj79t64AAZovU440hgLwH9J88kyE-xg+7z5cdHWwh_V=A@mail.gmail.com>

Hello Listers,

Hoping that any or all of the following stats books have been leveraged in
the past. If any possibilities, please contact me off list. (ats169@psu.edu).
Thanks!!


Design and Construction of Psychological Measures: 9781412905442;  Theresa
JB Kline, 2005, Sage Publications

Principles and Practice of Structural Equation Modeling: 9781462523344; Rex
B Kline, 4th edition 2015, Guilford Press

Applied Multiple Regression/Correlation: 9780805822236; Cohen, 3rd edition,
Taylor and Francis



--
Alexa Schriempf, PhD
Access Tech Consultant
https://sites.psu.edu/aschriempf/
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From steve.noble at louisville.edu  Wed Dec  2 09:43:09 2015
From: steve.noble at louisville.edu (steve.noble@louisville.edu)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Math Type conversion error
In-Reply-To: <34D068EC55A9914494617A37B8D8FA84F21ED569@EROS.EMPLOYEES.KCKCC.LOCAL>
References: <34D068EC55A9914494617A37B8D8FA84F21ED569@EROS.EMPLOYEES.KCKCC.LOCAL>
Message-ID: <C1BF3DDBA47A024DAD5CAFB0A4D8D720015752A897@exmbx01>

The error you are getting is what I believe is being referenced on this help page:

http://www.dessci.com/en/support/mathtype/tsn/tsn136.htm



The page provides a solution method. If that doesn't fix it for you, you should contact support@dessci.com<mailto:support@dessci.com>



Hope this helps!



--Steve Noble
steve.noble@louisville.edu
502-969-3088
http://louisville.academia.edu/SteveNoble<https://exchange.louisville.edu/owa/redir.aspx?C=CdhMttRtdkSZAY1GqZCRu5k28cp7bNAIPUU6wKc1De8y-_GlninyxASwkrwRp4PfcJ9J6C2iqrk.&URL=http%3a%2f%2flouisville.academia.edu%2fSteveNoble>
________________________________
From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Robert Beach [rbeach@KCKCC.EDU]
Sent: Wednesday, December 02, 2015 10:49 AM
To: Access Technology Higher Education Network (athen-list@u.washington.edu)
Subject: [Athen] Math Type conversion error

Hello all,

I have a Word document with equations that the instructor put in.  We?ve been able to use the Math Type converter to convert to Math Type equations in the past, but this time it is giving us an error.  We are using a different machine since the other decided to take a few days sick leave.

The error we are getting says Equation is not installed on the computer.  Can anybody tell me exactly what Equation is and why it isn?t on this machine when it was on the other one?  I certainly do not remember installing Equation on the other machine.

I?m pretty sure the instructor uses the Word Equation Editor to create his content.

Any help will be appreciated.


Robert Lee Beach
Assistive Technology Specialist
Kansas City Kansas Community College
7250 State Avenue
Kansas City, KS  66112
913-288-7671
rbeach@kckcc.edu

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From kzirkle1 at gmu.edu  Wed Dec  2 09:47:59 2015
From: kzirkle1 at gmu.edu (Kara Zirkle)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Technology Accessibility Policy?
In-Reply-To: <0049BB90-B2F9-4F26-909E-E7C862062FDB@stanford.edu>
References: <D281E4A8.80C4%fontainep@cua.edu>
	<0049BB90-B2F9-4F26-909E-E7C862062FDB@stanford.edu>
Message-ID: <BY2PR05MB240154CFA4F5E1B4DDD6E39860E0@BY2PR05MB240.namprd05.prod.outlook.com>

Here are the policies specifically focusing on accessibility at Mason:

1307 is Procurement which includes accessibility
1308 is specific to accessibility only and mentions procurement

Mason's Accessibility Standards
The procurement, development, maintenance, and/or implementation of electronic and information technology will conform to the accessibility standards specified in Section 508 of the Rehabilitation Act of 1973 and WCAG 2.0, appropriately tailored to the specific circumstances of the University.
University Policies
*        Policy 1201: Non-Discrimination Policy<http://universitypolicy.gmu.edu/policies/non-discrimination-policy/>
*        Policy 1203: Non-Discrimination and Reasonable Accommodation on the Basis of Disability<http://universitypolicy.gmu.edu/policies/non-discrimination-and-reasonable-accommodation-on-the-basis-of-disability/>
*        Policy 1307: Procurement and/or Development of Administrative Systems/Applications<http://universitypolicy.gmu.edu/policies/procurement-andor-development-of-administrative-systemsapplications/>
*        Policy 1308: University Information Technology Accessibility<http://universitypolicy.gmu.edu/policies/university-information-technology-accessibility/>




Kara Zirkle
IT Accessibility Coordinator
Direct Phone: 703-993-9815
Main Line: 703-993-4329
Web: ati.gmu.edu
Twitter: @AccessibleMason

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Jiatyan Chen
Sent: Monday, November 30, 2015 12:24 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Technology Accessibility Policy?

On 2015 Nov 30, at 08:34, Fontaine, Paul <fontainep@cua.edu<mailto:fontainep@cua.edu>> wrote:

In my last post I asked for information about "Assistive Technology Policy". What I really meant was a "Technology Accessibility Policy. "  In other words, a policy about the accessibility of IT systems, Web resources, on-line coursework, Blackboard etc. of University resources.

Will this work?
http://www.washington.edu/accessibility/requirements/example-policies/

The discussion on the Educause ITACCESS list gravitated towards a short 10K feet policy, and point to supporting documents for technical standards and implementation.  Reason being the reason why we do it will stay the same while the methods might change, and that it takes a lot of effort & people to get policies approved.

--
Jiatyan Chen
Online Accessibility Program Manager
Office of Public Affairs
Stanford University

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From lbencomo at uccs.edu  Wed Dec  2 11:45:08 2015
From: lbencomo at uccs.edu (Leyna Bencomo)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Alt Text using iPad
Message-ID: <ff29bd15604542f399f5233d553d9013@UCCS-EX1.uccs.edu>

Does anyone know if Voiceover on iPad reads alt text?

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu<mailto:lbencomo@uccs.edu>
http://www.uccs.edu/~it/
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From Teresa.Haven at nau.edu  Wed Dec  2 12:06:57 2015
From: Teresa.Haven at nau.edu (Teresa Haven)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Alt Text using iPad
In-Reply-To: <ff29bd15604542f399f5233d553d9013@UCCS-EX1.uccs.edu>
References: <ff29bd15604542f399f5233d553d9013@UCCS-EX1.uccs.edu>
Message-ID: <8B17405CDE724049BFD78BFBC560F1FDD004C0@umbrella.nau.froot.nau.edu>

I have had it successfully read alt text, at least in some cases.
Teresa

Teresa Haven, Ph.D.
Accessibility Analyst, Northern Arizona University



From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Leyna Bencomo
Sent: Wednesday, December 02, 2015 12:45 PM
To: Access Technology Higher Education Network
Subject: [Athen] Alt Text using iPad

Does anyone know if Voiceover on iPad reads alt text?

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu<mailto:lbencomo@uccs.edu>
http://www.uccs.edu/~it/
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From SolowoniukR at macewan.ca  Wed Dec  2 12:27:17 2015
From: SolowoniukR at macewan.ca (Russell Solowoniuk)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Alt Text using iPad
In-Reply-To: <ff29bd15604542f399f5233d553d9013@UCCS-EX1.uccs.edu>
References: <ff29bd15604542f399f5233d553d9013@UCCS-EX1.uccs.edu>
Message-ID: <565EF1B5020000EC00042287@gatedom2vs.macewan.ca>

Hi Leyna,

Yes, I've had it read alt text in Keynote presentations on my iPhone, so I assume it will work in other apps and on the iPad as well.

Thanks,

Russell

>>> Leyna Bencomo <lbencomo@uccs.edu> 12/2/2015 12:45 PM >>>
Does anyone know if Voiceover on iPad reads alt text?

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu<mailto:lbencomo@uccs.edu>
http://www.uccs.edu/~it/


From lbencomo at uccs.edu  Wed Dec  2 13:33:18 2015
From: lbencomo at uccs.edu (Leyna Bencomo)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Alt Text using iPad
In-Reply-To: <8B17405CDE724049BFD78BFBC560F1FDD004C0@umbrella.nau.froot.nau.edu>
References: <ff29bd15604542f399f5233d553d9013@UCCS-EX1.uccs.edu>
	<8B17405CDE724049BFD78BFBC560F1FDD004C0@umbrella.nau.froot.nau.edu>
Message-ID: <92c77885fc744a3c96766934128f8667@UCCS-EX1.uccs.edu>

Sounds like I may have to convert to Pages because it is not functioning in Word.  Thx!

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu<mailto:lbencomo@uccs.edu>
http://www.uccs.edu/~it/

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Teresa Haven
Sent: Wednesday, December 02, 2015 1:07 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Alt Text using iPad

I have had it successfully read alt text, at least in some cases.
Teresa

Teresa Haven, Ph.D.
Accessibility Analyst, Northern Arizona University



From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Leyna Bencomo
Sent: Wednesday, December 02, 2015 12:45 PM
To: Access Technology Higher Education Network
Subject: [Athen] Alt Text using iPad

Does anyone know if Voiceover on iPad reads alt text?

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu<mailto:lbencomo@uccs.edu>
http://www.uccs.edu/~it/
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From karlgroves at gmail.com  Wed Dec  2 13:37:19 2015
From: karlgroves at gmail.com (Karl Groves)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Alt Text using iPad
In-Reply-To: <92c77885fc744a3c96766934128f8667@UCCS-EX1.uccs.edu>
References: <ff29bd15604542f399f5233d553d9013@UCCS-EX1.uccs.edu>
	<8B17405CDE724049BFD78BFBC560F1FDD004C0@umbrella.nau.froot.nau.edu>
	<92c77885fc744a3c96766934128f8667@UCCS-EX1.uccs.edu>
Message-ID: <CABScKPBY9BNj0wftrFL4zm7RYAkmbGtZ7LBcp3P0zK9mrJwrEw@mail.gmail.com>

Can you share more details?

What type of image? What type of document/ system is it?  What are you
expecting to happen vs. what is actually happening?

On Wed, Dec 2, 2015 at 4:33 PM, Leyna Bencomo <lbencomo@uccs.edu> wrote:
> Sounds like I may have to convert to Pages because it is not functioning in
> Word.  Thx!
>
>
>
> Leyna Bencomo
>
> Assistive Technology Specialist
>
> Information Technology
>
> University of Colorado Colorado Springs
>
> 1420 Austin Bluffs Parkway, EPC 240
>
> Colorado Springs, CO 80918
>
> (719) 255-4202 / lbencomo@uccs.edu
>
> http://www.uccs.edu/~it/
>
>
>
> From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On
> Behalf Of Teresa Haven
> Sent: Wednesday, December 02, 2015 1:07 PM
> To: Access Technology Higher Education Network <athen-list@u.washington.edu>
> Subject: Re: [Athen] Alt Text using iPad
>
>
>
> I have had it successfully read alt text, at least in some cases.
>
> Teresa
>
>
>
> Teresa Haven, Ph.D.
>
> Accessibility Analyst, Northern Arizona University
>
>
>
>
>
>
>
> From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On
> Behalf Of Leyna Bencomo
> Sent: Wednesday, December 02, 2015 12:45 PM
> To: Access Technology Higher Education Network
> Subject: [Athen] Alt Text using iPad
>
>
>
> Does anyone know if Voiceover on iPad reads alt text?
>
>
>
> Leyna Bencomo
>
> Assistive Technology Specialist
>
> Information Technology
>
> University of Colorado Colorado Springs
>
> 1420 Austin Bluffs Parkway, EPC 240
>
> Colorado Springs, CO 80918
>
> (719) 255-4202 / lbencomo@uccs.edu
>
> http://www.uccs.edu/~it/
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>



-- 
Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829

Modern Web Toolsets and Accessibility
https://www.youtube.com/watch?v=_uq6Db47-Ks

www.tenon.io

From lbencomo at uccs.edu  Wed Dec  2 14:33:51 2015
From: lbencomo at uccs.edu (Leyna Bencomo)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Alt Text using iPad
In-Reply-To: <CABScKPBY9BNj0wftrFL4zm7RYAkmbGtZ7LBcp3P0zK9mrJwrEw@mail.gmail.com>
References: <ff29bd15604542f399f5233d553d9013@UCCS-EX1.uccs.edu>
	<8B17405CDE724049BFD78BFBC560F1FDD004C0@umbrella.nau.froot.nau.edu>
	<92c77885fc744a3c96766934128f8667@UCCS-EX1.uccs.edu>
	<CABScKPBY9BNj0wftrFL4zm7RYAkmbGtZ7LBcp3P0zK9mrJwrEw@mail.gmail.com>
Message-ID: <3da76d2fc06943d1aaf79bf3d5a6bab0@UCCS-EX1.uccs.edu>

Student is opening a Word 2013 document on her iPad and successfully navigating the text using Voiceover.  When she gets to an image it reads a long list of numbers followed by the word "image".  I think it is s a size and location delineation.  There is text in both the title and description sections of the Alternate Format.  I was hoping Voiceover would read the alt text.  

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu
http://www.uccs.edu/~it/

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Karl Groves
Sent: Wednesday, December 02, 2015 2:37 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Alt Text using iPad

Can you share more details?

What type of image? What type of document/ system is it?  What are you expecting to happen vs. what is actually happening?

On Wed, Dec 2, 2015 at 4:33 PM, Leyna Bencomo <lbencomo@uccs.edu> wrote:
> Sounds like I may have to convert to Pages because it is not 
> functioning in Word.  Thx!
>
>
>
> Leyna Bencomo
>
> Assistive Technology Specialist
>
> Information Technology
>
> University of Colorado Colorado Springs
>
> 1420 Austin Bluffs Parkway, EPC 240
>
> Colorado Springs, CO 80918
>
> (719) 255-4202 / lbencomo@uccs.edu
>
> http://www.uccs.edu/~it/
>
>
>
> From: athen-list 
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Teresa Haven
> Sent: Wednesday, December 02, 2015 1:07 PM
> To: Access Technology Higher Education Network 
> <athen-list@u.washington.edu>
> Subject: Re: [Athen] Alt Text using iPad
>
>
>
> I have had it successfully read alt text, at least in some cases.
>
> Teresa
>
>
>
> Teresa Haven, Ph.D.
>
> Accessibility Analyst, Northern Arizona University
>
>
>
>
>
>
>
> From: athen-list 
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Leyna Bencomo
> Sent: Wednesday, December 02, 2015 12:45 PM
> To: Access Technology Higher Education Network
> Subject: [Athen] Alt Text using iPad
>
>
>
> Does anyone know if Voiceover on iPad reads alt text?
>
>
>
> Leyna Bencomo
>
> Assistive Technology Specialist
>
> Information Technology
>
> University of Colorado Colorado Springs
>
> 1420 Austin Bluffs Parkway, EPC 240
>
> Colorado Springs, CO 80918
>
> (719) 255-4202 / lbencomo@uccs.edu
>
> http://www.uccs.edu/~it/
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>



--
Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829

Modern Web Toolsets and Accessibility
https://www.youtube.com/watch?v=_uq6Db47-Ks

www.tenon.io
_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list

From Teresa.Haven at nau.edu  Wed Dec  2 14:37:43 2015
From: Teresa.Haven at nau.edu (Teresa Haven)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Alt Text using iPad
In-Reply-To: <3da76d2fc06943d1aaf79bf3d5a6bab0@UCCS-EX1.uccs.edu>
References: <ff29bd15604542f399f5233d553d9013@UCCS-EX1.uccs.edu>
	<8B17405CDE724049BFD78BFBC560F1FDD004C0@umbrella.nau.froot.nau.edu>
	<92c77885fc744a3c96766934128f8667@UCCS-EX1.uccs.edu>
	<CABScKPBY9BNj0wftrFL4zm7RYAkmbGtZ7LBcp3P0zK9mrJwrEw@mail.gmail.com>
	<3da76d2fc06943d1aaf79bf3d5a6bab0@UCCS-EX1.uccs.edu>
Message-ID: <8B17405CDE724049BFD78BFBC560F1FDD00BBE@umbrella.nau.froot.nau.edu>

And is she opening it in the Word app, or some other app on her iPad? Sometimes you can create an item with the appropriate accessibility features, but the app it is accessed in keeps it from being accessible to that individual user. 

Teresa

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Leyna Bencomo
Sent: Wednesday, December 02, 2015 3:34 PM
To: Access Technology Higher Education Network
Subject: Re: [Athen] Alt Text using iPad

Student is opening a Word 2013 document on her iPad and successfully navigating the text using Voiceover.  When she gets to an image it reads a long list of numbers followed by the word "image".  I think it is s a size and location delineation.  There is text in both the title and description sections of the Alternate Format.  I was hoping Voiceover would read the alt text.  

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu
http://www.uccs.edu/~it/

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Karl Groves
Sent: Wednesday, December 02, 2015 2:37 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Alt Text using iPad

Can you share more details?

What type of image? What type of document/ system is it?  What are you expecting to happen vs. what is actually happening?

On Wed, Dec 2, 2015 at 4:33 PM, Leyna Bencomo <lbencomo@uccs.edu> wrote:
> Sounds like I may have to convert to Pages because it is not 
> functioning in Word.  Thx!
>
>
>
> Leyna Bencomo
>
> Assistive Technology Specialist
>
> Information Technology
>
> University of Colorado Colorado Springs
>
> 1420 Austin Bluffs Parkway, EPC 240
>
> Colorado Springs, CO 80918
>
> (719) 255-4202 / lbencomo@uccs.edu
>
> http://www.uccs.edu/~it/
>
>
>
> From: athen-list
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Teresa Haven
> Sent: Wednesday, December 02, 2015 1:07 PM
> To: Access Technology Higher Education Network 
> <athen-list@u.washington.edu>
> Subject: Re: [Athen] Alt Text using iPad
>
>
>
> I have had it successfully read alt text, at least in some cases.
>
> Teresa
>
>
>
> Teresa Haven, Ph.D.
>
> Accessibility Analyst, Northern Arizona University
>
>
>
>
>
>
>
> From: athen-list
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Leyna Bencomo
> Sent: Wednesday, December 02, 2015 12:45 PM
> To: Access Technology Higher Education Network
> Subject: [Athen] Alt Text using iPad
>
>
>
> Does anyone know if Voiceover on iPad reads alt text?
>
>
>
> Leyna Bencomo
>
> Assistive Technology Specialist
>
> Information Technology
>
> University of Colorado Colorado Springs
>
> 1420 Austin Bluffs Parkway, EPC 240
>
> Colorado Springs, CO 80918
>
> (719) 255-4202 / lbencomo@uccs.edu
>
> http://www.uccs.edu/~it/
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>



--
Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829

Modern Web Toolsets and Accessibility
https://www.youtube.com/watch?v=_uq6Db47-Ks

www.tenon.io
_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list
_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list

From SolowoniukR at macewan.ca  Wed Dec  2 14:42:35 2015
From: SolowoniukR at macewan.ca (Russell Solowoniuk)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Alt Text using iPad
In-Reply-To: <3da76d2fc06943d1aaf79bf3d5a6bab0@UCCS-EX1.uccs.edu>
References: <ff29bd15604542f399f5233d553d9013@UCCS-EX1.uccs.edu>
	<8B17405CDE724049BFD78BFBC560F1FDD004C0@umbrella.nau.froot.nau.edu>
	<92c77885fc744a3c96766934128f8667@UCCS-EX1.uccs.edu>
	<CABScKPBY9BNj0wftrFL4zm7RYAkmbGtZ7LBcp3P0zK9mrJwrEw@mail.gmail.com>
	<3da76d2fc06943d1aaf79bf3d5a6bab0@UCCS-EX1.uccs.edu>
Message-ID: <565F116B020000EC000422B0@gatedom2vs.macewan.ca>

Not sure if this will make a difference, but I think the alt text is only supposed to go in the description field, not in the title field.

Thanks,

Russell

>>> Leyna Bencomo <lbencomo@uccs.edu> 12/2/2015 3:33 PM >>>
Student is opening a Word 2013 document on her iPad and successfully navigating the text using Voiceover.  When she gets to an image it reads a long list of numbers followed by the word "image".  I think it is s a size and location delineation.  There is text in both the title and description sections of the Alternate Format.  I was hoping Voiceover would read the alt text.  

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu 
http://www.uccs.edu/~it/ 

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Karl Groves
Sent: Wednesday, December 02, 2015 2:37 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Alt Text using iPad

Can you share more details?

What type of image? What type of document/ system is it?  What are you expecting to happen vs. what is actually happening?

On Wed, Dec 2, 2015 at 4:33 PM, Leyna Bencomo <lbencomo@uccs.edu> wrote:
> Sounds like I may have to convert to Pages because it is not 
> functioning in Word.  Thx!
>
>
>
> Leyna Bencomo
>
> Assistive Technology Specialist
>
> Information Technology
>
> University of Colorado Colorado Springs
>
> 1420 Austin Bluffs Parkway, EPC 240
>
> Colorado Springs, CO 80918
>
> (719) 255-4202 / lbencomo@uccs.edu 
>
> http://www.uccs.edu/~it/ 
>
>
>
> From: athen-list 
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Teresa Haven
> Sent: Wednesday, December 02, 2015 1:07 PM
> To: Access Technology Higher Education Network 
> <athen-list@u.washington.edu>
> Subject: Re: [Athen] Alt Text using iPad
>
>
>
> I have had it successfully read alt text, at least in some cases.
>
> Teresa
>
>
>
> Teresa Haven, Ph.D.
>
> Accessibility Analyst, Northern Arizona University
>
>
>
>
>
>
>
> From: athen-list 
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Leyna Bencomo
> Sent: Wednesday, December 02, 2015 12:45 PM
> To: Access Technology Higher Education Network
> Subject: [Athen] Alt Text using iPad
>
>
>
> Does anyone know if Voiceover on iPad reads alt text?
>
>
>
> Leyna Bencomo
>
> Assistive Technology Specialist
>
> Information Technology
>
> University of Colorado Colorado Springs
>
> 1420 Austin Bluffs Parkway, EPC 240
>
> Colorado Springs, CO 80918
>
> (719) 255-4202 / lbencomo@uccs.edu 
>
> http://www.uccs.edu/~it/ 
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu 
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list 
>



--
Karl Groves
www.karlgroves.com 
@karlgroves
http://www.linkedin.com/in/karlgroves 
Phone: +1 410.541.6829

Modern Web Toolsets and Accessibility
https://www.youtube.com/watch?v=_uq6Db47-Ks 

www.tenon.io 
_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu 
http://mailman13.u.washington.edu/mailman/listinfo/athen-list 
_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu 
http://mailman13.u.washington.edu/mailman/listinfo/athen-list


From normajean.brand at hccs.edu  Wed Dec  2 15:19:35 2015
From: normajean.brand at hccs.edu (Normajean.Brand)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Alt Text using iPad
In-Reply-To: <3da76d2fc06943d1aaf79bf3d5a6bab0@UCCS-EX1.uccs.edu>
References: <ff29bd15604542f399f5233d553d9013@UCCS-EX1.uccs.edu>
	<8B17405CDE724049BFD78BFBC560F1FDD004C0@umbrella.nau.froot.nau.edu>
	<92c77885fc744a3c96766934128f8667@UCCS-EX1.uccs.edu>
	<CABScKPBY9BNj0wftrFL4zm7RYAkmbGtZ7LBcp3P0zK9mrJwrEw@mail.gmail.com>
	<3da76d2fc06943d1aaf79bf3d5a6bab0@UCCS-EX1.uccs.edu>
Message-ID: <BY1PR0501MB1222831B493524C0C1A6094C910E0@BY1PR0501MB1222.namprd05.prod.outlook.com>

A lot of times an image is inserted into a document with the original camera or camera software designated titles like "1230564oxc5689_image.jpg" and that is what a screen reader sees and reads. 

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Leyna Bencomo
Sent: Wednesday, December 02, 2015 4:34 PM
To: Access Technology Higher Education Network
Subject: Re: [Athen] Alt Text using iPad

Student is opening a Word 2013 document on her iPad and successfully navigating the text using Voiceover.  When she gets to an image it reads a long list of numbers followed by the word "image".  I think it is s a size and location delineation.  There is text in both the title and description sections of the Alternate Format.  I was hoping Voiceover would read the alt text.  

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu
http://www.uccs.edu/~it/

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Karl Groves
Sent: Wednesday, December 02, 2015 2:37 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Alt Text using iPad

Can you share more details?

What type of image? What type of document/ system is it?  What are you expecting to happen vs. what is actually happening?

On Wed, Dec 2, 2015 at 4:33 PM, Leyna Bencomo <lbencomo@uccs.edu> wrote:
> Sounds like I may have to convert to Pages because it is not 
> functioning in Word.  Thx!
>
>
>
> Leyna Bencomo
>
> Assistive Technology Specialist
>
> Information Technology
>
> University of Colorado Colorado Springs
>
> 1420 Austin Bluffs Parkway, EPC 240
>
> Colorado Springs, CO 80918
>
> (719) 255-4202 / lbencomo@uccs.edu
>
> http://www.uccs.edu/~it/
>
>
>
> From: athen-list
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Teresa Haven
> Sent: Wednesday, December 02, 2015 1:07 PM
> To: Access Technology Higher Education Network 
> <athen-list@u.washington.edu>
> Subject: Re: [Athen] Alt Text using iPad
>
>
>
> I have had it successfully read alt text, at least in some cases.
>
> Teresa
>
>
>
> Teresa Haven, Ph.D.
>
> Accessibility Analyst, Northern Arizona University
>
>
>
>
>
>
>
> From: athen-list
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Leyna Bencomo
> Sent: Wednesday, December 02, 2015 12:45 PM
> To: Access Technology Higher Education Network
> Subject: [Athen] Alt Text using iPad
>
>
>
> Does anyone know if Voiceover on iPad reads alt text?
>
>
>
> Leyna Bencomo
>
> Assistive Technology Specialist
>
> Information Technology
>
> University of Colorado Colorado Springs
>
> 1420 Austin Bluffs Parkway, EPC 240
>
> Colorado Springs, CO 80918
>
> (719) 255-4202 / lbencomo@uccs.edu
>
> http://www.uccs.edu/~it/
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>



--
Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829

Modern Web Toolsets and Accessibility
https://www.youtube.com/watch?v=_uq6Db47-Ks

www.tenon.io
_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list
_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list
-------------- next part --------------
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URL: <http://mailman12.u.washington.edu/pipermail/athen-list/attachments/20151202/db30912e/attachment.docx>
From lbencomo at uccs.edu  Wed Dec  2 16:09:16 2015
From: lbencomo at uccs.edu (Leyna Bencomo)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Alt Text using iPad
In-Reply-To: <BY1PR0501MB1222831B493524C0C1A6094C910E0@BY1PR0501MB1222.namprd05.prod.outlook.com>
References: <ff29bd15604542f399f5233d553d9013@UCCS-EX1.uccs.edu>
	<8B17405CDE724049BFD78BFBC560F1FDD004C0@umbrella.nau.froot.nau.edu>
	<92c77885fc744a3c96766934128f8667@UCCS-EX1.uccs.edu>
	<CABScKPBY9BNj0wftrFL4zm7RYAkmbGtZ7LBcp3P0zK9mrJwrEw@mail.gmail.com>
	<3da76d2fc06943d1aaf79bf3d5a6bab0@UCCS-EX1.uccs.edu>
	<BY1PR0501MB1222831B493524C0C1A6094C910E0@BY1PR0501MB1222.namprd05.prod.outlook.com>
Message-ID: <9b4bf863e916484ca5ab59d5824aa417@UCCS-EX1.uccs.edu>

That sounds exactly right.  

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu
http://www.uccs.edu/~it/

-----Original Message-----
From: Normajean.Brand [mailto:normajean.brand@hccs.edu] 
Sent: Wednesday, December 02, 2015 4:20 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Cc: Leyna Bencomo <lbencomo@uccs.edu>
Subject: RE: [Athen] Alt Text using iPad

A lot of times an image is inserted into a document with the original camera or camera software designated titles like "1230564oxc5689_image.jpg" and that is what a screen reader sees and reads. 

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Leyna Bencomo
Sent: Wednesday, December 02, 2015 4:34 PM
To: Access Technology Higher Education Network
Subject: Re: [Athen] Alt Text using iPad

Student is opening a Word 2013 document on her iPad and successfully navigating the text using Voiceover.  When she gets to an image it reads a long list of numbers followed by the word "image".  I think it is s a size and location delineation.  There is text in both the title and description sections of the Alternate Format.  I was hoping Voiceover would read the alt text.  

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu
http://www.uccs.edu/~it/

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Karl Groves
Sent: Wednesday, December 02, 2015 2:37 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Alt Text using iPad

Can you share more details?

What type of image? What type of document/ system is it?  What are you expecting to happen vs. what is actually happening?

On Wed, Dec 2, 2015 at 4:33 PM, Leyna Bencomo <lbencomo@uccs.edu> wrote:
> Sounds like I may have to convert to Pages because it is not 
> functioning in Word.  Thx!
>
>
>
> Leyna Bencomo
>
> Assistive Technology Specialist
>
> Information Technology
>
> University of Colorado Colorado Springs
>
> 1420 Austin Bluffs Parkway, EPC 240
>
> Colorado Springs, CO 80918
>
> (719) 255-4202 / lbencomo@uccs.edu
>
> http://www.uccs.edu/~it/
>
>
>
> From: athen-list
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Teresa Haven
> Sent: Wednesday, December 02, 2015 1:07 PM
> To: Access Technology Higher Education Network 
> <athen-list@u.washington.edu>
> Subject: Re: [Athen] Alt Text using iPad
>
>
>
> I have had it successfully read alt text, at least in some cases.
>
> Teresa
>
>
>
> Teresa Haven, Ph.D.
>
> Accessibility Analyst, Northern Arizona University
>
>
>
>
>
>
>
> From: athen-list
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Leyna Bencomo
> Sent: Wednesday, December 02, 2015 12:45 PM
> To: Access Technology Higher Education Network
> Subject: [Athen] Alt Text using iPad
>
>
>
> Does anyone know if Voiceover on iPad reads alt text?
>
>
>
> Leyna Bencomo
>
> Assistive Technology Specialist
>
> Information Technology
>
> University of Colorado Colorado Springs
>
> 1420 Austin Bluffs Parkway, EPC 240
>
> Colorado Springs, CO 80918
>
> (719) 255-4202 / lbencomo@uccs.edu
>
> http://www.uccs.edu/~it/
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>



--
Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829

Modern Web Toolsets and Accessibility
https://www.youtube.com/watch?v=_uq6Db47-Ks

www.tenon.io
_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list
_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list

From kosakowskia at wcsu.edu  Thu Dec  3 11:24:13 2015
From: kosakowskia at wcsu.edu (Adam Kosakowski)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro
Message-ID: <B1EE9D28CCB8074BB15C666EDF8338710186D4D4FF8A@W-DRSHEPHERD.wcsu.local>

Hello Listers!

I am working on making a student survey form accessible, but I am having issues with assigning a logical reading order. When I first open the PDF file, Read and Write's PDF Aloud can read it OK (just in a bad order), but after I start reordering it, it begins to be read as jibberish! I attached a screen shot pointing out what I mean. Just in case if the attachment doesn't go through, something that used to be read as "Fall 2015 Student Satisfaction Survey" is now being read as "FGHHIJKLMNOPQRSOING..."

I have been unable to find any mention online of "PDF tagging changes read text to jibberish" and in general I am not sure what to enter into Google here! Any insight would be appreciated! In the mean time I am going to see if I can get my hands on the original file, maybe it was not a PDF file originally and I can make the original file accessible instead.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Adam Kosakowski, M.Ed.
Assistive Technology Specialist and Math Specialist, University Assistant
AccessAbility Services
Western Connecticut State University
181 White Street, Higgins Annex 017
Danbury, CT 06810
Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848
Email: kosakowskia@wcsu.edu<mailto:kosakowskia@wcsu.edu>
www.wcsu.edu/accessability<http://www.wcsu.edu/accessability>


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From madeleine_rothberg at wgbh.org  Thu Dec  3 11:45:16 2015
From: madeleine_rothberg at wgbh.org (Madeleine Rothberg)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro
Message-ID: <D2860535.1C6E9%madeleine_rothberg@wgbh.org>

Adam,
It looks like the tool used to create and export the PDF is adding garbage to the tag tree. Perhaps both the good text and the gibberish are in the tag tree, and when you re-order them the good tags are getting moved. Have you looked at the tag tree as well as the reading order?

Finding the original document and either making it accessible or figuring out a better way to export it are probably your best options.

-Madeleine

-----
Madeleine Rothberg
Senior Subject Matter Expert
National Center for Accessible Media at WGBH
http://ncam.wgbh.org
madeleine_rothberg@wgbh.org

From: Adam Kosakowski <kosakowskia@wcsu.edu<mailto:kosakowskia@wcsu.edu>>
Reply-To: Access Technology Higher Education Network <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Date: Thursday, December 3, 2015 2:24 PM
To: "'athen-list@u.washington.edu<mailto:'athen-list@u.washington.edu>'" <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro

Hello Listers!

I am working on making a student survey form accessible, but I am having issues with assigning a logical reading order. When I first open the PDF file, Read and Write's PDF Aloud can read it OK (just in a bad order), but after I start reordering it, it begins to be read as jibberish! I attached a screen shot pointing out what I mean. Just in case if the attachment doesn't go through, something that used to be read as "Fall 2015 Student Satisfaction Survey" is now being read as "FGHHIJKLMNOPQRSOING..."

I have been unable to find any mention online of "PDF tagging changes read text to jibberish" and in general I am not sure what to enter into Google here! Any insight would be appreciated! In the mean time I am going to see if I can get my hands on the original file, maybe it was not a PDF file originally and I can make the original file accessible instead.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Adam Kosakowski, M.Ed.
Assistive Technology Specialist and Math Specialist, University Assistant
AccessAbility Services
Western Connecticut State University
181 White Street, Higgins Annex 017
Danbury, CT 06810
Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848
Email: kosakowskia@wcsu.edu<mailto:kosakowskia@wcsu.edu>
www.wcsu.edu/accessability<http://www.wcsu.edu/accessability>


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From skeegan at ccctechcenter.org  Thu Dec  3 12:32:48 2015
From: skeegan at ccctechcenter.org (Sean Keegan)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro
In-Reply-To: <B1EE9D28CCB8074BB15C666EDF8338710186D4D4FF8A@W-DRSHEPHERD.wcsu.local>
References: <B1EE9D28CCB8074BB15C666EDF8338710186D4D4FF8A@W-DRSHEPHERD.wcsu.local>
Message-ID: <CADAROjvg6mWUqyEtAh7N_bU0irMXffBfSN7bdx+2Ywmj8zwLGQ@mail.gmail.com>

Hi Adam,

Did the document originally start as a Microsoft Word form with MS Word
form fields that was then converted to a tagged PDF?

Take care,
Sean



On Thu, Dec 3, 2015 at 11:24 AM, Adam Kosakowski <kosakowskia@wcsu.edu>
wrote:

> Hello Listers!
>
>
>
> I am working on making a student survey form accessible, but I am having
> issues with assigning a logical reading order. When I first open the PDF
> file, Read and Write?s PDF Aloud can read it OK (just in a bad order), but
> after I start reordering it, it begins to be read as jibberish! I attached
> a screen shot pointing out what I mean. Just in case if the attachment
> doesn?t go through, something that used to be read as ?Fall 2015 Student
> Satisfaction Survey? is now being read as ?FGHHIJKLMNOPQRSOING??
>
>
>
> I have been unable to find any mention online of ?PDF tagging changes read
> text to jibberish? and in general I am not sure what to enter into Google
> here! Any insight would be appreciated! In the mean time I am going to see
> if I can get my hands on the original file, maybe it was not a PDF file
> originally and I can make the original file accessible instead.
>
>
>
>
> ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>
> Adam Kosakowski, M.Ed.
>
> Assistive Technology Specialist and Math Specialist, University Assistant
>
> AccessAbility Services
>
> Western Connecticut State University
>
> 181 White Street, Higgins Annex 017
>
> Danbury, CT 06810
>
> Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848
>
> Email: kosakowskia@wcsu.edu
>
> www.wcsu.edu/accessability
>
>
>
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>
>
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From gdietrich at htctu.net  Thu Dec  3 13:23:19 2015
From: gdietrich at htctu.net (Gaeir Dietrich)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro
In-Reply-To: <D2860535.1C6E9%madeleine_rothberg@wgbh.org>
References: <D2860535.1C6E9%madeleine_rothberg@wgbh.org>
Message-ID: <028c01d12e10$d5535de0$7ffa19a0$@htctu.net>

I have had real problems with creating PDF forms from old Word documents
(pre-DOCX versions of Word). In my experience, not even saving the old DOC
as a DOCX solves the problem. My standard recommendation now when doing
forms from Word is to recreate the document from scratch as a DOCX (if it
did not begin life as a DOCX) and then use the Make Accessible Wizard. 

 

I have talked to a number of folks, though, who are just skipping Word
entirely and recreating forms from scratch in Adobe Pro itself using Adobe
FormsCentral. The folks who use that method swear by it.

^^^^^^^^^^^^^^^^

Gaeir (rhymes with "fire") Dietrich
HTCTU Director
408-996-6047

^^^^^^^^^^^^^^^^

 

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On
Behalf Of Madeleine Rothberg
Sent: Thursday, December 03, 2015 11:45 AM
To: Access Technology Higher Education Network
Subject: Re: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro

 

Adam,

It looks like the tool used to create and export the PDF is adding garbage
to the tag tree. Perhaps both the good text and the gibberish are in the tag
tree, and when you re-order them the good tags are getting moved. Have you
looked at the tag tree as well as the reading order?

 

Finding the original document and either making it accessible or figuring
out a better way to export it are probably your best options. 

 

-Madeleine

 

-----

Madeleine Rothberg

Senior Subject Matter Expert

National Center for Accessible Media at WGBH

http://ncam.wgbh.org

madeleine_rothberg@wgbh.org

 

From: Adam Kosakowski <kosakowskia@wcsu.edu>
Reply-To: Access Technology Higher Education Network
<athen-list@u.washington.edu>
Date: Thursday, December 3, 2015 2:24 PM
To: "'athen-list@u.washington.edu'" <athen-list@u.washington.edu>
Subject: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro

 

Hello Listers!

 

I am working on making a student survey form accessible, but I am having
issues with assigning a logical reading order. When I first open the PDF
file, Read and Write's PDF Aloud can read it OK (just in a bad order), but
after I start reordering it, it begins to be read as jibberish! I attached a
screen shot pointing out what I mean. Just in case if the attachment doesn't
go through, something that used to be read as "Fall 2015 Student
Satisfaction Survey" is now being read as "FGHHIJKLMNOPQRSOING." 

 

I have been unable to find any mention online of "PDF tagging changes read
text to jibberish" and in general I am not sure what to enter into Google
here! Any insight would be appreciated! In the mean time I am going to see
if I can get my hands on the original file, maybe it was not a PDF file
originally and I can make the original file accessible instead.

 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~

Adam Kosakowski, M.Ed.

Assistive Technology Specialist and Math Specialist, University Assistant

AccessAbility Services

Western Connecticut State University

181 White Street, Higgins Annex 017

Danbury, CT 06810

Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848

Email: kosakowskia@wcsu.edu 

www.wcsu.edu/accessability

 

 

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From gdietrich at htctu.net  Thu Dec  3 14:17:38 2015
From: gdietrich at htctu.net (Gaeir Dietrich)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Math Type conversion error
In-Reply-To: <C1BF3DDBA47A024DAD5CAFB0A4D8D720015752A897@exmbx01>
References: <34D068EC55A9914494617A37B8D8FA84F21ED569@EROS.EMPLOYEES.KCKCC.LOCAL>
	<C1BF3DDBA47A024DAD5CAFB0A4D8D720015752A897@exmbx01>
Message-ID: <030901d12e18$6be55720$43b00560$@htctu.net>

Hmmm, yet another program that is not happy with the DOC to DOCX transition.
I believe I see a pattern here.

^^^^^^^^^^^^^^^^

Gaeir (rhymes with "fire") Dietrich
HTCTU Director
408-996-6047

^^^^^^^^^^^^^^^^

 

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On
Behalf Of steve.noble@louisville.edu
Sent: Wednesday, December 02, 2015 9:43 AM
To: Access Technology Higher Education Network
Subject: Re: [Athen] Math Type conversion error

 

The error you are getting is what I believe is being referenced on this help
page:

http://www.dessci.com/en/support/mathtype/tsn/tsn136.htm

 

The page provides a solution method. If that doesn't fix it for you, you
should contact support@dessci.com

 

Hope this helps!

 

--Steve Noble
steve.noble@louisville.edu
502-969-3088
http://louisville.academia.edu/SteveNoble
<https://exchange.louisville.edu/owa/redir.aspx?C=CdhMttRtdkSZAY1GqZCRu5k28c
p7bNAIPUU6wKc1De8y-_GlninyxASwkrwRp4PfcJ9J6C2iqrk.&URL=http%3a%2f%2flouisvil
le.academia.edu%2fSteveNoble> 

  _____  

From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf
of Robert Beach [rbeach@KCKCC.EDU]
Sent: Wednesday, December 02, 2015 10:49 AM
To: Access Technology Higher Education Network (athen-list@u.washington.edu)
Subject: [Athen] Math Type conversion error

Hello all,

 

I have a Word document with equations that the instructor put in.  We've
been able to use the Math Type converter to convert to Math Type equations
in the past, but this time it is giving us an error.  We are using a
different machine since the other decided to take a few days sick leave.

 

The error we are getting says Equation is not installed on the computer.
Can anybody tell me exactly what Equation is and why it isn't on this
machine when it was on the other one?  I certainly do not remember
installing Equation on the other machine.

 

I'm pretty sure the instructor uses the Word Equation Editor to create his
content.

 

Any help will be appreciated.

