From Maureen.Bourbeau at unh.edu Thu Feb 1 09:17:31 2018 From: Maureen.Bourbeau at unh.edu (Bourbeau, Maureen) Date: Sat Jun 9 18:34:46 2018 Subject: [Athen] Best methods for captioning Zoom session Message-ID: <845a4b11642748c3956969510067c20d@groot.ad.unh.edu> Hi all, I know it works it theory and I've seen it on some webinars, but can someone share with me the process details for setting up remote captions (via CART) on a Zoom presentation? Issues, concerns, work arounds, etc. Thanks. Maureen Bourbeau Assistive Technology Specialist Student Accessibility Services (SAS) 201 Smith Hall, 3 Garrison Avenue Durham, NH 03824 P: 603.862.2400 | F: 603.862.4043 maureen.bourbeau@unh.edu www.unh.edu/studentaccessibility [cid:image001.png@01D39B56.A17A83D0] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15467 bytes Desc: image001.png URL: From dhayman at uw.edu Thu Feb 1 09:25:34 2018 From: dhayman at uw.edu (Doug Hayman) Date: Sat Jun 9 18:34:46 2018 Subject: [Athen] Best methods for captioning Zoom session In-Reply-To: <845a4b11642748c3956969510067c20d@groot.ad.unh.edu> References: <845a4b11642748c3956969510067c20d@groot.ad.unh.edu> Message-ID: https://support.zoom.us/hc/en-us/articles/207279736-Getting-Started-with-Closed-Captioning On Thu, Feb 1, 2018 at 9:17 AM, Bourbeau, Maureen wrote: > Hi all, > > I know it works it theory and I?ve seen it on some webinars, but can > someone share with me the process details for setting up remote captions > (via CART) on a Zoom presentation? > > Issues, concerns, work arounds, etc. > > > > Thanks. > > > > *Maureen Bourbeau* > > *Assistive Technology Specialist* > > *Student Accessibility Services (SAS)* > > 201 Smith Hall, 3 Garrison Avenue > > Durham, NH 03824 > > P: 603.862.2400 <(603)%20862-2400> | F: 603.862.4043 <(603)%20862-4043> > > maureen.bourbeau@unh.edu > > www.unh.edu/studentaccessibility > > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -- Doug Hayman w.edu> Senior Computer Specialist DO-IT Program (Disabilities, Opportunities, Internetworking, Technology) UW Technology Services Box 354842 Seattle, WA 98195 (206) 221-4165 http://www.washington.edu/doit -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15467 bytes Desc: not available URL: From Maureen.Bourbeau at unh.edu Thu Feb 1 09:33:11 2018 From: Maureen.Bourbeau at unh.edu (Bourbeau, Maureen) Date: Sat Jun 9 18:34:46 2018 Subject: [Athen] Best methods for captioning Zoom session In-Reply-To: References: <845a4b11642748c3956969510067c20d@groot.ad.unh.edu> Message-ID: <4ef7e022be864ba2ba16e5794445abde@groot.ad.unh.edu> Thanks Doug, I did look at that, but can a transcriptionist using CART software input into the CC text editor in Zoom? This would be for a classroom presentation. PPT with lecture. Molecular Diagnostics class so would be important to be able to access specialized vocabulary easily. --Maureen From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Doug Hayman Sent: Thursday, February 01, 2018 12:26 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Best methods for captioning Zoom session Caution - External Email ________________________________ https://support.zoom.us/hc/en-us/articles/207279736-Getting-Started-with-Closed-Captioning On Thu, Feb 1, 2018 at 9:17 AM, Bourbeau, Maureen > wrote: Hi all, I know it works it theory and I?ve seen it on some webinars, but can someone share with me the process details for setting up remote captions (via CART) on a Zoom presentation? Issues, concerns, work arounds, etc. Thanks. Maureen Bourbeau Assistive Technology Specialist Student Accessibility Services (SAS) 201 Smith Hall, 3 Garrison Avenue Durham, NH 03824 P: 603.862.2400 | F: 603.862.4043 maureen.bourbeau@unh.edu www.unh.edu/studentaccessibility [cid:image001.png@01D39B58.D1AED680] _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -- Doug Hayman w.edu> Senior Computer Specialist DO-IT Program (Disabilities, Opportunities, Internetworking, Technology) UW Technology Services Box 354842 Seattle, WA 98195 (206) 221-4165 http://www.washington.edu/doit -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15467 bytes Desc: image001.png URL: From patrick.sweeney at wisc.edu Thu Feb 1 09:49:48 