[Athen] Accessibility tips for foreign language faculty
kzirkle1 at gmu.edu
Mon Nov 16 08:55:52 PST 2015
We have had several meetings in the past with our foreign language department due to a couple students who were blind taking classes. It is a very visual course. Though we were not able to find a fully accessible solution we had some very unique work arounds. Contact our office on the main line to get more details: 703-993-4329. Most of our office is traveling this week for AHG.
IT Accessibility Coordinator
From: athen-list [mailto:athen-list-bounces at mailman13.u.washington.edu] On Behalf Of Thompson, Rachel
Sent: Friday, November 13, 2015 10:12 AM
To: Access Technology Higher Education Network <athen-list at u.washington.edu>
Subject: Re: [Athen] Accessibility tips for foreign language faculty
Thanks for all the suggestions! I will incorporate them into out materials for the meeting and will post them online, sharing the link once it is live.
See you in Westminster, I hope.
Dr. Rachel S. Thompson
Director, Emerging Technology
Center for Instructional Technology
University of Alabama
> On Nov 13, 2015, at 7:17, "Jeffrey Dell" <jeffreydell99 at gmail.com> wrote:
> I agree with Joe that having the prooffing language and the language
> set in the code for the web pages is critical.
> One problem that I have noticed with online modules for foreign
> language materials is very colorful graphics with text embedded in
> them. Usually the color schemes are very low contrast. If it is just
> colors specified in the coding then student can change browser
> settings to compensate.
> Materials that come from the publisher in PDF usually do not have the
> language set to anything but English or had not been run through OCR
> engines to recognize multiple languages contained in the documents.
> In those cases the screen reader or TTS just reads gibberish. For
> multiple language documents PDF documents are much harder to remediate
> than Word.
> Many of the professors in our classes create their own handouts or
> their own PowerPoints and use the IME keyboards in Windows to type the
> content. This creates the basics of a great document for the student
> to read. The key is for professors to keep the original document and
> to give access to it for the student. The second part of that last
> sentence would seem to be obvious but some professors do not like
> giving their documents to anyone electronically. That causes some
> unnecessary arguments.
>> On 11/12/15, Humbert, Joe <johumber at iu.edu> wrote:
>> Hi Rachel,
>> * Make sure the primary/default human language for each document,
>> website, etc. is specified (WCAG 2.0 Understanding SC
>> * Make sure changes in languages for parts of "documents" are
>> specified. (WCAG 2.0 Understanding SC
>> The links I have provided have links to techniques for both websites
>> and other types of documents.
>> I assume specifying the language of parts of a document would be
>> extremely important as there are bound to be multilingual documents
>> (e.g., English and Spanish mixed).
>> Joe Humbert
>> Principal Accessibility Analyst
>> Assistive Technology and Accessibility Centers University Information
>> Technology Services Indiana University, IUPUI IT 210F
>> (317) 274-4378
>> johumber at iu.edu<mailto:johumber at iu.edu>
>> -----Original Message-----
>> From: athen-list
>> [mailto:athen-list-bounces at mailman13.u.washington.edu] On Behalf Of
>> Thompson, Rachel
>> Sent: Thursday, November 12, 2015 12:42 PM
>> To: Access Technology Higher Education Network
>> <athen-list at u.washington.edu>
>> Subject: [Athen] Accessibility tips for foreign language faculty
>> Hi, all.
>> Our area is soon meeting with a group of faculty from the modern
>> languages and classics department regarding ways to make their course
>> materials more accessibility from the outset. Do you have any
>> foreign language specific suggestions?
>> Some topics we will address include discussing accessibility with
>> publishers (and asking my team to evaluate the responses), making
>> sure web content, PDFs, and office docs are accessible (via NCDAE
>> cheatsheets and workshops and assistance we offer), and keeping
>> communications lines with students open. We will also include info
>> about working with our campus disability services team.
>> Any ideas you have would e much appreciated, Rachel
>> Dr. Rachel S. Thompson
>> Director, Emerging Technology
>> Center for Instructional Technology
>> University of Alabama
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