 

 

Robert Lee Beach

Assistive Technology Specialist

Kansas City Kansas Community College

7250 State Avenue

Kansas City, KS  66112

913-288-7671

rbeach@kckcc.edu

 

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From foreigntype at gmail.com  Thu Dec  3 14:30:35 2015
From: foreigntype at gmail.com (Wink Harner)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro
In-Reply-To: <028c01d12e10$d5535de0$7ffa19a0$@htctu.net>
References: <D2860535.1C6E9%madeleine_rothberg@wgbh.org>
	<028c01d12e10$d5535de0$7ffa19a0$@htctu.net>
Message-ID: <003301d12e1a$3adcc7b0$b0965710$@gmail.com>

Hi all athenites -

 

I have a relatively inexpensive but very powerful program called PDF
Converter Pro from Nuance and I have taken all sorts of older versions of
both inaccessible PDF & pre-DOCX Word documents and converted them into form
fillable format. I understand that Adam's ultimate goal is to create a
document which has been re-tagged in the correct read order, so this
suggestion of mine is an intermediary step. With PDF Converter Pro, you can
take an electronic document in PDF format and convert it to a form fillable
PDF document. You can also import a form created in an older version of Word
into PDF Converter Pro, use it to create the form in PDF format & resave as
a PDF form. Then you can open it in Adobe Acrobat Pro and do any of the
reading order tags. I don't know that the PDF utility in Read and Write Gold
is robust enough to reorder the tags.

 

It's important to have a lot of tricks in your bag. This PDF converter
program is not expensive and well worth the investment. (I got it in my own
defense, not as a work production tool - so I could fill out forms on the
computer rather than by hand. However, it has turned out to be a very useful
tool in the biz)

 

Wink

 

Wink Harner

Adaptive Technology Consulting & Training

Alternative Text & Media Production

The Foreigntype

 

 <mailto:foreigntype@gmail.com> foreigntype@gmail.com

 <mailto:winkharner1113@gmail.com> winkharner1113@gmail.com

 

(Disclaimer: this email was dictated with Dragon NaturallySpeaking. Please
forgive any quirks, mis-recognitions, or omissions.)

 

 

 

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On
Behalf Of Gaeir Dietrich
Sent: Thursday, December 03, 2015 1:23 PM
To: 'Access Technology Higher Education Network'
Subject: Re: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro

 

I have had real problems with creating PDF forms from old Word documents
(pre-DOCX versions of Word). In my experience, not even saving the old DOC
as a DOCX solves the problem. My standard recommendation now when doing
forms from Word is to recreate the document from scratch as a DOCX (if it
did not begin life as a DOCX) and then use the Make Accessible Wizard. 

 

I have talked to a number of folks, though, who are just skipping Word
entirely and recreating forms from scratch in Adobe Pro itself using Adobe
FormsCentral. The folks who use that method swear by it.

^^^^^^^^^^^^^^^^

Gaeir (rhymes with "fire") Dietrich
HTCTU Director
408-996-6047

^^^^^^^^^^^^^^^^

 

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On
Behalf Of Madeleine Rothberg
Sent: Thursday, December 03, 2015 11:45 AM
To: Access Technology Higher Education Network
Subject: Re: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro

 

Adam,

It looks like the tool used to create and export the PDF is adding garbage
to the tag tree. Perhaps both the good text and the gibberish are in the tag
tree, and when you re-order them the good tags are getting moved. Have you
looked at the tag tree as well as the reading order?

 

Finding the original document and either making it accessible or figuring
out a better way to export it are probably your best options. 

 

-Madeleine

 

-----

Madeleine Rothberg

Senior Subject Matter Expert

National Center for Accessible Media at WGBH

http://ncam.wgbh.org

madeleine_rothberg@wgbh.org

 

From: Adam Kosakowski <kosakowskia@wcsu.edu>
Reply-To: Access Technology Higher Education Network
<athen-list@u.washington.edu>
Date: Thursday, December 3, 2015 2:24 PM
To: "'athen-list@u.washington.edu'" <athen-list@u.washington.edu>
Subject: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro

 

Hello Listers!

 

I am working on making a student survey form accessible, but I am having
issues with assigning a logical reading order. When I first open the PDF
file, Read and Write's PDF Aloud can read it OK (just in a bad order), but
after I start reordering it, it begins to be read as jibberish! I attached a
screen shot pointing out what I mean. Just in case if the attachment doesn't
go through, something that used to be read as "Fall 2015 Student
Satisfaction Survey" is now being read as "FGHHIJKLMNOPQRSOING." 

 

I have been unable to find any mention online of "PDF tagging changes read
text to jibberish" and in general I am not sure what to enter into Google
here! Any insight would be appreciated! In the mean time I am going to see
if I can get my hands on the original file, maybe it was not a PDF file
originally and I can make the original file accessible instead.

 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~

Adam Kosakowski, M.Ed.

Assistive Technology Specialist and Math Specialist, University Assistant

AccessAbility Services

Western Connecticut State University

181 White Street, Higgins Annex 017

Danbury, CT 06810

Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848

Email: kosakowskia@wcsu.edu 

www.wcsu.edu/accessability

 

 

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From gdietrich at htctu.net  Thu Dec  3 14:43:30 2015
From: gdietrich at htctu.net (Gaeir Dietrich)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Guidebook
Message-ID: <035701d12e1c$08b69340$1a23b9c0$@htctu.net>

Hi all (and please forgive crossposts)!

 

Has anyone checked accessibility on  the guidebook mobile app? One of my
campuses is considering it, and I've never even heard of it.

https://guidebook.com/ 

 

^^^^^^^^^^^^^^^^

Gaeir (rhymes with "fire") Dietrich
Director
High Tech Center Training Unit of the
California Community Colleges
De Anza College, Cupertino, CA
 <http://www.htctu.net/> www.htctu.net  
408-996-6047

^^^^^^^^^^^^^^^^

If you would like to schedule a site visit, training, or phone consultation,
please contact HTCTU Network Administrator, Dale Kan at
<mailto:dkan@htctu.net> dkan@htctu.net  or  408-996-4636; to ensure that
priority e-mails are seen, please copy Dale on important and time-sensitive
matters.Thank you.

 

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From fosters at sou.edu  Thu Dec  3 14:50:45 2015
From: fosters at sou.edu (Shawn Foster)
Date: Sat Jun  9 18:32:58 2018
Subject: [Athen] Guidebook
In-Reply-To: <035701d12e1c$08b69340$1a23b9c0$@htctu.net>
References: <035701d12e1c$08b69340$1a23b9c0$@htctu.net>
Message-ID: <CALV2pm8+=B+2jX1NqiarVrGUu73q+9sd3c3+SYaRnqG=pF8GMg@mail.gmail.com>

Gaeir:

I did a limited review on iOS devices a year ago - I couldn't get the darn
thing to load on my Android device, so testing there was a nonstarter.
Here's the feedback I gave our staffer (we ended up not using it, in part
because of this review).

"On an iDevice, it's reasonably accessible. There are some items that are
not well labeled - for example, the menu button in the upper right just
says "button", and when you open it, it's labeled "me". Not very helpful in
figuring out what's in it. Maps and photos are not accessible. Is there a
place, when you load photos, to put a description of the picture? If so,
make sure that is filled in, as that's what it would draw from to make the
photo readable. The map is not accessible; it simply doesn't read at all."

Hope this is a helpful start.
Shawn

*Shawn Foster*

Disability Resources Coordinator | U-CAM Coordinator

Southern Oregon University | 1250 Siskiyou Blvd | Ashland OR  97520
541-552-6213


Why I'm at SOU: http://youtu.be/Ski0MzPd5IM


On Thu, Dec 3, 2015 at 2:43 PM, Gaeir Dietrich <gdietrich@htctu.net> wrote:

> Hi all (and please forgive crossposts)!
>
>
>
> Has anyone checked accessibility on  the guidebook mobile app? One of my
> campuses is considering it, and I?ve never even heard of it?
>
> https://guidebook.com/
>
>
>
> ^^^^^^^^^^^^^^^^
>
> Gaeir (rhymes with "fire") Dietrich
> Director
> High Tech Center Training Unit of the
> California Community Colleges
> De Anza College, Cupertino, CA
> www.htctu.net
> 408-996-6047
>
> ^^^^^^^^^^^^^^^^
>
> If you would like to schedule a site visit, training, or phone
> consultation, please contact HTCTU Network Administrator, Dale Kan at
> dkan@htctu.net  or  408-996-4636; to ensure that priority e-mails are
> seen, please copy Dale on important and time-sensitive matters.Thank you.
>
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>
>
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From Teresa.Haven at nau.edu  Thu Dec  3 15:29:50 2015
From: Teresa.Haven at nau.edu (Teresa Haven)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Guidebook
In-Reply-To: <CALV2pm8+=B+2jX1NqiarVrGUu73q+9sd3c3+SYaRnqG=pF8GMg@mail.gmail.com>
References: <035701d12e1c$08b69340$1a23b9c0$@htctu.net>
	<CALV2pm8+=B+2jX1NqiarVrGUu73q+9sd3c3+SYaRnqG=pF8GMg@mail.gmail.com>
Message-ID: <8B17405CDE724049BFD78BFBC560F1FDD02A92@umbrella.nau.froot.nau.edu>

Gaeir,
I did similar testing to Shawn at about the same time, and got essentially the same results.
Teresa

Teresa Haven, Ph.D.
Accessibility Analyst, Northern Arizona University



From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Shawn Foster
Sent: Thursday, December 03, 2015 3:51 PM
To: gdietrich@htctu.net; Access Technology Higher Education Network
Subject: Re: [Athen] Guidebook

Gaeir:

I did a limited review on iOS devices a year ago - I couldn't get the darn thing to load on my Android device, so testing there was a nonstarter. Here's the feedback I gave our staffer (we ended up not using it, in part because of this review).

"On an iDevice, it's reasonably accessible. There are some items that are not well labeled - for example, the menu button in the upper right just says "button", and when you open it, it's labeled "me". Not very helpful in figuring out what's in it. Maps and photos are not accessible. Is there a place, when you load photos, to put a description of the picture? If so, make sure that is filled in, as that's what it would draw from to make the photo readable. The map is not accessible; it simply doesn't read at all."

Hope this is a helpful start.
Shawn


Shawn Foster

Disability Resources Coordinator | U-CAM Coordinator

Southern Oregon University | 1250 Siskiyou Blvd | Ashland OR  97520
541-552-6213

[https://docs.google.com/uc?export=download&id=0B1lLvtD6xSEiY1N6V0JrN19lOHc&revid=0B1lLvtD6xSEidUp6ZlZ1TkVkSklDYVJWVWVWdUFsSEt1TUo0PQ]
Why I'm at SOU: http://youtu.be/Ski0MzPd5IM

On Thu, Dec 3, 2015 at 2:43 PM, Gaeir Dietrich <gdietrich@htctu.net<mailto:gdietrich@htctu.net>> wrote:
Hi all (and please forgive crossposts)!

Has anyone checked accessibility on  the guidebook mobile app? One of my campuses is considering it, and I?ve never even heard of it?
https://guidebook.com/

^^^^^^^^^^^^^^^^
Gaeir (rhymes with "fire") Dietrich
Director
High Tech Center Training Unit of the
California Community Colleges
De Anza College, Cupertino, CA
www.htctu.net<http://www.htctu.net/>
408-996-6047<tel:408-996-6047>
^^^^^^^^^^^^^^^^
If you would like to schedule a site visit, training, or phone consultation, please contact HTCTU Network Administrator, Dale Kan at  dkan@htctu.net<mailto:dkan@htctu.net>  or  408-996-4636<tel:408-996-4636>; to ensure that priority e-mails are seen, please copy Dale on important and time-sensitive matters.Thank you.


_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu<mailto:athen-list@mailman13.u.washington.edu>
http://mailman13.u.washington.edu/mailman/listinfo/athen-list

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From info at karlencommunications.com  Fri Dec  4 02:45:51 2015
From: info at karlencommunications.com (Karlen Communications)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro
In-Reply-To: <028c01d12e10$d5535de0$7ffa19a0$@htctu.net>
References: <D2860535.1C6E9%madeleine_rothberg@wgbh.org>
	<028c01d12e10$d5535de0$7ffa19a0$@htctu.net>
Message-ID: <000601d12e80$f1bafc70$d530f550$@karlencommunications.com>

Interesting. It shouldn't matter whether the original Word document is a DOC
or DOCX because you always start a form with an untagged PDF. This means you
would have gone Print > Adobe PDF as the printer. The form controls are
added to the untagged PDF as well as any links (using the Create links from
URL's tool in Acrobat) and then the document is tagged.

 

Can you send me the version of the PDF just before this happened? Please
send off list.

 

Cheers, Karen

 

 

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On
Behalf Of Gaeir Dietrich
Sent: December 3, 2015 4:23 PM
To: 'Access Technology Higher Education Network'
<athen-list@u.washington.edu>
Subject: Re: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro

 

I have had real problems with creating PDF forms from old Word documents
(pre-DOCX versions of Word). In my experience, not even saving the old DOC
as a DOCX solves the problem. My standard recommendation now when doing
forms from Word is to recreate the document from scratch as a DOCX (if it
did not begin life as a DOCX) and then use the Make Accessible Wizard. 

 

I have talked to a number of folks, though, who are just skipping Word
entirely and recreating forms from scratch in Adobe Pro itself using Adobe
FormsCentral. The folks who use that method swear by it.

^^^^^^^^^^^^^^^^

Gaeir (rhymes with "fire") Dietrich
HTCTU Director
408-996-6047

^^^^^^^^^^^^^^^^

 

From: athen-list [ <mailto:athen-list-bounces@mailman13.u.washington.edu>
mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Madeleine
Rothberg
Sent: Thursday, December 03, 2015 11:45 AM
To: Access Technology Higher Education Network
Subject: Re: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro

 

Adam,

It looks like the tool used to create and export the PDF is adding garbage
to the tag tree. Perhaps both the good text and the gibberish are in the tag
tree, and when you re-order them the good tags are getting moved. Have you
looked at the tag tree as well as the reading order?

 

Finding the original document and either making it accessible or figuring
out a better way to export it are probably your best options. 

 

-Madeleine

 

-----

Madeleine Rothberg

Senior Subject Matter Expert

National Center for Accessible Media at WGBH

 <http://ncam.wgbh.org> http://ncam.wgbh.org

 <mailto:madeleine_rothberg@wgbh.org> madeleine_rothberg@wgbh.org

 

From: Adam Kosakowski < <mailto:kosakowskia@wcsu.edu> kosakowskia@wcsu.edu>
Reply-To: Access Technology Higher Education Network <
<mailto:athen-list@u.washington.edu> athen-list@u.washington.edu>
Date: Thursday, December 3, 2015 2:24 PM
To: " <mailto:'athen-list@u.washington.edu> 'athen-list@u.washington.edu'" <
<mailto:athen-list@u.washington.edu> athen-list@u.washington.edu>
Subject: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro

 

Hello Listers!

 

I am working on making a student survey form accessible, but I am having
issues with assigning a logical reading order. When I first open the PDF
file, Read and Write's PDF Aloud can read it OK (just in a bad order), but
after I start reordering it, it begins to be read as jibberish! I attached a
screen shot pointing out what I mean. Just in case if the attachment doesn't
go through, something that used to be read as "Fall 2015 Student
Satisfaction Survey" is now being read as "FGHHIJKLMNOPQRSOING." 

 

I have been unable to find any mention online of "PDF tagging changes read
text to jibberish" and in general I am not sure what to enter into Google
here! Any insight would be appreciated! In the mean time I am going to see
if I can get my hands on the original file, maybe it was not a PDF file
originally and I can make the original file accessible instead.

 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~

Adam Kosakowski, M.Ed.

Assistive Technology Specialist and Math Specialist, University Assistant

AccessAbility Services

Western Connecticut State University

181 White Street, Higgins Annex 017

Danbury, CT 06810

Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848

Email:  <mailto:kosakowskia@wcsu.edu> kosakowskia@wcsu.edu 

 <http://www.wcsu.edu/accessability> www.wcsu.edu/accessability

 

 

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From info at karlencommunications.com  Fri Dec  4 02:55:33 2015
From: info at karlencommunications.com (Karlen Communications)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] 5 testers needed over the weekend
Message-ID: <001001d12e82$4caae770$e600b650$@karlencommunications.com>

Hi Everyone!

 

I've developed a survey to try and gather information on "PDF and the user
experience." I did it in Survey Monkey and I need 5 people who use or can
use adaptive technology to go through the survey and check the accessibility
of it. I've run through it using JAWS 17 but want an "unbiased" sample. J

 

It should take about half an hour or 45 minutes. I think. This is something
else I need to know from testing it. There are 28 questions and the second
part of the survey has questions asking for written answers.short ones.what
your experience with various types of PDF has been/is.

 

Please e-mail me off list if you have time to do this. I want to officially
post the survey on Monday.

 

Cheers, Karen

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From kosakowskia at wcsu.edu  Fri Dec  4 05:56:28 2015
From: kosakowskia at wcsu.edu (Adam Kosakowski)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro
Message-ID: <B1EE9D28CCB8074BB15C666EDF8338710186D4D4FF8B@W-DRSHEPHERD.wcsu.local>

Thanks for the tip Madeleine! I am still very new at this and I'm learning as I go. I think you're right, the original file form seems to have added a bunch of junk making this task pretty much impossible. However, thanks to your tip I learned some new things and I feel more confident in my Acrobat skills!

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Adam Kosakowski, M.Ed.
Assistive Technology Specialist and Math Specialist, University Assistant
AccessAbility Services
Western Connecticut State University
181 White Street, Higgins Annex 017
Danbury, CT 06810
Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848
Email: kosakowskia@wcsu.edu 
www.wcsu.edu/accessability



From karl at karlgroves.com  Fri Dec  4 06:35:25 2015
From: karl at karlgroves.com (Karl Groves)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Job with Tenon.io
Message-ID: <CABScKPDOGGpfMKLNbh0HBDde2YCSeAir_VkEUJVJyEVx9R-jfQ@mail.gmail.com>

Dear listers,

Tenon.io will be posting a job for a sales person very soon. The
position will offer extremely generous commission. Email resume to
karl@tenon.io if interested.  Please share

-- 

Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829


www.tenon.io

Sign up for the Tenon Mailing List:
http://eepurl.com/bcV8C9

From jbailey at uoregon.edu  Fri Dec  4 09:25:29 2015
From: jbailey at uoregon.edu (James Bailey)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Thinking Strings Software?
Message-ID: <E8AC58F5BFA37446AA2067BFDAE266FDA811E063@ad-cc-mbx03>

Good morning all,
I have a prof using Thinking Strings'  "Revealing Archaeology" interactive software. I've checked out their demo and it left me somewhat pessimistic about their accessibility. I have emailed them and I'll see what light they can shed on this.
Do any of you have experience with this app/software?

Thanks and have a good week-end,

James

James Bailey M.S.
Associate Director
Accessible Education Center
University of Oregon


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From karen.sorensen at pcc.edu  Fri Dec  4 13:33:17 2015
From: karen.sorensen at pcc.edu (Karen Sorensen)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Hot off the PDF press
Message-ID: <CAALCsS7Ao1n1EwtMs80rasCSW6p2wHj6yOaNx_tNQk0=azu_1A@mail.gmail.com>

Hi A11ys!
We are proud to share the 2nd edition of our Accessibility Guidelines
handbook
<http://www.pcc.edu/resources/instructional-support/access/handbook.html>,
full of how to information on making accessible online course content. It's
free and Creative Commons licensed. Edit it and make it work for your own
institution! We just ask for a link back to pcc.edu/access as attribution.
Thank you! I hope it's helpful.
Karen

Karen M. Sorensen
Accessibility Advocate for Online Courses
www.pcc.edu/access
Portland Community College
971-722-4720
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From karen.sorensen at pcc.edu  Fri Dec  4 13:33:52 2015
From: karen.sorensen at pcc.edu (Karen Sorensen)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Hot off the PDF press
Message-ID: <CAALCsS5SAx9tw0WvXxDbAbxsK0RryvZjPigVPwoSZdzdKqdmuw@mail.gmail.com>

Hi A11ys!
We are proud to share the 2nd edition of our Accessibility Guidelines
handbook
<http://www.pcc.edu/resources/instructional-support/access/handbook.html>,
full of how to information on making accessible online course content. It's
free and Creative Commons licensed. Edit it and make it work for your own
institution! We just ask for a link back to pcc.edu/access as attribution.
Thank you! I hope it's helpful.
Karen

Karen M. Sorensen
Accessibility Advocate for Online Courses
www.pcc.edu/access
Portland Community College
971-722-4720
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From samanj at pdx.edu  Fri Dec  4 13:57:27 2015
From: samanj at pdx.edu (Samantha Johns)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Hot off the PDF press
In-Reply-To: <CAALCsS7Ao1n1EwtMs80rasCSW6p2wHj6yOaNx_tNQk0=azu_1A@mail.gmail.com>
References: <CAALCsS7Ao1n1EwtMs80rasCSW6p2wHj6yOaNx_tNQk0=azu_1A@mail.gmail.com>
Message-ID: <CAD9FakTvGS=rkOMp0ghqP8GBjhnyCe3o6=o1H0fUe2=tn2AJYA@mail.gmail.com>

Excited to take a closer look at these Karen! So cool!


* <http://www.pdx.edu/oai/>*

*Samantha Johns*

*Accessibility & **Course Support Specialist *

Portland State University
1825 SW Broadway
Smith Memorial Student Union, Mezzanine 209
Portland OR 97201
(503) 725-2754




On Fri, Dec 4, 2015 at 1:33 PM, Karen Sorensen <karen.sorensen@pcc.edu>
wrote:

> Hi A11ys!
> We are proud to share the 2nd edition of our Accessibility Guidelines
> handbook
> <http://www.pcc.edu/resources/instructional-support/access/handbook.html>,
> full of how to information on making accessible online course content. It's
> free and Creative Commons licensed. Edit it and make it work for your own
> institution! We just ask for a link back to pcc.edu/access as
> attribution.
> Thank you! I hope it's helpful.
> Karen
>
> Karen M. Sorensen
> Accessibility Advocate for Online Courses
> www.pcc.edu/access
> Portland Community College
> 971-722-4720
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>
>
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From smtreris at syr.edu  Fri Dec  4 14:04:19 2015
From: smtreris at syr.edu (Sharon M Trerise)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] alt text on images when using mail merge to email in MS Word
Message-ID: <b4c92f717b1c46458f05d8748266b222@EX13-MBX-04.ad.syr.edu>

Our admissions department is sending out emails using the mail merge feature in Microsoft Word with the merged letters being "Sent to Email".  The document has a separate graphic for the header and footer with text imbedded in the graphic.

I can add alt text to the images when I create the document in Word, but when I perform the mail merge and send the merged documents to email, the alt text appears to get lost.  Am I missing something?

If it is not possible to have the alt text go with the email merge, do you have suggestions on other ways to do it - other than dropping the images altogether?

Thanks.

Sharon

Sharon Trerise | IT Analyst - Accessibility
Information Technology Services
307 BRL
Syracuse University
Syracuse, New York 13244
t 315.433.2143  e smtreris@syr.edu  w its.syr.edu
SYRACUSE UNIVERSITY
syr.edu

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From info at karlencommunications.com  Mon Dec  7 03:11:28 2015
From: info at karlencommunications.com (Karlen Communications)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] PDF and the End User Experience Survey
Message-ID: <003101d130e0$054a0680$0fde1380$@karlencommunications.com>

Hi Everyone:

 

I've put together a survey to try and gather the things that work and the
frustrations of those of us with disabilities in reading PDF documents.

 

The survey can be taken at: https://www.surveymonkey.com/r/PDFSURV

 

The survey should take about 20 minutes and I have allowed for coming back
and picking up from where you left off.

 

Please share this link with anyone who might be interested in weighing in on
accessibility, usability and PDF documents.

 

Cheers, Karen

 

 

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From arovner at shoreline.edu  Mon Dec  7 09:32:24 2015
From: arovner at shoreline.edu (Rovner, Amy)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] PDF and the End User Experience Survey
In-Reply-To: <003101d130e0$054a0680$0fde1380$@karlencommunications.com>
References: <003101d130e0$054a0680$0fde1380$@karlencommunications.com>
Message-ID: <BLUPR05MB199761AEA58434E2D47AD08BE090@BLUPR05MB199.namprd05.prod.outlook.com>

Karen,

This is fantastic.  I do hope you will share the results with the group when it's complete.  I am always trying to persuade my faculty to stop using PDF's but they love them so much it's a hard sell.  Data is always persuasive (at least to my science faculty!) so it would be great to share data and information from people who know much more than I.


Thank you!


Amy

Amy Rovner, MPH RD
eLearning Instructional Designer
Associate Faculty Nutrition
Shoreline Community College


________________________________
From: athen-list <athen-list-bounces@mailman13.u.washington.edu> on behalf of Karlen Communications <info@karlencommunications.com>
Sent: Monday, December 07, 2015 3:11 AM
To: athen-list@u.washington.edu
Subject: [Athen] PDF and the End User Experience Survey


Hi Everyone:



I've put together a survey to try and gather the things that work and the frustrations of those of us with disabilities in reading PDF documents.



The survey can be taken at: https://www.surveymonkey.com/r/PDFSURV

PDF and the User Experience Survey
Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.
Read more...<https://www.surveymonkey.com/r/PDFSURV>





The survey should take about 20 minutes and I have allowed for coming back and picking up from where you left off.



Please share this link with anyone who might be interested in weighing in on accessibility, usability and PDF documents.



Cheers, Karen




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From info at karlencommunications.com  Mon Dec  7 09:48:48 2015
From: info at karlencommunications.com (Karlen Communications)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] PDF and the End User Experience Survey
In-Reply-To: <BLUPR05MB199761AEA58434E2D47AD08BE090@BLUPR05MB199.namprd05.prod.outlook.com>
References: <003101d130e0$054a0680$0fde1380$@karlencommunications.com>
	<BLUPR05MB199761AEA58434E2D47AD08BE090@BLUPR05MB199.namprd05.prod.outlook.com>
Message-ID: <002a01d13117$86f86690$94e933b0$@karlencommunications.com>

Amy:

 

The results will be posted on the PDF and the End User Survey page I just
added to the Karlen Communications website.

http://www.karlencommunications.com/PDFsurvey.html 

 

The closing date for the survey is January 15, 2016 so I hope to start
analyzing the results after that. I also plan on presenting the results at
conferences.

 

Knowing what works and what doesn't when it comes to PDF documents will
hopefully help all of us.

 

Cheers, Karen

 

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On
Behalf Of Rovner, Amy
Sent: December 7, 2015 12:32 PM
To: athen-list@u.washington.edu
Subject: Re: [Athen] PDF and the End User Experience Survey

 

Karen,


This is fantastic.  I do hope you will share the results with the group when
it's complete.  I am always trying to persuade my faculty to stop using
PDF's but they love them so much it's a hard sell.  Data is always
persuasive (at least to my science faculty!) so it would be great to share
data and information from people who know much more than I.

 

Thank you!

 

Amy

 

Amy Rovner, MPH RD

eLearning Instructional Designer

Associate Faculty Nutrition

Shoreline Community College

 

  _____  

From: athen-list <athen-list-bounces@mailman13.u.washington.edu
<mailto:athen-list-bounces@mailman13.u.washington.edu> > on behalf of Karlen
Communications <info@karlencommunications.com
<mailto:info@karlencommunications.com> >
Sent: Monday, December 07, 2015 3:11 AM
To: athen-list@u.washington.edu <mailto:athen-list@u.washington.edu> 
Subject: [Athen] PDF and the End User Experience Survey 

 

Hi Everyone:

 

I've put together a survey to try and gather the things that work and the
frustrations of those of us with disabilities in reading PDF documents.

 

The survey can be taken at:  <https://www.surveymonkey.com/r/PDFSURV>
https://www.surveymonkey.com/r/PDFSURV


PDF and the User Experience Survey

Web survey powered by SurveyMonkey.com. Create your own online survey now
with SurveyMonkey's expert certified FREE templates.

 <https://www.surveymonkey.com/r/PDFSURV> Read more...

 

 

The survey should take about 20 minutes and I have allowed for coming back
and picking up from where you left off.

 

Please share this link with anyone who might be interested in weighing in on
accessibility, usability and PDF documents.

 

Cheers, Karen

 

 

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From hkramer at ahead.org  Mon Dec  7 10:59:03 2015
From: hkramer at ahead.org (Howard Kramer)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Best text editor to use for preparing transcript upload
Message-ID: <CAN57xLcE7ZuERqbpqPPzbGf=Kg0TqFmFedWk_evcybG4hW1iPg@mail.gmail.com>

Hi Ken,

At the presentation the three of you did a couple of weeks ago (thanks
again!), did you mention Wordpad as the preferred text editor for preparing
transcripts for uploading to YouTube for automatic syncing. I've noticed
that when I used Notepad I'm getting extended ascii characters in the
uploaded transcript which I assume are formatting controls. I cced this
question to ATHEN because I thought others would appreciate the tip.

Thanks,
Howard

-- 
Howard Kramer
Conference Coordinator
Accessing Higher Ground
303-492-8672
cell: 720-351-8668

Join us for the *Accessing Higher Ground Conference
<http://accessinghigherground.org/>* in Denver, Colorado,  Nov 16-20, 2015.
Complete Attendee, Exhibitor, Hotel, and Registration materials are
available now.



Complete program information and registration is open for our full line-up
of webinars, *AHEADtoYOU!
<http://ahead.org/learn/virtual-learning/webinars>* And the *Technology
Access Series <http://ahead.org/learn/virtual-learning/at_webinars_15_16>*.
Site capacities for all webinar events is limited; please register at your
earliest convenience for the largest selection.



Not yet a member of AHEAD?  *We welcome you to join AHEAD now.
<http://ahead.org/join/become-a-member>*
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From Pramila.Patel at colorado.edu  Mon Dec  7 11:56:42 2015
From: Pramila.Patel at colorado.edu (Pramila Patel)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Accessibility Awareness Campaign
Message-ID: <BY2PR0301MB06164CCAEB8E801B795C3D019F090@BY2PR0301MB0616.namprd03.prod.outlook.com>

Hi All,

I am the new Accessibility Program Manager at the University of Colorado Boulder.  CU Boulder is working on a general accessibility awareness campaign program.  We are wondering what others have tried, if there are any resources for good imagery or icons representing accessibility, images that should be avoided and any other general thoughts on this.

Any information on this would be much appreciated.

Thanks,
Pramila
___________________________________
Pramila Patel
ICT Accessibility Program Manager
303-735-4355
pramila.patel@colorado.edu<mailto:pramila.patel@colorado.edu>

Office of Information Technology
University of Colorado Boulder

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From tft at uw.edu  Mon Dec  7 12:26:41 2015
From: tft at uw.edu (Terrill Thompson)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Accessibility Awareness Campaign
In-Reply-To: <BY2PR0301MB06164CCAEB8E801B795C3D019F090@BY2PR0301MB0616.namprd03.prod.outlook.com>
References: <BY2PR0301MB06164CCAEB8E801B795C3D019F090@BY2PR0301MB0616.namprd03.prod.outlook.com>
Message-ID: <CAC7M+wryWBaCcc1FBFqFCOTPTVmJPPK_8Y3QGA=74C=S1h=h8Q@mail.gmail.com>

Hi Pramila,

We've gotten some mileage out of our #nomouse campaign (with accompanying
website at http://nomouse.org).  The idea is to encourage people to try
using their computer without a mouse (especially a website or software
application they have some responsibility for) and talk about their
experience.  We focus particularly on keyboard accessibility because it's
easy for anyone to try that without requiring that they install and learn
any new tools or technique. The #nomouse campaign is the hook, and the
nomouse.org website provides more information to help them understand
accessibility more generally. At the bottom of the website we link to our
internal UW resources on specific accessibility-related topics. If you want
to reuse this content but customize it for your purposes, you're free to do
that as long as the original source is acknowledged (see the footer for
specific licensing details).

Hope that helps.

Regards,
Terrill


---
Terrill Thompson
Technology Accessibility Specialist
DO-IT, Accessible Technology Services
UW Information Technology
University of Washington
tft@uw.edu

On Mon, Dec 7, 2015 at 11:56 AM, Pramila Patel <Pramila.Patel@colorado.edu>
wrote:

> Hi All,
>
>
>
> I am the new Accessibility Program Manager at the University of Colorado
> Boulder.  CU Boulder is working on a general accessibility awareness
> campaign program.  We are wondering what others have tried, if there are
> any resources for good imagery or icons representing accessibility, images
> that should be avoided and any other general thoughts on this.
>
>
>
> Any information on this would be much appreciated.
>
>
>
> Thanks,
>
> Pramila
>
> ___________________________________
>
> *Pramila Patel *
>
> *ICT Accessibility Program Manager*
>
> *303-735-4355 <303-735-4355>*
>
> *pramila.patel@colorado.edu* <pramila.patel@colorado.edu>
>
>
>
> *Office of Information Technology *
>
> *University of Colorado Boulder*
>
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>
>
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From lbencomo at uccs.edu  Mon Dec  7 14:10:31 2015
From: lbencomo at uccs.edu (Leyna Bencomo)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Hot off the PDF press
In-Reply-To: <CAALCsS5SAx9tw0WvXxDbAbxsK0RryvZjPigVPwoSZdzdKqdmuw@mail.gmail.com>
References: <CAALCsS5SAx9tw0WvXxDbAbxsK0RryvZjPigVPwoSZdzdKqdmuw@mail.gmail.com>
Message-ID: <fd37e5d2b8e341e6849d59e8146e1123@UCCS-EX1.uccs.edu>

This is beautiful.  I will refer to it often.  Thank you.

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu<mailto:lbencomo@uccs.edu>
http://www.uccs.edu/~it/

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Karen Sorensen
Sent: Friday, December 04, 2015 2:34 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: [Athen] Hot off the PDF press

Hi A11ys!
We are proud to share the 2nd edition of our Accessibility Guidelines handbook<http://www.pcc.edu/resources/instructional-support/access/handbook.html>, full of how to information on making accessible online course content. It's free and Creative Commons licensed. Edit it and make it work for your own institution! We just ask for a link back to pcc.edu/access<http://pcc.edu/access> as attribution.
Thank you! I hope it's helpful.
Karen
Karen M. Sorensen
Accessibility Advocate for Online Courses
www.pcc.edu/access<http://www.pcc.edu/access>
Portland Community College
971-722-4720

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From petri.1 at osu.edu  Mon Dec  7 15:50:12 2015
From: petri.1 at osu.edu (Petri, Kenneth)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Best text editor to use for preparing transcript upload
In-Reply-To: <CAN57xLcE7ZuERqbpqPPzbGf=Kg0TqFmFedWk_evcybG4hW1iPg@mail.gmail.com>
References: <CAN57xLcE7ZuERqbpqPPzbGf=Kg0TqFmFedWk_evcybG4hW1iPg@mail.gmail.com>
Message-ID: <D70BE03EA74F81468EAA4F5320EB7A5186F0A501@CIO-TNC-D2MBX04.osuad.osu.edu>

Howdy Howard,

I know both Terry and I used WordPad for our demo, but the rationale for the choice was driven by NotePad not being able to properly handle unix-style line endings.

When you download a plaintext file encoded on a linux or mac box, if you open it on Windows with NotePad, NotePad will often treat the file as a long string with no line breaks.

Traditionally, Windows line breaks are a carriage return + a line feed; whereas on unix-y machines a line feed alone is used. WordPad is ?modern? enough to know what to do with the unix-style line endings; NotePad only honors the Windows \r\n style line breaks.

This may have something to do with the odd characters. My guess would be that NotePad is including the carriage returns and YouTube is rendering them out as something undesirable. But that?s only a guess?..

Cheers,
ken

[The Ohio State University]
Ken Petri
Director, Web Accessibility Center
Student Life Disability Services and ADA Coordinator's Office
102D Pomerene Hall, 1760 Neil Ave., Columbus, OH 43210
614-292-1760 Office / 614-218-1499 Mobile / 614-2924190 Fax
petri.1@osu.edu<mailto:petri.1@osu.edu> wac.osu.edu<http://wac.osu.edu/>

From: hkramer.atsol@gmail.com [mailto:hkramer.atsol@gmail.com] On Behalf Of Howard Kramer
Sent: Monday, December 07, 2015 1:59 PM
To: Petri, Kenneth <petri.1@osu.edu>
Cc: Terrill Thompson <tft@uw.edu>; Sean Keegan <skeegan@gmail.com>; Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Best text editor to use for preparing transcript upload

Hi Ken,

At the presentation the three of you did a couple of weeks ago (thanks again!), did you mention Wordpad as the preferred text editor for preparing transcripts for uploading to YouTube for automatic syncing. I've noticed that when I used Notepad I'm getting extended ascii characters in the uploaded transcript which I assume are formatting controls. I cced this question to ATHEN because I thought others would appreciate the tip.

Thanks,
Howard

--
Howard Kramer
Conference Coordinator
Accessing Higher Ground
303-492-8672
cell: 720-351-8668


Join us for the Accessing Higher Ground Conference<http://accessinghigherground.org/> in Denver, Colorado,  Nov 16-20, 2015.  Complete Attendee, Exhibitor, Hotel, and Registration materials are available now.



Complete program information and registration is open for our full line-up of webinars, AHEADtoYOU!<http://ahead.org/learn/virtual-learning/webinars> And the Technology Access Series<http://ahead.org/learn/virtual-learning/at_webinars_15_16>.  Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection.



Not yet a member of AHEAD?  We welcome you to join AHEAD now.<http://ahead.org/join/become-a-member>

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From karen.sorensen at pcc.edu  Mon Dec  7 16:03:24 2015
From: karen.sorensen at pcc.edu (Karen Sorensen)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Oops! Now access the tagged PDF Web Accessibility
	Guidelines handbook
Message-ID: <CAALCsS7aciTOs=KxKO_DsyYvg-M1uj2YKP2+0sYj4KQUBeQQHA@mail.gmail.com>

OK, thanks to everyone who notified us of the lack of PDF tags in our
handbook. That was my mistake for posting the wrong version. Sorry about
that.
Now you may download a tagged version of our Creative Commons licensed Web
Accessibility Handbook
<http://www.pcc.edu/resources/instructional-support/access/handbook.html>.
If you find any other errors, please let us know and maybe you can correct
them in a version you create. (grin) That is the beauty of CC licensing,
isn't it?
Best,
Karen

Karen M. Sorensen
Accessibility Advocate for Online Courses
www.pcc.edu/access
Portland Community College
971-722-4720
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From hkramer at ahead.org  Mon Dec  7 16:13:06 2015
From: hkramer at ahead.org (Howard Kramer)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Best text editor to use for preparing transcript upload
In-Reply-To: <D70BE03EA74F81468EAA4F5320EB7A5186F0A501@CIO-TNC-D2MBX04.osuad.osu.edu>
References: <CAN57xLcE7ZuERqbpqPPzbGf=Kg0TqFmFedWk_evcybG4hW1iPg@mail.gmail.com>
	<D70BE03EA74F81468EAA4F5320EB7A5186F0A501@CIO-TNC-D2MBX04.osuad.osu.edu>
Message-ID: <CAN57xLdhyLQ7uqupofGiQkRBaQ55gG3ByNVnZYZq3-eQG06UpA@mail.gmail.com>

Hi Ken,

I also noticed I had encoding set to ansi on Notepad. I suppose that could
have also been the problem. Sounds like Wordpad is the better choice
however. Thanks for your response.

Regards,
Howard

On Mon, Dec 7, 2015 at 4:50 PM, Petri, Kenneth <petri.1@osu.edu> wrote:

> Howdy Howard,
>
>
>
> I know both Terry and I used WordPad for our demo, but the rationale for
> the choice was driven by NotePad not being able to properly handle
> unix-style line endings.
>
>
>
> When you download a plaintext file encoded on a linux or mac box, if you
> open it on Windows with NotePad, NotePad will often treat the file as a
> long string with no line breaks.
>
>
>
> Traditionally, Windows line breaks are a carriage return + a line feed;
> whereas on unix-y machines a line feed alone is used. WordPad is ?modern?
> enough to know what to do with the unix-style line endings; NotePad only
> honors the Windows \r\n style line breaks.
>
>
>
> This may have something to do with the odd characters. My guess would be
> that NotePad is including the carriage returns and YouTube is rendering
> them out as something undesirable. But that?s only a guess?..
>
>
>
> Cheers,
>
> ken
>
>
>
> [image: The Ohio State University]
> *Ken Petri*
> Director, Web Accessibility Center
> Student Life Disability Services and ADA Coordinator's Office
> 102D Pomerene Hall, 1760 Neil Ave., Columbus, OH 43210
> 614-292-1760 Office / 614-218-1499 Mobile / 614-2924190 Fax
> petri.1@osu.edu wac.osu.edu
>
>
>
> *From:* hkramer.atsol@gmail.com [mailto:hkramer.atsol@gmail.com] *On
> Behalf Of *Howard Kramer
> *Sent:* Monday, December 07, 2015 1:59 PM
> *To:* Petri, Kenneth <petri.1@osu.edu>
> *Cc:* Terrill Thompson <tft@uw.edu>; Sean Keegan <skeegan@gmail.com>;
> Access Technology Higher Education Network <athen-list@u.washington.edu>
> *Subject:* Best text editor to use for preparing transcript upload
>
>
>
> Hi Ken,
>
>
>
> At the presentation the three of you did a couple of weeks ago (thanks
> again!), did you mention Wordpad as the preferred text editor for preparing
> transcripts for uploading to YouTube for automatic syncing. I've noticed
> that when I used Notepad I'm getting extended ascii characters in the
> uploaded transcript which I assume are formatting controls. I cced this
> question to ATHEN because I thought others would appreciate the tip.
>
>
>
> Thanks,
>
> Howard
>
>
>
> --
>
> Howard Kramer
>
> Conference Coordinator
>
> Accessing Higher Ground
>
> 303-492-8672
>
> cell: 720-351-8668
>
>
>
> Join us for the *Accessing Higher Ground Conference
> <http://accessinghigherground.org/>* in Denver, Colorado,  Nov 16-20,
> 2015.  Complete Attendee, Exhibitor, Hotel, and Registration materials are
> available now.
>
>
>
> Complete program information and registration is open for our full line-up
> of webinars, *AHEADtoYOU!
> <http://ahead.org/learn/virtual-learning/webinars>* And the *Technology
> Access Series <http://ahead.org/learn/virtual-learning/at_webinars_15_16>*.
> Site capacities for all webinar events is limited; please register at your
> earliest convenience for the largest selection.
>
>
>
> Not yet a member of AHEAD?  *We welcome you to join AHEAD now.
> <http://ahead.org/join/become-a-member>*
>
>
>



-- 
Howard Kramer
Conference Coordinator
Accessing Higher Ground
303-492-8672
cell: 720-351-8668

Join us for the *Accessing Higher Ground Conference
<http://accessinghigherground.org/>* in Denver, Colorado,  Nov 16-20, 2015.
Complete Attendee, Exhibitor, Hotel, and Registration materials are
available now.