2018 From: patrick.sweeney at wisc.edu (Patrick Sweeney) Date: Sat Jun 9 18:34:46 2018 Subject: [Athen] Best methods for captioning Zoom session In-Reply-To: <4ef7e022be864ba2ba16e5794445abde@groot.ad.unh.edu> References: <845a4b11642748c3956969510067c20d@groot.ad.unh.edu> <4ef7e022be864ba2ba16e5794445abde@groot.ad.unh.edu> Message-ID: Both 1CapApp (https://admin.1capapp.com/dl.php?f=Zoom-Integration-with-CapApp) and StreamText (https://streamtext.zendesk.com/hc/en-us/articles/115003258163-Zoom-caption-support-in-StreamText-net) have the capability of connecting CART providers to Zoom. Thank you, Patrick Patrick Sweeney McBurney Disability Resource Center Division of Student Life, UW-Madison (voice) (608) 263-2741 [front desk] (text) (608) 225-7956 [front desk] www.mcburney.wisc.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Bourbeau, Maureen Sent: Thursday, February 01, 2018 11:33 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Best methods for captioning Zoom session Thanks Doug, I did look at that, but can a transcriptionist using CART software input into the CC text editor in Zoom? This would be for a classroom presentation. PPT with lecture. Molecular Diagnostics class so would be important to be able to access specialized vocabulary easily. --Maureen From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Doug Hayman Sent: Thursday, February 01, 2018 12:26 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Best methods for captioning Zoom session Caution - External Email ________________________________ https://support.zoom.us/hc/en-us/articles/207279736-Getting-Started-with-Closed-Captioning On Thu, Feb 1, 2018 at 9:17 AM, Bourbeau, Maureen > wrote: Hi all, I know it works it theory and I?ve seen it on some webinars, but can someone share with me the process details for setting up remote captions (via CART) on a Zoom presentation? Issues, concerns, work arounds, etc. Thanks. Maureen Bourbeau Assistive Technology Specialist Student Accessibility Services (SAS) 201 Smith Hall, 3 Garrison Avenue Durham, NH 03824 P: 603.862.2400 | F: 603.862.4043 maureen.bourbeau@unh.edu www.unh.edu/studentaccessibility [cid:image001.png@01D39B52.C1B38E70] _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -- Doug Hayman w.edu> Senior Computer Specialist DO-IT Program (Disabilities, Opportunities, Internetworking, Technology) UW Technology Services Box 354842 Seattle, WA 98195 (206) 221-4165 http://www.washington.edu/doit -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15467 bytes Desc: image001.png URL: From sherylb at uw.edu Thu Feb 1 10:23:08 2018 From: sherylb at uw.edu (Sheryl Burgstahler) Date: Sat Jun 9 18:34:46 2018 Subject: [Athen] Fwd: Best of 2017: EDUCAUSEreview Articles References: <9CFEAA8C-92E2-4C4E-96F6-25EEEAB9C919@uw.edu> Message-ID: Third most read article is on accessibility of online learning courses. <> See what your peers read the most in 2017! View Online <> <> A look at the most-read EDUCAUSE Review articles and blogs in 2017. Top 10 IT Issues, 2017: Foundations for Student Success by Susan Grajek and the 2016?2017 EDUCAUSE IT Issues Panel Watch for the 2018 article and resources releasing later this month! The Blockchain Revolution and Higher Education by Don Tapscott and Alex Tapscott ADA Compliance for Online Course Design? by Sheryl Burgstahler Sponsored Content: Ellucian Building an Analytics-Driven Institution: 7 Signs You?re on the Right Path by James Willey Within higher education, there is near universal recognition that analytics have transformative potential. So why doesn?t every institution have a robust analytics program? Because it?s not that easy. Here are 7 signs that you?re at least on the right path ? Transforming Our Libraries from Analog to Digital: A 2020 Vision by Brewster Kahle The General Data Protection Regulation Explained by Barmak Nassirian Time for Password Expiration to Die by Lance Spitzner Ethics and the IT Professional by Melissa Woo The Rise of Educational Technology as a Sociocultural and Ideological Phenomenon by George Veletsianos and Rolin Moe Myths and Facts About Flipped Learning by Robert Talbert Student Feedback on Quality Matters Standards for Online Course Design by Tena B. Crews, Tiffany M. Bordonada, and Kelly Wilkinson <> EDUCAUSE | EDUCAUSE Review Share your work and ideas with EDUCAUSE Review?contact editors@educause.edu . EDUCAUSE Review? is the association?s award-winning flagship publication for the higher education IT community. The bimonthly print edition (22,000 distributed copies) takes a broad look at current developments and trends in information technology, how they may affect the college/university as an institution, and what these mean for higher education and society. The online version (100,000 unique monthly views) comprises more comprehensive coverage?peer-reviewed articles, practical advice, interactive elements, and multimedia about managing and using information technology in higher education. You are receiving this message because you are subscribed to EDUCAUSE Review table of contents emails. Opt Out of EDUCAUSE Review Emails Manage My Preferences (using your profile login) Unsubscribe from All Email Copyright 2018 EDUCAUSE | Privacy Policy? 282 Century Place, Suite 5000, Louisville, CO 80027 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Joseph.Sherman at cuny.edu Thu Feb 1 10:52:22 2018 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Sat Jun 9 18:34:46 2018 Subject: [Athen] Plan for New Content Message-ID: <8c71f22a8710494fbb4b5cc99f97dd7e@EXCPM5702.enterpriseapps.cuny.adlan> Hello all. We have just entered into a resolution agreement with DOE OCR for web accessibility. As part of our resolution agreement, we are required to come up with a "Plan for New Content" to ensure that all new content will be accessible. Does anyone have an example "Plan for New Content" that they'd be willing to share so we do not have to reinvent the document? Also any other insights into dealing with a resolution agreement would be appreciated. Like how you dealt with auditing, remediation, corrective action plan, training? Thanks. Joseph Sherman Accessibility Specialist CUNY Computing & Information Services 395 Hudson St 6FL, 6-236 646-664-2167| Joseph.Sherman@cuny.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From ea at emptech.info Thu Feb 1 10:57:15 2018 From: ea at emptech.info (E.A. Draffan) Date: Sat Jun 9 18:34:46 2018 Subject: [Athen] Fwd: Best of 2017: EDUCAUSEreview Articles In-Reply-To: References: <9CFEAA8C-92E2-4C4E-96F6-25EEEAB9C919@uw.edu> Message-ID: <007601d39b8e$7a31ed30$6e95c790$@emptech.info> Congratulations Sheryl - if we could get an article about inclusion/accessibility in the top most read articles we would be so thrilled! Best wishes E.A. Mrs E.A. Draffan WAIS, ECS , University of Southampton Mobile +44 (0)7976 289103 http://access.ecs.soton.ac.uk UK AAATE rep http://www.aaate.net/ From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Sheryl Burgstahler Sent: 01 February 2018 18:23 To: ahead_tech@ahead-listserve.org; Access Technology Higher Education Network Subject: [Athen] Fwd: Best of 2017: EDUCAUSEreview Articles Third most read article is on accessibility of online learning courses. See what your peers read the most in 2017! View Online A look at the most-read EDUCAUSE Review articles and blogs in 2017. Top 10 IT Issues, 2017: Foundations for Student Success by Susan Grajek and the 2016?2017 EDUCAUSE IT Issues Panel Watch for the 2018 article and resources releasing later this month! The Blockchain Revolution and Higher Education by Don Tapscott and Alex Tapscott ADA Compliance for Online Course Design by Sheryl Burgstahler Sponsored Content: Ellucian Building an Analytics-Driven Institution: 7 Signs You?re on the Right Path by James Willey Within higher education, there is near universal recognition that analytics have transformative potential. So why doesn?t every institution have a robust analytics program? Because it?s not that easy. Here are 7 signs that you?re at least on the right path ? Transforming Our Libraries from Analog to Digital: A 2020 Vision by Brewster Kahle The General Data Protection Regulation Explained by Barmak Nassirian Time for Password Expiration to Die by Lance Spitzner Ethics and the IT Professional by Melissa Woo The Rise of Educational Technology as a