Complete program information and registration is open for our full line-up
of webinars, *AHEADtoYOU!
<http://ahead.org/learn/virtual-learning/webinars>* And the *Technology
Access Series <http://ahead.org/learn/virtual-learning/at_webinars_15_16>*.
Site capacities for all webinar events is limited; please register at your
earliest convenience for the largest selection.



Not yet a member of AHEAD?  *We welcome you to join AHEAD now.
<http://ahead.org/join/become-a-member>*
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From jhori at ucdavis.edu  Mon Dec  7 16:25:22 2015
From: jhori at ucdavis.edu (Joshua Hori)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Best text editor to use for preparing transcript upload
In-Reply-To: <D70BE03EA74F81468EAA4F5320EB7A5186F0A501@CIO-TNC-D2MBX04.osuad.osu.edu>
References: <CAN57xLcE7ZuERqbpqPPzbGf=Kg0TqFmFedWk_evcybG4hW1iPg@mail.gmail.com>
	<D70BE03EA74F81468EAA4F5320EB7A5186F0A501@CIO-TNC-D2MBX04.osuad.osu.edu>
Message-ID: <BY2PR08MB3148C30BDEC54257BC8E67DA9080@BY2PR08MB314.namprd08.prod.outlook.com>

Notepad++ is another alternative to consider: https://notepad-plus-plus.org/

Lots of plug-ins available for all types of needs!

Best,

Joshua

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Petri, Kenneth
Sent: Monday, December 7, 2015 3:50 PM
To: Howard Kramer <hkramer@ahead.org>
Cc: Access@u.washington.edu; Sean Keegan <skeegan@gmail.com>; Terrill Thompson <tft@uw.edu>
Subject: Re: [Athen] Best text editor to use for preparing transcript upload

Howdy Howard,

I know both Terry and I used WordPad for our demo, but the rationale for the choice was driven by NotePad not being able to properly handle unix-style line endings.

When you download a plaintext file encoded on a linux or mac box, if you open it on Windows with NotePad, NotePad will often treat the file as a long string with no line breaks.

Traditionally, Windows line breaks are a carriage return + a line feed; whereas on unix-y machines a line feed alone is used. WordPad is ?modern? enough to know what to do with the unix-style line endings; NotePad only honors the Windows \r\n style line breaks.

This may have something to do with the odd characters. My guess would be that NotePad is including the carriage returns and YouTube is rendering them out as something undesirable. But that?s only a guess?..

Cheers,
ken

[The Ohio State University]
Ken Petri
Director, Web Accessibility Center
Student Life Disability Services and ADA Coordinator's Office
102D Pomerene Hall, 1760 Neil Ave., Columbus, OH 43210
614-292-1760 Office / 614-218-1499 Mobile / 614-2924190 Fax
petri.1@osu.edu<mailto:petri.1@osu.edu> wac.osu.edu<http://wac.osu.edu/>

From: hkramer.atsol@gmail.com<mailto:hkramer.atsol@gmail.com> [mailto:hkramer.atsol@gmail.com] On Behalf Of Howard Kramer
Sent: Monday, December 07, 2015 1:59 PM
To: Petri, Kenneth <petri.1@osu.edu<mailto:petri.1@osu.edu>>
Cc: Terrill Thompson <tft@uw.edu<mailto:tft@uw.edu>>; Sean Keegan <skeegan@gmail.com<mailto:skeegan@gmail.com>>; Access Technology Higher Education Network <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: Best text editor to use for preparing transcript upload

Hi Ken,

At the presentation the three of you did a couple of weeks ago (thanks again!), did you mention Wordpad as the preferred text editor for preparing transcripts for uploading to YouTube for automatic syncing. I've noticed that when I used Notepad I'm getting extended ascii characters in the uploaded transcript which I assume are formatting controls. I cced this question to ATHEN because I thought others would appreciate the tip.

Thanks,
Howard

--
Howard Kramer
Conference Coordinator
Accessing Higher Ground
303-492-8672
cell: 720-351-8668


Join us for the Accessing Higher Ground Conference<http://accessinghigherground.org/> in Denver, Colorado,  Nov 16-20, 2015.  Complete Attendee, Exhibitor, Hotel, and Registration materials are available now.



Complete program information and registration is open for our full line-up of webinars, AHEADtoYOU!<http://ahead.org/learn/virtual-learning/webinars> And the Technology Access Series<http://ahead.org/learn/virtual-learning/at_webinars_15_16>.  Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection.



Not yet a member of AHEAD?  We welcome you to join AHEAD now.<http://ahead.org/join/become-a-member>

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From hkramer at ahead.org  Mon Dec  7 16:37:12 2015
From: hkramer at ahead.org (Howard Kramer)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Best text editor to use for preparing transcript upload
In-Reply-To: <BY2PR08MB3148C30BDEC54257BC8E67DA9080@BY2PR08MB314.namprd08.prod.outlook.com>
References: <CAN57xLcE7ZuERqbpqPPzbGf=Kg0TqFmFedWk_evcybG4hW1iPg@mail.gmail.com>
	<D70BE03EA74F81468EAA4F5320EB7A5186F0A501@CIO-TNC-D2MBX04.osuad.osu.edu>
	<BY2PR08MB3148C30BDEC54257BC8E67DA9080@BY2PR08MB314.namprd08.prod.outlook.com>
Message-ID: <CAN57xLf7zWXojzOVpgP-2JGSSrgPg6MFpHC1Jvkx4E3qaRE4Uw@mail.gmail.com>

Thanks Joshua.

It does seem that the main problem was the ansi setting for character
coding - it converted all the double-quotes to extended ascii characters.
Using utf-8 for encoding seems to have at least solved that issue.

-Howard

On Mon, Dec 7, 2015 at 5:25 PM, Joshua Hori <jhori@ucdavis.edu> wrote:

> Notepad++ is another alternative to consider:
> https://notepad-plus-plus.org/
>
>
>
> Lots of plug-ins available for all types of needs!
>
>
>
> Best,
>
>
>
> Joshua
>
>
>
> *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On
> Behalf Of *Petri, Kenneth
> *Sent:* Monday, December 7, 2015 3:50 PM
> *To:* Howard Kramer <hkramer@ahead.org>
> *Cc:* Access@u.washington.edu; Sean Keegan <skeegan@gmail.com>; Terrill
> Thompson <tft@uw.edu>
> *Subject:* Re: [Athen] Best text editor to use for preparing transcript
> upload
>
>
>
> Howdy Howard,
>
>
>
> I know both Terry and I used WordPad for our demo, but the rationale for
> the choice was driven by NotePad not being able to properly handle
> unix-style line endings.
>
>
>
> When you download a plaintext file encoded on a linux or mac box, if you
> open it on Windows with NotePad, NotePad will often treat the file as a
> long string with no line breaks.
>
>
>
> Traditionally, Windows line breaks are a carriage return + a line feed;
> whereas on unix-y machines a line feed alone is used. WordPad is ?modern?
> enough to know what to do with the unix-style line endings; NotePad only
> honors the Windows \r\n style line breaks.
>
>
>
> This may have something to do with the odd characters. My guess would be
> that NotePad is including the carriage returns and YouTube is rendering
> them out as something undesirable. But that?s only a guess?..
>
>
>
> Cheers,
>
> ken
>
>
>
> [image: The Ohio State University]
> *Ken Petri*
> Director, Web Accessibility Center
> Student Life Disability Services and ADA Coordinator's Office
> 102D Pomerene Hall, 1760 Neil Ave., Columbus, OH 43210
> 614-292-1760 Office / 614-218-1499 Mobile / 614-2924190 Fax
> petri.1@osu.edu wac.osu.edu
>
>
>
> *From:* hkramer.atsol@gmail.com [mailto:hkramer.atsol@gmail.com
> <hkramer.atsol@gmail.com>] *On Behalf Of *Howard Kramer
> *Sent:* Monday, December 07, 2015 1:59 PM
> *To:* Petri, Kenneth <petri.1@osu.edu>
> *Cc:* Terrill Thompson <tft@uw.edu>; Sean Keegan <skeegan@gmail.com>;
> Access Technology Higher Education Network <athen-list@u.washington.edu>
> *Subject:* Best text editor to use for preparing transcript upload
>
>
>
> Hi Ken,
>
>
>
> At the presentation the three of you did a couple of weeks ago (thanks
> again!), did you mention Wordpad as the preferred text editor for preparing
> transcripts for uploading to YouTube for automatic syncing. I've noticed
> that when I used Notepad I'm getting extended ascii characters in the
> uploaded transcript which I assume are formatting controls. I cced this
> question to ATHEN because I thought others would appreciate the tip.
>
>
>
> Thanks,
>
> Howard
>
>
>
> --
>
> Howard Kramer
>
> Conference Coordinator
>
> Accessing Higher Ground
>
> 303-492-8672
>
> cell: 720-351-8668
>
>
>
> Join us for the *Accessing Higher Ground Conference
> <http://accessinghigherground.org/>* in Denver, Colorado,  Nov 16-20,
> 2015.  Complete Attendee, Exhibitor, Hotel, and Registration materials are
> available now.
>
>
>
> Complete program information and registration is open for our full line-up
> of webinars, *AHEADtoYOU!
> <http://ahead.org/learn/virtual-learning/webinars>* And the *Technology
> Access Series <http://ahead.org/learn/virtual-learning/at_webinars_15_16>*.
> Site capacities for all webinar events is limited; please register at your
> earliest convenience for the largest selection.
>
>
>
> Not yet a member of AHEAD?  *We welcome you to join AHEAD now.
> <http://ahead.org/join/become-a-member>*
>
>
>



-- 
Howard Kramer
Conference Coordinator
Accessing Higher Ground
303-492-8672
cell: 720-351-8668

Join us for the *Accessing Higher Ground Conference
<http://accessinghigherground.org/>* in Denver, Colorado,  Nov 16-20, 2015.
Complete Attendee, Exhibitor, Hotel, and Registration materials are
available now.



Complete program information and registration is open for our full line-up
of webinars, *AHEADtoYOU!
<http://ahead.org/learn/virtual-learning/webinars>* And the *Technology
Access Series <http://ahead.org/learn/virtual-learning/at_webinars_15_16>*.
Site capacities for all webinar events is limited; please register at your
earliest convenience for the largest selection.



Not yet a member of AHEAD?  *We welcome you to join AHEAD now.
<http://ahead.org/join/become-a-member>*
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From foreigntype at gmail.com  Tue Dec  8 12:02:15 2015
From: foreigntype at gmail.com (Wink Harner)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Help with a chemistry question please
Message-ID: <00d101d131f3$55f7eb60$01e7c220$@gmail.com>

Athenites:

 

Anyone out there who has experience working in chemistry, I have a question
on how to pronounce this/read this aloud: [E subscript a'].

 

Thanks in advance.

 

Wink Harner

Adaptive Technology Consulting & Training

Alternative Text & Media Production

The Foreigntype

 

foreigntype@gmail.com

winkharner1113@gmail.com

 

(Disclaimer: this email was dictated with Dragon NaturallySpeaking. Please
forgive any quirks, mis-recognitions, or omissions.)

 

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From hascherdss at gmail.com  Tue Dec  8 12:42:04 2015
From: hascherdss at gmail.com (Heidi Scher)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Help with a chemistry question please
In-Reply-To: <00d101d131f3$55f7eb60$01e7c220$@gmail.com>
References: <00d101d131f3$55f7eb60$01e7c220$@gmail.com>
Message-ID: <CANtDBU_31OiRO4CXKoJQ_47DBaNtVwjtcm2mJf6mznuUpA1gnQ@mail.gmail.com>

Hey Wink,

According to my sister, the biochemist/IB chem teacher, here's the scoop:

"it is said as E sub A, and it stands for Activation energy, or Energy of
Activation.  I would write it out as Energy of activation for written work,
and say it that way for text to speech.  The "symbol" form is

capital E, lower case subscript a."

Hope that helps!!

Heidi

+++++++++++++++
Heidi Scher, M.S., CRC
Associate Director
Center for Educational Access
University of Arkansas
ARKU 209
Fayetteville, AR 72701
479.575.3104
479.575.7445 fax
479.575.3646 tdd
+++++++++++++++

On Tue, Dec 8, 2015 at 2:02 PM, Wink Harner <foreigntype@gmail.com> wrote:

> Athenites:
>
>
>
> Anyone out there who has experience working in chemistry, I have a
> question on how to pronounce this/read this aloud: [E subscript a'].
>
>
>
> Thanks in advance.
>
>
>
> Wink Harner
>
> Adaptive Technology Consulting & Training
>
> Alternative Text & Media Production
>
> The Foreigntype
>
>
>
> foreigntype@gmail.com
>
> winkharner1113@gmail.com
>
>
>
> (Disclaimer: this email was dictated with Dragon NaturallySpeaking. Please
> forgive any quirks, mis-recognitions, or omissions.)
>
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>
>
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From gdietrich at htctu.net  Tue Dec  8 13:12:05 2015
From: gdietrich at htctu.net (Gaeir Dietrich)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] FW: Job Opportunity!
In-Reply-To: <LYRIS-2591-1293494-2015.12.08-12.52.27--gdietrich#htctu.net@htclistserv.htctu.fhda.edu>
References: <LYRIS-2591-1293494-2015.12.08-12.52.27--gdietrich#htctu.net@htclistserv.htctu.fhda.edu>
Message-ID: <025301d131fd$17ee38b0$47caaa10$@htctu.net>

Please forgive cross-posts

 

Sent: Tuesday, December 08, 2015 12:52 PM
Subject: Job Opportunity!

 

Greetings Everyone,

 

Bakersfield College is actively recruiting to fill a full time Disabled
Students Programs and Services (DSPS) Counselor position!  Please help
spread the news as quickly as possible as the closing date is 12/17/15.
https://careers.kccd.edu/postings/6766

 

Bakersfield College serves about 19,000 students and we have a robust DSPS
program serving approximately 1,000 students with disabilities.

 

Thank you very much for your time and assistance.

 

--Terri

Dr. Terri Goldstein, Director

Disabled Students Programs & Services

 

661-395-4590

661-395-4079 (Fax)

 

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From aj.duxbury at bellevuecollege.edu  Wed Dec  9 09:03:12 2015
From: aj.duxbury at bellevuecollege.edu (AJ Duxbury)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Reminder: Bellevue College PERMANENT Deaf Services
 Specialist Position!
Message-ID: <BLUPR0801MB593686610F25D5C9E3D16829FE80@BLUPR0801MB593.namprd08.prod.outlook.com>

Athens Friends,

    Friendly reminder that the permanent, full-time Deaf Services Specialist position at Bellevue College DRC will close at 11:59PM on Sun, Dec. 13th.  General description below with a link to the job posting containing full details and instructions to apply.  Anyone with questions is welcome to contact me.  Thank you for any assistance in spreading the word!

General Position Description
Under the general direction of the Assistant Director of the Disability Resource Center (DRC), the Deaf Services Specialist (DSS) will evaluate student documentation for eligibility of accommodation, focusing on Deaf and Hard of Hearing students but including students with other disabilities as well.  The DSS will conduct intake meetings and facilitate and develop the accommodation plan, and assist in on-going student support and advocacy. This position works closes with the Assistive Technology Staff to ensure accessibility for all students.  The DSS will also assist the DRC team to provide quality, student centered services as part of the team that delivers welcoming and inclusive services according to the Bellevue College and DRC mission statements.

Link for Job Posting
http://agency.governmentjobs.com/bellevuecollege/default.cfm?action=viewjob&JobID=1294392&headerfooter=1&promo=0&transfer=0&WDDXJobSearchParams=%3CwddxPacket%20version%3D%271%2E0%27%3E%3Cheader%2F%3E%3Cdata%3E%3Cstruct%3E%3Cvar%20name%3D%27CATEGORYID%27%3E%3Cstring%3E-1%3C%2Fstring%3E%3C%2Fvar%3E%3Cvar%20name%3D%27PROMOTIONALJOBS%27%3E%3Cstring%3E0%3C%2Fstring%3E%3C%2Fvar%3E%3Cvar%20name%3D%27TRANSFER%27%3E%3Cstring%3E0%3C%2Fstring%3E%3C%2Fvar%3E%3Cvar%20name%3D%27FIND_KEYWORD%27%3E%3Cstring%3E%3C%2Fstring%3E%3C%2Fvar%3E%3C%2Fstruct%3E%3C%2Fdata%3E%3C%2FwddxPacket%3E


AJ Duxbury
Assistant Director
Disability Resource Center (DRC)
425-564-2658

Bellevue College, B132
3000 Landerholm Circle S.E.
Bellevue, WA., 98007
Phone: (425) 564-2658/TTY: (425) 564-4110/FAX: (425) 564-4138
drc@bellevuecollege.edu<https://mail.bellevuecollege.edu/owa/redir.aspx?C=Q_baokr2QUqnc2g4DrKzkcAHwwR0idEII24EQ8Xld4RkbvPU3TM-O5VcUBLCEo3pveOFAmi9U0o.&URL=mailto%3adrc%40bellevuecollege.edu>
www.bellevuecollege.edu/drc<https://mail.bellevuecollege.edu/owa/redir.aspx?C=Q_baokr2QUqnc2g4DrKzkcAHwwR0idEII24EQ8Xld4RkbvPU3TM-O5VcUBLCEo3pveOFAmi9U0o.&URL=http%3a%2f%2fwww.bellevuecollege.edu%2fdrc>

"When we do not check facts, dispel stereotypes, learn about difference, and appreciate new perspectives, we are teaching powerful negative lessons to the students we serve." - Dr. Margaret J. Barr

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From coco.napolis at csueastbay.edu  Wed Dec  9 09:23:37 2015
From: coco.napolis at csueastbay.edu (Corazon Napolis)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Accessible media player for LMS?
Message-ID: <CAO4x-cHQw1G2ew5ZGp8o4NGzH28xkcX1qYOG7b8sXGXQUe=mBQ@mail.gmail.com>

Sorry for the cross-post.

Can anyone recommend an accessible audio player that can be embedded in
BlackBoard? I have a music professor using the Norton Player. Student is
blind/screen reader user.

Thanks!

-- 

*Corazon (Coco) Napolis*

Accessible Media Coordinator

Accessibility Services

California State University, East Bay

Accessibility Services, Rm. LI 2400

25800 Carlos Bee Blvd, Hayward CA 94542-3057

TEL | 510-885-3831          FAX | 510-885-7633

*"To receive much, Is to give much."*
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From michele.bromley at pdx.edu  Wed Dec  9 09:41:04 2015
From: michele.bromley at pdx.edu (Michele Bromley)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Accessible Text Editor w/Line Numbers
Message-ID: <CAN55hdx187aNgiPO1d7utQfJV+0o7N4kGVO-_3+Wb=RHkBg8yQ@mail.gmail.com>

For all you CS folks out there:

I have a student with a visual impairment who is preparing to take an
introductory Python class. Python IDLE--the software used for coding in
this class--poses some accessibility issues.

Does anyone know of a fully accessible text editor where line numbers are
also accessible? (Notepad is accessible, but there are no line numbers.)

Best,

Michele

*Michele Joy Bromley*
Inclusive Technology Coordinator
Disability Resource Center
Portland State University

Office: 116A SMSU
Phone: (503) 725-8395
Fax: (503) 725-4103
Email: michele.bromley@pdx.edu
Website: www.pdx.edu/drc

*"Shame on us if we let the wonders of educational technology and broadband
lead to more inequality as opposed to less." ~ Eugene Sperling*
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From alpuzz at msu.edu  Wed Dec  9 09:52:35 2015
From: alpuzz at msu.edu (Al Puzzuoli)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Accessible Text Editor w/Line Numbers
In-Reply-To: <CAN55hdx187aNgiPO1d7utQfJV+0o7N4kGVO-_3+Wb=RHkBg8yQ@mail.gmail.com>
References: <CAN55hdx187aNgiPO1d7utQfJV+0o7N4kGVO-_3+Wb=RHkBg8yQ@mail.gmail.com>
Message-ID: <C99C9AB72549EB41918F4431856C03DD41CD9264@mail1.rcpd.msu.edu>

Hi Michele,
As a screen reader user myself who has dabbled in Python, I found that the Ed Sharp editor worked quite well for me: http://empowermentzone.com/EdSharp.htm
It?s been a few years, and I don?t remember if there is a way to toggle line number announcement. I wouldn?t be at all surprised if there is. But for Python, the feature I found most useful was its ability to announce and move by indentation levels.
Hth,
Al Puzzuoli
Information Technologist
Michigan State University,
Resource Center for Persons with Disabilities,  120 Bessey Hall East Lansing, MI  48824-1033
517-884-1915
http://www.rcpd.msu.edu

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Michele Bromley
Sent: Wednesday, December 9, 2015 12:41 PM
To: DSSHE-L@listserv.buffalo.edu; athen-list@u.washington.edu
Subject: [Athen] Accessible Text Editor w/Line Numbers

For all you CS folks out there:

I have a student with a visual impairment who is preparing to take an introductory Python class. Python IDLE--the software used for coding in this class--poses some accessibility issues.

Does anyone know of a fully accessible text editor where line numbers are also accessible? (Notepad is accessible, but there are no line numbers.)

Best,

Michele

Michele Joy Bromley
Inclusive Technology Coordinator
Disability Resource Center
Portland State University

Office: 116A SMSU
Phone: (503) 725-8395
Fax: (503) 725-4103
Email: michele.bromley@pdx.edu<mailto:michele.bromley@pdx.edu>
Website: www.pdx.edu/drc<http://www.pdx.edu/drc/>

"Shame on us if we let the wonders of educational technology and broadband lead to more inequality as opposed to less." ~ Eugene Sperling
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From hadir at uw.edu  Wed Dec  9 10:51:00 2015
From: hadir at uw.edu (Hadi Rangin)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Accessible Text Editor w/Line Numbers
In-Reply-To: <CAN55hdx187aNgiPO1d7utQfJV+0o7N4kGVO-_3+Wb=RHkBg8yQ@mail.gmail.com>
References: <CAN55hdx187aNgiPO1d7utQfJV+0o7N4kGVO-_3+Wb=RHkBg8yQ@mail.gmail.com>
Message-ID: <BY2PR08MB268099B04237F3C27EB197AD4E80@BY2PR08MB268.namprd08.prod.outlook.com>

Adobe Dreamweaver is a good option.


From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Michele Bromley
Sent: Wednesday, December 09, 2015 9:41 AM
To: DSSHE-L@listserv.buffalo.edu; athen-list@u.washington.edu
Subject: [Athen] Accessible Text Editor w/Line Numbers

For all you CS folks out there:

I have a student with a visual impairment who is preparing to take an introductory Python class. Python IDLE--the software used for coding in this class--poses some accessibility issues.

Does anyone know of a fully accessible text editor where line numbers are also accessible? (Notepad is accessible, but there are no line numbers.)

Best,

Michele

Michele Joy Bromley
Inclusive Technology Coordinator
Disability Resource Center
Portland State University

Office: 116A SMSU
Phone: (503) 725-8395
Fax: (503) 725-4103
Email: michele.bromley@pdx.edu<mailto:michele.bromley@pdx.edu>
Website: www.pdx.edu/drc<http://www.pdx.edu/drc/>

"Shame on us if we let the wonders of educational technology and broadband lead to more inequality as opposed to less." ~ Eugene Sperling
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From ea at emptech.info  Wed Dec  9 11:19:48 2015
From: ea at emptech.info (E.A. Draffan)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Accessible Text Editor w/Line Numbers
In-Reply-To: <BY2PR08MB268099B04237F3C27EB197AD4E80@BY2PR08MB268.namprd08.prod.outlook.com>
References: <CAN55hdx187aNgiPO1d7utQfJV+0o7N4kGVO-_3+Wb=RHkBg8yQ@mail.gmail.com>
	<BY2PR08MB268099B04237F3C27EB197AD4E80@BY2PR08MB268.namprd08.prod.outlook.com>
Message-ID: <002101d132b6$929c2b80$b7d48280$@emptech.info>

I use Notepad2 http://www.flos-freeware.ch/notepad2.html and it works well with NVDA  and Abi uses Notepad ++ https://notepad-plus-plus.org/

 

Best wishes

E.A. 

 

Mrs E.A. Draffan

WAIS, ECS , University of Southampton

Mobile +44 (0)7976 289103

 <http://access.ecs.soton.ac.uk/> http://access.ecs.soton.ac.uk

UK AAATE rep  <http://www.aaate.net/> http://www.aaate.net/ 

 <http://www.emptech.info/> http://www.emptech.info

 

 

 

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Hadi Rangin
Sent: 09 December 2015 18:51
To: Access Technology Higher Education Network <athen-list@u.washington.edu>; DSSHE-L@listserv.buffalo.edu
Subject: Re: [Athen] Accessible Text Editor w/Line Numbers

 

Adobe Dreamweaver is a good option.

 

 

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Michele Bromley
Sent: Wednesday, December 09, 2015 9:41 AM
To: DSSHE-L@listserv.buffalo.edu <mailto:DSSHE-L@listserv.buffalo.edu> ; athen-list@u.washington.edu <mailto:athen-list@u.washington.edu> 
Subject: [Athen] Accessible Text Editor w/Line Numbers

 

For all you CS folks out there:

 

I have a student with a visual impairment who is preparing to take an introductory Python class. Python IDLE--the software used for coding in this class--poses some accessibility issues.

 

Does anyone know of a fully accessible text editor where line numbers are also accessible? (Notepad is accessible, but there are no line numbers.)

 

Best,

 

Michele

 

Michele Joy Bromley

Inclusive Technology Coordinator

Disability Resource Center

Portland State University

 

Office: 116A SMSU

Phone: (503) 725-8395 

Fax: (503) 725-4103

Email: michele.bromley@pdx.edu <mailto:michele.bromley@pdx.edu> 

Website: www.pdx.edu/drc <http://www.pdx.edu/drc/> 

 

"Shame on us if we let the wonders of educational technology and broadband lead to more inequality as opposed to less." ~ Eugene Sperling

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From tft at uw.edu  Wed Dec  9 11:43:52 2015
From: tft at uw.edu (Terrill Thompson)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Accessible media player for LMS?
In-Reply-To: <CAO4x-cHQw1G2ew5ZGp8o4NGzH28xkcX1qYOG7b8sXGXQUe=mBQ@mail.gmail.com>
References: <CAO4x-cHQw1G2ew5ZGp8o4NGzH28xkcX1qYOG7b8sXGXQUe=mBQ@mail.gmail.com>
Message-ID: <CAC7M+wrkfAjJSVPt53DhzE_49+4+HMGTqKz7hrPbw=diZ7Vfng@mail.gmail.com>

Hi Coco,

Able Player is a free, open-source, fully accessible HTML5 media player
that supports both audio and video:
http://ableplayer.github.io/ableplayer

We haven't specifically built an Able Player integration for Blackboard or
any other LMS, but if you have developers on campus they could probably
build such an integration. The player itself is just HTML, so you just need
to be able to output the necessary HTML within Blackboard.

We're currently exploring the possibility of creating an LTI application
that would allow Able Player to be integrated into any LMS that supports
the LTI standard.  We haven't actually started work on that yet though, so
I can't give you an estimated completion date.

Regards,
Terrill




---
Terrill Thompson
Technology Accessibility Specialist
DO-IT, Accessible Technology Services
UW Information Technology
University of Washington
tft@uw.edu

On Wed, Dec 9, 2015 at 9:23 AM, Corazon Napolis <coco.napolis@csueastbay.edu
> wrote:

> Sorry for the cross-post.
>
> Can anyone recommend an accessible audio player that can be embedded in
> BlackBoard? I have a music professor using the Norton Player. Student is
> blind/screen reader user.
>
> Thanks!
>
> --
>
> *Corazon (Coco) Napolis*
>
> Accessible Media Coordinator
>
> Accessibility Services
>
> California State University, East Bay
>
> Accessibility Services, Rm. LI 2400
>
> 25800 Carlos Bee Blvd, Hayward CA 94542-3057
>
> TEL | 510-885-3831          FAX | 510-885-7633
>
> *"To receive much, Is to give much."*
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>
>
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From gdietrich at htctu.net  Wed Dec  9 13:35:53 2015
From: gdietrich at htctu.net (Gaeir Dietrich)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] FW: DSPS Employment Opportunity--SJDC in Stockton
Message-ID: <01d301d132c9$9512d630$bf388290$@htctu.net>

From: Danita Scott-Taylor [mailto:dscott-taylor@deltacollege.edu] 
Sent: Wednesday, December 09, 2015 1:32 PM
To: DSP&S Directors Listserver
Subject: DSPS Employment Opportunity
Importance: High

 

Good Afternoon All:

 

San Joaquin Delta College is recruiting for a full-time, tenure track DSPS Counselor. Please share the announcement below with those who may be interested. The application deadline is January 15th. Questions should be directed to Rita Kilgore, Human Resources Specialists, (209) 954-5055. Please note: the campus will close for Winter Recess December 22 - January 1st.

 

In Success,

 

Danita

 

 

Job Title:      DSPS Counselor/Professor

                     (Disability Support Programs and Services)

                     Full-Time position

 

Salary Range: $54,302 -$101,320/year

 

Application Deadline:  January 15, 2016; 5:00 pm 

 

For a complete job description and to apply, please visit


 <http://agency.governmentjobs.com/deltacollege/default.cfm>     http://agency.governmentjobs.com/deltacollege/default.cfm

 

-- 

Rita Kilgore 
Human Resources Specialist 
San Joaquin Delta College 
(209)954-5055

 

 

 

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From Allison.Kidd at colostate.edu  Wed Dec  9 14:03:41 2015
From: Allison.Kidd at colostate.edu (Kidd,Allison)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Making CIS Content Accessible
Message-ID: <CY1PR07MB148009BDAE1E2D4F20D3CEA18EE80@CY1PR07MB1480.namprd07.prod.outlook.com>

Hi All,

Does anyone have any experience with CIS (Computer Information Systems) content for a student who is blind? There are a lot of very complex graphs and charts, especially Gantt charts. The student doesn't find Piaf-type tactile graphics very helpful in these cases. The curriculum also relies heavily on software such as Microsoft Project and McCabe IQ.

Any suggestions are welcome!

Thanks,
Allison

----------------------------------------------------------------
Allison Kidd
IT Coordinator & Accessibility Specialist

Assistive Technology Resource Center
Colorado State University
301 Occupational Therapy Building
Fort Collins, CO 80523-1573

970-491-0625
allison.kidd@colostate.edu<mailto:allison.kidd@colostate.edu>
http://www.atrc.colostate.edu
http://accessibility.colostate.edu

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From Joseph.Sherman at cuny.edu  Wed Dec  9 14:32:23 2015
From: Joseph.Sherman at cuny.edu (Joseph Sherman)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Web Accessibility training
Message-ID: <50DD5F0CC3F534468FB20D832102EBA9316BDD64@EXPM5721.enterpriseapps.cuny.adlan>

Curious about what folks do for web designer training, since I can't train everyone across 30 campuses. Have you brought in outside trainers, approximately what do they charge and cover, and how long is the course?

Thanks.

Joseph
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From JAsuncion at dawsoncollege.qc.ca  Wed Dec  9 15:46:40 2015
From: JAsuncion at dawsoncollege.qc.ca (Jennison Asuncion)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Web Accessibility training
In-Reply-To: <50DD5F0CC3F534468FB20D832102EBA9316BDD64@EXPM5721.enterpriseapps.cuny.adlan>
References: <50DD5F0CC3F534468FB20D832102EBA9316BDD64@EXPM5721.enterpriseapps.cuny.adlan>
Message-ID: <DA2A5EA50EA5E94D9B62997186E2333C767C931E@DC229.ad.dawsoncollege.qc.ca>

I'll take the opportunity of Joseph's question to let folks know that Facebook recently made public their internal intro to web accessibility module 
HIKE - Introduction to accessibility concepts for the Web http://accessibility.parseapp.com. This may fill a piece of the training need for some.


Jennison
________________________________________
From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Joseph Sherman [Joseph.Sherman@cuny.edu]
Sent: Wednesday, December 09, 2015 5:32 PM
To: WebAIM Discussion List; Access Technology   Higher Education Network
Subject: [Athen] Web Accessibility training

Curious about what folks do for web designer training, since I can't train everyone across 30 campuses. Have you brought in outside trainers, approximately what do they charge and cover, and how long is the course?

Thanks.

Joseph

From gdietrich at htctu.net  Thu Dec 10 09:51:59 2015
From: gdietrich at htctu.net (Gaeir Dietrich)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] FW: job opportunity
In-Reply-To: <LYRIS-14267-1293725-2015.12.10-09.45.39--gdietrich#htctu.net@htclistserv.htctu.fhda.edu>
References: <LYRIS-14267-1293725-2015.12.10-09.45.39--gdietrich#htctu.net@htclistserv.htctu.fhda.edu>
Message-ID: <00d201d13373$783e9d00$68bbd700$@htctu.net>

From: Alice Wong [mailto:awong2@stanford.edu] 
Sent: Thursday, December 10, 2015 9:45 AM
To: Alternate Media
Subject: job opportunity

 

Hi all,

 

Stanford University is recruiting for an Alternate Format Specialist.  If
you know of anyone that maybe interested, please forward them the job
description below.

 

Also here's the link:

http://stanfordcareers.stanford.edu/job-search

 

job # 69354

 

Thanks,

Alice

 

Alice Wong 

Alternative Format Production Facility Manager

Stanford University

Office of Accessible Education 

563 Salvatierra Walk

Stanford, CA 94305

 

Alternate Format Specialist/Student Svcs Offcr 1 - 69354

Description

 Student Services Officer 1 
Student Services
JCC: 7501
Note: Not all unique aspects of the job are covered by this job description

JOB PURPOSE:
Plan, prepare, and perform the conversion of academic materials into
alternate formats to be utilized by students with print-based disabilities,
including blindness/low-vision, learning disabilities, and mobility
impairments, and to resolve basic alternate format issues within the Office
of Accessible Education using defined policies and practices and
professional knowledge as reference.

CORE DUTIES*:
. Prepare and convert course materials and other media into alternate
formats, including Braille, tactile graphics, large print, and electronic
text, using various hardware platforms and software solutions within the
OAE.
. Provide the OAE with in-house expertise for transcription of alternate
formats specific to students who are blind and/or low-vision, including
Literary braille, Nemeth braille, and Computer Braille Code.
. Collect and analyze data from multiple sources, prepare reports.
. Contribute to identifying trends, needs analysis, participate in the
implementation and testing of technology.
. Collaborate with other staff to approve and resolve issues surrounding
alternate formats and print disabilities.
. Provide general guidance and counsel on alternate format programs,
policies, and services; participate in planning for future needs.
. Contribute to developing and analyzing review process of offerings,
policies and programs. 
. Participate as a member of the alternate format production team.
. May train and supervise volunteers, students and temporary workers.
* - Other duties may also be assigned



Qualifications

 MINIMUM REQUIREMENTS:
Education & Experience:
Bachelor's degree and two years of relevant experience, or combination of
education and relevant experience.

Knowledge, Skills and Abilities:
. Strong written and verbal communication skills.
. Basic analysis and problem solving skills.
. Ability to learn and understand compliance with legal, financial, and
university policies and external regulations.
. Computer skills, including experience with Microsoft Office applications
and the Adobe Creative Suite.
. Literary braille, Nemeth braille, Computer Braille Code, and BANA braille
formats.
. Braille conversion software, including Duxbury for Windows.
. Familiarity of braille notation and rules for foreign language, chemistry,
and music.
. Optical character recognition (OCR) software, including Nuance Omnipage
and Abbyy Finereader.
. Braille embosssers for text and tactile graphics, scanning
hardware/software, and other tactile graphic systems.
. Assistive computer technologies that support electronic text formats
(e.g., Claro Read, Read and Write Gold, etc.).

Certifications and Licenses:
Certification in Literary Braille Transcribing, or ongoing progress towards
certification.

PHYSICAL REQUIREMENTS*:
. Frequently sit, perform desk-based computer tasks.
. Occasionally stand, walk, twist, use fine manipulation, grasp, use a
telephone, write by hand, sort and file paperwork, lift, carry, push, and
pull objects that weigh up to 25 pounds.
* - Consistent with its obligations under the law, the University will
provide reasonable accommodation to any employee with a disability who
requires accommodation to perform the essential functions of his or her job.

WORK STANDARDS:
. Interpersonal Skills: Demonstrates the ability to work well with Stanford
colleagues and clients and with external organizations.
. Promote Culture of Safety: Demonstrates commitment to personal
responsibility and value for safety; communicates safety concerns; uses and
promotes safe behaviors based on training and lessons learned.
. Subject to and expected to comply with all applicable University policies
and procedures, including but not limited to the personnel policies and
other policies found in the University's Administrative Guide,
http://adminguide.stanford.edu.



Job

: Student Services

Location

: Vice Provost for Student Affairs

Schedule

: Full-time

Classification Level: F

 

 

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From kosakowskia at wcsu.edu  Thu Dec 10 09:57:49 2015
From: kosakowskia at wcsu.edu (Adam Kosakowski)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] Touch Up Reading Order issue on Adobe Acrobat Pro
Message-ID: <B1EE9D28CCB8074BB15C666EDF8338710186D4D4FF95@W-DRSHEPHERD.wcsu.local>

Hello again!

Sorry I didn't get back to you all sooner, it's almost finals weeks and we all know how that is!  I found out the document was originally from a survey site, I forgot which one. Regardless, when it produced a PDF version of the survey it created all that garbled stuff to go along with it. I told the director I was having trouble making it accessible and she said "Oh! No need to, it's from the survey site." So I ended up wasting some time, but it ended up being a learning experience! Thanks for all your input, I learned a lot. Lately I've been learning a lot about Acrobat Pro, so this has been a good semester!

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Adam Kosakowski, M.Ed.
Assistive Technology Specialist and Math Specialist, University Assistant
AccessAbility Services
Western Connecticut State University
181 White Street, Higgins Annex 017
Danbury, CT 06810
Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848
Email: kosakowskia@wcsu.edu 
www.wcsu.edu/accessability

From jongund at illinois.edu  Fri Dec 11 06:51:57 2015
From: jongund at illinois.edu (Gunderson, Jon R)
Date: Sat Jun  9 18:32:59 2018
Subject: [Athen] ANNOUNCEMENT: Online Information Accessibility Design &
 Policy (IADP) Certificate Program
Message-ID: <46739F12637CC94E82F75FF874E4A1473B845963@CITESMBX1.ad.uillinois.edu>

Information Accessibility Design & Policy (IADP) Professional Development Certificate Available Online at University of Illinois Urbana Champaign



Three important questions for your organization:

1.      Is your websites and instructional materials designed to be accessible?

2.      Are you aware of state and federal requirements for insuring equal access by people with disabilities to you programs an services?

3.      Are your instructors and digital development teams prepared to minimize barriers and maximize access to digital information for your clients?



This spring, the College of Applied Health Sciences<http://ahs.illinois.edu/> at the University of Illinois at Urbana-Champaign will launch a fully-online, three-course professional certificate in Information Accessibility Design and Policy (IADP.) From hands-on developers to compliance officers, anyone responsible for making web content findable, useable and accessible for persons with disabilities can learn how to meet accessibility mandates and exceed end-user expectations. This program is the only one if its kind in the U.S. and one of only of a few in the world.



View a video about the IADP program:

http://online.ahs.illinois.edu/iadp/iadp-video.aspx



IADP Courses will cover:

*        Principles of accessible information architecture and universal design information technologies used in educational, business, healthcare, and employment settings.

*        Federal and state legal requirements for providing equal access to information technologies to protect the civil rights of people with disabilities.

*        Information technology accessibility standards, design techniques that enable adherence to those standards, and tools that support validation and evidence of   compliance to those standards.



Registration<http://online.ahs.illinois.edu/iadp/register.aspx> is now open. Class size is limited.  For more information, contact Dr. Reginald Alston at 217-333-2131 or alston@illinois.edu<mailto:alston@illinois.edu>, or go to online.illinois.edu/IADP<http://online.ahs.illinois.edu/iadp/>.



[cid:image001.png@01D0F062.C98A2700]<online.illinois.edu>






Jon Gunderson, Ph.D.
Coordinator of IT Accessibility
Disability Resources and Education Services
University of Illinois at Urbana-Champaign

E-mail: jongund@illinois.edu<mailto:jongund@illinois.edu>

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From varnado at gonzaga.edu  Fri Dec 11 15:28:42 2015
From: varnado at gonzaga.edu (Varnado, Jason)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Chart Accessibility
Message-ID: <3EE1A90BE1E4D24D99DA9D9D19AB903B014078A3FC@ITS-MBX-A.gonzaga.edu>

Good afternoon,
We have a student in mechanical engineering who is fully blind, she has been going along fine for some time (she's a junior now), but we have run up against the attached charts.  Any ideas on how to pull something like this off without making a 10 foot by 15 foot tactile chart?
Thank you!

Jason Varnado
Associate Director, Disability Access
Center for Student Academic Success

Foley Center Library, Suite 209
509-313-4034
http://www.gonzaga.edu/disabilityaccess
Follow us on Twitter<twitter.com/GonzagaDREAM>

[gonzagaLogoNoSpires]

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From john.gardner at viewplus.com  Sat Dec 12 09:40:12 2015
From: john.gardner at viewplus.com (John Gardner)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Chart Accessibility
In-Reply-To: <3EE1A90BE1E4D24D99DA9D9D19AB903B014078A3FC@ITS-MBX-A.gonzaga.edu>
References: <3EE1A90BE1E4D24D99DA9D9D19AB903B014078A3FC@ITS-MBX-A.gonzaga.edu>
Message-ID: <SN1PR0301MB2000281108FBB30D0BF42D54E6EB0@SN1PR0301MB2000.namprd03.prod.outlook.com>

Jason, this is exactly what IVEO is designed to do. If you are not familiar with IVEO, let's have an off-line conversation. And look at IVEO on the ViewPlus web site Viewplus.com.

Or you can make bedsheet size tactiles.
John


From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Varnado, Jason
Sent: Friday, December 11, 2015 3:29 PM
To: 'athen-list@u.washington.edu' <athen-list@u.washington.edu>
Subject: [Athen] Chart Accessibility

Good afternoon,
We have a student in mechanical engineering who is fully blind, she has been going along fine for some time (she's a junior now), but we have run up against the attached charts.  Any ideas on how to pull something like this off without making a 10 foot by 15 foot tactile chart?
Thank you!

Jason Varnado
Associate Director, Disability Access
Center for Student Academic Success

Foley Center Library, Suite 209
509-313-4034
http://www.gonzaga.edu/disabilityaccess
Follow us on Twitter<twitter.com/GonzagaDREAM>

[gonzagaLogoNoSpires]

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From Susan.Kelmer at colorado.edu  Mon Dec 14 12:49:44 2015
From: Susan.Kelmer at colorado.edu (Susan Kelmer)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Anyone have a described copy of Maus?
Message-ID: <DM2PR03MB4949688CC5DA7390A1D31F0FBED0@DM2PR03MB494.namprd03.prod.outlook.com>

I need a described copy of either the Complete Maus, or Maus Volume I and Maus Volume 2.  This is for a blind student.  Hoping not to recreate the wheel...

Susan Kelmer
Alternate Format Access Coordinator
Disability Services
University of Colorado Boulder
303-735-4836

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From gdietrich at htctu.net  Mon Dec 14 12:55:37 2015
From: gdietrich at htctu.net (Gaeir Dietrich)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Anyone have a described copy of Maus?
In-Reply-To: <DM2PR03MB4949688CC5DA7390A1D31F0FBED0@DM2PR03MB494.namprd03.prod.outlook.com>
References: <DM2PR03MB4949688CC5DA7390A1D31F0FBED0@DM2PR03MB494.namprd03.prod.outlook.com>
Message-ID: <033d01d136b1$c90b3040$5b2190c0$@htctu.net>

I believe it is available from Learning Ally.

^^^^^^^^^^^^^^^^

Gaeir (rhymes with "fire") Dietrich
HTCTU Director
408-996-6047

^^^^^^^^^^^^^^^^

 

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On
Behalf Of Susan Kelmer
Sent: Monday, December 14, 2015 12:50 PM
To: Access Technology Higher Education Network; dsshe-l@listserv.buffalo.edu
Subject: [Athen] Anyone have a described copy of Maus?

 

I need a described copy of either the Complete Maus, or Maus Volume I and
Maus Volume 2.  This is for a blind student.  Hoping not to recreate the
wheel.

 

Susan Kelmer

Alternate Format Access Coordinator

Disability Services

University of Colorado Boulder

303-735-4836

 

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From gdietrich at htctu.net  Mon Dec 14 13:53:24 2015
From: gdietrich at htctu.net (Gaeir Dietrich)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Chart Accessibility
In-Reply-To: <3EE1A90BE1E4D24D99DA9D9D19AB903B014078A3FC@ITS-MBX-A.gonzaga.edu>
References: <3EE1A90BE1E4D24D99DA9D9D19AB903B014078A3FC@ITS-MBX-A.gonzaga.edu>
Message-ID: <03c701d136b9$db76ca20$92645e60$@htctu.net>

Hi Jason,

 

With graphs like these, it is important to understand what information is
really important. In other words, is it possible to simplify the information
shown? My guess is that these graphics lend themselves to multiple sheets
for a single graphic. One tactile would be the "overview," providing the
overall shape of the curves without a lot of the detail of the measurements.
If the specific measurements are needed, then other graphics in sections
would be useful.

 

It's good to realize that, many times, a lot of information is included in
visual graphics simply because it can be. Often much of it can be
simplified. You may need to speak with a content-area expert to understand
exactly what the graphic is attempting to convey. 

 

Also remember that sometimes, for a student who is not that comfortable with
tactile graphics, a simplified graphic with sighted support to describe the
detail may be a good option.

 

And, as John said, you can always make the graphic itself talk, which may be
the best of both worlds.

 

There are a lot of great resources available now for helping you to develop
tactile graphics. Some of my favorites are shown below.

 

The BANA Tactile Graphics guidelines have very good information on how to
create tactile graphics:

http://www.brailleauthority.org/tg/

 

Also, the DIAGRAM project from Bookshare has a very nice sample book:

http://diagramcenter.org/standards-and-practices/accessible-image-sample-boo
k.html 

 

Texas School for the Blind and Visually Impaired has some nice basic
information-especially on using Word to draw maps:

http://www.tsbvi.edu/graphics-items/3189-tactile-graphics-resources-1 

http://www.tsbvi.edu/component/content/article?id=1465:basic-principles-for-
preparing-tactile-graphics  

I hope this helps!

^^^^^^^^^^^^^^^^

Gaeir (rhymes with "fire") Dietrich
HTCTU Director
408-996-6047

^^^^^^^^^^^^^^^^

 

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On
Behalf Of Varnado, Jason
Sent: Friday, December 11, 2015 3:29 PM
To: 'athen-list@u.washington.edu'
Subject: [Athen] Chart Accessibility

 

Good afternoon,

We have a student in mechanical engineering who is fully blind, she has been
going along fine for some time (she's a junior now), but we have run up
against the attached charts.  Any ideas on how to pull something like this
off without making a 10 foot by 15 foot tactile chart?

Thank you!

 

Jason Varnado
Associate Director, Disability Access

Center for Student Academic Success

Foley Center Library, Suite 209
509-313-4034
 <http://www.gonzaga.edu/disabilityaccess>
http://www.gonzaga.edu/disabilityaccess

Follow us on Twitter

 

gonzagaLogoNoSpires

 

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From madeleine_rothberg at wgbh.org  Mon Dec 14 14:10:29 2015
From: madeleine_rothberg at wgbh.org (Madeleine Rothberg)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Chart Accessibility
In-Reply-To: <03c701d136b9$db76ca20$92645e60$@htctu.net>
References: <3EE1A90BE1E4D24D99DA9D9D19AB903B014078A3FC@ITS-MBX-A.gonzaga.edu>
	<03c701d136b9$db76ca20$92645e60$@htctu.net>
Message-ID: <D294A83D.1CE93%madeleine_rothberg@wgbh.org>

I agree with Gaeir that the most important thing is to find out from someone in that field, such as a TA or the prof, what the intended use of the diagrams is. Will the student need to pull off specific values, or just understand the general trends and what makes one graph different from the other? If the former, you need a serious solution such as a table of values, a searchable excel file, or maybe a tactile, but if the latter, an expertly-written long description may be adequate.

-Madeleine

From: Gaeir Dietrich <gdietrich@htctu.net<mailto:gdietrich@htctu.net>>
Organization: htctu
Reply-To: "gdietrich@htctu.net<mailto:gdietrich@htctu.net>" <gdietrich@htctu.net<mailto:gdietrich@htctu.net>>, Access Technology Higher Education Network <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Date: Monday, December 14, 2015 4:53 PM
To: 'Access Technology Higher Education Network' <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: Re: [Athen] Chart Accessibility

Hi Jason,

With graphs like these, it is important to understand what information is really important. In other words, is it possible to simplify the information shown? My guess is that these graphics lend themselves to multiple sheets for a single graphic. One tactile would be the "overview," providing the overall shape of the curves without a lot of the detail of the measurements. If the specific measurements are needed, then other graphics in sections would be useful.

It's good to realize that, many times, a lot of information is included in visual graphics simply because it can be. Often much of it can be simplified. You may need to speak with a content-area expert to understand exactly what the graphic is attempting to convey.

Also remember that sometimes, for a student who is not that comfortable with tactile graphics, a simplified graphic with sighted support to describe the detail may be a good option.

And, as John said, you can always make the graphic itself talk, which may be the best of both worlds.

There are a lot of great resources available now for helping you to develop tactile graphics. Some of my favorites are shown below.

The BANA Tactile Graphics guidelines have very good information on how to create tactile graphics:
http://www.brailleauthority.org/tg/

Also, the DIAGRAM project from Bookshare has a very nice sample book:
http://diagramcenter.org/standards-and-practices/accessible-image-sample-book.html

Texas School for the Blind and Visually Impaired has some nice basic information-especially on using Word to draw maps:
http://www.tsbvi.edu/graphics-items/3189-tactile-graphics-resources-1
http://www.tsbvi.edu/component/content/article?id=1465:basic-principles-for-preparing-tactile-graphics
I hope this helps!
^^^^^^^^^^^^^^^^
Gaeir (rhymes with "fire") Dietrich
HTCTU Director
408-996-6047
^^^^^^^^^^^^^^^^

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Varnado, Jason
Sent: Friday, December 11, 2015 3:29 PM
To: 'athen-list@u.washington.edu<mailto:'athen-list@u.washington.edu>'
Subject: [Athen] Chart Accessibility

Good afternoon,
We have a student in mechanical engineering who is fully blind, she has been going along fine for some time (she's a junior now), but we have run up against the attached charts.  Any ideas on how to pull something like this off without making a 10 foot by 15 foot tactile chart?
Thank you!

Jason Varnado
Associate Director, Disability Access
Center for Student Academic Success

Foley Center Library, Suite 209
509-313-4034
http://www.gonzaga.edu/disabilityaccess
Follow us on Twitter<twitter.com/GonzagaDREAM>

[gonzagaLogoNoSpires]

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From karl at karlgroves.com  Mon Dec 14 18:58:19 2015
From: karl at karlgroves.com (Karl Groves)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Please fill in survey?
Message-ID: <CABScKPAgu1tsJiPs9QLgt5rM1kPgt3P7PKraSMoDp6trsOAOhw@mail.gmail.com>

Fellow accessibility folks, can you please help me by filling out this
survey:  https://www.surveymonkey.com/r/P2JN5TX

Also, I'd appreciate it if you could share this on Twitter, Facebook,
LinkedIn, etc.

Thanks!
-- 

Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829


www.tenon.io

Sign up for the Tenon Mailing List:
http://eepurl.com/bcV8C9

From JElmer at vcccd.edu  Mon Dec 14 20:17:47 2015
From: JElmer at vcccd.edu (John Elmer)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Please fill in survey?
In-Reply-To: <CABScKPAgu1tsJiPs9QLgt5rM1kPgt3P7PKraSMoDp6trsOAOhw@mail.gmail.com>
References: <CABScKPAgu1tsJiPs9QLgt5rM1kPgt3P7PKraSMoDp6trsOAOhw@mail.gmail.com>
Message-ID: <9826C685-9AA9-4F2A-8991-ECC330114F18@vcccd.edu>

Karl,

My opinion?

Totally inappropriate to use professional, NON-PROFIT listservs as a market research device.

That alone says to me that you in no way understand our community and it's values. 

I took your survey, all with responses of no use to you. I hope others do the same.

The questions were mostly about money and product development insider information. Another clue that you are not one of "us."

My recommendation: all listservs related to accessibility, assistive technology, web access, etc. should consider banning you. But, of course, that would be their choice. Just my thinking that they should think about it. Their choice. I am way far down the chain to make any such decision.

John

> On Dec 14, 2015, at 7:00 PM, Karl Groves <karl@karlgroves.com> wrote:
> 
> Fellow accessibility folks, can you please help me by filling out this
> survey:  https://www.surveymonkey.com/r/P2JN5TX
> 
> Also, I'd appreciate it if you could share this on Twitter, Facebook,
> LinkedIn, etc.
> 
> Thanks!
> -- 
> 
> Karl Groves
> www.karlgroves.com
> @karlgroves
> http://www.linkedin.com/in/karlgroves
> Phone: +1 410.541.6829
> 
> 
> www.tenon.io
> 
> Sign up for the Tenon Mailing List:
> http://eepurl.com/bcV8C9
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list

From karl at karlgroves.com  Tue Dec 15 02:22:12 2015
From: karl at karlgroves.com (Karl Groves)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Please fill in survey?
In-Reply-To: <Pine.LNX.4.60.1512142259460.11988@cygnus.smart.net>
References: <CABScKPAgu1tsJiPs9QLgt5rM1kPgt3P7PKraSMoDp6trsOAOhw@mail.gmail.com>
	<Pine.LNX.4.60.1512142259460.11988@cygnus.smart.net>
Message-ID: <CABScKPAumfzSSi4vA5UiTb5bf2grWzZXSK2LaQKW14wT-aihbg@mail.gmail.com>

My sincerest apologies, you and the others who have sent similar criticisms
are 100% correct. I should have explained what the survey was and asked
list owners if it was OK to post.

Sorry again

Karl

On Monday, December 14, 2015, <accessys@smart.net> wrote:

>
> who are you?
> who is this for
> why are you doing it
> what will happen with the results
>
> the devil is in the details
>
> Bob
>
>
> On Mon, 14 Dec 2015, Karl Groves wrote:
>
> Date: Mon, 14 Dec 2015 21:58:19 -0500
>> From: Karl Groves <karl@karlgroves.com>
>> To: WebAIM Discussion List <webaim-forum@list.webaim.org>,
>>     Access Technology Higher Education Network <
>> athen-list@u.washington.edu>,
>>     w3c-wai-ig@w3.org
>> Subject: Please fill in survey?
>> Resent-Date: Tue, 15 Dec 2015 02:58:56 +0000
>> Resent-From: w3c-wai-ig@w3.org
>>
>> Fellow accessibility folks, can you please help me by filling out this
>> survey:  https://www.surveymonkey.com/r/P2JN5TX
>>
>> Also, I'd appreciate it if you could share this on Twitter, Facebook,
>> LinkedIn, etc.
>>
>> Thanks!
>> --
>>
>> Karl Groves
>> www.karlgroves.com
>> @karlgroves
>> http://www.linkedin.com/in/karlgroves
>> Phone: +1 410.541.6829
>>
>>
>> www.tenon.io
>>
>> Sign up for the Tenon Mailing List:
>> http://eepurl.com/bcV8C9
>>
>>
>
>

-- 

Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829


www.tenon.io

Sign up for the Tenon Mailing List:
http://eepurl.com/bcV8C9
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From E.H.Cliffe at bath.ac.uk  Tue Dec 15 03:42:54 2015
From: E.H.Cliffe at bath.ac.uk (Emma Cliffe)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Chart Accessibility
References: <3EE1A90BE1E4D24D99DA9D9D19AB903B014078A3FC@ITS-MBX-A.gonzaga.edu>
	<03c701d136b9$db76ca20$92645e60$@htctu.net>
	<D294A83D.1CE93%madeleine_rothberg@wgbh.org>
Message-ID: <d5fc4699d42b40e59e37c96291b4e465@exch06.campus.bath.ac.uk>


Someone in the field is key as I think this is a phase diagram or similar (e.g.https://en.wikipedia.org/wiki/Phase_diagram - I can't see it well enough to be sure!) in which there are regions which can be defined in a 'big picture' which would work as a tactile diagram, perhaps with a very limited amount of the detail added. This would give important context and for some activities could be enough but there may well be tasks in which specific curves need to be followed or values need to be read off?

Kind regards,
Emma

On 14/12/15 22:12, Madeleine Rothberg wrote:
I agree with Gaeir that the most important thing is to find out from someone in that field, such as a TA or the prof, what the intended use of the diagrams is. Will the student need to pull off specific values, or just understand the general trends and what makes one graph different from the other? If the former, you need a serious solution such as a table of values, a searchable excel file, or maybe a tactile, but if the latter, an expertly-written long description may be adequate.

-Madeleine

From: Gaeir Dietrich <gdietrich@htctu.net<mailto:gdietrich@htctu.net>>
Organization: htctu
Reply-To: "<mailto:gdietrich@htctu.net>gdietrich@htctu.net<mailto:gdietrich@htctu.net>" <gdietrich@htctu.net<mailto:gdietrich@htctu.net>>, Access Technology Higher Education Network <<mailto:athen-list@u.washington.edu>athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Date: Monday, December 14, 2015 4:53 PM
To: 'Access Technology Higher Education Network' <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: Re: [Athen] Chart Accessibility

Hi Jason,

With graphs like these, it is important to understand what information is really important. In other words, is it possible to simplify the information shown? My guess is that these graphics lend themselves to multiple sheets for a single graphic. One tactile would be the ?overview,? providing the overall shape of the curves without a lot of the detail of the measurements. If the specific measurements are needed, then other graphics in sections would be useful.

It?s good to realize that, many times, a lot of information is included in visual graphics simply because it can be. Often much of it can be simplified. You may need to speak with a content-area expert to understand exactly what the graphic is attempting to convey.

Also remember that sometimes, for a student who is not that comfortable with tactile graphics, a simplified graphic with sighted support to describe the detail may be a good option.

And, as John said, you can always make the graphic itself talk, which may be the best of both worlds.

There are a lot of great resources available now for helping you to develop tactile graphics. Some of my favorites are shown below.

The BANA Tactile Graphics guidelines have very good information on how to create tactile graphics:
<http://www.brailleauthority.org/tg/>http://www.brailleauthority.org/tg/

Also, the DIAGRAM project from Bookshare has a very nice sample book:
<http://diagramcenter.org/standards-and-practices/accessible-image-sample-book.html>http://diagramcenter.org/standards-and-practices/accessible-image-sample-book.html

Texas School for the Blind and Visually Impaired has some nice basic information?especially on using Word to draw maps:
<http://www.tsbvi.edu/graphics-items/3189-tactile-graphics-resources-1>http://www.tsbvi.edu/graphics-items/3189-tactile-graphics-resources-1
<http://www.tsbvi.edu/component/content/article?id=1465:basic-principles-for-preparing-tactile-graphics>http://www.tsbvi.edu/component/content/article?id=1465:basic-principles-for-preparing-tactile-graphics
I hope this helps!
^^^^^^^^^^^^^^^^
Gaeir (rhymes with "fire") Dietrich
HTCTU Director
408-996-6047
^^^^^^^^^^^^^^^^

From: athen-list [<mailto:athen-list-bounces@mailman13.u.washington.edu>mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Varnado, Jason
Sent: Friday, December 11, 2015 3:29 PM
To: 'athen-list@u.washington.edu<mailto:%27athen-list@u.washington.edu>'
Subject: [Athen] Chart Accessibility

Good afternoon,
We have a student in mechanical engineering who is fully blind, she has been going along fine for some time (she?s a junior now), but we have run up against the attached charts.  Any ideas on how to pull something like this off without making a 10 foot by 15 foot tactile chart?
Thank you!

Jason Varnado
Associate Director, Disability Access
Center for Student Academic Success

Foley Center Library, Suite 209
509-313-4034
<http://www.gonzaga.edu/disabilityaccess>http://www.gonzaga.edu/disabilityaccess
Follow us on Twitter<twitter.com/GonzagaDREAM>

[gonzagaLogoNoSpires]



--



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From Bryon-Kluesner at utc.edu  Tue Dec 15 13:02:22 2015
From: Bryon-Kluesner at utc.edu (Kluesner, Bryon)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Live Scribe demo
Message-ID: <56C15F5F7FD04146924173920805DF613E460D24@UTCMBX1.utc.tennessee.edu>

Hi all,

I was wondering if anyone has a Live Scribe demo or overview presentation that they would be willing to share with me so I don't have to reinvent the wheel?

Thanks,

Bryon

Bryon Kluesner, RhD
Adaptive Technology Coordinator
Disability Resource Center
Adjunct Professor
College of Health, Education & Professional Studies
University of Tennessee at Chattanooga
642 E. 5th St. University Center, Suite 108
Chattanooga, TN 37403
423-425-5251

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From jpolizzotto at taftcollege.edu  Tue Dec 15 13:08:58 2015
From: jpolizzotto at taftcollege.edu (Joseph Polizzotto)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Live Scribe demo
In-Reply-To: <56C15F5F7FD04146924173920805DF613E460D24@UTCMBX1.utc.tennessee.edu>
References: <56C15F5F7FD04146924173920805DF613E460D24@UTCMBX1.utc.tennessee.edu>
Message-ID: <DM2PR02MB1337702F9EA33076AD8F6236BCEE0@DM2PR02MB1337.namprd02.prod.outlook.com>

Bryon:

Sure! Feel free to use these videos about use of the Echo Pen, Echo Desktop, and Livescribe + app<http://www.taftcollege.edu/tcwp/accessibility/?page_id=1166>.

Hope they help you out!


Joseph Polizzotto
Associate Professor, Learning Skills
High Tech Center Access Specialist
Taft College
29 Cougar Court
Taft CA 93268
661-763-7977 (work)
408-504-7404 (cell)
661-763-7758 (fax)
jpolizzotto@taftcollege.edu<mailto:jpolizzotto@taftcollege.edu>
[Taft College logo (smallest)]



From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Kluesner, Bryon
Sent: Tuesday, December 15, 2015 1:02 PM
To: athen-list@u.washington.edu
Subject: [Athen] Live Scribe demo

Hi all,

I was wondering if anyone has a Live Scribe demo or overview presentation that they would be willing to share with me so I don't have to reinvent the wheel?

Thanks,

Bryon

Bryon Kluesner, RhD
Adaptive Technology Coordinator
Disability Resource Center
Adjunct Professor
College of Health, Education & Professional Studies
University of Tennessee at Chattanooga
642 E. 5th St. University Center, Suite 108
Chattanooga, TN 37403
423-425-5251

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From Bryon-Kluesner at utc.edu  Tue Dec 15 14:15:29 2015
From: Bryon-Kluesner at utc.edu (Kluesner, Bryon)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Live Scribe demo
In-Reply-To: <DM2PR02MB1337702F9EA33076AD8F6236BCEE0@DM2PR02MB1337.namprd02.prod.outlook.com>
References: <56C15F5F7FD04146924173920805DF613E460D24@UTCMBX1.utc.tennessee.edu>
	<DM2PR02MB1337702F9EA33076AD8F6236BCEE0@DM2PR02MB1337.namprd02.prod.outlook.com>
Message-ID: <56C15F5F7FD04146924173920805DF613E460EE4@UTCMBX1.utc.tennessee.edu>

Thanks Joseph,

I will check these out tomorrow. I do appreciate the link!

Bryon

Bryon Kluesner, RhD
Adaptive Technology Coordinator
Disability Resource Center
Adjunct Professor
College of Health, Education & Professional Studies
University of Tennessee at Chattanooga
642 E. 5th St. University Center, Suite 108
Chattanooga, TN 37403
423-425-5251



From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Polizzotto
Sent: Tuesday, December 15, 2015 4:09 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Live Scribe demo

Bryon:

Sure! Feel free to use these videos about use of the Echo Pen, Echo Desktop, and Livescribe + app<http://www.taftcollege.edu/tcwp/accessibility/?page_id=1166>.

Hope they help you out!


Joseph Polizzotto
Associate Professor, Learning Skills
High Tech Center Access Specialist
Taft College
29 Cougar Court
Taft CA 93268
661-763-7977 (work)
408-504-7404 (cell)
661-763-7758 (fax)
jpolizzotto@taftcollege.edu<mailto:jpolizzotto@taftcollege.edu>
[Taft College logo (smallest)]



From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Kluesner, Bryon
Sent: Tuesday, December 15, 2015 1:02 PM
To: athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>
Subject: [Athen] Live Scribe demo

Hi all,

I was wondering if anyone has a Live Scribe demo or overview presentation that they would be willing to share with me so I don't have to reinvent the wheel?

Thanks,

Bryon

Bryon Kluesner, RhD
Adaptive Technology Coordinator
Disability Resource Center
Adjunct Professor
College of Health, Education & Professional Studies
University of Tennessee at Chattanooga
642 E. 5th St. University Center, Suite 108
Chattanooga, TN 37403
423-425-5251

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From lbencomo at uccs.edu  Tue Dec 15 14:39:17 2015
From: lbencomo at uccs.edu (Leyna Bencomo)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Live Scribe demo
In-Reply-To: <56C15F5F7FD04146924173920805DF613E460EE4@UTCMBX1.utc.tennessee.edu>
References: <56C15F5F7FD04146924173920805DF613E460D24@UTCMBX1.utc.tennessee.edu>
	<DM2PR02MB1337702F9EA33076AD8F6236BCEE0@DM2PR02MB1337.namprd02.prod.outlook.com>
	<56C15F5F7FD04146924173920805DF613E460EE4@UTCMBX1.utc.tennessee.edu>
Message-ID: <302309d0c64444d985926bbd40087531@UCCS-EX1.uccs.edu>

I find it effective to individually train students to use the smart pen because they are all so different.  I have some students who only write symbols or short words and we assign meaning to them so that they can take effective notes.  For example, a star could mean that something will be on the test or a circle means there is a homework assignment in the audio.  Another student could be technology-shy and I never teach them to upload notes.  They just learn to take notes and study from their notebooks.  Many students have processing issues and I give them fake 3 minute lectures while they practice taking notes.  Sometimes they need to do this a few times before they are comfortable enough to use it in class.  The practice includes taking the cap off the pen and putting it in the case so it doesn't get lost, turning the pen on, pressing the record button, etc.   Some want more practice and I tell them to turn on a cooking show or a documentary on the Animal Planet network on TV and take notes.  They get the hang of it that way.  This kind of individual training gives me a much higher success rate than having them watch general instructional videos.  There are a number of Livescribe tutorials in Youtube by the way to add to Joseph's rich selection.

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu<mailto:lbencomo@uccs.edu>
http://www.uccs.edu/~it/

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Kluesner, Bryon
Sent: Tuesday, December 15, 2015 3:15 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Live Scribe demo

Thanks Joseph,

I will check these out tomorrow. I do appreciate the link!

Bryon

Bryon Kluesner, RhD
Adaptive Technology Coordinator
Disability Resource Center
Adjunct Professor
College of Health, Education & Professional Studies
University of Tennessee at Chattanooga
642 E. 5th St. University Center, Suite 108
Chattanooga, TN 37403
423-425-5251



From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Polizzotto
Sent: Tuesday, December 15, 2015 4:09 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: Re: [Athen] Live Scribe demo

Bryon:

Sure! Feel free to use these videos about use of the Echo Pen, Echo Desktop, and Livescribe + app<http://www.taftcollege.edu/tcwp/accessibility/?page_id=1166>.

Hope they help you out!


Joseph Polizzotto
Associate Professor, Learning Skills
High Tech Center Access Specialist
Taft College
29 Cougar Court
Taft CA 93268
661-763-7977 (work)
408-504-7404 (cell)
661-763-7758 (fax)
jpolizzotto@taftcollege.edu<mailto:jpolizzotto@taftcollege.edu>
[Taft College logo (smallest)]



From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Kluesner, Bryon
Sent: Tuesday, December 15, 2015 1:02 PM
To: athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>
Subject: [Athen] Live Scribe demo

Hi all,

I was wondering if anyone has a Live Scribe demo or overview presentation that they would be willing to share with me so I don't have to reinvent the wheel?

Thanks,

Bryon

Bryon Kluesner, RhD
Adaptive Technology Coordinator
Disability Resource Center
Adjunct Professor
College of Health, Education & Professional Studies
University of Tennessee at Chattanooga
642 E. 5th St. University Center, Suite 108
Chattanooga, TN 37403
423-425-5251

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From gdietrich at htctu.net  Tue Dec 15 15:50:20 2015
From: gdietrich at htctu.net (Gaeir Dietrich)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] REPOST: Counselor Search
Message-ID: <011601d13793$5be96e40$13bc4ac0$@htctu.net>

Anyone want to live in Santa Cruz, CA? 

 


Sent: Tuesday, December 15, 2015 3:41 PM
Subject: Counselor Search

 

Cabrillo College in Aptos, CA, (a few miles south of Santa Cruz, CA) has just opened a search for FOUR general counselors and ONE Accessibility Support Center (DSPS) counselor.  One general counselor will have a Foster Youth assignment, one will have a STEM assignment and one will have a Veterans assignment. The positions closes on February 11 and 18th, respectively.  If you know anyone who is interested in a full-time counseling position, please pass on the links below.  Thank you, Dennis

General Counselors: http://agency.governmentjobs.com/cabrilloedu/default.cfm?action=viewJob&jobID=1308338&hit_count=yes&headerFooter=1&promo=0&transfer=0&WDDXJobSearchParams=%3CwddxPacket%20version%3D%271.0%27%3E%3Cheader%2F%3E%3Cdata%3E%3Cstruct%3E%3Cvar%20name%3D%27CATEGORYID%27%3E%3Cstring%3E%3C%2Fstring%3E%3C%2Fvar%3E%3Cvar%20name%3D%27PROMOTIONALJOBS%27%3E%3Cstring%3E0%3C%2Fstring%3E%3C%2Fvar%3E%3Cvar%20name%3D%27TRANSFER%27%3E%3Cstring%3E0%3C%2Fstring%3E%3C%2Fvar%3E%3Cvar%20name%3D%27FIND_KEYWORD%27%3E%3Cstring%3E%3C%2Fstring%3E%3C%2Fvar%3E%3C%2Fstruct%3E%3C%2Fdata%3E%3C%2FwddxPacket%3E

ASC (DSPS) Counselor: http://agency.governmentjobs.com/cabrilloedu/default.cfm?action=viewJob&jobID=1308261&hit_count=yes&headerFooter=1&promo=0&transfer=0&WDDXJobSearchParams=%3CwddxPacket%20version%3D%271.0%27%3E%3Cheader%2F%3E%3Cdata%3E%3Cstruct%3E%3Cvar%20name%3D%27CATEGORYID%27%3E%3Cstring%3E%3C%2Fstring%3E%3C%2Fvar%3E%3Cvar%20name%3D%27PROMOTIONALJOBS%27%3E%3Cstring%3E0%3C%2Fstring%3E%3C%2Fvar%3E%3Cvar%20name%3D%27TRANSFER%27%3E%3Cstring%3E0%3C%2Fstring%3E%3C%2Fvar%3E%3Cvar%20name%3D%27FIND_KEYWORD%27%3E%3Cstring%3E%3C%2Fstring%3E%3C%2Fvar%3E%3C%2Fstruct%3E%3C%2Fdata%3E%3C%2FwddxPacket%3E

-- 



Dennis Bailey-Fougnier

Vice President, Student Services

Cabrillo College

6500 Soquel Drive

Aptos, CA 95003

 

Office Phone: (831) 479-6527

Fax: (831) 479-5769

Email: debailey@cabrillo.edu

 

 
 

 

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From sam.joehl at ssbbartgroup.com  Wed Dec 16 07:47:55 2015
From: sam.joehl at ssbbartgroup.com (Sam Joehl)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] A Letter to the American Council on Education Regarding the
 State of Our Negotiations and NFB's Plans for Moving Forward
Message-ID: <BY2PR0301MB2038069A3F9BABC89FCCF0D398EF0@BY2PR0301MB2038.namprd03.prod.outlook.com>

Submitted by kkuhnke on Thu, 12/10/2015 - 09:35
Blog Date:
Thursday, December 10, 2015

After fourteen months of negotiating with the American Council on Education (ACE), the time has come to seek alternative avenues to secure equal access to electronic instructional materials at institutions of higher education. The following is a letter President Riccobono sent to ACE President, Molly Corbett Broad, informing her that while we are still open to dialogue, we will not sit idly on this critical issue to blind and print-disabled students. We will reengage with Congress to find champions for students with disabilities in order to ensure that we have equal access in the classroom and beyond, so that blind and print-disabled students can live the lives they want.

SENT VIA EMAIL

December 10, 2015

Molly Corbett Broad, President
American Council on Education
One Dupont Circle NW
Washington, DC 20036

Dear President Broad:

On September 9, 2014, I wrote to you inviting the leadership of the American Council on Education to engage with leaders of the National Federation of the Blind and representatives from the Association of American Publishers in order to find common ground that would provide a suitable solution to the discriminatory barriers faced by blind students in the educational technologies they encounter in institutions of higher education across the United States. Although we had spent more than a year attempting to engage the higher education leadership around our legislative proposals without any response, I was pleased that on October 8, 2014, we finally sat at the same table to begin what we hoped would be a fruitful dialogue regarding legislation that would change the paradigm of accessibility for students who are blind or otherwise print-disabled. Today, three full academic semesters later, I regret to say that despite our best efforts we have not come to the agreement we initially sought.

As you know, Titles II and III of the Americans with Disabilities Act and Section 504 of the Rehabilitation Act prohibit institutions of higher education from discriminating against blind and print-disabled students, and require them to provide blind and print-disabled students an equal opportunity to participate in their services and benefits.1<https://nfb.org/blog/vonb-blog/letter-american-council-education-regarding-state-our-negotiations-and-nfbs-plans#Endnote%201> Both the implementing regulations and guidance from the Departments of Justice and Education make clear that requiring use of technology in the classroom environment that is inaccessible to blind or print-disabled students is discrimination under the ADA and Section 504 unless the institution provides the individuals accommodations or modifications that permit them to receive all the educational benefits provided by the technology in an equally effective and equally integrated manner.2<https://nfb.org/blog/vonb-blog/letter-american-council-education-regarding-state-our-negotiations-and-nfbs-plans#Endnote%202> Accessible technology not only expands the circle of participation to include individuals with disabilities, but also ensures that institutions of higher education meet their legal obligation to provide it, eliminating the need for ad hoc, often insufficient aids, benefits, or services. The National Federation of the Blind entered into negotiations with the American Council on Education hoping to reach a compromise that would make accessibility a priority for both institutions of higher education and the developers and manufacturers who create this technology. By ensuring that accessibility is incorporated during development, the number of mainstream accessible electronic instructional materials would increase, giving institutions a variety of procurement options that would meet their unique pedagogical needs. We believe higher education needs the framework we seek in order to better meet its obligation to provide equal access in an educational environment that is increasingly technology centric.

After fourteen months of negotiating with your Division of Government and Public Affairs, it is clear to us that blind students will not receive equal access based on the framework our negotiations have produced. We have continued to compromise in good faith, however, our compromise is not matched in kind but rather with an expectation that more should be required of us or that we are being unreasonable in our requests. For example, notwithstanding existing legal requirements to provide accessible materials to students with disabilities, my team sought to incentivize the use of the voluntary guidelines created by the commission by providing a safe harbor from litigation for conformant institutions. While federal mandates for accessibility currently exist, there is no clear path that assures institutions they are in compliance with federal law. These guidelines would create that path. However, your community determined that this was not enough of an incentive, and proposed a bifurcated safe harbor, limiting legal action to declaratory and injunctive relief, as well as attorney's fees for schools that adopted the guidelines, but for whatever reason, still purchased inaccessible technology. Although this approach has disadvantages, we agreed to seek a path forward.

In another instance, your team was opposed to the framework we proposed being housed within the United States Access Board, despite the board being the federal agency most knowledgeable about accessibility policy, as well as the agency recommended by the Advisory Commission on Instructional Materials to "establish guidelines for accessible instructional materials that will be used by government, in the private sector, and in postsecondary academic settings."3<https://nfb.org/blog/vonb-blog/letter-american-council-education-regarding-state-our-negotiations-and-nfbs-plans#Endnote%203> Yet, in the spirit of compromise, we agreed to a purpose-based commission comprised of representatives from all relevant stakeholder groups. Even after compromising, we were told that our desire to have some of the most knowledgeable people with disabilities eligible to serve on this commission was inappropriate and represented unreasonableness on our part.

Despite our best efforts to create an environment of compromise and progress, the process has been bogged down by last-minute changes that have adversely reshaped the legislation originally proposed. Securing accessible instructional materials in higher education for blind students is our mandate, and this legislative concept, as it is currently drafted, will not adequately meet that need. I wanted you to know that the time has come for us to seek alternatives to the current negotiation. We continue to be prepared to talk but we recognize that there is a significant gap between the urgency we hear from blind students every day and the protective posture that has existed in these negotiations. I hope that we can find a better way to engage in productive negotiations that reflect the true problem that exists in higher education institutions today.

I look forward to hearing from you with your ideas of how we might make our discussions more effective for blind students across the nation. In the meantime, we will be seeking other avenues to secure the clarity and support needed to ensure true digital equality at institutions of higher education.

Sincerely,

Mark A. Riccobono, President
National Federation of the Blind

MAR/gc

cc: Terry W. Hartle, American Council on Education
Allan Adler, Association of American Publishers

1 28 C.F.R. ? 35.130(a), (b)(1)(2); 28 C.F.R. ? 36.201(a); 28 C.F.R. ? 36.202(a)-(c); 34 C.F.R. ? 104.4(b)(i)-(ii).
2 28 C.F.R. ? 35.130(b)(1)(iv); 28 C.F.R. ? 36.202(c); 34 C.F.R. ? 104.4(b)(1)(iv) (2009). See also, Dear Colleague Letter from U.S. Department of Justice, Civil Rights Division, & U.S. Department of Education, Office for Civil Rights, to College and University Presidents, at 1 (June 29, 2010), available at http://www2.ed.gov/about/offices/list/ocr/letters/colleague-20100629.pdf.
3 Advisory Commission on Instructional Materials. Report of the Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities. 2011. Pg. 42. No. 1.
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From Susan.Kelmer at colorado.edu  Wed Dec 16 10:23:39 2015
From: Susan.Kelmer at colorado.edu (Susan Kelmer)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] [DSSHE-L]  Anyone have a described copy of Maus?
In-Reply-To: <033d01d136b1$c90b3040$5b2190c0$@htctu.net>
References: <DM2PR03MB4949688CC5DA7390A1D31F0FBED0@DM2PR03MB494.namprd03.prod.outlook.com>
	<033d01d136b1$c90b3040$5b2190c0$@htctu.net>
Message-ID: <DM2PR03MB4947289AD15A59716A77C09FBEF0@DM2PR03MB494.namprd03.prod.outlook.com>

We do not have a Learning Ally membership, which some have mentioned may have this title.  Surely someone out there has a copy of Maus that is described so we don't have to create it from scratch?


Susan Kelmer
Alternate Format Access Coordinator
Disability Services
University of Colorado Boulder
303-735-4836




From gdietrich at htctu.net  Wed Dec 16 11:43:58 2015
From: gdietrich at htctu.net (Gaeir Dietrich)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] FW: Disability Specialist Position Announcement - Los
	Angeles Valley College
In-Reply-To: <LYRIS-2591-1294187-2015.12.16-10.56.22--gdietrich#htctu.net@htclistserv.htctu.fhda.edu>
References: <LYRIS-2591-1294187-2015.12.16-10.56.22--gdietrich#htctu.net@htclistserv.htctu.fhda.edu>
Message-ID: <012a01d1383a$1bb59a40$5320cec0$@htctu.net>

Please forgive cross-posts

 

From: Green, David M. [mailto:greendm@lavc.edu] 
Sent: Wednesday, December 16, 2015 10:56 AM
To: DSP&S Directors Listserver
Subject: Disability Specialist Position Announcement - Los Angeles Valley
College

 

Good morning,

 

Los Angeles Valley College is looking for a full-time, tenure-track
Disability Specialist to become part of the Services for Students with
Disabilities (SSD) Office team.   

A summary of the position announcement appears below.  Experienced
applicants with a backgrounds in technological accommodations and/or
assistive technology are encouraged to apply.  The application deadline is
February 12, 2016.  

 The full job description and instructions for applying are available here:
https://laccd.peopleadmin.com/postings/2607

 

Disability Specialist

Posting Details

Posting Details


Internal/Open to Public

Open to public


Posting Open Date

12/15/2015


Posting Close Date

02/12/2016


Open Until Filled

No


Special Instructions for this Posting

	

Contact Name

Frances Hurwit


Contact Phone

818.947.2688


Contact Email

hurwitfa@lavc.edu

Position Information


Position Title

Disability Specialist


Working Title (Discipline)

Disability Specialist


Status

Probationary/ Tenure track


College Location

Valley

Position Summary Information


Introduction

Los Angeles Valley College (LAVC) is one of nine colleges in the Los Angeles
Community College District and is located in the heart of the San Fernando
Valley. With an enrollment of approximately 20,000, LAVC offers a wide range
of academic and vocational programs, and transfers students to leading
private and public colleges and universities. 

The LAVC Services for Students with Disabilities Office (SSD) encourages and
supports students with disabilities in their effort to be productive,
independent and part of the LAVC community. The department's role is to
advocate, facilitate and accommodate so that students have full access to
classes, activities and services. The intent is for students with
disabilities to have a typical college experience by actively pursuing their
studies and being fully integrated into campus life. SSD Faculty are
expected to participate in departmental meetings and workgroups,
professional development, and contribute to the campus-at-large through
shared governance or other activities.


Job Description

The Services for Students with Disabilities Office at Los Angeles Valley
College is accepting applications for a fulltime Disability Specialist
position to begin February 8, 2016. This assignment will be for 35 hours per
week and may require some evening hours.


Minimum Qualifications

Applicants for this position must show evidence of the following
qualifications: 

1.      Possession of a master's degree in rehabilitation counseling, or

2.      Possession of a master's degree in special education with 24 or more
semester units in upper division or graduate level course work in
counseling, guidance, student personnel, psychology, or social work; OR

3.      A master's degree in counseling, guidance, student personnel,
psychology, career development, or social welfare AND either 12 or more
semester units in upper division or graduate level coursework specifically
in counseling or rehabilitation
of individuals with disabilities, OR two years of full-time experience in
one or more of the following:

 

.         Counseling or guidance for students with disabilities; or

.         Counseling and/or guidance for persons with disabilities in
industry, government, public agencies, military or private social welfare
organizations in which the responsibilities of the position were
predominantly or exclusively for persons with disabilities. or

 

4.      Possession of a master's degree in the category of disability,
special education, education, psychology, educational psychology, or
rehabilitation counseling; and 15 or more semester units of upper division
or graduate study in the area of disability, to include, but not be limited
to: Learning Disabilities; Developmental Disabilities; Deaf and Hearing
Impaired; Physical Disabilities; or Adapted Computer Technology.