Sociocultural and Ideological Phenomenon by George Veletsianos and Rolin Moe Myths and Facts About Flipped Learning by Robert Talbert Student Feedback on Quality Matters Standards for Online Course Design by Tena B. Crews, Tiffany M. Bordonada, and Kelly Wilkinson EDUCAUSE | EDUCAUSE Review Share your work and ideas with EDUCAUSE Review?contact editors@educause.edu. EDUCAUSE Review? is the association?s award-winning flagship publication for the higher education IT community. The bimonthly print edition (22,000 distributed copies) takes a broad look at current developments and trends in information technology, how they may affect the college/university as an institution, and what these mean for higher education and society. The online version (100,000 unique monthly views) comprises more comprehensive coverage?peer-reviewed articles, practical advice, interactive elements, and multimedia about managing and using information technology in higher education. You are receiving this message because you are subscribed to EDUCAUSE Review table of contents emails. Opt Out of EDUCAUSE Review Emails Manage My Preferences (using your profile login) Unsubscribe from All Email Copyright 2018 EDUCAUSE | Privacy Policy 282 Century Place, Suite 5000, Louisville, CO 80027 -------------- next part -------------- An HTML attachment was scrubbed... URL: From arovner at shoreline.edu Thu Feb 1 11:00:03 2018 From: arovner at shoreline.edu (Rovner, Amy) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Best methods for captioning Zoom session In-Reply-To: References: <845a4b11642748c3956969510067c20d@groot.ad.unh.edu> <4ef7e022be864ba2ba16e5794445abde@groot.ad.unh.edu> Message-ID: I have used a CART provider when I did a webinar on Zoom earlier this year. It?s very straightforward to use. If I remember correctly, once the captioner has joined the Zoom session, the host can assign them the CC role. We used A La CARTe Connection, LLC. I think in the cases that I recall, the captions open up in a separate screen that can be resized and moved around by each viewer. Hope that helps! Good luck! Amy Amy Rovner, MPH RD Instructional Designer Accessible IT Coordinator eLearning Services Shoreline Community College (206) 546-6937 arovner@shoreline.edu eLearning Service Help Center Canvas 24/7 Help via Chat Canvas 24/7 Phone Help: 1-888-672-2040 Drop in help with basic computing [elearning logo email] Caption: eLearning Services Logo From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Patrick Sweeney Sent: Thursday, February 1, 2018 9:50 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Best methods for captioning Zoom session Both 1CapApp (https://admin.1capapp.com/dl.php?f=Zoom-Integration-with-CapApp) and StreamText (https://streamtext.zendesk.com/hc/en-us/articles/115003258163-Zoom-caption-support-in-StreamText-net) have the capability of connecting CART providers to Zoom. Thank you, Patrick Patrick Sweeney McBurney Disability Resource Center Division of Student Life, UW-Madison (voice) (608) 263-2741 [front desk] (text) (608) 225-7956 [front desk] www.mcburney.wisc.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Bourbeau, Maureen Sent: Thursday, February 01, 2018 11:33 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Best methods for captioning Zoom session Thanks Doug, I did look at that, but can a transcriptionist using CART software input into the CC text editor in Zoom? This would be for a classroom presentation. PPT with lecture. Molecular Diagnostics class so would be important to be able to access specialized vocabulary easily. --Maureen From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Doug Hayman Sent: Thursday, February 01, 2018 12:26 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Best methods for captioning Zoom session Caution - External Email ________________________________ https://support.zoom.us/hc/en-us/articles/207279736-Getting-Started-with-Closed-Captioning On Thu, Feb 1, 2018 at 9:17 AM, Bourbeau, Maureen > wrote: Hi all, I know it works it theory and I?ve seen it on some webinars, but can someone share with me the process details for setting up remote captions (via CART) on a Zoom presentation? Issues, concerns, work arounds, etc. Thanks. Maureen Bourbeau Assistive Technology Specialist Student Accessibility Services (SAS) 201 Smith Hall, 3 Garrison Avenue Durham, NH 03824 P: 603.862.2400 | F: 603.862.4043 maureen.bourbeau@unh.edu www.unh.edu/studentaccessibility [cid:image001.png@01D39B4A.D63F6380] _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -- Doug Hayman w.edu> Senior Computer Specialist DO-IT Program (Disabilities, Opportunities, Internetworking, Technology) UW Technology Services Box 354842 Seattle, WA 98195 (206) 221-4165 http://www.washington.edu/doit -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15467 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 10573 bytes Desc: image002.png URL: From arovner at shoreline.edu Thu Feb 1 11:03:32 2018 From: arovner at shoreline.edu (Rovner, Amy) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Fwd: Best of 2017: EDUCAUSEreview Articles In-Reply-To: <007601d39b8e$7a31ed30$6e95c790$@emptech.info> References: <9CFEAA8C-92E2-4C4E-96F6-25EEEAB9C919@uw.edu> <007601d39b8e$7a31ed30$6e95c790$@emptech.info> Message-ID: Fantastic Sheryl! Next step is to get Accessible IT onto the EDUCAUSE annual Top 10 IT Issues list! Amy From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of E.A. Draffan Sent: Thursday, February 1, 2018 10:57 AM To: 'Access Technology Higher Education Network' ; ahead_tech@ahead-listserve.org Subject: Re: [Athen] Fwd: Best of 2017: EDUCAUSEreview Articles Congratulations Sheryl - if we could get an article about inclusion/accessibility in the top most read articles we would be so thrilled! Best wishes E.A. Mrs E.A. Draffan WAIS, ECS , University of Southampton Mobile +44 (0)7976 289103 http://access.ecs.soton.ac.uk UK AAATE rep http://www.aaate.net/ From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Sheryl Burgstahler Sent: 01 February 2018 18:23 To: ahead_tech@ahead-listserve.org; Access Technology Higher Education Network > Subject: [Athen] Fwd: Best of 2017: EDUCAUSEreview Articles Third most read article is on accessibility of online learning courses. See what your peers read the most in 2017! View Online [EDUCAUSE Review Logo] A look at the most-read EDUCAUSE Review articles and blogs in 2017. [1] Top 10 IT Issues, 2017: Foundations for Student Success by Susan Grajek and the 2016?2017 EDUCAUSE IT Issues Panel Watch for the 2018 article and resources releasing later this month! [2] The Blockchain Revolution and Higher Education by Don Tapscott and Alex Tapscott [3] ADA Compliance for Online Course Design by Sheryl Burgstahler Sponsored Content: Ellucian Building an Analytics-Driven Institution: 7 Signs You?re on the Right Path by James Willey Within higher education, there is near universal recognition that analytics have transformative potential. So why doesn?t every institution have a robust analytics program? Because it?s not that easy. Here are 7 signs that you?re at least on the right path ? [4] Transforming Our Libraries from Analog to Digital: A 2020 Vision by Brewster Kahle [5] The General Data Protection Regulation Explained by Barmak Nassirian [6] Time for Password Expiration to Die by Lance Spitzner [7] Ethics and the IT Professional by Melissa Woo [8] The Rise of Educational Technology as a Sociocultural and Ideological Phenomenon by George Veletsianos and Rolin Moe [9] Myths and Facts About Flipped Learning by Robert Talbert [10] Student Feedback on Quality Matters Standards for Online Course Design by Tena B. Crews, Tiffany M. Bordonada, and Kelly Wilkinson [https://www.informz.net/admin31/images/spacer.gif] [facebook] [https://www.informz.net/admin31/images/spacer.gif] [https://www.informz.net/admin31/images/spacer.gif] [twitter] [https://www.informz.net/admin31/images/spacer.gif] [https://www.informz.net/admin31/images/spacer.gif] [linkedin] [https://www.informz.net/admin31/images/spacer.gif] [EDUCASE] EDUCAUSE | EDUCAUSE Review Share your work and ideas with EDUCAUSE Review?contact editors@educause.edu. EDUCAUSE Review? is the association?s award-winning flagship publication for the higher education IT community. The bimonthly print edition (22,000 distributed copies) takes a broad look at