Eligibility

	

Duties and Responsibilities

Duties and Responsibilities: 

.         Identify students to profit from instruction in the use of
assistive computer technology.

.         Evaluate functional limitations, skills and abilities of students
for the appropriate selection of hardware and software.

.         Instruct small groups of students in the use of assistive and
instructional computer technology.

.         Develop assistive technology curriculum for specific learning
needs of students with disabilities.

.         Maintain appropriate files and complete reports as directed.

.         Recruit, hire, and schedule sign language interpreters for deaf
and hard of hearing students. Evaluate deaf and hard of hearing students for
the use of appropriate assistive technology.

.         Manage and evaluate test proctoring services and determine
appropriate assistive technologies for use in testing based on student
educational limitations.

.         Work with faculty and staff to support the assistive technology
needs for students with disabilities.

.         Serve as liaison and resource person in the areas of assistive
technology and disability related issues for college personnel and distance
education.

.         Work closely with the Instructional Assistant - Assistive
Technology to provide training with assistive technology hardware and
software, alternate media formats for instructional materials, equipment
loans, and inventory management. Refer students to appropriate campus and
off-campus resources.

.         Communicate effectively both orally, by phone and in writing with
students, faculty, staff, administration, and community entities.

.         Provide consultation and support to faculty, administration, and
staff regarding compliance issues such as the Americans with Disabilities
Act and sections 504 and 508 of the Rehabilitation Act.

.         Represent the Services for Students with Disabilities office on
committees addressing disability-related issues on the campus and in the
community.

.         Perform other duties as assigned.


Desired Qualifications

.         Knowledge of and ability to apply DSPS policies and procedures,
Title 5 and California Education Code Regulations, and federal and state
laws related to access issues in a community college setting.

.         Strong knowledge of adaptive technologies that facilitate access
to electronic information and educational programs for students with various
disabilities, and of assistive technology applications to assist in
accommodating disability-related educational limitations.

.         Demonstrated ability to train students in the usage of assistive
technology to accommodate disability-related educational limitations.

.         Demonstrated knowledge of requirements pertaining to compliance
with Section 508 of the Rehabilitation Act for website accessibility and
Electronic and Information Technology (EIT).

.         Knowledge and experience working with adults who have
disabilities, such as acquired brain injury, hearing impairment, learning
disabilities, mobility impairments, psychological disability, development
delay, speech and language disabilities, and visual impairments.

.         Experience determining eligibility for DSPS through direct
evaluation, by observation, or from careful review of documentation
presented, as well as training in the proper use of various assessment
techniques.

.         Ability to direct many projects and tasks concurrently, within
multiple locations, and manage time wisely.

.         Demonstrated knowledge of American Sign Language preferred.

.         Ability to work in a multi-ethnic environment with students who
have a variety of learning styles and disabilities.


Salary and Benefits

The basic salary range is from $63,804 to $99,336 annually, based upon
experience and professional preparation. Benefits include paid holidays,
medical, dental and vision care plans, and a $50,000 group life insurance
policy.


Application and Evaluation Process

Applicants who wish to apply will be required to file the application using
web-based software to create an applicant profile account, allowing
documents to be saved and uploaded as attachments. A complete application
file must be submitted by the application deadline (even if you have
previously applied or worked for the LACCD.) 

Please submit the following documents. Incomplete applications will not be
considered for this position. All materials submitted will become the
property of the LACCD.

1.      A detailed letter of interest specifically addressing how you meet
the minimum and desired qualification for this position.

2.      Current resume.

3.      A one-page statement describing your approach to working with
students with disabilities in a community college.

4.      Three recent letters of recommendation to include the names,
position title, relationship, address, and phone numbers.

5.      Copies of unofficial transcripts for all colleges attended (NOTE:
official transcripts will be required at the time of hiring). Documentation
from an approved foreign transcript evaluator is required for degrees
received from other countries. You can obtain a listing of approved foreign
evaluation agencies at the California Commission on Teacher Credentialing;
<http://www.ctc.ca.gov/credentials/leaflets/cl635.pdf> 

6.      Reference list with the names, addresses and telephone numbers of
your last three supervisors (your current supervisor should be one of the
three names given).


Faxes, e-mails, and mail-ins will not be accepted. However, should you have
any questions or need more information regarding the application process,
please contact Frances Hurwit,LAVC Student Services Office, (818) 947-2688
or Hurwitfa@lavc.edu. <mailto:hurwitfa@lavc.edu> 

All applications will be screened to ensure that they meet minimum
requirements as stated above. All required materials must be received or the
application package will be considered incomplete and will not be submitted
to the screening committee. The search committee will select applicants to
be invited to the college at their own expense for an interview. Finalists
will be invited back for a second interview with the Vice President of
Student Services.

A medical evaluation indicating fitness to work in the district is required
for new employees at the expense of the candidate.

Americans with Disabilities Act

Individuals protected by the Americans with Disabilities Act (ADA) may
request an accommodation in the selection/interview process with at least
three business days' prior notice. Documentation of the need for
accommodation may be requested. For more information, please visit
www.laccd.edu/ada

	

Equal Employment Opportunity (EEO)

It is the policy of the LACCD to provide an educational, employment and
business environment free from all forms of discrimination on the basis of
race, color, national origin, Ethnic Group Identification, ancestry,
religion, creed, sex or gender (including sexual harassment), pregnancy,
marital status, medical condition (cancer-related), sexual orientation, age,
physical or mental disability, perceived to be in a protected category or
associated with those in protected category and veteran status

	

Posting Specific Questions

Required fields are indicated with an asterisk (*).

Applicant Documents

Required Documents

1.     Resume

2.     Copies of Transcripts - UPLOAD AS ONE FILE (Official transcripts must
be provided by candidates if invited to interview)

3.     List of References

4.     Personal Statement

5.     Letters of Reference - UPLOAD AS ONE FILE

6.     Letter of Interest

Optional Documents

1.     Copies of Transcripts 2 (Official transcripts must be provided by
candidates if invited to interview)

2.     Copies of Transcripts 3 (Official transcripts must be provided by
candidates if invited to interview)

3.     Additional Documents 1 (Use to upload individual transcripts or
letters of reference)

4.     Additional Documents 2 (Use to upload individual transcripts or
letters of reference)

 

 

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From gdietrich at htctu.net  Wed Dec 16 12:38:06 2015
From: gdietrich at htctu.net (Gaeir Dietrich)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] [DSSHE-L]  Anyone have a described copy of Maus?
In-Reply-To: <DM2PR03MB4947289AD15A59716A77C09FBEF0@DM2PR03MB494.namprd03.prod.outlook.com>
References: <DM2PR03MB4949688CC5DA7390A1D31F0FBED0@DM2PR03MB494.namprd03.prod.outlook.com>	<033d01d136b1$c90b3040$5b2190c0$@htctu.net>
	<DM2PR03MB4947289AD15A59716A77C09FBEF0@DM2PR03MB494.namprd03.prod.outlook.com>
Message-ID: <01c001d13841$abca5a10$035f0e30$@htctu.net>

Have to say, it would be less expensive for the department to sponsor a
Learning Ally membership for the student (or even to get a campus
membership!) than to recreate this title from scratch. Just sayin'

^^^^^^^^^^^^^^^^
Gaeir (rhymes with "fire") Dietrich
HTCTU Director
408-996-6047
^^^^^^^^^^^^^^^^


-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On
Behalf Of Susan Kelmer
Sent: Wednesday, December 16, 2015 10:24 AM
To: dsshe-l@listserv.buffalo.edu; Access Technology Higher Education Network
Subject: Re: [Athen] [DSSHE-L] Anyone have a described copy of Maus?

We do not have a Learning Ally membership, which some have mentioned may
have this title.  Surely someone out there has a copy of Maus that is
described so we don't have to create it from scratch?


Susan Kelmer
Alternate Format Access Coordinator
Disability Services
University of Colorado Boulder
303-735-4836



_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list



From Susan.Kelmer at colorado.edu  Wed Dec 16 12:44:20 2015
From: Susan.Kelmer at colorado.edu (Susan Kelmer)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] [DSSHE-L]  Anyone have a described copy of Maus?
In-Reply-To: <01c001d13841$abca5a10$035f0e30$@htctu.net>
References: <DM2PR03MB4949688CC5DA7390A1D31F0FBED0@DM2PR03MB494.namprd03.prod.outlook.com>
	<033d01d136b1$c90b3040$5b2190c0$@htctu.net>
	<DM2PR03MB4947289AD15A59716A77C09FBEF0@DM2PR03MB494.namprd03.prod.outlook.com>
	<01c001d13841$abca5a10$035f0e30$@htctu.net>
Message-ID: <DM2PR03MB494E7031B36462124ED2E7FFBEF0@DM2PR03MB494.namprd03.prod.outlook.com>

Not as scary as it sounds, Gaeir.  I actually already have the text transcription from another project.  It is the description of the graphic elements that I don't have.  And we absolutely NEED that.  Someone said to me that the version Learning Ally has is not described, it is just the text.


Susan Kelmer
Alternate Format Access Coordinator
Disability Services
University of Colorado Boulder
303-735-4836




-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Gaeir Dietrich
Sent: Wednesday, December 16, 2015 1:38 PM
To: 'Access Technology Higher Education Network' <athen-list@u.washington.edu>
Subject: Re: [Athen] [DSSHE-L] Anyone have a described copy of Maus?

Have to say, it would be less expensive for the department to sponsor a Learning Ally membership for the student (or even to get a campus
membership!) than to recreate this title from scratch. Just sayin'

^^^^^^^^^^^^^^^^
Gaeir (rhymes with "fire") Dietrich
HTCTU Director
408-996-6047
^^^^^^^^^^^^^^^^


-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer
Sent: Wednesday, December 16, 2015 10:24 AM
To: dsshe-l@listserv.buffalo.edu; Access Technology Higher Education Network
Subject: Re: [Athen] [DSSHE-L] Anyone have a described copy of Maus?

We do not have a Learning Ally membership, which some have mentioned may have this title.  Surely someone out there has a copy of Maus that is described so we don't have to create it from scratch?


Susan Kelmer
Alternate Format Access Coordinator
Disability Services
University of Colorado Boulder
303-735-4836



_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list


_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list

From lnorwich at bu.edu  Wed Dec 16 13:40:07 2015
From: lnorwich at bu.edu (Norwich, Lorraine S)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Procurement and contract language
Message-ID: <9CD7975AD546754DBA3B21EC09D0882ED93DDE4D@IST-EX10MBX-4.ad.bu.edu>

Dear Listers,

We are interested in a product whose next release will have accessibility features.  We are not able to see the updated VPAT or get a sandbox to try out the products.  They do have a VPAT for the current release and have a point person for us to talk with about what features the next release will have and the accessibility.

Has anyone else run into this situation or anything similar.  If so, I wanted to know if anyone can share the language, negotiation and understanding you had when working  with a vendor in this situation and  you are seriously considering signing a contract .

Thanks

Lorraine

Lorraine S. Norwich, BSME, MSIS
Assistant Director of Disability Services
Boston University
19 Deerfield Street, 2nd Floor
Boston, MA 02215
lnorwich@bu.edu<mailto:lnorwich@bu.edu> (email)
617-353-3658 (vox)
617-353-9646 (fax)
www.bu.edu/disability<http://www.bu.edu/disability> (website)

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From Teresa.Haven at nau.edu  Thu Dec 17 09:37:11 2015
From: Teresa.Haven at nau.edu (Teresa Haven)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Deque Amaze
Message-ID: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>

Does anyone have any direct experience with Deque Amaze? Several of our developers have received advertising about the product and love the idea of something else "taking care of" accessibility for them - and of course it sounds "too good to be true" to me because there's not much real detail on their website. Any info you can share would be appreciated.

Best,
Teresa

Teresa Haven, Ph.D.
Accessibility Analyst, Northern Arizona University

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From jhori at ucdavis.edu  Thu Dec 17 10:50:11 2015
From: jhori at ucdavis.edu (Joshua Hori)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Announcement for Position: ACCESSIBLE TECHNOLOGY COORDINATOR
In-Reply-To: <A1B9B9DF-45A6-4851-A9D6-D3726CB0B174@ucdavis.edu>
References: <A1B9B9DF-45A6-4851-A9D6-D3726CB0B174@ucdavis.edu>
Message-ID: <BY2PR08MB31451B5BAA871C65D448B13A9E00@BY2PR08MB314.namprd08.prod.outlook.com>

Forgive cross posting

Good Morning!

University of California, Davis is looking for a Full-Time Accessible Technology Coordinator for a 1 year contract with the possibility of extension or going full career.

A summary of the position announcement appears below with the application deadline occurring on January 4th, 2016.

https://www.employment.ucdavis.edu/applicants/jsp/shared/position/JobDetails_css.jsp?postingId=299144

Sincerely,

Joshua Hori
Accessible Technology Analyst
Student Disability Center
54 Cowell Building
Davis, CA 95616

530-752-3184
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From bryantm at seminolestate.edu  Thu Dec 17 13:37:17 2015
From: bryantm at seminolestate.edu (Marshall S Bryant)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] copy of Mathematics - Common Core Basics by McGraw Hill
Message-ID: <128B6AFEFDD7764698DF3F90D0230C31012DDBE959@exch-m2.prod.ssc.local>

Hello,
Does anyone have a copy of Mathematics - Common Core Basics by McGraw Hill (ISBN 9780076575190)?  This is for a blind student who uses DAISY format.  It is not available at Learning Ally.
Any help would be greatly appreciated.

Thank you,

Marshall Bryant
Adaptive Technology Specialist
Seminole State College of Florida


Please Note:

*** Due to Florida's very broad public records law,
most written communications to or from College
employees regarding College business are public
records, available to the public and media upon
request. Therefore, this e-mail communication may
be subject to public disclosure.***


From jhori at ucdavis.edu  Thu Dec 17 15:37:41 2015
From: jhori at ucdavis.edu (Joshua Hori)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] [DSSHE-L]  Anyone have a described copy of Maus?
In-Reply-To: <01c001d13841$abca5a10$035f0e30$@htctu.net>
References: <DM2PR03MB4949688CC5DA7390A1D31F0FBED0@DM2PR03MB494.namprd03.prod.outlook.com>
	<033d01d136b1$c90b3040$5b2190c0$@htctu.net>
	<DM2PR03MB4947289AD15A59716A77C09FBEF0@DM2PR03MB494.namprd03.prod.outlook.com>
	<01c001d13841$abca5a10$035f0e30$@htctu.net>
Message-ID: <BY2PR08MB314E374DEB3FBD574A96D14A9E00@BY2PR08MB314.namprd08.prod.outlook.com>

I believe that I have it, which one do you want? I have Maus I and II

Joshua

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Gaeir Dietrich
Sent: Wednesday, December 16, 2015 12:38 PM
To: 'Access Technology Higher Education Network' <athen-list@u.washington.edu>
Subject: Re: [Athen] [DSSHE-L] Anyone have a described copy of Maus?

Have to say, it would be less expensive for the department to sponsor a Learning Ally membership for the student (or even to get a campus
membership!) than to recreate this title from scratch. Just sayin'

^^^^^^^^^^^^^^^^
Gaeir (rhymes with "fire") Dietrich
HTCTU Director
408-996-6047
^^^^^^^^^^^^^^^^


-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Susan Kelmer
Sent: Wednesday, December 16, 2015 10:24 AM
To: dsshe-l@listserv.buffalo.edu; Access Technology Higher Education Network
Subject: Re: [Athen] [DSSHE-L] Anyone have a described copy of Maus?

We do not have a Learning Ally membership, which some have mentioned may have this title.  Surely someone out there has a copy of Maus that is described so we don't have to create it from scratch?


Susan Kelmer
Alternate Format Access Coordinator
Disability Services
University of Colorado Boulder
303-735-4836



_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list


_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list

From jhori at ucdavis.edu  Thu Dec 17 15:48:27 2015
From: jhori at ucdavis.edu (Joshua Hori)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Deque Amaze
In-Reply-To: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>
References: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>
Message-ID: <BY2PR08MB31469DAE757D6679B77A918A9E00@BY2PR08MB314.namprd08.prod.outlook.com>

You'll love the idea until they throw a price tag down...it's meant for corporate environments who have deep pockets. You may want to use something like http://powermapper/ who integrate accessibility, SEO, browser compaitibility, broken links, site maps, and more into a testing environment.

They also provide training. We're looking into this service at the UC's.

Best,

Joshua Hori
Accessible Technology Analyst
Student Disability Center
54 Cowell Building
Davis, CA 95616

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Teresa Haven
Sent: Thursday, December 17, 2015 9:37 AM
To: Access Technology Higher Education Network (athen-list@u.washington.edu) <athen-list@u.washington.edu>
Subject: [Athen] Deque Amaze

Does anyone have any direct experience with Deque Amaze? Several of our developers have received advertising about the product and love the idea of something else "taking care of" accessibility for them - and of course it sounds "too good to be true" to me because there's not much real detail on their website. Any info you can share would be appreciated.

Best,
Teresa

Teresa Haven, Ph.D.
Accessibility Analyst, Northern Arizona University

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From Teresa.Haven at nau.edu  Thu Dec 17 15:53:59 2015
From: Teresa.Haven at nau.edu (Teresa Haven)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Deque Amaze
In-Reply-To: <BY2PR08MB31469DAE757D6679B77A918A9E00@BY2PR08MB314.namprd08.prod.outlook.com>
References: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>
	<BY2PR08MB31469DAE757D6679B77A918A9E00@BY2PR08MB314.namprd08.prod.outlook.com>
Message-ID: <8B17405CDE724049BFD78BFBC560F1FDD144F7@umbrella.nau.froot.nau.edu>

Thanks, Joshua - I knew there was a catch somewhere.  :)
Cheers,
Teresa

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joshua Hori
Sent: Thursday, December 17, 2015 4:48 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Deque Amaze

You'll love the idea until they throw a price tag down...it's meant for corporate environments who have deep pockets. You may want to use something like http://powermapper/ who integrate accessibility, SEO, browser compaitibility, broken links, site maps, and more into a testing environment.

They also provide training. We're looking into this service at the UC's.

Best,

Joshua Hori
Accessible Technology Analyst
Student Disability Center
54 Cowell Building
Davis, CA 95616

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Teresa Haven
Sent: Thursday, December 17, 2015 9:37 AM
To: Access Technology Higher Education Network (athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>) <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: [Athen] Deque Amaze

Does anyone have any direct experience with Deque Amaze? Several of our developers have received advertising about the product and love the idea of something else "taking care of" accessibility for them - and of course it sounds "too good to be true" to me because there's not much real detail on their website. Any info you can share would be appreciated.

Best,
Teresa

Teresa Haven, Ph.D.
Accessibility Analyst, Northern Arizona University

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From jhori at ucdavis.edu  Thu Dec 17 16:26:58 2015
From: jhori at ucdavis.edu (Joshua Hori)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Deque Amaze
In-Reply-To: <8B17405CDE724049BFD78BFBC560F1FDD144F7@umbrella.nau.froot.nau.edu>
References: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>
	<BY2PR08MB31469DAE757D6679B77A918A9E00@BY2PR08MB314.namprd08.prod.outlook.com>
	<8B17405CDE724049BFD78BFBC560F1FDD144F7@umbrella.nau.froot.nau.edu>
Message-ID: <BY2PR08MB3148773EB20EE4A6CA14106A9E10@BY2PR08MB314.namprd08.prod.outlook.com>

Yeah, they would prefer for higher ed to use FireEyes, a plug-in for FireBug, which isn't bad if you know what you're doing, but if you don't...You'll be as lost as Gilligan on an island asking the Skipper for help.

I only watched reruns. Don't judge.

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Teresa Haven
Sent: Thursday, December 17, 2015 3:54 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Deque Amaze

Thanks, Joshua - I knew there was a catch somewhere.  :)
Cheers,
Teresa

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joshua Hori
Sent: Thursday, December 17, 2015 4:48 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: Re: [Athen] Deque Amaze

You'll love the idea until they throw a price tag down...it's meant for corporate environments who have deep pockets. You may want to use something like http://powermapper/ who integrate accessibility, SEO, browser compaitibility, broken links, site maps, and more into a testing environment.

They also provide training. We're looking into this service at the UC's.

Best,

Joshua Hori
Accessible Technology Analyst
Student Disability Center
54 Cowell Building
Davis, CA 95616

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Teresa Haven
Sent: Thursday, December 17, 2015 9:37 AM
To: Access Technology Higher Education Network (athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>) <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: [Athen] Deque Amaze

Does anyone have any direct experience with Deque Amaze? Several of our developers have received advertising about the product and love the idea of something else "taking care of" accessibility for them - and of course it sounds "too good to be true" to me because there's not much real detail on their website. Any info you can share would be appreciated.

Best,
Teresa

Teresa Haven, Ph.D.
Accessibility Analyst, Northern Arizona University

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From jhori at ucdavis.edu  Thu Dec 17 16:38:46 2015
From: jhori at ucdavis.edu (Joshua Hori)
Date: Sat Jun  9 18:33:00 2018
Subject: [Athen] Live Scribe demo
In-Reply-To: <302309d0c64444d985926bbd40087531@UCCS-EX1.uccs.edu>
References: <56C15F5F7FD04146924173920805DF613E460D24@UTCMBX1.utc.tennessee.edu>
	<DM2PR02MB1337702F9EA33076AD8F6236BCEE0@DM2PR02MB1337.namprd02.prod.outlook.com>
	<56C15F5F7FD04146924173920805DF613E460EE4@UTCMBX1.utc.tennessee.edu>
	<302309d0c64444d985926bbd40087531@UCCS-EX1.uccs.edu>
Message-ID: <BY2PR08MB31404A24255B065EFA0769FA9E10@BY2PR08MB314.namprd08.prod.outlook.com>

I suggest using the keys assigned to numbers at the top of the keyboard to assist with finding handwritten notes easier within the desktop application. Here's an outline that I use...Using the old livescribe paper, I have them record our demo and I discuss the buttons available at the bottom of the paper, which they can refer to later on if they need a reminder. NOTE: The student only writes down the BOLD areas.

Here's printable paper: https://www.livescribe.com/en-us/media/pdf/print_notebook/notebook_1.pdf
I had to break the PDF into 3 parts for it to work with my livescribe pen. I have all 4 booklets broken up if you're in a pinch and need them.

DEMO:
Start recording, create a fake course, in this case, let's call it COM123 and write it at the top of the page. This can serve as a starting point for playback.

Recording
Play = Always recording
Pause = pause for 5 minutes. Afterwards it stops (energy saver)
Stop = powered on for 5 minutes. Afterwards, powers down (energy saver)

Jump
Realizing that your notes may be off a little from the audio recording, the jump feature allows you to move back and forward 10 seconds in the audio (I add this note AFTER stopping the recording and pressing play) to get to a portion of the audio you'd like to playback.

Bookmark
Creates electronic bookmarks which you can navigate when playing audio back...but the keys make electronic bookmarks meaningless as it provides a visual bookmark.
! = office hour questions
? = Need to relisten and add additional notes
# = time and date
@ = contact information
* = important information
- = Bullet points or steps

Jump to Position
For those users who prefer to record their audio as a podcast (to prevent recording their palm rubbing up against the paper as they write) there is a playback bar which allows users to navigate quickly in their audio. They can write notes, syncing the audio to the paper, without the rubbing noise recorded.

Speed
Users can adjust playback speed, which maintains the pitch of the person speaking. So when it's slowed down, it's not Cthulhu demanding you to become his subject, and when it's sped up, it's not Alvin and the chipmunks lecturing you about a subject.

Volume
Up, down...only used for playback.

I then go back and have the student touch on each of those areas to hear the playback of the audio. Have them add a few notes here and there and BAM! They love it.

Also mention that if they have an extra notebook, to tear out the pages and place them within their printer. If they get powerpoint slides, have them print out an outline of the slides (6 or 8 slides per page) and to place a checkmark next to each of the slides as they are recording audio for a slide by slide podcast.

But now? Quite a bit of my students are turning in the LiveScribe Smartpens and requesting Sonocent audio notetaker instead! I highly advise using Sonocent for your campus. The mobile app is free, I use cloud storage to save the files so I don't have to worry about the mobile storage limitations, and the desktop app has a "view only mode" which allows users to interact with audio notes, but doesn't allow to save if you don't have a license. I currently have about 50 licenses and it's a joy to demo and watch student's eyes light up when they see the possibilities.

Enjoy!

Joshua Hori

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Leyna Bencomo
Sent: Tuesday, December 15, 2015 2:39 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Live Scribe demo

I find it effective to individually train students to use the smart pen because they are all so different.  I have some students who only write symbols or short words and we assign meaning to them so that they can take effective notes.  For example, a star could mean that something will be on the test or a circle means there is a homework assignment in the audio.  Another student could be technology-shy and I never teach them to upload notes.  They just learn to take notes and study from their notebooks.  Many students have processing issues and I give them fake 3 minute lectures while they practice taking notes.  Sometimes they need to do this a few times before they are comfortable enough to use it in class.  The practice includes taking the cap off the pen and putting it in the case so it doesn't get lost, turning the pen on, pressing the record button, etc.   Some want more practice and I tell them to turn on a cooking show or a documentary on the Animal Planet network on TV and take notes.  They get the hang of it that way.  This kind of individual training gives me a much higher success rate than having them watch general instructional videos.  There are a number of Livescribe tutorials in Youtube by the way to add to Joseph's rich selection.

Leyna Bencomo
Assistive Technology Specialist
Information Technology
University of Colorado Colorado Springs
1420 Austin Bluffs Parkway, EPC 240
Colorado Springs, CO 80918
(719) 255-4202 / lbencomo@uccs.edu<mailto:lbencomo@uccs.edu>
http://www.uccs.edu/~it/

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Kluesner, Bryon
Sent: Tuesday, December 15, 2015 3:15 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: Re: [Athen] Live Scribe demo

Thanks Joseph,

I will check these out tomorrow. I do appreciate the link!

Bryon

Bryon Kluesner, RhD
Adaptive Technology Coordinator
Disability Resource Center
Adjunct Professor
College of Health, Education & Professional Studies
University of Tennessee at Chattanooga
642 E. 5th St. University Center, Suite 108
Chattanooga, TN 37403
423-425-5251



From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Polizzotto
Sent: Tuesday, December 15, 2015 4:09 PM
To: Access Technology Higher Education Network <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: Re: [Athen] Live Scribe demo

Bryon:

Sure! Feel free to use these videos about use of the Echo Pen, Echo Desktop, and Livescribe + app<http://www.taftcollege.edu/tcwp/accessibility/?page_id=1166>.

Hope they help you out!


Joseph Polizzotto
Associate Professor, Learning Skills
High Tech Center Access Specialist
Taft College
29 Cougar Court
Taft CA 93268
661-763-7977 (work)
408-504-7404 (cell)
661-763-7758 (fax)
jpolizzotto@taftcollege.edu<mailto:jpolizzotto@taftcollege.edu>
[Taft College logo (smallest)]



From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Kluesner, Bryon
Sent: Tuesday, December 15, 2015 1:02 PM
To: athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>
Subject: [Athen] Live Scribe demo

Hi all,

I was wondering if anyone has a Live Scribe demo or overview presentation that they would be willing to share with me so I don't have to reinvent the wheel?

Thanks,

Bryon

Bryon Kluesner, RhD
Adaptive Technology Coordinator
Disability Resource Center
Adjunct Professor
College of Health, Education & Professional Studies
University of Tennessee at Chattanooga
642 E. 5th St. University Center, Suite 108
Chattanooga, TN 37403
423-425-5251

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From greeark at uw.edu  Thu Dec 17 17:54:33 2015
From: greeark at uw.edu (KRISTA L. GREEAR)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] a dream realized - learning points training STEM faculty
Message-ID: <BL2PR08MB340DE8A509E83A96A448ECECFE10@BL2PR08MB340.namprd08.prod.outlook.com>

This month, my colleague Dan and myself, had the blessed opportunity to present to all of the faculty in the STEM School at one of our campuses regarding math accessibility. The rest of the email is a summary of the events that led to this meeting. At the end is a summary of what I learned.



Hopefully, this real "case study" will be helpful as you move forward to improve the accessibility of STEM content on your campus.


Krista Greear

University of Washington

Disability Resources for Students

Accessible Text & Technology Manager

disability.uw.edu/<http://disability.uw.edu/%22%20%5Ct%20%22_blank>



~~~~~~~~~~~~~~~~~~~~~~~~~



Background

This opportunity came to us because of working with a student who needed accessible math, more so for a learning disability then a visual impairment. This student kept finding barriers and shared this with the Director of Undergraduate Academic Services for the STEM School. The Director took this student seriously and initiated 3 meetings from Feb 2015-Dec 2015. I am the Alternate Format Manager for all of our campuses and Dan is the manager of the Access Technology Center.



February 2015

First meeting was between myself, Dan, the Disability Resources Director, School of STEM Dean, Textbooks Chairman for STEM School, University's ADA Coordinator and Director of Undergraduate Academic Services. We demoed the basics of math accessibility, highlighting that images of math are not accessible. We introduced MathType and explained the benefits of MathML. I demoed how a PDF with math is inaccessible and does not work with text-to-speech technology. We discussed how online learning tools like MyMathLab, WilelyPlus, WebAssign, Connect are often not accessible. We shared how publisher files are often not accessible for STEM content.



May 2015

Second meeting was presenting to the Math department about the basics of math accessibility. Myself and my student worker (Masters student in Chemical Engineering and the main person who converted accessible math books) presented to the Math department, consisting of about 10 instructors and some of the key administrators from the first meeting. We gave a short into to disability law. I was able to ask questions like how faculty choose textbooks, write exams, what they use to assign homework, what file types they use for worksheets/handouts. Again, we demoed text-to-speech technology with inaccessible and accessible math content. Again, we discussed online math products, how to handle classes that required the use of inaccessible specialized software when it is an industry standard, the need to create good quality scans, understand the difference between image files and text selectable files, and discussed the merits of MathType. Professors understood the lead time needed to convert math (my office asked for six weeks' notice to convert anything into braille or to convert a STEM book into an accessible format). The instructors brought up the good point that if they only get the formal notification a week or two before the term starts, that is not enough time to work on converting their own materials into accessible formats. This started a discussion about how early to notify faculty members about student's accommodations. We highly discourage the use of making equations and images.





December 2015

At the most recent meeting, Dan and I presented to the entire STEM school. This included the math, science, technology, and engineering departments. There were around 50 instructors in the room along with several administrators like the Dean of the STEM school, the University's ADA Coordinator and Director of Undergraduate Academic Services, and the campuses Disability Services Director. This meeting was part of their quarterly meeting schedule.



The meeting started with that campuses disability services director and the ADA coordinator creating a framework for why we are talking about disability - namely the legal ramifications.



Dan and I demonstrated text-to-speech technology, talked about PDFs and why they often present barriers, introduced MathML and discussed why MathType is our recommended tool. We did ask them some questions since we have making assumptions this whole time about how content is created.



Who is using LaTeX?

Basically everyone.



What are they using to produce LaTeX or math content?

Several tools. Emax, Tech Stop, Win tech, MS Word Math Editor, 1 or 2 people used MathType.



Who is heard of MathML?

Very small percentage, perhaps 5-10%.



Who is using PDFs?

Everyone.



Who is using Word docs?

Half.



Who is using Windows platforms?

Roughly 50%



Who is using Mac platforms?

Roughly 30%



Who is using Linex platforms?

Roughly 20%



How are people creating PDFs?

Half a PDFs from word, half are scanning files, very few are finding PDFs online.



How are PDFs being delivered?

Namely through our LMS, Canvas.



We also demonstrated the built-in text recognition tool of Adobe Acrobat Pro for non-STEM materials. This sparked a discussion whether that software was readily available to faculty.



We shared a simplified explanation of why math accessibility is so complex. There are factors that have to align and work together to produce the desired result. The file type (PDF, word doc, HTML), the content within that file (LaTeX, images, MathML, text), and the tool of the end user (Screen reader, TTS, speech recognition). Sometimes, we may also need to consider the specific versions of a browser or adaptive technology.



Discussed the differences between LaTeX and MathML and why MathML is the better choice.



We did not share much about creating accessible math in the web environment.



Since many of these folks use campus, we did demonstrate the Canvas Equation Editor and how MathType can work with that.



The group asked about the accessibility of publisher files. We got to share how I have yet to see an accessible math book, directly from the publisher without any additional markup.



They also asked basic questions like what types of disabilities they are most likely to see and what are common accommodations.



The three main takeaways that we boiled the presentation down to (1) avoid graphics for math (2) reconsider PDF for stem content and (3) use MathType for Word content.



Outcomes from the Dec 2015 meeting

*       The learning technologist is eager to partner with disability services

*       The STEM school is looking at an institutional license of MathType and possibly Adobe acrobat pro

*       The faculty would love a hands-on workshop for using MathType

*       Open to future trainings



What I learned overall about training folks in STEM accessibility

*       Demonstrating is key. Demonstrate the tools the students with disabilities use with the files that they are given. Show, don't only tell.

*       Simplify math accessibility. We all know that converting stem content is highly complex.

*       Use the terms that we use. Say text-to-speech or screen reader. Faculty members need to know the differences between the two.

*       Give them simple, tangible

*       Always try to get administration support first, so buying software is a much smoother process.

*       Know the products/methods your faculty are using



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From bossley.5 at osu.edu  Fri Dec 18 04:57:02 2015
From: bossley.5 at osu.edu (Bossley, Pete)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deque Amaze
In-Reply-To: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>
References: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>
Message-ID: <006B5C8325EEDA44A1A7D3955F5431CD7D81EECC@CIO-KRC-D1MBX04.osuad.osu.edu>

Essentially this is javascript injection to make something accessible. It would be a last resort kind of move and as mentioned by another poster is probably expensive. And, still much effort from a development standpoint. Really useful in the context of a 3rd party system that you can't modify yourself but that you need to make it accessible nonetheless and you can't get a vendor to work with you on it.


From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Teresa Haven
Sent: Thursday, December 17, 2015 12:37 PM
To: Access Technology Higher Education Network (athen-list@u.washington.edu) <athen-list@u.washington.edu>
Subject: [Athen] Deque Amaze

Does anyone have any direct experience with Deque Amaze? Several of our developers have received advertising about the product and love the idea of something else "taking care of" accessibility for them - and of course it sounds "too good to be true" to me because there's not much real detail on their website. Any info you can share would be appreciated.

Best,
Teresa

Teresa Haven, Ph.D.
Accessibility Analyst, Northern Arizona University

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From Teresa.Haven at nau.edu  Fri Dec 18 05:26:48 2015
From: Teresa.Haven at nau.edu (Teresa Haven)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deque Amaze
In-Reply-To: <006B5C8325EEDA44A1A7D3955F5431CD7D81EECC@CIO-KRC-D1MBX04.osuad.osu.edu>
References: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>,
	<006B5C8325EEDA44A1A7D3955F5431CD7D81EECC@CIO-KRC-D1MBX04.osuad.osu.edu>
Message-ID: <F5E5371A-7397-4F1C-9F8A-8F9204ECC9FB@nau.edu>

I had a feeling this was the case. I will let folks know they still need to learn to do it right in the first place instead of looking for shortcuts - the same thing we are often trying to teach our students.

Thanks,

Teresa

On Dec 18, 2015, at 6:59 AM, Bossley, Pete <bossley.5@osu.edu<mailto:bossley.5@osu.edu>> wrote:

Essentially this is javascript injection to make something accessible. It would be a last resort kind of move and as mentioned by another poster is probably expensive. And, still much effort from a development standpoint. Really useful in the context of a 3rd party system that you can?t modify yourself but that you need to make it accessible nonetheless and you can?t get a vendor to work with you on it.


From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Teresa Haven
Sent: Thursday, December 17, 2015 12:37 PM
To: Access Technology Higher Education Network (athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>) <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: [Athen] Deque Amaze

Does anyone have any direct experience with Deque Amaze? Several of our developers have received advertising about the product and love the idea of something else ?taking care of? accessibility for them ? and of course it sounds ?too good to be true? to me because there?s not much real detail on their website. Any info you can share would be appreciated.

Best,
Teresa

Teresa Haven, Ph.D.
Accessibility Analyst, Northern Arizona University

_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu<mailto:athen-list@mailman13.u.washington.edu>
http://mailman13.u.washington.edu/mailman/listinfo/athen-list
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From karlgroves at gmail.com  Fri Dec 18 06:05:50 2015
From: karlgroves at gmail.com (Karl Groves)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deque Amaze
In-Reply-To: <F5E5371A-7397-4F1C-9F8A-8F9204ECC9FB@nau.edu>
References: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>
	<006B5C8325EEDA44A1A7D3955F5431CD7D81EECC@CIO-KRC-D1MBX04.osuad.osu.edu>
	<F5E5371A-7397-4F1C-9F8A-8F9204ECC9FB@nau.edu>
Message-ID: <CABScKPBL2V_N3c3TMvyJ6Xw6M=uxavsAiN4ms3DJ7p74n8LsyA@mail.gmail.com>

In full disclaimer: I'm co-founder of Tenon and we make a product that
is in a competitive space with Deque's Worldspace product.  I've also
never used and don't know anyone who has used Amaze.  So I'm both
biased and ignorant. ;-)  That being said, I try to be as objective as
possible below.

The idea of being able to automagically fix accessibility issues
without interfering with existing code is pretty compelling. In a
situation where the accessibility issues are egregious and the
organization is under considerable outside pressure (i.e. a visit by
the DOJ) then something like Amaze can offer a quick fix.

There are a few things to consider:

First, Deque aren't the only ones who do such a thing. I know that
both Simply Accessible and The Paciello Group do similar work, they
just haven't "productized" it.   This leads to:

Second, this is really just applying JavaScript to the existing UI to
fix the existing accessibility issues.  In other words, any skilled JS
developer with good accessibility knowledge can do the same thing.
Chances are, Amaze is probably backed by a good library of built-in
utility functions that help make the work easier and more robust.
Deque's Dylan Barrell, in particular, is one of the top 5 JS
developers I've ever met, but fundamentally Amaze is still just JS. As
a consequence, any inordinately high price is probably unwarranted.

Third, Amaze (or any other similar such fix) needs to be regarded as
temporary, for one important reason: if the underlying UI code changes
it will break the "fix". Again, I suspect that Amaze has been
developed to do the best it can to anticipate such a thing, but it
seems scary to think that the more substantially you change the
existing UI, the more likely that the "fix" will break.   To my
knowledge Simply Accessible does a lot of this type of custom
"overlay" work and they state clearly to their customers that it is
meant to be temporary.

Last, as others have said, this fixes the symptom without treating the
disease.   Ultimately this comes down to a business decision. Time
spent fixing bugs costs money and also impacts the availability of
resources that could otherwise be put onto other work. External
pressures, such as deadlines for other projects or legally mandated
deadlines may make something like this a good option. But the existing
inaccessible interface code that this "fixes" will still be there.
Worse still, the development practices and other libraries/
frameworks, etc. that caused the problem will still be there.

So, no matter what you choose WRT using Amaze or something like it,
you should also come up with a plan to actually remediate the
underlying issues and train your developers in accessibility so that
they don't continue creating the same type of inaccessible code that
caused the problem(s) in the first place.

On Fri, Dec 18, 2015 at 8:26 AM, Teresa Haven <Teresa.Haven@nau.edu> wrote:
> I had a feeling this was the case. I will let folks know they still need to
> learn to do it right in the first place instead of looking for shortcuts -
> the same thing we are often trying to teach our students.
>
> Thanks,
>
> Teresa
>
> On Dec 18, 2015, at 6:59 AM, Bossley, Pete <bossley.5@osu.edu> wrote:
>
> Essentially this is javascript injection to make something accessible. It
> would be a last resort kind of move and as mentioned by another poster is
> probably expensive. And, still much effort from a development standpoint.
> Really useful in the context of a 3rd party system that you can?t modify
> yourself but that you need to make it accessible nonetheless and you can?t
> get a vendor to work with you on it.
>
>
>
>
>
> From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On
> Behalf Of Teresa Haven
> Sent: Thursday, December 17, 2015 12:37 PM
> To: Access Technology Higher Education Network (athen-list@u.washington.edu)
> <athen-list@u.washington.edu>
> Subject: [Athen] Deque Amaze
>
>
>
> Does anyone have any direct experience with Deque Amaze? Several of our
> developers have received advertising about the product and love the idea of
> something else ?taking care of? accessibility for them ? and of course it
> sounds ?too good to be true? to me because there?s not much real detail on
> their website. Any info you can share would be appreciated.
>
>
>
> Best,
>
> Teresa
>
>
>
> Teresa Haven, Ph.D.
>
> Accessibility Analyst, Northern Arizona University
>
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>



-- 
Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829

www.tenon.io

Sign up for the Tenon Mailing List:
http://eepurl.com/bcV8C9

From Teresa.Haven at nau.edu  Fri Dec 18 06:19:59 2015
From: Teresa.Haven at nau.edu (Teresa Haven)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deque Amaze
In-Reply-To: <CABScKPBL2V_N3c3TMvyJ6Xw6M=uxavsAiN4ms3DJ7p74n8LsyA@mail.gmail.com>
References: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>
	<006B5C8325EEDA44A1A7D3955F5431CD7D81EECC@CIO-KRC-D1MBX04.osuad.osu.edu>
	<F5E5371A-7397-4F1C-9F8A-8F9204ECC9FB@nau.edu>
	<CABScKPBL2V_N3c3TMvyJ6Xw6M=uxavsAiN4ms3DJ7p74n8LsyA@mail.gmail.com>
Message-ID: <8B17405CDE724049BFD78BFBC560F1FDD151F4@umbrella.nau.froot.nau.edu>

Thanks, Karl -- you make my point exactly. :)

And one of the points I like to make with developers is that they are constantly trying out new frameworks, new techniques, building other new skills anyway -- learning and integrating accessible practices into their toolkits should be no different. I think they are finally starting to get it. 

Cheers,
Teresa

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Karl Groves
Sent: Friday, December 18, 2015 7:06 AM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Deque Amaze

In full disclaimer: I'm co-founder of Tenon and we make a product that is in a competitive space with Deque's Worldspace product.  I've also never used and don't know anyone who has used Amaze.  So I'm both biased and ignorant. ;-)  That being said, I try to be as objective as possible below.

The idea of being able to automagically fix accessibility issues without interfering with existing code is pretty compelling. In a situation where the accessibility issues are egregious and the organization is under considerable outside pressure (i.e. a visit by the DOJ) then something like Amaze can offer a quick fix.

There are a few things to consider:

First, Deque aren't the only ones who do such a thing. I know that both Simply Accessible and The Paciello Group do similar work, they
just haven't "productized" it.   This leads to:

Second, this is really just applying JavaScript to the existing UI to fix the existing accessibility issues.  In other words, any skilled JS developer with good accessibility knowledge can do the same thing.
Chances are, Amaze is probably backed by a good library of built-in utility functions that help make the work easier and more robust.
Deque's Dylan Barrell, in particular, is one of the top 5 JS developers I've ever met, but fundamentally Amaze is still just JS. As a consequence, any inordinately high price is probably unwarranted.

Third, Amaze (or any other similar such fix) needs to be regarded as temporary, for one important reason: if the underlying UI code changes it will break the "fix". Again, I suspect that Amaze has been developed to do the best it can to anticipate such a thing, but it seems scary to think that the more substantially you change the
existing UI, the more likely that the "fix" will break.   To my
knowledge Simply Accessible does a lot of this type of custom "overlay" work and they state clearly to their customers that it is meant to be temporary.

Last, as others have said, this fixes the symptom without treating the
disease.   Ultimately this comes down to a business decision. Time
spent fixing bugs costs money and also impacts the availability of resources that could otherwise be put onto other work. External pressures, such as deadlines for other projects or legally mandated deadlines may make something like this a good option. But the existing inaccessible interface code that this "fixes" will still be there.
Worse still, the development practices and other libraries/ frameworks, etc. that caused the problem will still be there.

So, no matter what you choose WRT using Amaze or something like it, you should also come up with a plan to actually remediate the underlying issues and train your developers in accessibility so that they don't continue creating the same type of inaccessible code that caused the problem(s) in the first place.

On Fri, Dec 18, 2015 at 8:26 AM, Teresa Haven <Teresa.Haven@nau.edu> wrote:
> I had a feeling this was the case. I will let folks know they still 
> need to learn to do it right in the first place instead of looking for 
> shortcuts - the same thing we are often trying to teach our students.
>
> Thanks,
>
> Teresa
>
> On Dec 18, 2015, at 6:59 AM, Bossley, Pete <bossley.5@osu.edu> wrote:
>
> Essentially this is javascript injection to make something accessible. 
> It would be a last resort kind of move and as mentioned by another 
> poster is probably expensive. And, still much effort from a development standpoint.
> Really useful in the context of a 3rd party system that you can?t 
> modify yourself but that you need to make it accessible nonetheless 
> and you can?t get a vendor to work with you on it.
>
>
>
>
>
> From: athen-list 
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Teresa Haven
> Sent: Thursday, December 17, 2015 12:37 PM
> To: Access Technology Higher Education Network 
> (athen-list@u.washington.edu) <athen-list@u.washington.edu>
> Subject: [Athen] Deque Amaze
>
>
>
> Does anyone have any direct experience with Deque Amaze? Several of 
> our developers have received advertising about the product and love 
> the idea of something else ?taking care of? accessibility for them ? 
> and of course it sounds ?too good to be true? to me because there?s 
> not much real detail on their website. Any info you can share would be appreciated.
>
>
>
> Best,
>
> Teresa
>
>
>
> Teresa Haven, Ph.D.
>
> Accessibility Analyst, Northern Arizona University
>
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>



--
Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829

www.tenon.io

Sign up for the Tenon Mailing List:
http://eepurl.com/bcV8C9
_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list
From karlgroves at gmail.com  Fri Dec 18 06:40:13 2015
From: karlgroves at gmail.com (Karl Groves)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deque Amaze
In-Reply-To: <8B17405CDE724049BFD78BFBC560F1FDD151F4@umbrella.nau.froot.nau.edu>
References: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>
	<006B5C8325EEDA44A1A7D3955F5431CD7D81EECC@CIO-KRC-D1MBX04.osuad.osu.edu>
	<F5E5371A-7397-4F1C-9F8A-8F9204ECC9FB@nau.edu>
	<CABScKPBL2V_N3c3TMvyJ6Xw6M=uxavsAiN4ms3DJ7p74n8LsyA@mail.gmail.com>
	<8B17405CDE724049BFD78BFBC560F1FDD151F4@umbrella.nau.froot.nau.edu>
Message-ID: <CABScKPC9sVUaipf8x5v0r0afCXY06_5MHkiSXDN=x5treK75FA@mail.gmail.com>

Oh man, if we could make accessibility flashy then the battle would be
won for us! Accessibility always seems to be playing catch up when it
comes to the new hot thing. When jQueryUI came out, it wasn't until
1.9 that the core widgets had the necessary ARIA.  Foundation by Zurb
only recently started caring about accessibility.  AngularJS required
the development of a special module (ngAria) after the fact because
accessibility was ignored at first.  The list goes on.  :-(

Like you said, if we can get the developers to think of accessibility
as cool, that'd be a huge win.

On Fri, Dec 18, 2015 at 9:19 AM, Teresa Haven <Teresa.Haven@nau.edu> wrote:
> Thanks, Karl -- you make my point exactly. :)
>
> And one of the points I like to make with developers is that they are constantly trying out new frameworks, new techniques, building other new skills anyway -- learning and integrating accessible practices into their toolkits should be no different. I think they are finally starting to get it.
>
> Cheers,
> Teresa
>
> -----Original Message-----
> From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Karl Groves
> Sent: Friday, December 18, 2015 7:06 AM
> To: Access Technology Higher Education Network <athen-list@u.washington.edu>
> Subject: Re: [Athen] Deque Amaze
>
> In full disclaimer: I'm co-founder of Tenon and we make a product that is in a competitive space with Deque's Worldspace product.  I've also never used and don't know anyone who has used Amaze.  So I'm both biased and ignorant. ;-)  That being said, I try to be as objective as possible below.
>
> The idea of being able to automagically fix accessibility issues without interfering with existing code is pretty compelling. In a situation where the accessibility issues are egregious and the organization is under considerable outside pressure (i.e. a visit by the DOJ) then something like Amaze can offer a quick fix.
>
> There are a few things to consider:
>
> First, Deque aren't the only ones who do such a thing. I know that both Simply Accessible and The Paciello Group do similar work, they
> just haven't "productized" it.   This leads to:
>
> Second, this is really just applying JavaScript to the existing UI to fix the existing accessibility issues.  In other words, any skilled JS developer with good accessibility knowledge can do the same thing.
> Chances are, Amaze is probably backed by a good library of built-in utility functions that help make the work easier and more robust.
> Deque's Dylan Barrell, in particular, is one of the top 5 JS developers I've ever met, but fundamentally Amaze is still just JS. As a consequence, any inordinately high price is probably unwarranted.
>
> Third, Amaze (or any other similar such fix) needs to be regarded as temporary, for one important reason: if the underlying UI code changes it will break the "fix". Again, I suspect that Amaze has been developed to do the best it can to anticipate such a thing, but it seems scary to think that the more substantially you change the
> existing UI, the more likely that the "fix" will break.   To my
> knowledge Simply Accessible does a lot of this type of custom "overlay" work and they state clearly to their customers that it is meant to be temporary.
>
> Last, as others have said, this fixes the symptom without treating the
> disease.   Ultimately this comes down to a business decision. Time
> spent fixing bugs costs money and also impacts the availability of resources that could otherwise be put onto other work. External pressures, such as deadlines for other projects or legally mandated deadlines may make something like this a good option. But the existing inaccessible interface code that this "fixes" will still be there.
> Worse still, the development practices and other libraries/ frameworks, etc. that caused the problem will still be there.
>
> So, no matter what you choose WRT using Amaze or something like it, you should also come up with a plan to actually remediate the underlying issues and train your developers in accessibility so that they don't continue creating the same type of inaccessible code that caused the problem(s) in the first place.
>
> On Fri, Dec 18, 2015 at 8:26 AM, Teresa Haven <Teresa.Haven@nau.edu> wrote:
>> I had a feeling this was the case. I will let folks know they still
>> need to learn to do it right in the first place instead of looking for
>> shortcuts - the same thing we are often trying to teach our students.
>>
>> Thanks,
>>
>> Teresa
>>
>> On Dec 18, 2015, at 6:59 AM, Bossley, Pete <bossley.5@osu.edu> wrote:
>>
>> Essentially this is javascript injection to make something accessible.
>> It would be a last resort kind of move and as mentioned by another
>> poster is probably expensive. And, still much effort from a development standpoint.
>> Really useful in the context of a 3rd party system that you can?t
>> modify yourself but that you need to make it accessible nonetheless
>> and you can?t get a vendor to work with you on it.
>>
>>
>>
>>
>>
>> From: athen-list
>> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of
>> Teresa Haven
>> Sent: Thursday, December 17, 2015 12:37 PM
>> To: Access Technology Higher Education Network
>> (athen-list@u.washington.edu) <athen-list@u.washington.edu>
>> Subject: [Athen] Deque Amaze
>>
>>
>>
>> Does anyone have any direct experience with Deque Amaze? Several of
>> our developers have received advertising about the product and love
>> the idea of something else ?taking care of? accessibility for them ?
>> and of course it sounds ?too good to be true? to me because there?s
>> not much real detail on their website. Any info you can share would be appreciated.
>>
>>
>>
>> Best,
>>
>> Teresa
>>
>>
>>
>> Teresa Haven, Ph.D.
>>
>> Accessibility Analyst, Northern Arizona University
>>
>>
>>
>> _______________________________________________
>> athen-list mailing list
>> athen-list@mailman13.u.washington.edu
>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>>
>>
>> _______________________________________________
>> athen-list mailing list
>> athen-list@mailman13.u.washington.edu
>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>>
>
>
>
> --
> Karl Groves
> www.karlgroves.com
> @karlgroves
> http://www.linkedin.com/in/karlgroves
> Phone: +1 410.541.6829
>
> www.tenon.io
>
> Sign up for the Tenon Mailing List:
> http://eepurl.com/bcV8C9
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list



-- 
Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829

www.tenon.io

Sign up for the Tenon Mailing List:
http://eepurl.com/bcV8C9

From Teresa.Haven at nau.edu  Fri Dec 18 06:50:32 2015
From: Teresa.Haven at nau.edu (Teresa Haven)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deque Amaze
In-Reply-To: <CABScKPC9sVUaipf8x5v0r0afCXY06_5MHkiSXDN=x5treK75FA@mail.gmail.com>
References: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>
	<006B5C8325EEDA44A1A7D3955F5431CD7D81EECC@CIO-KRC-D1MBX04.osuad.osu.edu>
	<F5E5371A-7397-4F1C-9F8A-8F9204ECC9FB@nau.edu>
	<CABScKPBL2V_N3c3TMvyJ6Xw6M=uxavsAiN4ms3DJ7p74n8LsyA@mail.gmail.com>
	<8B17405CDE724049BFD78BFBC560F1FDD151F4@umbrella.nau.froot.nau.edu>
	<CABScKPC9sVUaipf8x5v0r0afCXY06_5MHkiSXDN=x5treK75FA@mail.gmail.com>
Message-ID: <8B17405CDE724049BFD78BFBC560F1FDD15397@umbrella.nau.froot.nau.edu>

Well, one of the things my developers agreed on this year is that, in advance of Global Accessibility Awareness Day, they're going to have a competition -- everyone will benchmark their current projects, then compete to see who can come up with the most accessible end version of a project by the deadline in Spring. We figured it would be a good way to get them to learn more about accessibility in whatever environment each of them is using (we have several different development teams around campus, all using different tools). Might not be the easiest thing to score, but hey, if it gets them excited about learning and sharing with each other, it's all good with me! 

Teresa

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Karl Groves
Sent: Friday, December 18, 2015 7:40 AM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Deque Amaze

Oh man, if we could make accessibility flashy then the battle would be won for us! Accessibility always seems to be playing catch up when it comes to the new hot thing. When jQueryUI came out, it wasn't until
1.9 that the core widgets had the necessary ARIA.  Foundation by Zurb only recently started caring about accessibility.  AngularJS required the development of a special module (ngAria) after the fact because accessibility was ignored at first.  The list goes on.  :-(

Like you said, if we can get the developers to think of accessibility as cool, that'd be a huge win.

On Fri, Dec 18, 2015 at 9:19 AM, Teresa Haven <Teresa.Haven@nau.edu> wrote:
> Thanks, Karl -- you make my point exactly. :)
>
> And one of the points I like to make with developers is that they are constantly trying out new frameworks, new techniques, building other new skills anyway -- learning and integrating accessible practices into their toolkits should be no different. I think they are finally starting to get it.
>
> Cheers,
> Teresa
>
> -----Original Message-----
> From: athen-list 
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Karl Groves
> Sent: Friday, December 18, 2015 7:06 AM
> To: Access Technology Higher Education Network 
> <athen-list@u.washington.edu>
> Subject: Re: [Athen] Deque Amaze
>
> In full disclaimer: I'm co-founder of Tenon and we make a product that is in a competitive space with Deque's Worldspace product.  I've also never used and don't know anyone who has used Amaze.  So I'm both biased and ignorant. ;-)  That being said, I try to be as objective as possible below.
>
> The idea of being able to automagically fix accessibility issues without interfering with existing code is pretty compelling. In a situation where the accessibility issues are egregious and the organization is under considerable outside pressure (i.e. a visit by the DOJ) then something like Amaze can offer a quick fix.
>
> There are a few things to consider:
>
> First, Deque aren't the only ones who do such a thing. I know that both Simply Accessible and The Paciello Group do similar work, they
> just haven't "productized" it.   This leads to:
>
> Second, this is really just applying JavaScript to the existing UI to fix the existing accessibility issues.  In other words, any skilled JS developer with good accessibility knowledge can do the same thing.
> Chances are, Amaze is probably backed by a good library of built-in utility functions that help make the work easier and more robust.
> Deque's Dylan Barrell, in particular, is one of the top 5 JS developers I've ever met, but fundamentally Amaze is still just JS. As a consequence, any inordinately high price is probably unwarranted.
>
> Third, Amaze (or any other similar such fix) needs to be regarded as temporary, for one important reason: if the underlying UI code changes it will break the "fix". Again, I suspect that Amaze has been developed to do the best it can to anticipate such a thing, but it seems scary to think that the more substantially you change the
> existing UI, the more likely that the "fix" will break.   To my
> knowledge Simply Accessible does a lot of this type of custom "overlay" work and they state clearly to their customers that it is meant to be temporary.
>
> Last, as others have said, this fixes the symptom without treating the
> disease.   Ultimately this comes down to a business decision. Time
> spent fixing bugs costs money and also impacts the availability of resources that could otherwise be put onto other work. External pressures, such as deadlines for other projects or legally mandated deadlines may make something like this a good option. But the existing inaccessible interface code that this "fixes" will still be there.
> Worse still, the development practices and other libraries/ frameworks, etc. that caused the problem will still be there.
>
> So, no matter what you choose WRT using Amaze or something like it, you should also come up with a plan to actually remediate the underlying issues and train your developers in accessibility so that they don't continue creating the same type of inaccessible code that caused the problem(s) in the first place.
>
> On Fri, Dec 18, 2015 at 8:26 AM, Teresa Haven <Teresa.Haven@nau.edu> wrote:
>> I had a feeling this was the case. I will let folks know they still 
>> need to learn to do it right in the first place instead of looking 
>> for shortcuts - the same thing we are often trying to teach our students.
>>
>> Thanks,
>>
>> Teresa
>>
>> On Dec 18, 2015, at 6:59 AM, Bossley, Pete <bossley.5@osu.edu> wrote:
>>
>> Essentially this is javascript injection to make something accessible.
>> It would be a last resort kind of move and as mentioned by another 
>> poster is probably expensive. And, still much effort from a development standpoint.
>> Really useful in the context of a 3rd party system that you can?t 
>> modify yourself but that you need to make it accessible nonetheless 
>> and you can?t get a vendor to work with you on it.
>>
>>
>>
>>
>>
>> From: athen-list
>> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
>> Teresa Haven
>> Sent: Thursday, December 17, 2015 12:37 PM
>> To: Access Technology Higher Education Network
>> (athen-list@u.washington.edu) <athen-list@u.washington.edu>
>> Subject: [Athen] Deque Amaze
>>
>>
>>
>> Does anyone have any direct experience with Deque Amaze? Several of 
>> our developers have received advertising about the product and love 
>> the idea of something else ?taking care of? accessibility for them ? 
>> and of course it sounds ?too good to be true? to me because there?s 
>> not much real detail on their website. Any info you can share would be appreciated.
>>
>>
>>
>> Best,
>>
>> Teresa
>>
>>
>>
>> Teresa Haven, Ph.D.
>>
>> Accessibility Analyst, Northern Arizona University
>>
>>
>>
>> _______________________________________________
>> athen-list mailing list
>> athen-list@mailman13.u.washington.edu
>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>>
>>
>> _______________________________________________
>> athen-list mailing list
>> athen-list@mailman13.u.washington.edu
>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>>
>
>
>
> --
> Karl Groves
> www.karlgroves.com
> @karlgroves
> http://www.linkedin.com/in/karlgroves
> Phone: +1 410.541.6829
>
> www.tenon.io
>
> Sign up for the Tenon Mailing List:
> http://eepurl.com/bcV8C9
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list



--
Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829

www.tenon.io

Sign up for the Tenon Mailing List:
http://eepurl.com/bcV8C9
_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list
From Tammy.Waldron at thechristcollege.edu  Fri Dec 18 08:11:51 2015
From: Tammy.Waldron at thechristcollege.edu (Waldron, Tammy)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] a dream realized - learning points training STEM faculty
In-Reply-To: <BL2PR08MB340DE8A509E83A96A448ECECFE10@BL2PR08MB340.namprd08.prod.outlook.com>
References: <BL2PR08MB340DE8A509E83A96A448ECECFE10@BL2PR08MB340.namprd08.prod.outlook.com>
Message-ID: <84B41EB5C7FD56458B508B81BA3E544252DFFF50DF@TCH-CIN-EXCH03.tch-dom.local>

Thank you Krista!

This is incredibly helpful information.  Would you be willing to provide more information on the steps to use MathType and MathML?

Thanks,

Tammy Waldron

Tammy Waldron, M.Ed
Instructional Designer
Quality Matters Coordinator
Educational Technology Department
Division of College Support Services
The Christ College of Nursing and Health Sciences
The Christ Hospital Health Network
2139 Auburn Avenue
Cincinnati, Ohio 45219
Office Telephone: 513-585-2900
Email: tammy.waldron@thechristcollege.edu<mailto:tammy.waldron@thechristcollege.edu>
Visit us at www.thechristcollege.edu<http://www.thechristcollege.edu/>

TCCNHS is committed to a policy of non-discrimination on the basis of race, color, creed, national origin, ethnicity, age, sex, sexual orientation, marital status, veteran status, or economic status and all other legally protected classes. The College's full Non-Discriminatory Statement can be located at: http://www.thechristcollege.edu/




From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of KRISTA L. GREEAR
Sent: Thursday, December 17, 2015 8:55 PM
To: Access Technology Higher Education Network
Subject: [Athen] a dream realized - learning points training STEM faculty


This month, my colleague Dan and myself, had the blessed opportunity to present to all of the faculty in the STEM School at one of our campuses regarding math accessibility. The rest of the email is a summary of the events that led to this meeting. At the end is a summary of what I learned.



Hopefully, this real "case study" will be helpful as you move forward to improve the accessibility of STEM content on your campus.


Krista Greear

University of Washington

Disability Resources for Students

Accessible Text & Technology Manager

disability.uw.edu/<http://disability.uw.edu/%22%20%5Ct%20%22_blank>



~~~~~~~~~~~~~~~~~~~~~~~~~



Background

This opportunity came to us because of working with a student who needed accessible math, more so for a learning disability then a visual impairment. This student kept finding barriers and shared this with the Director of Undergraduate Academic Services for the STEM School. The Director took this student seriously and initiated 3 meetings from Feb 2015-Dec 2015. I am the Alternate Format Manager for all of our campuses and Dan is the manager of the Access Technology Center.



February 2015

First meeting was between myself, Dan, the Disability Resources Director, School of STEM Dean, Textbooks Chairman for STEM School, University's ADA Coordinator and Director of Undergraduate Academic Services. We demoed the basics of math accessibility, highlighting that images of math are not accessible. We introduced MathType and explained the benefits of MathML. I demoed how a PDF with math is inaccessible and does not work with text-to-speech technology. We discussed how online learning tools like MyMathLab, WilelyPlus, WebAssign, Connect are often not accessible. We shared how publisher files are often not accessible for STEM content.



May 2015

Second meeting was presenting to the Math department about the basics of math accessibility. Myself and my student worker (Masters student in Chemical Engineering and the main person who converted accessible math books) presented to the Math department, consisting of about 10 instructors and some of the key administrators from the first meeting. We gave a short into to disability law. I was able to ask questions like how faculty choose textbooks, write exams, what they use to assign homework, what file types they use for worksheets/handouts. Again, we demoed text-to-speech technology with inaccessible and accessible math content. Again, we discussed online math products, how to handle classes that required the use of inaccessible specialized software when it is an industry standard, the need to create good quality scans, understand the difference between image files and text selectable files, and discussed the merits of MathType. Professors understood the lead time needed to convert math (my office asked for six weeks' notice to convert anything into braille or to convert a STEM book into an accessible format). The instructors brought up the good point that if they only get the formal notification a week or two before the term starts, that is not enough time to work on converting their own materials into accessible formats. This started a discussion about how early to notify faculty members about student's accommodations. We highly discourage the use of making equations and images.





December 2015

At the most recent meeting, Dan and I presented to the entire STEM school. This included the math, science, technology, and engineering departments. There were around 50 instructors in the room along with several administrators like the Dean of the STEM school, the University's ADA Coordinator and Director of Undergraduate Academic Services, and the campuses Disability Services Director. This meeting was part of their quarterly meeting schedule.



The meeting started with that campuses disability services director and the ADA coordinator creating a framework for why we are talking about disability - namely the legal ramifications.



Dan and I demonstrated text-to-speech technology, talked about PDFs and why they often present barriers, introduced MathML and discussed why MathType is our recommended tool. We did ask them some questions since we have making assumptions this whole time about how content is created.



Who is using LaTeX?

Basically everyone.



What are they using to produce LaTeX or math content?

Several tools. Emax, Tech Stop, Win tech, MS Word Math Editor, 1 or 2 people used MathType.



Who is heard of MathML?

Very small percentage, perhaps 5-10%.



Who is using PDFs?

Everyone.



Who is using Word docs?

Half.



Who is using Windows platforms?

Roughly 50%



Who is using Mac platforms?

Roughly 30%



Who is using Linex platforms?

Roughly 20%



How are people creating PDFs?

Half a PDFs from word, half are scanning files, very few are finding PDFs online.



How are PDFs being delivered?

Namely through our LMS, Canvas.



We also demonstrated the built-in text recognition tool of Adobe Acrobat Pro for non-STEM materials. This sparked a discussion whether that software was readily available to faculty.



We shared a simplified explanation of why math accessibility is so complex. There are factors that have to align and work together to produce the desired result. The file type (PDF, word doc, HTML), the content within that file (LaTeX, images, MathML, text), and the tool of the end user (Screen reader, TTS, speech recognition). Sometimes, we may also need to consider the specific versions of a browser or adaptive technology.



Discussed the differences between LaTeX and MathML and why MathML is the better choice.



We did not share much about creating accessible math in the web environment.



Since many of these folks use campus, we did demonstrate the Canvas Equation Editor and how MathType can work with that.



The group asked about the accessibility of publisher files. We got to share how I have yet to see an accessible math book, directly from the publisher without any additional markup.



They also asked basic questions like what types of disabilities they are most likely to see and what are common accommodations.



The three main takeaways that we boiled the presentation down to (1) avoid graphics for math (2) reconsider PDF for stem content and (3) use MathType for Word content.



Outcomes from the Dec 2015 meeting

*         The learning technologist is eager to partner with disability services

*         The STEM school is looking at an institutional license of MathType and possibly Adobe acrobat pro

*         The faculty would love a hands-on workshop for using MathType

*         Open to future trainings



What I learned overall about training folks in STEM accessibility

*         Demonstrating is key. Demonstrate the tools the students with disabilities use with the files that they are given. Show, don't only tell.

*         Simplify math accessibility. We all know that converting stem content is highly complex.

*         Use the terms that we use. Say text-to-speech or screen reader. Faculty members need to know the differences between the two.

*         Give them simple, tangible

*         Always try to get administration support first, so buying software is a much smoother process.

*         Know the products/methods your faculty are using




________________________________
**Confidentiality Notice: This e-mail message, including any attachments,
is for the sole use of the intended recipient(s) and may contain confidential
and privileged information. Any unauthorized review, use, disclosure or distribution
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From jhori at ucdavis.edu  Fri Dec 18 09:25:27 2015
From: jhori at ucdavis.edu (Joshua Hori)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deque Amaze
In-Reply-To: <CABScKPC9sVUaipf8x5v0r0afCXY06_5MHkiSXDN=x5treK75FA@mail.gmail.com>
References: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>
	<006B5C8325EEDA44A1A7D3955F5431CD7D81EECC@CIO-KRC-D1MBX04.osuad.osu.edu>
	<F5E5371A-7397-4F1C-9F8A-8F9204ECC9FB@nau.edu>
	<CABScKPBL2V_N3c3TMvyJ6Xw6M=uxavsAiN4ms3DJ7p74n8LsyA@mail.gmail.com>
	<8B17405CDE724049BFD78BFBC560F1FDD151F4@umbrella.nau.froot.nau.edu>
	<CABScKPC9sVUaipf8x5v0r0afCXY06_5MHkiSXDN=x5treK75FA@mail.gmail.com>
Message-ID: <BY2PR08MB3140F5A3FC9035543A4D304A9E10@BY2PR08MB314.namprd08.prod.outlook.com>

Couldn't we say that it's cool by stating that accessibility improves SEO?

We just have to find and use the keywords that developers are using to make it flashy. 

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Karl Groves
Sent: Friday, December 18, 2015 6:40 AM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Deque Amaze

Oh man, if we could make accessibility flashy then the battle would be won for us! Accessibility always seems to be playing catch up when it comes to the new hot thing. When jQueryUI came out, it wasn't until
1.9 that the core widgets had the necessary ARIA.  Foundation by Zurb only recently started caring about accessibility.  AngularJS required the development of a special module (ngAria) after the fact because accessibility was ignored at first.  The list goes on.  :-(

Like you said, if we can get the developers to think of accessibility as cool, that'd be a huge win.

On Fri, Dec 18, 2015 at 9:19 AM, Teresa Haven <Teresa.Haven@nau.edu> wrote:
> Thanks, Karl -- you make my point exactly. :)
>
> And one of the points I like to make with developers is that they are constantly trying out new frameworks, new techniques, building other new skills anyway -- learning and integrating accessible practices into their toolkits should be no different. I think they are finally starting to get it.
>
> Cheers,
> Teresa
>
> -----Original Message-----
> From: athen-list 
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Karl Groves
> Sent: Friday, December 18, 2015 7:06 AM
> To: Access Technology Higher Education Network 
> <athen-list@u.washington.edu>
> Subject: Re: [Athen] Deque Amaze
>
> In full disclaimer: I'm co-founder of Tenon and we make a product that is in a competitive space with Deque's Worldspace product.  I've also never used and don't know anyone who has used Amaze.  So I'm both biased and ignorant. ;-)  That being said, I try to be as objective as possible below.
>
> The idea of being able to automagically fix accessibility issues without interfering with existing code is pretty compelling. In a situation where the accessibility issues are egregious and the organization is under considerable outside pressure (i.e. a visit by the DOJ) then something like Amaze can offer a quick fix.
>
> There are a few things to consider:
>
> First, Deque aren't the only ones who do such a thing. I know that both Simply Accessible and The Paciello Group do similar work, they
> just haven't "productized" it.   This leads to:
>
> Second, this is really just applying JavaScript to the existing UI to fix the existing accessibility issues.  In other words, any skilled JS developer with good accessibility knowledge can do the same thing.
> Chances are, Amaze is probably backed by a good library of built-in utility functions that help make the work easier and more robust.
> Deque's Dylan Barrell, in particular, is one of the top 5 JS developers I've ever met, but fundamentally Amaze is still just JS. As a consequence, any inordinately high price is probably unwarranted.
>
> Third, Amaze (or any other similar such fix) needs to be regarded as temporary, for one important reason: if the underlying UI code changes it will break the "fix". Again, I suspect that Amaze has been developed to do the best it can to anticipate such a thing, but it seems scary to think that the more substantially you change the
> existing UI, the more likely that the "fix" will break.   To my
> knowledge Simply Accessible does a lot of this type of custom "overlay" work and they state clearly to their customers that it is meant to be temporary.
>
> Last, as others have said, this fixes the symptom without treating the
> disease.   Ultimately this comes down to a business decision. Time
> spent fixing bugs costs money and also impacts the availability of resources that could otherwise be put onto other work. External pressures, such as deadlines for other projects or legally mandated deadlines may make something like this a good option. But the existing inaccessible interface code that this "fixes" will still be there.
> Worse still, the development practices and other libraries/ frameworks, etc. that caused the problem will still be there.
>
> So, no matter what you choose WRT using Amaze or something like it, you should also come up with a plan to actually remediate the underlying issues and train your developers in accessibility so that they don't continue creating the same type of inaccessible code that caused the problem(s) in the first place.
>
> On Fri, Dec 18, 2015 at 8:26 AM, Teresa Haven <Teresa.Haven@nau.edu> wrote:
>> I had a feeling this was the case. I will let folks know they still 
>> need to learn to do it right in the first place instead of looking 
>> for shortcuts - the same thing we are often trying to teach our students.
>>
>> Thanks,
>>
>> Teresa
>>
>> On Dec 18, 2015, at 6:59 AM, Bossley, Pete <bossley.5@osu.edu> wrote:
>>
>> Essentially this is javascript injection to make something accessible.
>> It would be a last resort kind of move and as mentioned by another 
>> poster is probably expensive. And, still much effort from a development standpoint.
>> Really useful in the context of a 3rd party system that you can?t 
>> modify yourself but that you need to make it accessible nonetheless 
>> and you can?t get a vendor to work with you on it.
>>
>>
>>
>>
>>
>> From: athen-list
>> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
>> Teresa Haven
>> Sent: Thursday, December 17, 2015 12:37 PM
>> To: Access Technology Higher Education Network
>> (athen-list@u.washington.edu) <athen-list@u.washington.edu>
>> Subject: [Athen] Deque Amaze
>>
>>
>>
>> Does anyone have any direct experience with Deque Amaze? Several of 
>> our developers have received advertising about the product and love 
>> the idea of something else ?taking care of? accessibility for them ? 
>> and of course it sounds ?too good to be true? to me because there?s 
>> not much real detail on their website. Any info you can share would be appreciated.
>>
>>
>>
>> Best,
>>
>> Teresa
>>
>>
>>
>> Teresa Haven, Ph.D.
>>
>> Accessibility Analyst, Northern Arizona University
>>
>>
>>
>> _______________________________________________
>> athen-list mailing list
>> athen-list@mailman13.u.washington.edu
>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>>
>>
>> _______________________________________________
>> athen-list mailing list
>> athen-list@mailman13.u.washington.edu
>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>>
>
>
>
> --
> Karl Groves
> www.karlgroves.com
> @karlgroves
> http://www.linkedin.com/in/karlgroves
> Phone: +1 410.541.6829
>
> www.tenon.io
>
> Sign up for the Tenon Mailing List:
> http://eepurl.com/bcV8C9
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list



--
Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829

www.tenon.io

Sign up for the Tenon Mailing List:
http://eepurl.com/bcV8C9
_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list
From Teresa.Haven at nau.edu  Fri Dec 18 09:37:42 2015
From: Teresa.Haven at nau.edu (Teresa Haven)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deque Amaze
In-Reply-To: <BY2PR08MB3140F5A3FC9035543A4D304A9E10@BY2PR08MB314.namprd08.prod.outlook.com>
References: <8B17405CDE724049BFD78BFBC560F1FDD1395C@umbrella.nau.froot.nau.edu>
	<006B5C8325EEDA44A1A7D3955F5431CD7D81EECC@CIO-KRC-D1MBX04.osuad.osu.edu>
	<F5E5371A-7397-4F1C-9F8A-8F9204ECC9FB@nau.edu>
	<CABScKPBL2V_N3c3TMvyJ6Xw6M=uxavsAiN4ms3DJ7p74n8LsyA@mail.gmail.com>
	<8B17405CDE724049BFD78BFBC560F1FDD151F4@umbrella.nau.froot.nau.edu>
	<CABScKPC9sVUaipf8x5v0r0afCXY06_5MHkiSXDN=x5treK75FA@mail.gmail.com>
	<BY2PR08MB3140F5A3FC9035543A4D304A9E10@BY2PR08MB314.namprd08.prod.outlook.com>
Message-ID: <8B17405CDE724049BFD78BFBC560F1FDD159DB@umbrella.nau.froot.nau.edu>

Yep, that piece is always part of my "marketing pitch". It does help. :)  It's a matter of finding the right piece for all the different folks who need convincing. 
Teresa

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joshua Hori
Sent: Friday, December 18, 2015 10:25 AM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Deque Amaze

Couldn't we say that it's cool by stating that accessibility improves SEO?

We just have to find and use the keywords that developers are using to make it flashy. 

-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Karl Groves
Sent: Friday, December 18, 2015 6:40 AM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Deque Amaze

Oh man, if we could make accessibility flashy then the battle would be won for us! Accessibility always seems to be playing catch up when it comes to the new hot thing. When jQueryUI came out, it wasn't until
1.9 that the core widgets had the necessary ARIA.  Foundation by Zurb only recently started caring about accessibility.  AngularJS required the development of a special module (ngAria) after the fact because accessibility was ignored at first.  The list goes on.  :-(

Like you said, if we can get the developers to think of accessibility as cool, that'd be a huge win.

On Fri, Dec 18, 2015 at 9:19 AM, Teresa Haven <Teresa.Haven@nau.edu> wrote:
> Thanks, Karl -- you make my point exactly. :)
>
> And one of the points I like to make with developers is that they are constantly trying out new frameworks, new techniques, building other new skills anyway -- learning and integrating accessible practices into their toolkits should be no different. I think they are finally starting to get it.
>
> Cheers,
> Teresa
>
> -----Original Message-----
> From: athen-list
> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
> Karl Groves
> Sent: Friday, December 18, 2015 7:06 AM
> To: Access Technology Higher Education Network 
> <athen-list@u.washington.edu>
> Subject: Re: [Athen] Deque Amaze
>
> In full disclaimer: I'm co-founder of Tenon and we make a product that is in a competitive space with Deque's Worldspace product.  I've also never used and don't know anyone who has used Amaze.  So I'm both biased and ignorant. ;-)  That being said, I try to be as objective as possible below.
>
> The idea of being able to automagically fix accessibility issues without interfering with existing code is pretty compelling. In a situation where the accessibility issues are egregious and the organization is under considerable outside pressure (i.e. a visit by the DOJ) then something like Amaze can offer a quick fix.
>
> There are a few things to consider:
>
> First, Deque aren't the only ones who do such a thing. I know that both Simply Accessible and The Paciello Group do similar work, they
> just haven't "productized" it.   This leads to:
>
> Second, this is really just applying JavaScript to the existing UI to fix the existing accessibility issues.  In other words, any skilled JS developer with good accessibility knowledge can do the same thing.
> Chances are, Amaze is probably backed by a good library of built-in utility functions that help make the work easier and more robust.
> Deque's Dylan Barrell, in particular, is one of the top 5 JS developers I've ever met, but fundamentally Amaze is still just JS. As a consequence, any inordinately high price is probably unwarranted.
>
> Third, Amaze (or any other similar such fix) needs to be regarded as temporary, for one important reason: if the underlying UI code changes it will break the "fix". Again, I suspect that Amaze has been developed to do the best it can to anticipate such a thing, but it seems scary to think that the more substantially you change the
> existing UI, the more likely that the "fix" will break.   To my
> knowledge Simply Accessible does a lot of this type of custom "overlay" work and they state clearly to their customers that it is meant to be temporary.
>
> Last, as others have said, this fixes the symptom without treating the
> disease.   Ultimately this comes down to a business decision. Time
> spent fixing bugs costs money and also impacts the availability of resources that could otherwise be put onto other work. External pressures, such as deadlines for other projects or legally mandated deadlines may make something like this a good option. But the existing inaccessible interface code that this "fixes" will still be there.
> Worse still, the development practices and other libraries/ frameworks, etc. that caused the problem will still be there.
>
> So, no matter what you choose WRT using Amaze or something like it, you should also come up with a plan to actually remediate the underlying issues and train your developers in accessibility so that they don't continue creating the same type of inaccessible code that caused the problem(s) in the first place.
>
> On Fri, Dec 18, 2015 at 8:26 AM, Teresa Haven <Teresa.Haven@nau.edu> wrote:
>> I had a feeling this was the case. I will let folks know they still 
>> need to learn to do it right in the first place instead of looking 
>> for shortcuts - the same thing we are often trying to teach our students.
>>
>> Thanks,
>>
>> Teresa
>>
>> On Dec 18, 2015, at 6:59 AM, Bossley, Pete <bossley.5@osu.edu> wrote:
>>
>> Essentially this is javascript injection to make something accessible.
>> It would be a last resort kind of move and as mentioned by another 
>> poster is probably expensive. And, still much effort from a development standpoint.
>> Really useful in the context of a 3rd party system that you can?t 
>> modify yourself but that you need to make it accessible nonetheless 
>> and you can?t get a vendor to work with you on it.
>>
>>
>>
>>
>>
>> From: athen-list
>> [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of 
>> Teresa Haven
>> Sent: Thursday, December 17, 2015 12:37 PM
>> To: Access Technology Higher Education Network
>> (athen-list@u.washington.edu) <athen-list@u.washington.edu>
>> Subject: [Athen] Deque Amaze
>>
>>
>>
>> Does anyone have any direct experience with Deque Amaze? Several of 
>> our developers have received advertising about the product and love 
>> the idea of something else ?taking care of? accessibility for them ? 
>> and of course it sounds ?too good to be true? to me because there?s 
>> not much real detail on their website. Any info you can share would be appreciated.
>>
>>
>>
>> Best,
>>
>> Teresa
>>
>>
>>
>> Teresa Haven, Ph.D.
>>
>> Accessibility Analyst, Northern Arizona University
>>
>>
>>
>> _______________________________________________
>> athen-list mailing list
>> athen-list@mailman13.u.washington.edu
>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>>
>>
>> _______________________________________________
>> athen-list mailing list
>> athen-list@mailman13.u.washington.edu
>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>>
>
>
>
> --
> Karl Groves
> www.karlgroves.com
> @karlgroves
> http://www.linkedin.com/in/karlgroves
> Phone: +1 410.541.6829
>
> www.tenon.io
>
> Sign up for the Tenon Mailing List:
> http://eepurl.com/bcV8C9
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list



--
Karl Groves
www.karlgroves.com
@karlgroves
http://www.linkedin.com/in/karlgroves
Phone: +1 410.541.6829

www.tenon.io

Sign up for the Tenon Mailing List:
http://eepurl.com/bcV8C9
_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list
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http://mailman13.u.washington.edu/mailman/listinfo/athen-list
From jhori at ucdavis.edu  Fri Dec 18 10:28:26 2015
From: jhori at ucdavis.edu (Joshua Hori)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] a dream realized - learning points training STEM faculty
In-Reply-To: <84B41EB5C7FD56458B508B81BA3E544252DFFF50DF@TCH-CIN-EXCH03.tch-dom.local>
References: <BL2PR08MB340DE8A509E83A96A448ECECFE10@BL2PR08MB340.namprd08.prod.outlook.com>
	<84B41EB5C7FD56458B508B81BA3E544252DFFF50DF@TCH-CIN-EXCH03.tch-dom.local>
Message-ID: <BY2PR08MB314310C07D58257C556447CA9E10@BY2PR08MB314.namprd08.prod.outlook.com>

Thank you Krista for that "case study" that you shared below, and in the essence of sharing...I'd like to share my findings as well! Forgive the cross postings...
MORE MATH RESOURCES!!

Screenreader
Which screenreaders read math? What formats are suggested? What plug-ins are needed? Find out with the Math Matrix: http://msf.mathmlcloud.org/

*         Enter an assistive technology used by the student and hit enter to see what formats work with each other...A work in progress.

Conversions
MathML Cloud Home: https://wiki.benetech.org/display/MATH/Home
MathML Cloud how to: https://www.mathmlcloud.org/#/how-to-use-this-tool
MathML Cloud conversion tool: https://www.mathmlcloud.org/

*         Convert ASCII, MathML, or LaTeX into SVG/PNG with alt text.

Convert handwriting into MathML, LaTeX, or a Symbol Tree: http://webdemo.myscript.com/#/home

*         There are a few android and iOS apps which will also perform this function and email you the code.

Need to perform math conversions? Try out Central Washington's Central Access Reader (CAR): https://www.cwu.edu/central-access/reader

*         CAR is the reader used by students to read math content (converted into HTML) in web browsers.