current developments and trends in information technology, how they may affect the college/university as an institution, and what these mean for higher education and society. The online version (100,000 unique monthly views) comprises more comprehensive coverage?peer-reviewed articles, practical advice, interactive elements, and multimedia about managing and using information technology in higher education. You are receiving this message because you are subscribed to EDUCAUSE Review table of contents emails. Opt Out of EDUCAUSE Review Emails Manage My Preferences (using your profile login) Unsubscribe from All Email Copyright 2018 EDUCAUSE | Privacy Policy 282 Century Place, Suite 5000, Louisville, CO 80027 [http://educause-nfe.informz.net/z/cmVkNi5hc3A_bWk9NzI1OTA0NCZ1PTEwOTA0ODE1ODImYj00MDIwMw/image.gif] -------------- next part -------------- An HTML attachment was scrubbed... URL: From sherylb at uw.edu Thu Feb 1 11:31:28 2018 From: sherylb at uw.edu (Sheryl E. Burgstahler) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Fwd: Best of 2017: EDUCAUSEreview Articles In-Reply-To: References: <9CFEAA8C-92E2-4C4E-96F6-25EEEAB9C919@uw.edu> <007601d39b8e$7a31ed30$6e95c790$@emptech.info> Message-ID: I vote for that Amy! Sheryl > On Feb 1, 2018, at 11:03 AM, Rovner, Amy wrote: > > Fantastic Sheryl! Next step is to get Accessible IT onto the EDUCAUSE annual Top 10 IT Issues list! > > Amy > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of E.A. Draffan > Sent: Thursday, February 1, 2018 10:57 AM > To: 'Access Technology Higher Education Network' ; ahead_tech@ahead-listserve.org > Subject: Re: [Athen] Fwd: Best of 2017: EDUCAUSEreview Articles > > Congratulations Sheryl - if we could get an article about inclusion/accessibility in the top most read articles we would be so thrilled!? <> > > Best wishes > E.A. > > Mrs E.A. Draffan > WAIS, ECS , University of Southampton > Mobile +44 (0)7976 289103 > http://access.ecs.soton.ac.uk > UK AAATE rep http://www.aaate.net/ > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu ] On Behalf Of Sheryl Burgstahler > Sent: 01 February 2018 18:23 > To: ahead_tech@ahead-listserve.org ; Access Technology Higher Education Network > > Subject: [Athen] Fwd: Best of 2017: EDUCAUSEreview Articles > > > Third most read article is on accessibility of online learning courses. > <> > See what your peers read the most in 2017! > > View Online > <> > > > > <> > A look at the most-read EDUCAUSE Review articles and blogs in 2017. > > > > > Top 10 IT Issues, 2017: Foundations for Student Success > by Susan Grajek and the 2016?2017 EDUCAUSE IT Issues Panel > Watch for the 2018 article and resources releasing later this month! > > > > > The Blockchain Revolution and Higher Education > by Don Tapscott and Alex Tapscott > > > > > ADA Compliance for Online Course Design? > by Sheryl Burgstahler > > Sponsored Content: Ellucian > Building an Analytics-Driven Institution: 7 Signs You?re on the Right Path > by James Willey > Within higher education, there is near universal recognition that analytics have transformative potential. So why doesn?t every institution have a robust analytics program? Because it?s not that easy. Here are 7 signs that you?re at least on the right path ? > > > > > Transforming Our Libraries from Analog to Digital: A 2020 Vision > by Brewster Kahle > > > > > The General Data Protection Regulation Explained > by Barmak Nassirian > > > > > Time for Password Expiration to Die > by Lance Spitzner > > > > > Ethics and the IT Professional > by Melissa Woo > > > > > The Rise of Educational Technology as a Sociocultural and Ideological Phenomenon > by George Veletsianos and Rolin Moe > > > > > Myths and Facts About Flipped Learning > by Robert Talbert > > > > > Student Feedback on Quality Matters Standards for Online Course Design > by Tena B. Crews, Tiffany M. Bordonada, and Kelly Wilkinson > > > > > > > > > > > > <> > > EDUCAUSE | EDUCAUSE Review > > Share your work and ideas with EDUCAUSE Review?contact editors@educause.edu . > > EDUCAUSE Review? is the association?s award-winning flagship publication for the higher education IT community. The bimonthly print edition (22,000 distributed