*         Central Access Toolbar (CAT) is the tool to assist with Math conversions.

o   Used along with InftyReader, it "cleans" the InftyReader math output

o   This is only meant for math content and not the text areas of the book, use the regular OCR program which you are currently using.

o   You'll have to contact them for access to the tool, but they are willing to share their technology.

You can use InftyEditor to convert handwriting into Math: http://www.inftyproject.org/en/software.html

*         Demo is available here: http://www.inftyproject.org/en/demo.html

*         InftyReader is needed for Math OCR and costs money, InftyEditor is the free Math Editor.

Draw Math equations and convert into LaTeX symbol: http://detexify.kirelabs.org/classify.html

*         Web based or desktop app available.

Convert Word with Math into DAISY with Math: http://sensusaccess.com/convert-a-file

*         PDF with Math content? Try converting to Word first, verify the math conversions, and then convert into DAISY if needed.


Voice Recognition
Use Dragon, along with MathTalk/Scientific Notebook, to speak math aloud: http://metroplexvoice.com/

Are you a tinkerer? You may want to try out Windows Speech Recognition's Spoken Math Editor: http://www.inftyreader.org/?p=67

*         Worked on this one for a little while with Steve from IDEAL and got it working after editing the macros, here's a link to my dropbox if you would like to grab it for yourself: https://www.dropbox.com/sh/wq1wbhiaqj11onl/AADMBJsKX73D7weWdg_iVcW7a?dl=0 (the files linked on the web site will not work and edits are needed, edits done for files in dropbox)

*         I created a tutorial on macro creation as I found limitations which others should be aware of.

*         You can create equations from scratch somewhat slowly, but found entering an equation name vocally to not give great results...but hey, everything is free for this one and you can try out different vocal entries using the macros.

Additional Resources
Blind Math resource: http://www.tsbvi.edu/math

*         Texas School for the Blind and Visually Impaired: Too many resources available on this site to list here, but if you're looking for something, you'll find it here. The web master for this school is involved with EVERYTHING, including 3D printing for STEM.


I hope this helps all! If there's something else that you're looking for, shoot me an email...I have a lot of bookmarked content available.

Sincerely,

Joshua Hori
Accessible Technology Analyst
Student Disability Center
54 Cowell Building
Davis, CA 95616

530-752-3184


From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Waldron, Tammy
Sent: Friday, December 18, 2015 8:12 AM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] a dream realized - learning points training STEM faculty

Thank you Krista!

This is incredibly helpful information.  Would you be willing to provide more information on the steps to use MathType and MathML?

Thanks,

Tammy Waldron

Tammy Waldron, M.Ed
Instructional Designer
Quality Matters Coordinator
Educational Technology Department
Division of College Support Services
The Christ College of Nursing and Health Sciences
The Christ Hospital Health Network
2139 Auburn Avenue
Cincinnati, Ohio 45219
Office Telephone: 513-585-2900
Email: tammy.waldron@thechristcollege.edu<mailto:tammy.waldron@thechristcollege.edu>
Visit us at www.thechristcollege.edu<http://www.thechristcollege.edu/>

TCCNHS is committed to a policy of non-discrimination on the basis of race, color, creed, national origin, ethnicity, age, sex, sexual orientation, marital status, veteran status, or economic status and all other legally protected classes. The College's full Non-Discriminatory Statement can be located at: http://www.thechristcollege.edu/




From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of KRISTA L. GREEAR
Sent: Thursday, December 17, 2015 8:55 PM
To: Access Technology Higher Education Network
Subject: [Athen] a dream realized - learning points training STEM faculty


This month, my colleague Dan and myself, had the blessed opportunity to present to all of the faculty in the STEM School at one of our campuses regarding math accessibility. The rest of the email is a summary of the events that led to this meeting. At the end is a summary of what I learned.



Hopefully, this real "case study" will be helpful as you move forward to improve the accessibility of STEM content on your campus.


Krista Greear

University of Washington

Disability Resources for Students

Accessible Text & Technology Manager

disability.uw.edu/<http://disability.uw.edu/%22%20%5Ct%20%22_blank>



~~~~~~~~~~~~~~~~~~~~~~~~~



Background

This opportunity came to us because of working with a student who needed accessible math, more so for a learning disability then a visual impairment. This student kept finding barriers and shared this with the Director of Undergraduate Academic Services for the STEM School. The Director took this student seriously and initiated 3 meetings from Feb 2015-Dec 2015. I am the Alternate Format Manager for all of our campuses and Dan is the manager of the Access Technology Center.



February 2015

First meeting was between myself, Dan, the Disability Resources Director, School of STEM Dean, Textbooks Chairman for STEM School, University's ADA Coordinator and Director of Undergraduate Academic Services. We demoed the basics of math accessibility, highlighting that images of math are not accessible. We introduced MathType and explained the benefits of MathML. I demoed how a PDF with math is inaccessible and does not work with text-to-speech technology. We discussed how online learning tools like MyMathLab, WilelyPlus, WebAssign, Connect are often not accessible. We shared how publisher files are often not accessible for STEM content.



May 2015

Second meeting was presenting to the Math department about the basics of math accessibility. Myself and my student worker (Masters student in Chemical Engineering and the main person who converted accessible math books) presented to the Math department, consisting of about 10 instructors and some of the key administrators from the first meeting. We gave a short into to disability law. I was able to ask questions like how faculty choose textbooks, write exams, what they use to assign homework, what file types they use for worksheets/handouts. Again, we demoed text-to-speech technology with inaccessible and accessible math content. Again, we discussed online math products, how to handle classes that required the use of inaccessible specialized software when it is an industry standard, the need to create good quality scans, understand the difference between image files and text selectable files, and discussed the merits of MathType. Professors understood the lead time needed to convert math (my office asked for six weeks' notice to convert anything into braille or to convert a STEM book into an accessible format). The instructors brought up the good point that if they only get the formal notification a week or two before the term starts, that is not enough time to work on converting their own materials into accessible formats. This started a discussion about how early to notify faculty members about student's accommodations. We highly discourage the use of making equations and images.





December 2015

At the most recent meeting, Dan and I presented to the entire STEM school. This included the math, science, technology, and engineering departments. There were around 50 instructors in the room along with several administrators like the Dean of the STEM school, the University's ADA Coordinator and Director of Undergraduate Academic Services, and the campuses Disability Services Director. This meeting was part of their quarterly meeting schedule.



The meeting started with that campuses disability services director and the ADA coordinator creating a framework for why we are talking about disability - namely the legal ramifications.



Dan and I demonstrated text-to-speech technology, talked about PDFs and why they often present barriers, introduced MathML and discussed why MathType is our recommended tool. We did ask them some questions since we have making assumptions this whole time about how content is created.



Who is using LaTeX?

Basically everyone.



What are they using to produce LaTeX or math content?

Several tools. Emax, Tech Stop, Win tech, MS Word Math Editor, 1 or 2 people used MathType.



Who is heard of MathML?

Very small percentage, perhaps 5-10%.



Who is using PDFs?

Everyone.



Who is using Word docs?

Half.



Who is using Windows platforms?

Roughly 50%



Who is using Mac platforms?

Roughly 30%



Who is using Linex platforms?

Roughly 20%



How are people creating PDFs?

Half a PDFs from word, half are scanning files, very few are finding PDFs online.



How are PDFs being delivered?

Namely through our LMS, Canvas.



We also demonstrated the built-in text recognition tool of Adobe Acrobat Pro for non-STEM materials. This sparked a discussion whether that software was readily available to faculty.



We shared a simplified explanation of why math accessibility is so complex. There are factors that have to align and work together to produce the desired result. The file type (PDF, word doc, HTML), the content within that file (LaTeX, images, MathML, text), and the tool of the end user (Screen reader, TTS, speech recognition). Sometimes, we may also need to consider the specific versions of a browser or adaptive technology.



Discussed the differences between LaTeX and MathML and why MathML is the better choice.



We did not share much about creating accessible math in the web environment.



Since many of these folks use campus, we did demonstrate the Canvas Equation Editor and how MathType can work with that.



The group asked about the accessibility of publisher files. We got to share how I have yet to see an accessible math book, directly from the publisher without any additional markup.



They also asked basic questions like what types of disabilities they are most likely to see and what are common accommodations.



The three main takeaways that we boiled the presentation down to (1) avoid graphics for math (2) reconsider PDF for stem content and (3) use MathType for Word content.



Outcomes from the Dec 2015 meeting

*         The learning technologist is eager to partner with disability services

*         The STEM school is looking at an institutional license of MathType and possibly Adobe acrobat pro

*         The faculty would love a hands-on workshop for using MathType

*         Open to future trainings



What I learned overall about training folks in STEM accessibility

*         Demonstrating is key. Demonstrate the tools the students with disabilities use with the files that they are given. Show, don't only tell.

*         Simplify math accessibility. We all know that converting stem content is highly complex.

*         Use the terms that we use. Say text-to-speech or screen reader. Faculty members need to know the differences between the two.

*         Give them simple, tangible

*         Always try to get administration support first, so buying software is a much smoother process.

*         Know the products/methods your faculty are using




________________________________
**Confidentiality Notice: This e-mail message, including any attachments,
is for the sole use of the intended recipient(s) and may contain confidential
and privileged information. Any unauthorized review, use, disclosure or distribution
is prohibited. If you are not the intended recipient, please contact the sender by
reply e-mail and destroy all copies of the original message.
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From norm.coombs at gmail.com  Fri Dec 18 10:30:09 2015
From: norm.coombs at gmail.com (Prof Norm Coombs)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Passing on a question re discussion board accessibility
Message-ID: <567450B1.2080201@gmail.com>

I got this question.... Discussion boards used to be horrific, and as  a 
result, I have avoided them and therefore don't feel competent to 
comment...Here is the question

"I wondered what you think is the most accessible easy to use
forum/discussion board for the blind and physically handicapped. Thanks "


I know changes have been made and hopefully several here have kept up 
with the progress.

Norm





From jhori at ucdavis.edu  Fri Dec 18 10:45:41 2015
From: jhori at ucdavis.edu (Joshua Hori)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] FW: UCSF is hiring a web accessibility advocate
In-Reply-To: <4F7ACF52483D9B45811E2B73C4A63FE063B8DFF5@ex11.net.ucsf.edu>
References: <4F7ACF52483D9B45811E2B73C4A63FE063B8DFF5@ex11.net.ucsf.edu>
Message-ID: <BY2PR08MB31411888B87C748A1417B66A9E10@BY2PR08MB314.namprd08.prod.outlook.com>

Hello All!

Here is another open position within the UC system. Please feel free to forward to other interested parties or listservs.

UC San Francisco is hiring an on-site web accessibility advocate to help implement and oversee a pilot outreach program to educate developers and communicators about web accessibility.  This position is only funded through June 30, 2016, but there is a very high chance annual funding will be allocated (assuming the pilot goes well).

More info and how to apply:
https://sjobs.brassring.com/1033/ASP/TG/cim_jobdetail.asp?partnerid=6495&siteid=5226&jobid=2180415https://sjobs.brassring.com/1033/ASP/TG/cim_jobdetail.asp?partnerid=6495&siteid=5226&jobid=2180415


At this point, we are also open to having a consultant or consulting agency to help us with this effort.  Please forward this to anyone who might be interested and have them email me if they have any questions.

Regards,

Ed

Good luck!

Sincerely,

Joshua Hori
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From jhori at ucdavis.edu  Fri Dec 18 12:33:51 2015
From: jhori at ucdavis.edu (Joshua Hori)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Passing on a question re discussion board accessibility
In-Reply-To: <567450B1.2080201@gmail.com>
References: <567450B1.2080201@gmail.com>
Message-ID: <BY2PR08MB314F86B670280764A28ECE5A9E10@BY2PR08MB314.namprd08.prod.outlook.com>

Hey Norm!

You may want to try PHPBB. Here's the link to download: https://www.phpbb.com/downloads/ 
Marco's Accessibility Blog gives a little more detail: https://www.marcozehe.de/2009/04/07/why-are-web-forums-so-unpopular-with-the-blindness-community/

In a nutshell, PHPBB posts and replies are listed as headers to assist with navigating the forums. 

One of the biggest hurdles you may face as an admin for PHPBB are the automated bots. If you implement captcha, you'll turn away a lot of blind users who have problems entering the verification code, and may lock out speech recognition users since that technology is recognized as a "bot". If you don't implement captcha, you're going to have a forum of bots constantly posting advertisements of who knows what all over your forums and you'll be playing cleanup more than you will be answering posts. It may be best to implement a service such as OpenID (http://openid.net/) to allow users to access your content using their G+, Yahoo, and Facebook account so users don't have to remember yet another login and you don't have to monitor account creation. 

Another issue you may run into are users posting inaccessible content such as images with no alt text, or image signatures with no alt text. There's also emoticons, memes and forum plugins that may add inaccessible features. 

Best, 

Joshua


-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Prof Norm Coombs
Sent: Friday, December 18, 2015 10:30 AM
To: athen-list@u.washington.edu
Subject: [Athen] Passing on a question re discussion board accessibility

I got this question.... Discussion boards used to be horrific, and as  a result, I have avoided them and therefore don't feel competent to comment...Here is the question

"I wondered what you think is the most accessible easy to use forum/discussion board for the blind and physically handicapped. Thanks "


I know changes have been made and hopefully several here have kept up with the progress.

Norm




_______________________________________________
athen-list mailing list
athen-list@mailman13.u.washington.edu
http://mailman13.u.washington.edu/mailman/listinfo/athen-list

From kurkjian at binghamton.edu  Fri Dec 18 13:25:57 2015
From: kurkjian at binghamton.edu (Nazely Kurkjian)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deaf student in course using VoiceThread
Message-ID: <CAD8oRJQcxoyu1Mg0G+byUFNEygekQpPn3rTGERGhtTuyDFLhDg@mail.gmail.com>

Good afternoon & apologies for the cross-post~

A student who is deaf is enrolled in a graduate level Managing Information
and Technology course and they use VoiceThread to facilitate online
discussions. Students may choose to participate using video, audio only, or
text only. The professor intends to provide feedback to the students using
text.

The student knows ASL, but what I'm concerned about is how we're going to
make the* other *students responses accessible in a timely and equitable
manner. I don't believe any of the other students know ASL, and if they
choose to create video or audio discussion, I'm not sure how to go about
providing access.

Apparently, you can add captions to VoiceThread files
<https://voicethread.com/howto/closed-captioning/>, but is this something
we should ask the students (in the class) to provide or should our office
provide it as soon as possible after something has been posted? I'm talking
to the professor on Tuesday, so maybe that will give me a better idea on
the expected student response turnaround time.

I sincerely appreciate any advice or recommendations.

Thank you,
Nazely

-- 

*Nazely Kurkjian*
*"Shame on us...  If we let the wonders of educational technology and
broadband internet lead to more inequality as opposed to less"*

Adaptive Technology Specialist
Services for Students with Disabilities - UU 119
Binghamton University
Phone: 607-777-2686
Email: kurkjian@binghamton.edu
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From Susan.Kelmer at colorado.edu  Mon Dec 21 07:12:48 2015
From: Susan.Kelmer at colorado.edu (Susan Kelmer)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Something interesting to read - about the Blogport
Message-ID: <DM2PR03MB4949D216104A1579CD4D156FBE40@DM2PR03MB494.namprd03.prod.outlook.com>

So, a former student of ours, who still hangs out on campus because she is working for various departments on campus here and there, is part of the small group of people testing out the Brainport.  This is a device that will purportedly help the blind actually see - colors, lights, shapes, actual objects.  It might even be able to allow them to read things like street signs.  You can read more about the Brainport at the following addresses:

http://www.new.wicab.com/
https://en.wikipedia.org/wiki/Brainport


She is maintaining a blog of her adventures with the device, and the testing that she completes using it.  Amelia is a great writer, as well as just being an all around smarty-pants, and I think others should be enjoying her adventure like I am.  The blog is here:

https://disblogled.wordpress.com/

I encourage you to go back and read from the beginning.  She doesn't post often, just once or twice a month, but her story is just fascinating and I'm hooked.  You might be too!

Susan Kelmer
Alternate Format Access Coordinator
Disability Services
University of Colorado Boulder
303-735-4836

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From bwhiting at temple.edu  Mon Dec 21 08:56:02 2015
From: bwhiting at temple.edu (Brent Whiting)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deaf student in course using VoiceThread
In-Reply-To: <CAD8oRJQcxoyu1Mg0G+byUFNEygekQpPn3rTGERGhtTuyDFLhDg@mail.gmail.com>
References: <CAD8oRJQcxoyu1Mg0G+byUFNEygekQpPn3rTGERGhtTuyDFLhDg@mail.gmail.com>
Message-ID: <7ba32f6ca0fb416486da78ab0f5597ab@exch15-mr04.tu.temple.edu>

Nazely,
At Temple we are currently working through an evaluation for usage strategy of VoiceThread.  Our current proposed direction is that any student that contributes to a thread via audio or video will need to (at minimum) provide a synopsis of the content covered in their audio comments immediately after their post.  (we are also hoping to get on VoiceThread?s radar for a feature request that would prompt for this synopsis immediately upon posting any media file)

We?re concerned that waiting for a file to be captioned would potentially leave a deaf student out of an active/live discussion.

Brent
-------------------
Brent Whiting
Director of Information Systems
Academic Computing
Temple University
Ambler Learning Center ? Rm 110

bwhiting@temple.edu<mailto:bwhiting@temple.edu>
voice (267) 468-8380

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Nazely Kurkjian
Sent: Friday, December 18, 2015 4:26 PM
To: DSSHE-L@listserv.buffalo.edu; athen-list@u.washington.edu
Subject: [Athen] Deaf student in course using VoiceThread

Good afternoon & apologies for the cross-post~

A student who is deaf is enrolled in a graduate level Managing Information and Technology course and they use VoiceThread to facilitate online discussions. Students may choose to participate using video, audio only, or text only. The professor intends to provide feedback to the students using text.

The student knows ASL, but what I'm concerned about is how we're going to make the other students responses accessible in a timely and equitable manner. I don't believe any of the other students know ASL, and if they choose to create video or audio discussion, I'm not sure how to go about providing access.

Apparently, you can add captions to VoiceThread files<https://voicethread.com/howto/closed-captioning/>, but is this something we should ask the students (in the class) to provide or should our office provide it as soon as possible after something has been posted? I'm talking to the professor on Tuesday, so maybe that will give me a better idea on the expected student response turnaround time.

I sincerely appreciate any advice or recommendations.

Thank you,
Nazely

--

Nazely Kurkjian
"Shame on us...  If we let the wonders of educational technology and broadband internet lead to more inequality as opposed to less"

Adaptive Technology Specialist
Services for Students with Disabilities - UU 119
Binghamton University
Phone: 607-777-2686
Email: kurkjian@binghamton.edu<mailto:kurkjian@binghamton.edu>
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From rsthompson2 at ua.edu  Mon Dec 21 09:25:35 2015
From: rsthompson2 at ua.edu (Thompson, Rachel)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deaf student in course using VoiceThread
In-Reply-To: <7ba32f6ca0fb416486da78ab0f5597ab@exch15-mr04.tu.temple.edu>
References: <CAD8oRJQcxoyu1Mg0G+byUFNEygekQpPn3rTGERGhtTuyDFLhDg@mail.gmail.com>
	<7ba32f6ca0fb416486da78ab0f5597ab@exch15-mr04.tu.temple.edu>
Message-ID: <D29D8CF1.3060B%rsthompson2@ua.edu>

We are moving to VoiceThread to replace the Blackboard (Collaborate, used to be Wimba) Voice Tools starting in January. The end-of-life for BB Collaborate Voice Tools (according to our blackboard rep) is Aug 2016. We were exploring how the caption upload worked last week and could not find how to upload a transcript if someone has audio-only content. Have you found that out? Has anyone created guides or tutorials you would be willing to share? If not, I will be making some in the spring and will post back to the list.

Dr. Rachel S. Thompson
Director, Emerging Technology and Accessibility
Center for Instructional Technology
University of Alabama
http://accessibility.ua.edu<http://accessibility.ua.edu/>
rsthompson2@ua.edu
124 Russell Hall
205.348.0216

From: Brent Whiting <bwhiting@temple.edu<mailto:bwhiting@temple.edu>>
Reply-To: "athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>" <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Date: Monday, December 21, 2015 at 10:56 AM
To: "athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>" <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: Re: [Athen] Deaf student in course using VoiceThread

Nazely,
At Temple we are currently working through an evaluation for usage strategy of VoiceThread.  Our current proposed direction is that any student that contributes to a thread via audio or video will need to (at minimum) provide a synopsis of the content covered in their audio comments immediately after their post.  (we are also hoping to get on VoiceThread?s radar for a feature request that would prompt for this synopsis immediately upon posting any media file)

We?re concerned that waiting for a file to be captioned would potentially leave a deaf student out of an active/live discussion.

Brent
-------------------
Brent Whiting
Director of Information Systems
Academic Computing
Temple University
Ambler Learning Center ? Rm 110

bwhiting@temple.edu<mailto:bwhiting@temple.edu>
voice (267) 468-8380

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Nazely Kurkjian
Sent: Friday, December 18, 2015 4:26 PM
To: DSSHE-L@listserv.buffalo.edu<mailto:DSSHE-L@listserv.buffalo.edu>; athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>
Subject: [Athen] Deaf student in course using VoiceThread

Good afternoon & apologies for the cross-post~

A student who is deaf is enrolled in a graduate level Managing Information and Technology course and they use VoiceThread to facilitate online discussions. Students may choose to participate using video, audio only, or text only. The professor intends to provide feedback to the students using text.

The student knows ASL, but what I'm concerned about is how we're going to make the other students responses accessible in a timely and equitable manner. I don't believe any of the other students know ASL, and if they choose to create video or audio discussion, I'm not sure how to go about providing access.

Apparently, you can add captions to VoiceThread files<https://voicethread.com/howto/closed-captioning/>, but is this something we should ask the students (in the class) to provide or should our office provide it as soon as possible after something has been posted? I'm talking to the professor on Tuesday, so maybe that will give me a better idea on the expected student response turnaround time.

I sincerely appreciate any advice or recommendations.

Thank you,
Nazely

--

Nazely Kurkjian
"Shame on us...  If we let the wonders of educational technology and broadband internet lead to more inequality as opposed to less"

Adaptive Technology Specialist
Services for Students with Disabilities - UU 119
Binghamton University
Phone: 607-777-2686
Email: kurkjian@binghamton.edu<mailto:kurkjian@binghamton.edu>
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From Cindy.Poore-Pariseau at bristolcc.edu  Mon Dec 21 10:43:52 2015
From: Cindy.Poore-Pariseau at bristolcc.edu (Poore-Pariseau, Cindy)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deaf student in course using VoiceThread
In-Reply-To: <7ba32f6ca0fb416486da78ab0f5597ab@exch15-mr04.tu.temple.edu>
References: <CAD8oRJQcxoyu1Mg0G+byUFNEygekQpPn3rTGERGhtTuyDFLhDg@mail.gmail.com>
	<7ba32f6ca0fb416486da78ab0f5597ab@exch15-mr04.tu.temple.edu>
Message-ID: <6a92345834ba40388d6e93a08af4e307@srvmail>

A while ago, the Voice Thread ?folks? had a workshop in which we were able to ask about accessibility.  Below is their response.  Note:  I personally do not like this alternative and hope they come up with something else, but this is where they are at for now.

Hi Cindy,

Here is the information about the new Voice Thread. It really is much nicer than the old version. The new version (which we won?t migrate to until after spring break) allows for keyboard shortcuts, and better readability with browser based readers. They still suggest using VoiceThread universal which is a streamlined version of the full website. The new version allows for easier access to CC for videos, however, they do not have it for voice yet. They are working on it.



Accessibility:



A summary of the accessibility options available in the new version of VoiceThread can be found at the following link:

http://docs.voicethread.com/category/web-application/accessibility-web-application/



Information on mobile options can be found below:

http://docs.voicethread.com/category/mobile-app/accessibility/



The VoiceThread Universal site option, optimized for screen readers, can be read about here:

http://docs.voicethread.com/web-application/accessibility-web-application/voicethread-universal/



At present, the VoiceThread Universal option is usable for viewing and participation in VoiceThread content, but not creation. In order to create content, users will still need to visit the default VoiceThread site. This is one feature we are currently working to improve.



Regarding captioning: currently, we do not have the ability to upload caption files to audio comments; however, one workaround for this is to enter the transcription in a text comment following the audio. We will inform all of our users when any changes have been made to this or other captioning functionality, as well as any changes to the Universal option.



Here is a link to our whitepaper on accessibility:

https://voicethread.com/resources/VoiceThread-Accessibility-Whitepaper.pdf







? Email:   cindy.poore-pariseau@bristolcc.edu
? Phone:  (508) 678-2811 x 2470
? Fax:        (508) 730-3297

http://www.bristolcc.edu/students/disabilityservices/


From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Brent Whiting
Sent: Monday, December 21, 2015 11:56 AM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Deaf student in course using VoiceThread

Nazely,
At Temple we are currently working through an evaluation for usage strategy of VoiceThread.  Our current proposed direction is that any student that contributes to a thread via audio or video will need to (at minimum) provide a synopsis of the content covered in their audio comments immediately after their post.  (we are also hoping to get on VoiceThread?s radar for a feature request that would prompt for this synopsis immediately upon posting any media file)

We?re concerned that waiting for a file to be captioned would potentially leave a deaf student out of an active/live discussion.

Brent
-------------------
Brent Whiting
Director of Information Systems
Academic Computing
Temple University
Ambler Learning Center ? Rm 110

bwhiting@temple.edu<mailto:bwhiting@temple.edu>
voice (267) 468-8380

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Nazely Kurkjian
Sent: Friday, December 18, 2015 4:26 PM
To: DSSHE-L@listserv.buffalo.edu<mailto:DSSHE-L@listserv.buffalo.edu>; athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>
Subject: [Athen] Deaf student in course using VoiceThread

Good afternoon & apologies for the cross-post~

A student who is deaf is enrolled in a graduate level Managing Information and Technology course and they use VoiceThread to facilitate online discussions. Students may choose to participate using video, audio only, or text only. The professor intends to provide feedback to the students using text.

The student knows ASL, but what I'm concerned about is how we're going to make the other students responses accessible in a timely and equitable manner. I don't believe any of the other students know ASL, and if they choose to create video or audio discussion, I'm not sure how to go about providing access.

Apparently, you can add captions to VoiceThread files<https://voicethread.com/howto/closed-captioning/>, but is this something we should ask the students (in the class) to provide or should our office provide it as soon as possible after something has been posted? I'm talking to the professor on Tuesday, so maybe that will give me a better idea on the expected student response turnaround time.

I sincerely appreciate any advice or recommendations.

Thank you,
Nazely

--

Nazely Kurkjian
"Shame on us...  If we let the wonders of educational technology and broadband internet lead to more inequality as opposed to less"

Adaptive Technology Specialist
Services for Students with Disabilities - UU 119
Binghamton University
Phone: 607-777-2686
Email: kurkjian@binghamton.edu<mailto:kurkjian@binghamton.edu>
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From marsh058 at umn.edu  Tue Dec 22 06:03:35 2015
From: marsh058 at umn.edu (Scott Marshall)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deaf student in course using VoiceThread
In-Reply-To: <7ba32f6ca0fb416486da78ab0f5597ab@exch15-mr04.tu.temple.edu>
References: <CAD8oRJQcxoyu1Mg0G+byUFNEygekQpPn3rTGERGhtTuyDFLhDg@mail.gmail.com>
	<7ba32f6ca0fb416486da78ab0f5597ab@exch15-mr04.tu.temple.edu>
Message-ID: <CA+3h58ReViAMnLfKQqBumBuZ4J4hzcM378eCw57OpkG3K4RyeQ@mail.gmail.com>

Here's a slightly different take on the question...

It's a huge learning moment - particularly for a class about managing info
and tech. I wonder if the instructor would be willing to raise the
accessibility question with the class? To wrestle with the trade-offs
involved between "quick, easy, inaccessible " and "accessible to the whole
community". I obviously don't know ANYthing about the course (Is it super
technical or is it at least particularly taught though a "management" lens?
And does it even matter?) but it seems to me to be an amazing opportunity
to frame the issue in terms of values.

It might be uncomfortable but that shouldn't prevent the discussion. The
only way we're going to improve digital accessibility on our campuses is by
making more people aware of it by raising it every chance we get. And I
believe that accessibility will become "the way we do things around here" -
it's just a matter of time. For an instructor preparing students for the
future, it seems like a worthwhile conversation to have.

scott



On Mon, Dec 21, 2015 at 10:56 AM, Brent Whiting <bwhiting@temple.edu> wrote:

> Nazely,
>
> At Temple we are currently working through an evaluation for usage
> strategy of VoiceThread.  Our current proposed direction is that any
> student that contributes to a thread via audio or video will need to (at
> minimum) provide a synopsis of the content covered in their audio comments
> immediately after their post.  (we are also hoping to get on VoiceThread?s
> radar for a feature request that would prompt for this synopsis immediately
> upon posting any media file)
>
>
>
> We?re concerned that waiting for a file to be captioned would potentially
> leave a deaf student out of an active/live discussion.
>
>
>
> Brent
>
> -------------------
> *Brent Whiting*
> Director of Information Systems
> Academic Computing
> Temple University
> Ambler Learning Center ? Rm 110
>
> bwhiting@temple.edu
> voice (267) 468-8380
>
>
>
> *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On
> Behalf Of *Nazely Kurkjian
> *Sent:* Friday, December 18, 2015 4:26 PM
> *To:* DSSHE-L@listserv.buffalo.edu; athen-list@u.washington.edu
> *Subject:* [Athen] Deaf student in course using VoiceThread
>
>
>
> Good afternoon & apologies for the cross-post~
>
>
>
> A student who is deaf is enrolled in a graduate level Managing Information
> and Technology course and they use VoiceThread to facilitate online
> discussions. Students may choose to participate using video, audio only, or
> text only. The professor intends to provide feedback to the students using
> text.
>
>
>
> The student knows ASL, but what I'm concerned about is how we're going to
> make the* other *students responses accessible in a timely and equitable
> manner. I don't believe any of the other students know ASL, and if they
> choose to create video or audio discussion, I'm not sure how to go about
> providing access.
>
>
>
> Apparently, you can add captions to VoiceThread files
> <https://voicethread.com/howto/closed-captioning/>, but is this something
> we should ask the students (in the class) to provide or should our office
> provide it as soon as possible after something has been posted? I'm talking
> to the professor on Tuesday, so maybe that will give me a better idea on
> the expected student response turnaround time.
>
>
>
> I sincerely appreciate any advice or recommendations.
>
>
>
> Thank you,
>
> Nazely
>
>
>
> --
>
> *Nazely Kurkjian*
>
> *"Shame on us...  If we let the wonders of educational technology and
> broadband internet lead to more inequality as opposed to less"*
>
>
>
> Adaptive Technology Specialist
>
> Services for Students with Disabilities - UU 119
>
> Binghamton University
>
> Phone: 607-777-2686
>
> Email: kurkjian@binghamton.edu
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>
>


-- 
Scott Marshall
Associate Director
University of Minnesota Disability Resource Center

o. 612.626.4954
m. 612.245.7632
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From kurkjian at binghamton.edu  Tue Dec 22 06:19:13 2015
From: kurkjian at binghamton.edu (Nazely Kurkjian)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deaf student in course using VoiceThread
In-Reply-To: <CA+3h58ReViAMnLfKQqBumBuZ4J4hzcM378eCw57OpkG3K4RyeQ@mail.gmail.com>
References: <CAD8oRJQcxoyu1Mg0G+byUFNEygekQpPn3rTGERGhtTuyDFLhDg@mail.gmail.com>
	<7ba32f6ca0fb416486da78ab0f5597ab@exch15-mr04.tu.temple.edu>
	<CA+3h58ReViAMnLfKQqBumBuZ4J4hzcM378eCw57OpkG3K4RyeQ@mail.gmail.com>
Message-ID: <CAD8oRJSuBfh5faEZgXYiTHbDbT+9v=7SV5JMnVXX8FK00Y7b2Q@mail.gmail.com>

?Thank you all very much for your suggestions. This is extremely helpful! I
am meeting with the professor later this afternoon and will let you all
know how we move forward.?

Another solution I thought of is providing the student on demand remote
interpreting.

Another thing I'm curious about - if the student who is deaf wants to
provide a video response and she signs, do we (DS) translate/convert this
information? I ask because, if this student wants to do a video response
she absolutely should, but if she does it and she has to provide the
translated information (because no one else knows ASL) then couldn't we
suggest that because she has to do it everyone else in the class should?
Sorry if this is a silly question, I just haven't been in a situation where
sign needs to be translated the other way. I think Scott brings up a
wonderful point and I'd like to bring this up to the professor. Although
student submissions are not typically required to be accessible (by
students), this may be a great opportunity for them to consider
accessibility barriers in technology and think about ways to provide access
- especially because these are students in a masters in public
administration program.

I'll post back soon~

On Tue, Dec 22, 2015 at 9:03 AM, Scott Marshall <marsh058@umn.edu> wrote:

> Here's a slightly different take on the question...
>
> It's a huge learning moment - particularly for a class about managing info
> and tech. I wonder if the instructor would be willing to raise the
> accessibility question with the class? To wrestle with the trade-offs
> involved between "quick, easy, inaccessible " and "accessible to the whole
> community". I obviously don't know ANYthing about the course (Is it super
> technical or is it at least particularly taught though a "management" lens?
> And does it even matter?) but it seems to me to be an amazing opportunity
> to frame the issue in terms of values.
>
> It might be uncomfortable but that shouldn't prevent the discussion. The
> only way we're going to improve digital accessibility on our campuses is by
> making more people aware of it by raising it every chance we get. And I
> believe that accessibility will become "the way we do things around here" -
> it's just a matter of time. For an instructor preparing students for the
> future, it seems like a worthwhile conversation to have.
>
> scott
>
>
>
> On Mon, Dec 21, 2015 at 10:56 AM, Brent Whiting <bwhiting@temple.edu>
> wrote:
>
>> Nazely,
>>
>> At Temple we are currently working through an evaluation for usage
>> strategy of VoiceThread.  Our current proposed direction is that any
>> student that contributes to a thread via audio or video will need to (at
>> minimum) provide a synopsis of the content covered in their audio comments
>> immediately after their post.  (we are also hoping to get on VoiceThread?s
>> radar for a feature request that would prompt for this synopsis immediately
>> upon posting any media file)
>>
>>
>>
>> We?re concerned that waiting for a file to be captioned would potentially
>> leave a deaf student out of an active/live discussion.
>>
>>
>>
>> Brent
>>
>> -------------------
>> *Brent Whiting*
>> Director of Information Systems
>> Academic Computing
>> Temple University
>> Ambler Learning Center ? Rm 110
>>
>> bwhiting@temple.edu
>> voice (267) 468-8380
>>
>>
>>
>> *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu]
>> *On Behalf Of *Nazely Kurkjian
>> *Sent:* Friday, December 18, 2015 4:26 PM
>> *To:* DSSHE-L@listserv.buffalo.edu; athen-list@u.washington.edu
>> *Subject:* [Athen] Deaf student in course using VoiceThread
>>
>>
>>
>> Good afternoon & apologies for the cross-post~
>>
>>
>>
>> A student who is deaf is enrolled in a graduate level Managing
>> Information and Technology course and they use VoiceThread to facilitate
>> online discussions. Students may choose to participate using video, audio
>> only, or text only. The professor intends to provide feedback to the
>> students using text.
>>
>>
>>
>> The student knows ASL, but what I'm concerned about is how we're going to
>> make the* other *students responses accessible in a timely and equitable
>> manner. I don't believe any of the other students know ASL, and if they
>> choose to create video or audio discussion, I'm not sure how to go about
>> providing access.
>>
>>
>>
>> Apparently, you can add captions to VoiceThread files
>> <https://voicethread.com/howto/closed-captioning/>, but is this
>> something we should ask the students (in the class) to provide or should
>> our office provide it as soon as possible after something has been posted?
>> I'm talking to the professor on Tuesday, so maybe that will give me a
>> better idea on the expected student response turnaround time.
>>
>>
>>
>> I sincerely appreciate any advice or recommendations.
>>
>>
>>
>> Thank you,
>>
>> Nazely
>>
>>
>>
>> --
>>
>> *Nazely Kurkjian*
>>
>> *"Shame on us...  If we let the wonders of educational technology and
>> broadband internet lead to more inequality as opposed to less"*
>>
>>
>>
>> Adaptive Technology Specialist
>>
>> Services for Students with Disabilities - UU 119
>>
>> Binghamton University
>>
>> Phone: 607-777-2686
>>
>> Email: kurkjian@binghamton.edu
>>
>> _______________________________________________
>> athen-list mailing list
>> athen-list@mailman13.u.washington.edu
>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>>
>>
>
>
> --
> Scott Marshall
> Associate Director
> University of Minnesota Disability Resource Center
>
> o. 612.626.4954
> m. 612.245.7632
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>
>


-- 

*Nazely Kurkjian*
*"Shame on us...  If we let the wonders of educational technology and
broadband internet lead to more inequality as opposed to less"*

Adaptive Technology Specialist
Services for Students with Disabilities - UU 119
Binghamton University
Phone: 607-777-2686
Email: kurkjian@binghamton.edu
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From cynthia.sarver at stthomas.edu  Tue Dec 22 08:20:58 2015
From: cynthia.sarver at stthomas.edu (Sarver, Cynthia A.)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] athen-list Digest, Vol 119, Issue 17
In-Reply-To: <mailman.271.1450728102.1811.athen-list@mailman13.u.washington.edu>
References: <mailman.271.1450728102.1811.athen-list@mailman13.u.washington.edu>
Message-ID: <BLUPR01MB16830B8777A12D95D2EE5F03E4E50@BLUPR01MB1683.prod.exchangelabs.com>

Subject: Re: [Athen] Deaf student in course using VoiceThread
Message-ID:
	<7ba32f6ca0fb416486da78ab0f5597ab@exch15-mr04.tu.temple.edu>

Nazely, 

We have just held a meeting of our Instructional Designers and technology team to discuss this same issue (albeit in the hypothetical in our case).  Our group's feeling was that asking students to caption their own files would not work and would likely undermine adoption and would probably not work to provide access anyway   -- especially given how relatively complex captioning is in VT.  But recognizing the potential problem with the alternative of sending discussions out for captioning and timely accommodation (never mind associated costs), we decided to institute this policy regarding student discussions on VT:

"When a faculty member is alerted that there is a student who is deaf or hard of hearing in his or her course and VT discussions are required (i.e., students must respond to instructor's and/or student comments), the faculty member will be informed that he or she should instruct all students to discuss using text comments only (i.e., video and audio comments will not be permitted)."

It's not perfect, but it still allows limited use of VT (all faculty pre-recorded content would be captioned ahead of time, of course).

There is also a VT webinar on accessibility, in case you have not seen it, which I found very helpful in getting my head around this issue: https://voicethread.com/myvoice/#thread/7308563/39128298/40291426 (sorry, could not insert hyperlink into text for some reason).

Good luck!

--Cynthia

Cynthia Sarver, M.E.T., Ph.D.
Accessibility Specialist/Instructional Designer
Center for Faculty Development
AQU 311 | Mail 4034
University of St. Thomas
St. Paul, MN  55105-1078

Phone: 651-962-6015
E-mail: cynthia.sarver@stthomas.edu
Twitter: @cynthiasarver


-----Original Message-----
From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of athen-list-request@mailman13.u.washington.edu
Sent: Monday, December 21, 2015 2:02 PM
To: athen-list@u.washington.edu
Subject: athen-list Digest, Vol 119, Issue 17

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Today's Topics:

   1. Something interesting to read - about the Blogport (Susan Kelmer)
   2. Re: Deaf student in course using VoiceThread (Brent Whiting)
   3. Re: Deaf student in course using VoiceThread (Thompson, Rachel)
   4. Re: Deaf student in course using VoiceThread
      (Poore-Pariseau, Cindy)


----------------------------------------------------------------------

Message: 1
Date: Mon, 21 Dec 2015 15:12:48 +0000
From: Susan Kelmer <Susan.Kelmer@colorado.edu>
To: "dsshe-l@listserv.buffalo.edu" <dsshe-l@listserv.buffalo.edu>,
	"Access	Technology Higher Education Network"
	<athen-list@u.washington.edu>,	"altmedia@htclistserv.htctu.fhda.edu"
	<altmedia@htclistserv.htctu.fhda.edu>,
	"cowyconsortium@yahoogroups.com" <cowyconsortium@yahoogroups.com>
Subject: [Athen] Something interesting to read - about the Blogport
Message-ID:
	<DM2PR03MB4949D216104A1579CD4D156FBE40@DM2PR03MB494.namprd03.prod.outlook.com>
	
Content-Type: text/plain; charset="us-ascii"

So, a former student of ours, who still hangs out on campus because she is working for various departments on campus here and there, is part of the small group of people testing out the Brainport.  This is a device that will purportedly help the blind actually see - colors, lights, shapes, actual objects.  It might even be able to allow them to read things like street signs.  You can read more about the Brainport at the following addresses:

http://www.new.wicab.com/
https://en.wikipedia.org/wiki/Brainport


She is maintaining a blog of her adventures with the device, and the testing that she completes using it.  Amelia is a great writer, as well as just being an all around smarty-pants, and I think others should be enjoying her adventure like I am.  The blog is here:

https://disblogled.wordpress.com/

I encourage you to go back and read from the beginning.  She doesn't post often, just once or twice a month, but her story is just fascinating and I'm hooked.  You might be too!

Susan Kelmer
Alternate Format Access Coordinator
Disability Services
University of Colorado Boulder
303-735-4836

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------------------------------

Message: 2
Date: Mon, 21 Dec 2015 16:56:02 +0000
From: Brent Whiting <bwhiting@temple.edu>
To: Access Technology Higher Education Network
	<athen-list@u.washington.edu>
Subject: Re: [Athen] Deaf student in course using VoiceThread
Message-ID:
	<7ba32f6ca0fb416486da78ab0f5597ab@exch15-mr04.tu.temple.edu>
Content-Type: text/plain; charset="utf-8"

Nazely,
At Temple we are currently working through an evaluation for usage strategy of VoiceThread.  Our current proposed direction is that any student that contributes to a thread via audio or video will need to (at minimum) provide a synopsis of the content covered in their audio comments immediately after their post.  (we are also hoping to get on VoiceThread?s radar for a feature request that would prompt for this synopsis immediately upon posting any media file)

We?re concerned that waiting for a file to be captioned would potentially leave a deaf student out of an active/live discussion.

Brent
-------------------
Brent Whiting
Director of Information Systems
Academic Computing
Temple University
Ambler Learning Center ? Rm 110

bwhiting@temple.edu<mailto:bwhiting@temple.edu>
voice (267) 468-8380

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Nazely Kurkjian
Sent: Friday, December 18, 2015 4:26 PM
To: DSSHE-L@listserv.buffalo.edu; athen-list@u.washington.edu
Subject: [Athen] Deaf student in course using VoiceThread

Good afternoon & apologies for the cross-post~

A student who is deaf is enrolled in a graduate level Managing Information and Technology course and they use VoiceThread to facilitate online discussions. Students may choose to participate using video, audio only, or text only. The professor intends to provide feedback to the students using text.

The student knows ASL, but what I'm concerned about is how we're going to make the other students responses accessible in a timely and equitable manner. I don't believe any of the other students know ASL, and if they choose to create video or audio discussion, I'm not sure how to go about providing access.

Apparently, you can add captions to VoiceThread files<https://voicethread.com/howto/closed-captioning/>, but is this something we should ask the students (in the class) to provide or should our office provide it as soon as possible after something has been posted? I'm talking to the professor on Tuesday, so maybe that will give me a better idea on the expected student response turnaround time.

I sincerely appreciate any advice or recommendations.

Thank you,
Nazely

--

Nazely Kurkjian
"Shame on us...  If we let the wonders of educational technology and broadband internet lead to more inequality as opposed to less"

Adaptive Technology Specialist
Services for Students with Disabilities - UU 119 Binghamton University
Phone: 607-777-2686
Email: kurkjian@binghamton.edu<mailto:kurkjian@binghamton.edu>
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------------------------------

Message: 3
Date: Mon, 21 Dec 2015 17:25:35 +0000
From: "Thompson, Rachel" <rsthompson2@ua.edu>
To: Access Technology Higher Education Network
	<athen-list@u.washington.edu>
Subject: Re: [Athen] Deaf student in course using VoiceThread
Message-ID: <D29D8CF1.3060B%rsthompson2@ua.edu>
Content-Type: text/plain; charset="windows-1252"

We are moving to VoiceThread to replace the Blackboard (Collaborate, used to be Wimba) Voice Tools starting in January. The end-of-life for BB Collaborate Voice Tools (according to our blackboard rep) is Aug 2016. We were exploring how the caption upload worked last week and could not find how to upload a transcript if someone has audio-only content. Have you found that out? Has anyone created guides or tutorials you would be willing to share? If not, I will be making some in the spring and will post back to the list.

Dr. Rachel S. Thompson
Director, Emerging Technology and Accessibility Center for Instructional Technology University of Alabama http://accessibility.ua.edu<http://accessibility.ua.edu/>
rsthompson2@ua.edu
124 Russell Hall
205.348.0216

From: Brent Whiting <bwhiting@temple.edu<mailto:bwhiting@temple.edu>>
Reply-To: "athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>" <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Date: Monday, December 21, 2015 at 10:56 AM
To: "athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>" <athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>>
Subject: Re: [Athen] Deaf student in course using VoiceThread

Nazely,
At Temple we are currently working through an evaluation for usage strategy of VoiceThread.  Our current proposed direction is that any student that contributes to a thread via audio or video will need to (at minimum) provide a synopsis of the content covered in their audio comments immediately after their post.  (we are also hoping to get on VoiceThread?s radar for a feature request that would prompt for this synopsis immediately upon posting any media file)

We?re concerned that waiting for a file to be captioned would potentially leave a deaf student out of an active/live discussion.

Brent
-------------------
Brent Whiting
Director of Information Systems
Academic Computing
Temple University
Ambler Learning Center ? Rm 110

bwhiting@temple.edu<mailto:bwhiting@temple.edu>
voice (267) 468-8380

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Nazely Kurkjian
Sent: Friday, December 18, 2015 4:26 PM
To: DSSHE-L@listserv.buffalo.edu<mailto:DSSHE-L@listserv.buffalo.edu>; athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>
Subject: [Athen] Deaf student in course using VoiceThread

Good afternoon & apologies for the cross-post~

A student who is deaf is enrolled in a graduate level Managing Information and Technology course and they use VoiceThread to facilitate online discussions. Students may choose to participate using video, audio only, or text only. The professor intends to provide feedback to the students using text.

The student knows ASL, but what I'm concerned about is how we're going to make the other students responses accessible in a timely and equitable manner. I don't believe any of the other students know ASL, and if they choose to create video or audio discussion, I'm not sure how to go about providing access.

Apparently, you can add captions to VoiceThread files<https://voicethread.com/howto/closed-captioning/>, but is this something we should ask the students (in the class) to provide or should our office provide it as soon as possible after something has been posted? I'm talking to the professor on Tuesday, so maybe that will give me a better idea on the expected student response turnaround time.

I sincerely appreciate any advice or recommendations.

Thank you,
Nazely

--

Nazely Kurkjian
"Shame on us...  If we let the wonders of educational technology and broadband internet lead to more inequality as opposed to less"

Adaptive Technology Specialist
Services for Students with Disabilities - UU 119 Binghamton University
Phone: 607-777-2686
Email: kurkjian@binghamton.edu<mailto:kurkjian@binghamton.edu>
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------------------------------

Message: 4
Date: Mon, 21 Dec 2015 18:43:52 +0000
From: "Poore-Pariseau, Cindy" <Cindy.Poore-Pariseau@bristolcc.edu>
To: Access Technology Higher Education Network
	<athen-list@u.washington.edu>
Subject: Re: [Athen] Deaf student in course using VoiceThread
Message-ID: <6a92345834ba40388d6e93a08af4e307@srvmail>
Content-Type: text/plain; charset="utf-8"

A while ago, the Voice Thread ?folks? had a workshop in which we were able to ask about accessibility.  Below is their response.  Note:  I personally do not like this alternative and hope they come up with something else, but this is where they are at for now.

Hi Cindy,

Here is the information about the new Voice Thread. It really is much nicer than the old version. The new version (which we won?t migrate to until after spring break) allows for keyboard shortcuts, and better readability with browser based readers. They still suggest using VoiceThread universal which is a streamlined version of the full website. The new version allows for easier access to CC for videos, however, they do not have it for voice yet. They are working on it.



Accessibility:



A summary of the accessibility options available in the new version of VoiceThread can be found at the following link:

http://docs.voicethread.com/category/web-application/accessibility-web-application/



Information on mobile options can be found below:

http://docs.voicethread.com/category/mobile-app/accessibility/



The VoiceThread Universal site option, optimized for screen readers, can be read about here:

http://docs.voicethread.com/web-application/accessibility-web-application/voicethread-universal/



At present, the VoiceThread Universal option is usable for viewing and participation in VoiceThread content, but not creation. In order to create content, users will still need to visit the default VoiceThread site. This is one feature we are currently working to improve.



Regarding captioning: currently, we do not have the ability to upload caption files to audio comments; however, one workaround for this is to enter the transcription in a text comment following the audio. We will inform all of our users when any changes have been made to this or other captioning functionality, as well as any changes to the Universal option.



Here is a link to our whitepaper on accessibility:

https://voicethread.com/resources/VoiceThread-Accessibility-Whitepaper.pdf







? Email:   cindy.poore-pariseau@bristolcc.edu
? Phone:  (508) 678-2811 x 2470
? Fax:        (508) 730-3297

http://www.bristolcc.edu/students/disabilityservices/


From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Brent Whiting
Sent: Monday, December 21, 2015 11:56 AM
To: Access Technology Higher Education Network <athen-list@u.washington.edu>
Subject: Re: [Athen] Deaf student in course using VoiceThread

Nazely,
At Temple we are currently working through an evaluation for usage strategy of VoiceThread.  Our current proposed direction is that any student that contributes to a thread via audio or video will need to (at minimum) provide a synopsis of the content covered in their audio comments immediately after their post.  (we are also hoping to get on VoiceThread?s radar for a feature request that would prompt for this synopsis immediately upon posting any media file)

We?re concerned that waiting for a file to be captioned would potentially leave a deaf student out of an active/live discussion.

Brent
-------------------
Brent Whiting
Director of Information Systems
Academic Computing
Temple University
Ambler Learning Center ? Rm 110

bwhiting@temple.edu<mailto:bwhiting@temple.edu>
voice (267) 468-8380

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Nazely Kurkjian
Sent: Friday, December 18, 2015 4:26 PM
To: DSSHE-L@listserv.buffalo.edu<mailto:DSSHE-L@listserv.buffalo.edu>; athen-list@u.washington.edu<mailto:athen-list@u.washington.edu>
Subject: [Athen] Deaf student in course using VoiceThread

Good afternoon & apologies for the cross-post~

A student who is deaf is enrolled in a graduate level Managing Information and Technology course and they use VoiceThread to facilitate online discussions. Students may choose to participate using video, audio only, or text only. The professor intends to provide feedback to the students using text.

The student knows ASL, but what I'm concerned about is how we're going to make the other students responses accessible in a timely and equitable manner. I don't believe any of the other students know ASL, and if they choose to create video or audio discussion, I'm not sure how to go about providing access.

Apparently, you can add captions to VoiceThread files<https://voicethread.com/howto/closed-captioning/>, but is this something we should ask the students (in the class) to provide or should our office provide it as soon as possible after something has been posted? I'm talking to the professor on Tuesday, so maybe that will give me a better idea on the expected student response turnaround time.

I sincerely appreciate any advice or recommendations.

Thank you,
Nazely

--

Nazely Kurkjian
"Shame on us...  If we let the wonders of educational technology and broadband internet lead to more inequality as opposed to less"

Adaptive Technology Specialist
Services for Students with Disabilities - UU 119 Binghamton University
Phone: 607-777-2686
Email: kurkjian@binghamton.edu<mailto:kurkjian@binghamton.edu>
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------------------------------

Subject: Digest Footer

_______________________________________________
athen-list mailing list
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------------------------------

End of athen-list Digest, Vol 119, Issue 17
*******************************************

From kurkjian at binghamton.edu  Tue Dec 22 12:59:52 2015
From: kurkjian at binghamton.edu (Nazely Kurkjian)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deaf student in course using VoiceThread
In-Reply-To: <CAD8oRJSuBfh5faEZgXYiTHbDbT+9v=7SV5JMnVXX8FK00Y7b2Q@mail.gmail.com>
References: <CAD8oRJQcxoyu1Mg0G+byUFNEygekQpPn3rTGERGhtTuyDFLhDg@mail.gmail.com>
	<7ba32f6ca0fb416486da78ab0f5597ab@exch15-mr04.tu.temple.edu>
	<CA+3h58ReViAMnLfKQqBumBuZ4J4hzcM378eCw57OpkG3K4RyeQ@mail.gmail.com>
	<CAD8oRJSuBfh5faEZgXYiTHbDbT+9v=7SV5JMnVXX8FK00Y7b2Q@mail.gmail.com>
Message-ID: <CAD8oRJSSNcZkd6C_1TbDbnW_X8UzUTHXL8Upn6hWHra+VJs84w@mail.gmail.com>

After speaking with the professor, it is clear that accessibility is an
important aspect of her course. To work around possible VoiceThread
challenges, she's going to create a YouTube channel and the students will
post and caption their videos in YouTube. I thought, the easiest and
quickest way for them to caption will be with YouTube's subtitle editor. I
will provide them best practices and directions/video tutorials for
captioning in YouTube. Since it is a Managing Information & Technology
class in a Public Administration degree program, the professor thought it
would be valuable for them to learn YouTube's platform too. For
VoiceThread, there will be video, audio or text sent directly to the
professor only.

After the new year, I plan on exploring more options with VoiceThread, like
the integration options for captioning. If there's a way to upload a video
to VoiceThread, not publish it to the class right away (e.g., professor
controls when it is published), (professor) click a button to send it to
the captioning vendor, and THEN publish it, that's the ideal situation in
my mind. It may be a little more work for the professor, but if this is a
possibility, they can use VoiceThread how she originally intended. If this
is not an option, I really hope VoiceThread makes it one in the future!!

If anyone's celebrating, have a wonderful holiday and a happy new year!!

Nazely

On Tue, Dec 22, 2015 at 9:19 AM, Nazely Kurkjian <kurkjian@binghamton.edu>
wrote:

> ?Thank you all very much for your suggestions. This is extremely helpful!
> I am meeting with the professor later this afternoon and will let you all
> know how we move forward.?
>
> Another solution I thought of is providing the student on demand remote
> interpreting.
>
> Another thing I'm curious about - if the student who is deaf wants to
> provide a video response and she signs, do we (DS) translate/convert this
> information? I ask because, if this student wants to do a video response
> she absolutely should, but if she does it and she has to provide the
> translated information (because no one else knows ASL) then couldn't we
> suggest that because she has to do it everyone else in the class should?
> Sorry if this is a silly question, I just haven't been in a situation where
> sign needs to be translated the other way. I think Scott brings up a
> wonderful point and I'd like to bring this up to the professor. Although
> student submissions are not typically required to be accessible (by
> students), this may be a great opportunity for them to consider
> accessibility barriers in technology and think about ways to provide access
> - especially because these are students in a masters in public
> administration program.
>
> I'll post back soon~
>
> On Tue, Dec 22, 2015 at 9:03 AM, Scott Marshall <marsh058@umn.edu> wrote:
>
>> Here's a slightly different take on the question...
>>
>> It's a huge learning moment - particularly for a class about managing
>> info and tech. I wonder if the instructor would be willing to raise the
>> accessibility question with the class? To wrestle with the trade-offs
>> involved between "quick, easy, inaccessible " and "accessible to the whole
>> community". I obviously don't know ANYthing about the course (Is it super
>> technical or is it at least particularly taught though a "management" lens?
>> And does it even matter?) but it seems to me to be an amazing opportunity
>> to frame the issue in terms of values.
>>
>> It might be uncomfortable but that shouldn't prevent the discussion. The
>> only way we're going to improve digital accessibility on our campuses is by
>> making more people aware of it by raising it every chance we get. And I
>> believe that accessibility will become "the way we do things around here" -
>> it's just a matter of time. For an instructor preparing students for the
>> future, it seems like a worthwhile conversation to have.
>>
>> scott
>>
>>
>>
>> On Mon, Dec 21, 2015 at 10:56 AM, Brent Whiting <bwhiting@temple.edu>
>> wrote:
>>
>>> Nazely,
>>>
>>> At Temple we are currently working through an evaluation for usage
>>> strategy of VoiceThread.  Our current proposed direction is that any
>>> student that contributes to a thread via audio or video will need to (at
>>> minimum) provide a synopsis of the content covered in their audio comments
>>> immediately after their post.  (we are also hoping to get on VoiceThread?s
>>> radar for a feature request that would prompt for this synopsis immediately
>>> upon posting any media file)
>>>
>>>
>>>
>>> We?re concerned that waiting for a file to be captioned would
>>> potentially leave a deaf student out of an active/live discussion.
>>>
>>>
>>>
>>> Brent
>>>
>>> -------------------
>>> *Brent Whiting*
>>> Director of Information Systems
>>> Academic Computing
>>> Temple University
>>> Ambler Learning Center ? Rm 110
>>>
>>> bwhiting@temple.edu
>>> voice (267) 468-8380
>>>
>>>
>>>
>>> *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu]
>>> *On Behalf Of *Nazely Kurkjian
>>> *Sent:* Friday, December 18, 2015 4:26 PM
>>> *To:* DSSHE-L@listserv.buffalo.edu; athen-list@u.washington.edu
>>> *Subject:* [Athen] Deaf student in course using VoiceThread
>>>
>>>
>>>
>>> Good afternoon & apologies for the cross-post~
>>>
>>>
>>>
>>> A student who is deaf is enrolled in a graduate level Managing
>>> Information and Technology course and they use VoiceThread to facilitate
>>> online discussions. Students may choose to participate using video, audio
>>> only, or text only. The professor intends to provide feedback to the
>>> students using text.
>>>
>>>
>>>
>>> The student knows ASL, but what I'm concerned about is how we're going
>>> to make the* other *students responses accessible in a timely and
>>> equitable manner. I don't believe any of the other students know ASL, and
>>> if they choose to create video or audio discussion, I'm not sure how to go
>>> about providing access.
>>>
>>>
>>>
>>> Apparently, you can add captions to VoiceThread files
>>> <https://voicethread.com/howto/closed-captioning/>, but is this
>>> something we should ask the students (in the class) to provide or should
>>> our office provide it as soon as possible after something has been posted?
>>> I'm talking to the professor on Tuesday, so maybe that will give me a
>>> better idea on the expected student response turnaround time.
>>>
>>>
>>>
>>> I sincerely appreciate any advice or recommendations.
>>>
>>>
>>>
>>> Thank you,
>>>
>>> Nazely
>>>
>>>
>>>
>>> --
>>>
>>> *Nazely Kurkjian*
>>>
>>> *"Shame on us...  If we let the wonders of educational technology and
>>> broadband internet lead to more inequality as opposed to less"*
>>>
>>>
>>>
>>> Adaptive Technology Specialist
>>>
>>> Services for Students with Disabilities - UU 119
>>>
>>> Binghamton University
>>>
>>> Phone: 607-777-2686
>>>
>>> Email: kurkjian@binghamton.edu
>>>
>>> _______________________________________________
>>> athen-list mailing list
>>> athen-list@mailman13.u.washington.edu
>>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>>>
>>>
>>
>>
>> --
>> Scott Marshall
>> Associate Director
>> University of Minnesota Disability Resource Center
>>
>> o. 612.626.4954
>> m. 612.245.7632
>>
>> _______________________________________________
>> athen-list mailing list
>> athen-list@mailman13.u.washington.edu
>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>>
>>
>
>
> --
>
> *Nazely Kurkjian*
> *"Shame on us...  If we let the wonders of educational technology and
> broadband internet lead to more inequality as opposed to less"*
>
> Adaptive Technology Specialist
> Services for Students with Disabilities - UU 119
> Binghamton University
> Phone: 607-777-2686
> Email: kurkjian@binghamton.edu
>



-- 

*Nazely Kurkjian*
*"Shame on us...  If we let the wonders of educational technology and
broadband internet lead to more inequality as opposed to less"*

Adaptive Technology Specialist
Services for Students with Disabilities - UU 119
Binghamton University
Phone: 607-777-2686
Email: kurkjian@binghamton.edu
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From marsh058 at umn.edu  Tue Dec 22 13:16:35 2015
From: marsh058 at umn.edu (Scott Marshall)
Date: Sat Jun  9 18:33:01 2018
Subject: [Athen] Deaf student in course using VoiceThread
In-Reply-To: <CAD8oRJSSNcZkd6C_1TbDbnW_X8UzUTHXL8Upn6hWHra+VJs84w@mail.gmail.com>
References: <CAD8oRJQcxoyu1Mg0G+byUFNEygekQpPn3rTGERGhtTuyDFLhDg@mail.gmail.com>
	<7ba32f6ca0fb416486da78ab0f5597ab@exch15-mr04.tu.temple.edu>
	<CA+3h58ReViAMnLfKQqBumBuZ4J4hzcM378eCw57OpkG3K4RyeQ@mail.gmail.com>
	<CAD8oRJSuBfh5faEZgXYiTHbDbT+9v=7SV5JMnVXX8FK00Y7b2Q@mail.gmail.com>
	<CAD8oRJSSNcZkd6C_1TbDbnW_X8UzUTHXL8Upn6hWHra+VJs84w@mail.gmail.com>
Message-ID: <CA+3h58TCN5FGBRFsEXmYHxcLaEkrQnTGK2iDLbRJr+T-cub8FA@mail.gmail.com>

It's great that the instructor sees the value and applicabliity here. It
sounds like there will be a valuable discussion around accessibility in the
class. Good to know that it's played out this way so far - thanks for the
follow-up. More people talking more about accessibility...

It's a start.

scott



On Tue, Dec 22, 2015 at 2:59 PM, Nazely Kurkjian <kurkjian@binghamton.edu>
wrote:

> After speaking with the professor, it is clear that accessibility is an
> important aspect of her course. To work around possible VoiceThread
> challenges, she's going to create a YouTube channel and the students will
> post and caption their videos in YouTube. I thought, the easiest and
> quickest way for them to caption will be with YouTube's subtitle editor. I
> will provide them best practices and directions/video tutorials for
> captioning in YouTube. Since it is a Managing Information & Technology
> class in a Public Administration degree program, the professor thought it
> would be valuable for them to learn YouTube's platform too. For
> VoiceThread, there will be video, audio or text sent directly to the
> professor only.
>
> After the new year, I plan on exploring more options with VoiceThread,
> like the integration options for captioning. If there's a way to upload a
> video to VoiceThread, not publish it to the class right away (e.g.,
> professor controls when it is published), (professor) click a button to
> send it to the captioning vendor, and THEN publish it, that's the ideal
> situation in my mind. It may be a little more work for the professor, but
> if this is a possibility, they can use VoiceThread how she originally
> intended. If this is not an option, I really hope VoiceThread makes it one
> in the future!!
>
> If anyone's celebrating, have a wonderful holiday and a happy new year!!
>
> Nazely
>
> On Tue, Dec 22, 2015 at 9:19 AM, Nazely Kurkjian <kurkjian@binghamton.edu>
> wrote:
>
>> ?Thank you all very much for your suggestions. This is extremely helpful!
>> I am meeting with the professor later this afternoon and will let you all
>> know how we move forward.?
>>
>> Another solution I thought of is providing the student on demand remote
>> interpreting.
>>
>> Another thing I'm curious about - if the student who is deaf wants to
>> provide a video response and she signs, do we (DS) translate/convert this
>> information? I ask because, if this student wants to do a video response
>> she absolutely should, but if she does it and she has to provide the
>> translated information (because no one else knows ASL) then couldn't we
>> suggest that because she has to do it everyone else in the class should?
>> Sorry if this is a silly question, I just haven't been in a situation where
>> sign needs to be translated the other way. I think Scott brings up a
>> wonderful point and I'd like to bring this up to the professor. Although
>> student submissions are not typically required to be accessible (by
>> students), this may be a great opportunity for them to consider
>> accessibility barriers in technology and think about ways to provide access
>> - especially because these are students in a masters in public
>> administration program.
>>
>> I'll post back soon~
>>
>> On Tue, Dec 22, 2015 at 9:03 AM, Scott Marshall <marsh058@umn.edu> wrote:
>>
>>> Here's a slightly different take on the question...
>>>
>>> It's a huge learning moment - particularly for a class about managing
>>> info and tech. I wonder if the instructor would be willing to raise the
>>> accessibility question with the class? To wrestle with the trade-offs
>>> involved between "quick, easy, inaccessible " and "accessible to the whole
>>> community". I obviously don't know ANYthing about the course (Is it super
>>> technical or is it at least particularly taught though a "management" lens?
>>> And does it even matter?) but it seems to me to be an amazing opportunity
>>> to frame the issue in terms of values.
>>>
>>> It might be uncomfortable but that shouldn't prevent the discussion. The
>>> only way we're going to improve digital accessibility on our campuses is by
>>> making more people aware of it by raising it every chance we get. And I
>>> believe that accessibility will become "the way we do things around here" -
>>> it's just a matter of time. For an instructor preparing students for the
>>> future, it seems like a worthwhile conversation to have.
>>>
>>> scott
>>>
>>>
>>>
>>> On Mon, Dec 21, 2015 at 10:56 AM, Brent Whiting <bwhiting@temple.edu>
>>> wrote:
>>>
>>>> Nazely,
>>>>
>>>> At Temple we are currently working through an evaluation for usage
>>>> strategy of VoiceThread.  Our current proposed direction is that any
>>>> student that contributes to a thread via audio or video will need to (at
>>>> minimum) provide a synopsis of the content covered in their audio comments
>>>> immediately after their post.  (we are also hoping to get on VoiceThread?s
>>>> radar for a feature request that would prompt for this synopsis immediately
>>>> upon posting any media file)
>>>>
>>>>
>>>>
>>>> We?re concerned that waiting for a file to be captioned would
>>>> potentially leave a deaf student out of an active/live discussion.
>>>>
>>>>
>>>>
>>>> Brent
>>>>
>>>> -------------------
>>>> *Brent Whiting*
>>>> Director of Information Systems
>>>> Academic Computing
>>>> Temple University
>>>> Ambler Learning Center ? Rm 110
>>>>
>>>> bwhiting@temple.edu
>>>> voice (267) 468-8380
>>>>
>>>>
>>>>
>>>> *From:* athen-list [mailto:
>>>> athen-list-bounces@mailman13.u.washington.edu] *On Behalf Of *Nazely
>>>> Kurkjian
>>>> *Sent:* Friday, December 18, 2015 4:26 PM
>>>> *To:* DSSHE-L@listserv.buffalo.edu; athen-list@u.washington.edu
>>>> *Subject:* [Athen] Deaf student in course using VoiceThread
>>>>
>>>>
>>>>
>>>> Good afternoon & apologies for the cross-post~
>>>>
>>>>
>>>>
>>>> A student who is deaf is enrolled in a graduate level Managing
>>>> Information and Technology course and they use VoiceThread to facilitate
>>>> online discussions. Students may choose to participate using video, audio
>>>> only, or text only. The professor intends to provide feedback to the
>>>> students using text.
>>>>
>>>>
>>>>
>>>> The student knows ASL, but what I'm concerned about is how we're going
>>>> to make the* other *students responses accessible in a timely and
>>>> equitable manner. I don't believe any of the other students know ASL, and
>>>> if they choose to create video or audio discussion, I'm not sure how to go
>>>> about providing access.
>>>>
>>>>
>>>>
>>>> Apparently, you can add captions to VoiceThread files
>>>> <https://voicethread.com/howto/closed-captioning/>, but is this
>>>> something we should ask the students (in the class) to provide or should
>>>> our office provide it as soon as possible after something has been posted?
>>>> I'm talking to the professor on Tuesday, so maybe that will give me a
>>>> better idea on the expected student response turnaround time.
>>>>
>>>>
>>>>
>>>> I sincerely appreciate any advice or recommendations.
>>>>
>>>>
>>>>
>>>> Thank you,
>>>>
>>>> Nazely
>>>>
>>>>
>>>>
>>>> --
>>>>
>>>> *Nazely Kurkjian*
>>>>
>>>> *"Shame on us...  If we let the wonders of educational technology and
>>>> broadband internet lead to more inequality as opposed to less"*
>>>>
>>>>
>>>>
>>>> Adaptive Technology Specialist
>>>>
>>>> Services for Students with Disabilities - UU 119
>>>>
>>>> Binghamton University
>>>>
>>>> Phone: 607-777-2686
>>>>
>>>> Email: kurkjian@binghamton.edu
>>>>
>>>> _______________________________________________
>>>> athen-list mailing list
>>>> athen-list@mailman13.u.washington.edu
>>>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>>>>
>>>>
>>>
>>>
>>> --
>>> Scott Marshall
>>> Associate Director
>>> University of Minnesota Disability Resource Center
>>>
>>> o. 612.626.4954
>>> m. 612.245.7632
>>>
>>> _______________________________________________
>>> athen-list mailing list
>>> athen-list@mailman13.u.washington.edu
>>> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>>>
>>>
>>
>>
>> --
>>
>> *Nazely Kurkjian*
>> *"Shame on us...  If we let the wonders of educational technology and
>> broadband internet lead to more inequality as opposed to less"*
>>
>> Adaptive Technology Specialist
>> Services for Students with Disabilities - UU 119
>> Binghamton University
>> Phone: 607-777-2686
>> Email: kurkjian@binghamton.edu
>>
>
>
>
> --
>
> *Nazely Kurkjian*
> *"Shame on us...  If we let the wonders of educational technology and
> broadband internet lead to more inequality as opposed to less"*
>
> Adaptive Technology Specialist
> Services for Students with Disabilities - UU 119
> Binghamton University
> Phone: 607-777-2686
> Email: kurkjian@binghamton.edu
>
> _______________________________________________
> athen-list mailing list
> athen-list@mailman13.u.washington.edu
> http://mailman13.u.washington.edu/mailman/listinfo/athen-list
>
>


-- 
Scott Marshall
Associate Director
University of Minnesota Disability Resource Center

o. 612.626.4954
m. 612.245.7632
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From gdietrich at htctu.net  Wed Dec 23 02:33:58 2015
From: gdietrich at htctu.net (Gaeir Dietrich)
Date: Sat Jun  9 18:33:02 2018
Subject: [Athen] FW: Tenure Track and Adjunct Counseling Positions!
In-Reply-To: <LYRIS-2591-1294667-2015.12.22-09.15.40--gdietrich#htctu.net@htclistserv.htctu.fhda.edu>
References: <LYRIS-2591-1294667-2015.12.22-09.15.40--gdietrich#htctu.net@htclistserv.htctu.fhda.edu>
Message-ID: <023201d13d6d$6ee6bcc0$4cb43640$@htctu.net>

 

From: Denise Simpson [mailto:dsimpson@sce.edu] 
Sent: Tuesday, December 22, 2015 9:15 AM
To: DSP&S Directors Listserver
Subject: Tenure Track and Adjunct Counseling Positions!

 

Hello All,

 

I am excited to share that we are looking for a few stellar DSS Counselors to join our DSS Team. We are located in the northern portion of sunny Orange County, home of the Happiest Place on Earth.

 

1. DSS Counselor (full time) with a specialty in ASD. We are looking for an innovative leader who will provide counseling and instruction to our ever-increasing population of students with ASD. For more information: https://nocccd.peopleadmin.com/postings/1583

 

2. DSS Counselors (adjunct). Through Adult Education Block Grant (AEBG) funding, we are hiring three adjunct counselors to provide transition counseling to students at three local high schools in an effort to create a seamless pathway to postsecondary education. To apply for one of three part time opportunities: https://www.cccregistry.org/jobs/viewPosting.aspx?postingID=65781

 

Please feel free to email me with additional questions.

 

Inline image 1

Denise Simpson, M. Ed.

Director, Disability Support Services

President, CAPED

School of Continuing Education

9200 Valley View CE 101

Cypress, CA  90630

714-484-7058

 

 

 

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From danc at uw.edu  Wed Dec 23 16:14:28 2015
From: danc at uw.edu (Dan Comden)
Date: Sat Jun  9 18:33:02 2018
Subject: [Athen] Ergonomist position at University of Washington
Message-ID: <CAFUsdKQ_uJq6Xdz8csGLNBxS+xCQFFgJrewVidOUje5_jjpYAQ@mail.gmail.com>

I've been asked to put out the word about a position for an Ergonomist at
the University of Washington, Seattle campus. It's housed within
Environmental Health and Safety and occasionally works with our Access
Technology Center.

Here is the link to the posting at UW Hires.
<https://uwhires.admin.washington.edu/eng/candidates/default.cfm?szCategory=jobprofile&szOrderID=123386&szCandidateID=0&szSearchWords=ergonomist&szReturnToSearch=1>

-- 
-*- Dan Comden                       danc@uw.edu <danc@washington.edu>
    Access Technology Center   www.uw.edu/itconnect/accessibility/atl/
    University of Washington      UW Information Technology
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From kosakowskia at wcsu.edu  Wed Dec 30 06:22:11 2015
From: kosakowskia at wcsu.edu (Adam Kosakowski)
Date: Sat Jun  9 18:33:02 2018
Subject: [Athen] Changing Reading Order of Tables
Message-ID: <B1EE9D28CCB8074BB15C666EDF8338710186D4D4FFA1@W-DRSHEPHERD.wcsu.local>

Hello wise Athen-ers!

Happy New Year! A colleague of mine is learning how to make accessible PowerPoints, but she likes tables. She wants her tables to be screen read column by column, top to bottom instead of row by row, left to right. After some Google searching I came up with pretty much nothing. Is this reasonably feasible or should I encourage her to learn to love an alternative like text boxes that look like the columns she desires?

Thanks in advance!

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Adam Kosakowski, M.Ed.
Assistive Technology Specialist and Math Specialist, University Assistant
AccessAbility Services
Western Connecticut State University
181 White Street, Higgins Annex 017
Danbury, CT 06810
Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848
Email: kosakowskia@wcsu.edu<mailto:kosakowskia@wcsu.edu>
www.wcsu.edu/accessability<http://www.wcsu.edu/accessability>
[cid:image002.jpg@01D142E3.8FED7B90]
The information contained in this email is privileged and confidential. If you are not the intended recipient of this email you are hereby notified that the dissemination, distribution or copying of this email is strictly prohibited. If you have received this email in error, please notify the sender immediately and destroy this document.


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From info at karlencommunications.com  Wed Dec 30 07:01:56 2015
From: info at karlencommunications.com (Karlen Communications)
Date: Sat Jun  9 18:33:02 2018
Subject: [Athen] Changing Reading Order of Tables
In-Reply-To: <B1EE9D28CCB8074BB15C666EDF8338710186D4D4FFA1@W-DRSHEPHERD.wcsu.local>
References: <B1EE9D28CCB8074BB15C666EDF8338710186D4D4FFA1@W-DRSHEPHERD.wcsu.local>
Message-ID: <000e01d14313$0738fd30$15aaf790$@karlencommunications.com>

This is me shrieking!

 

Do not use Text Boxes to imitate a table! Do not draw a Table!

 

When you do, the content might look like a table but there is no
relationship between the text boxes or drawn table elements. A drawn table
is even more "offensive" because adaptive technology has no idea what it is
and says nothing when confronted with it. It also ends up being a giant
tornado vortex that draws other content into it and you can't separate it
again. Quite messy!

 

Just because a document author wants something done, doesn't mean it is
either good design or even plausible/possible in terms of document design
never mind accessible document design. Oddly enough, I'm involved in a
similar conversation on another list.a document author wants to do something
illogical and is frustrated that they can't. Sigh.

 

Tables are tables and there is a way to read them and a way not to. Just
create a table! Maybe think about the design of the content before you begin
plunking tables and text boxes everywhere.

 

I know this is not the answer you hoped for.apologies if I sound terse.it is
the shrieking! LOL

 

Maybe take a look at the proper use of tables and how to create accessible
placeholders in PowerPoint:

http://www.karlencommunications.com/OfficeForWindowsAccessibility.html 

 

Perhaps if the document author understood a bit more about the barriers
being created, they might learn how to do something other than tables? She
said hopefully..

 

Cheers, Karen

.

 

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On
Behalf Of Adam Kosakowski
Sent: December 30, 2015 9:22 AM
To: 'athen-list@u.washington.edu' <athen-list@u.washington.edu>
Subject: [Athen] Changing Reading Order of Tables

 

Hello wise Athen-ers!

 

Happy New Year! A colleague of mine is learning how to make accessible
PowerPoints, but she likes tables. She wants her tables to be screen read
column by column, top to bottom instead of row by row, left to right. After
some Google searching I came up with pretty much nothing. Is this reasonably
feasible or should I encourage her to learn to love an alternative like text
boxes that look like the columns she desires?

 

Thanks in advance!

 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~

Adam Kosakowski, M.Ed.

Assistive Technology Specialist and Math Specialist, University Assistant

AccessAbility Services

Western Connecticut State University

181 White Street, Higgins Annex 017

Danbury, CT 06810

Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848

Email: kosakowskia@wcsu.edu <mailto:kosakowskia@wcsu.edu>  

www.wcsu.edu/accessability <http://www.wcsu.edu/accessability> 



The information contained in this email is privileged and confidential. If
you are not the intended recipient of this email you are hereby notified
that the dissemination, distribution or copying of this email is strictly
prohibited. If you have received this email in error, please notify the
sender immediately and destroy this document.

 

 

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From greeark at uw.edu  Wed Dec 30 12:04:48 2015
From: greeark at uw.edu (KRISTA L. GREEAR)
Date: Sat Jun  9 18:33:02 2018
Subject: [Athen] BrailleNote and editing Google Docs
Message-ID: <BL2PR08MB34059451906F8F63D8AAB8BCFFD0@BL2PR08MB340.namprd08.prod.outlook.com>

Cross posting apologies.

My BrailleNote user just tested reading Google Docs and editing Google Docs. This is their experience this morning.


?My review:

1.  Yes I can read google docs documents.

2.  No I cannot edit them within traditional means.  What I mean is that according to the rules of google docs,  or what google calls google drive these days, you should be able to edit the document strait from google itself.  I cannot do this.  However, I have a work around.  Since I can read it I can copy and paste it into another document which means that I can then edit the document from keyword then email it back to my teamates who can then put it in the document.?

Any additional insights about how to use BrailleNote to edit Google Docs without the work around?
Krista
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From dandrews at visi.com  Wed Dec 30 12:34:15 2015
From: dandrews at visi.com (David Andrews)
Date: Sat Jun  9 18:33:02 2018
Subject: [Athen] Changing Reading Order of Tables
In-Reply-To: <B1EE9D28CCB8074BB15C666EDF8338710186D4D4FFA1@W-DRSHEPHERD.
	wcsu.local>
References: <B1EE9D28CCB8074BB15C666EDF8338710186D4D4FFA1@W-DRSHEPHERD.wcsu.local>
Message-ID: <auto-000046649407@mailfront1.g2host.com>

Most screen reading programs have commands to read true tables.  So, 
she should create real tables with columns and rows, and headers and 
labels and the like.  For most screen readers, but not all, 
alt-control plus an arrow key moves right left, up or down one cell 
within a table.

Dave

At 08:22 AM 12/30/2015, you wrote:
>Content-Language: en-US
>Content-Type: multipart/related;
> 
>boundary="_004_B1EE9D28CCB8074BB15C666EDF8338710186D4D4FFA1WDRSHEPHERD_";
>         type="multipart/alternative"
>
>Hello wise Athen-ers!
>
>Happy New Year! A colleague of mine is learning how to make 
>accessible PowerPoints, but she likes tables. She wants her tables 
>to be screen read column by column, top to bottom instead of row by 
>row, left to right. After some Google searching I came up with 
>pretty much nothing. Is this reasonably feasible or should I 
>encourage her to learn to love an alternative like text boxes that 
>look like the columns she desires?
>
>Thanks in advance!
>
>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>Adam Kosakowski, M.Ed.
>Assistive Technology Specialist and Math Specialist, University Assistant
>AccessAbility Services
>Western Connecticut State University
>181 White Street, Higgins Annex 017
>Danbury, CT 06810
>Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848
>Email: <mailto:kosakowskia@wcsu.edu>kosakowskia@wcsu.edu
>www.wcsu.edu/accessability
>Description: cid:71F5102F-6703-4051-9EA1-5024DA46B6E4
>
>The information contained in this email is privileged and 
>confidential. If you are not the intended recipient of this email 
>you are hereby notified that the dissemination, distribution or 
>copying of this email is strictly prohibited. If you have received 
>this email in error, please notify the sender immediately and 
>destroy this document.

         David Andrews and long white cane Harry.
E-Mail:  dandrews@visi.com or david.andrews@nfbnet.org
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From foreigntype at gmail.com  Wed Dec 30 20:42:19 2015
From: foreigntype at gmail.com (Wink Harner)
Date: Sat Jun  9 18:33:02 2018
Subject: [Athen] BrailleNote and editing Google Docs
In-Reply-To: <BL2PR08MB34059451906F8F63D8AAB8BCFFD0@BL2PR08MB340.namprd08.prod.outlook.com>
References: <BL2PR08MB34059451906F8F63D8AAB8BCFFD0@BL2PR08MB340.namprd08.prod.outlook.com>
Message-ID: <00f401d14385$a248dad0$e6da9070$@gmail.com>

Krista et al Athenites,

 

It is my understanding that will Google Docs may, for all intents and purposes, look like a Microsoft Word document, and therefore we assume it can be handled, edited, revised, and resaved as a Microsoft Word document. The Google Doc, however, is only a shell of the Microsoft word document. The only way I have found to manipulate any data in a Google doc is to download it  into a Microsoft document, do whatever editing needs to be done, upload it back to Google Docs as a new document. The "Excel" spreadsheet in Google behaves the same way ? it is not truly an accessible document (in either sense of the word ? you cannot edit the data, and you cannot easily or at all use adaptive software to do it).

 

The best suggestion in being able to take advantage of the Google Drive in terms of being able to share documents with the team is to download the Google Doc, work it, work it, work it, and upload it or drop it back into the Google drive folder. That would allow not only the ability to edit the documents and make additions to the documents, but would also allow the use of the adaptive software/hardware to do it.

 

My thoughts and a cold Wednesday near the end of 2015.

 

Happies and Merries,

 

Wink

 

Wink Harner

Adaptive Technology Consulting & Training

Alternative Text & Media Production

The Foreigntype

 

 <mailto:foreigntype@gmail.com> foreigntype@gmail.com

 <mailto:winkharner1113@gmail.com> winkharner1113@gmail.com

 

(Disclaimer: this email was dictated with Dragon NaturallySpeaking. Please forgive any quirks, mis-recognitions, or omissions.)

 

 

 

From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of KRISTA L. GREEAR
Sent: Wednesday, December 30, 2015 12:05 PM
To: Access Technology Higher Education Network; Alternate Media
Subject: [Athen] BrailleNote and editing Google Docs

 

Cross posting apologies. 

 

My BrailleNote user just tested reading Google Docs and editing Google Docs. This is their experience this morning. 

 

?My review:

1.  Yes I can read google docs documents.

2.  No I cannot edit them within traditional means.  What I mean is that according to the rules of google docs,  or what google calls google drive these days, you should be able to edit the document strait from google itself.  I cannot do this.  However, I have a work around.  Since I can read it I can copy and paste it into another document which means that I can then edit the document from keyword then email it back to my teamates who can then put it in the document.?

 

Any additional insights about how to use BrailleNote to edit Google Docs without the work around?

Krista

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