copies) takes a broad look at current developments and trends in information technology, how they may affect the college/university as an institution, and what these mean for higher education and society. The online version (100,000 unique monthly views) comprises more comprehensive coverage?peer-reviewed articles, practical advice, interactive elements, and multimedia about managing and using information technology in higher education. > > You are receiving this message because you are subscribed to EDUCAUSE Review table of contents emails. > > Opt Out of EDUCAUSE Review Emails > > Manage My Preferences (using your profile login) > > Unsubscribe from All Email > > Copyright 2018 EDUCAUSE | Privacy Policy? > 282 Century Place, Suite 5000, Louisville, CO 80027 > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From anitase at microsoft.com Thu Feb 1 15:57:39 2018 From: anitase at microsoft.com (Anita Mortaloni) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Agenda for 2/7 ATHEN-Microsoft Meeting Message-ID: Hi ATHEN, Sharing out the agenda for the upcoming ATHEN meeting next week (Wednesday 2/7 at 9am PST). If you have additional items that you would like to discuss, send them prior to the meeting to add them to the agenda. Talk to you all next week! Anita Mortaloni Agenda for 2/7 ATHEN-Microsoft Meeting * Updates on bugs filed by ATHEN * [ATHEN] User cannot distinguish between single message and conversation * [ATHEN] Signature within the edit field can not be read * [ATHEN] Insufficient Action Response - No affordance to set sounds for many events * [ATHEN] NVDA is overly verbose in Calendar * [ATHEN] Auto-Suggest/ControllerFor not working as expected in Calendar with JAWS * [ATHEN] NVDA - Calendar date picker doesn't read dates * [ATHEN] No audible status announcements as the email was setting up * [ATHEN] Not easily able to enter the right pane to add alt-text * [ATHEN] Unexpected keyboard navigation in Account Settings * [ATHEN] Lack of focus management in Account Settings * [ATHEN] Calendar color 3x3 grid not accessible * [ATHEN] Unexpected results from usual keyboard interaction in Spellcheck * [ATHEN] Lagged reading of a Contact in People view of Contacts * Perceived Keyboard trap in Tell Me when navigating the upper ribbon with arrows * Review Win10 bugs that were shared in December & provide updates * [ATHEN] Win10 feedback - Wifi flyout menu difficult to use with SR * [ATHEN] Win10 - Windows settings overwritten after update * [ATHEN] Win10 - Unexpected Behavior with Windows Update * [ATHEN] Win10 - Personalized settings are inconsistent * [ATHEN] Win10 - Windows start menu suggestions have regressed * [ATHEN] Win10 - Edge is repeatedly set as the default for PDF viewing * [ATHEN] Win10 - Focus Management: File Deletion * [ATHEN] Win10 - Focus Management: Windows Settings App * [ATHEN] Win10 - Inability to create desktop shortcuts easily * [ATHEN] Win10 - Unexpected Behavior: AutoCorrect Settings on Office 365 Desktop apps * [ATHEN] Win10 - Adjust Settings Before Giving A Presentation * [ATHEN] Win10 - Customizing File Explorer Views * [ATHEN] Win10 - Start Button/Cortana * [ATHEN] Win10 - Ribbon Interactions * [ATHEN] Win10 - Microsoft Store * [ATHEN] Win10 - Windows Settings: Categories are arranged in a grid * [ATHEN] Win10 - Focus Management: Alt+Tab * Discussion on Skype concerns from ATHEN community -------------- next part -------------- An HTML attachment was scrubbed... URL: From Laura.Loree at uvu.edu Fri Feb 2 14:33:37 2018 From: Laura.Loree at uvu.edu (Laura Loree) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Captioning for Live Lecture Capture being Posted Online Message-ID: <9E2F3AF387F5804D879D8DEFD9840EF101D6664EDC@uvuexchmb2.ad.uvu.edu> Our institution is looking at Live Lecture Capture for a number of our courses. The discussion I heard today was with regard to ad hoc captioning upon student request. I don't believe this is right way to go nor do I believe it meets compliance standards. Can anyone direct me to the right legislation/settlement agreement/standard to make an informed argument with regard to captioning all live capture videos before posting? Laura Loree -------------- next part -------------- An HTML attachment was scrubbed... URL: From jsuttondc at gmail.com Sat Feb 3 10:34:23 2018 From: jsuttondc at gmail.com (Jennifer Sutton) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] interview questions Message-ID: <6fd5eb86-cebc-1993-6e7d-bf85eaefc17e@gmail.com> Greetings, ATHENites and others: Since the topic of job descriptions comes up often on this list, I thought I'd pass along this most recent contribution, related to interviewing, though it's probably more focused on Web accessibility than assistive tech. If anybody has time to add suggestions as pull requests/issues to Scott's Git, that'd be great -- in the cause of lessening wheel re-invention, you know. Best, Jennifer Tweet from @scottohara Scott O'Hara @scottohara With the help of some excellent people, we've put together a starter list of accessibility-focused interview questions: https://github.com/scottaohara/accessibility_interview_questions ?Have a good conversation starter of a question you'd like to see added? Make a pull request! :) 2 February Side notes: I know that Mike Gifford has pointed to Scott's repo. as part of his "lists of lists," here, in case others may find it of interest and/or have contributions for Mike: https://github.com/mgifford/a11y-lists-of-lists/blob/master/README.md As a reminder, among other collections, Mike also has this, in case anyone has contributions/updates to it. It's more than courses: https://github.com/mgifford/a11y-courses --- This email has been checked for viruses by Avast antivirus software. https://www.avast.com/antivirus From aylessr at uwm.edu Mon Feb 5 06:02:09 2018 From: aylessr at uwm.edu (Shannon R Aylesworth) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Captioning for Live Lecture Capture being Posted Online In-Reply-To: <9E2F3AF387F5804D879D8DEFD9840EF101D6664EDC@uvuexchmb2.ad.uvu.edu> References: <9E2F3AF387F5804D879D8DEFD9840EF101D6664EDC@uvuexchmb2.ad.uvu.edu> Message-ID: National Deaf Center is likely to have the information you seek. I've copied them here. (help@nationaldeafcenter.org) ********************** Shannon R. Aylesworth Accessibility Resource Center University of Wisconsin-Milwaukee aylessr@uwm.edu | 414-229-4564 | MIT 113B From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Laura Loree Sent: Friday, February 2, 2018 4:34 PM To: athen-list@u.washington.edu Subject: [Athen] Captioning for Live Lecture Capture being Posted Online Our institution is looking at Live Lecture Capture for a number of our courses. The discussion I heard today was with regard to ad hoc captioning upon student request. I don't believe this is right way to go nor do I believe it meets compliance standards. Can anyone direct me to the right legislation/settlement agreement/standard to make an informed argument with regard to captioning all live capture videos before posting? Laura Loree -------------- next part -------------- An HTML attachment was scrubbed... URL: From accessonline at clemson.edu Mon Feb 5 09:29:08 2018 From: accessonline at clemson.edu (Clemson Online Coor. of Access. and UDL) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] National Disability Employment Awareness Month (NDEAM) Event In-Reply-To: References: Message-ID: Hello all, It has been a long time coming, but we finally have the recordings of our NDEAM (National Disability Employment Awareness Month) events available online. 2017 NDEAM Event Recordings Have a wonderful day! *Michelle Tuten* *Accessibility **Coordinator* Google Hangout: mkchibituten@gmail.com Skype (by appointment): m._chibi_tuten Clemson Online 502A Lebanon Rd. Pendleton, SC 29670 -------------- next part -------------- An HTML attachment was scrubbed... URL: From art at automaticsync.com Mon Feb 5 11:30:30 2018 From: art at automaticsync.com (Art Morgan) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Best methods for captioning Zoom session In-Reply-To: References: Message-ID: <0e06b6d2-7e45-00a3-80e1-096b63c8bdf3@automaticsync.com> An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15467 bytes Desc: not available URL: From jas37 at stmarys-ca.edu Mon Feb 5 12:52:45 2018 From: jas37 at stmarys-ca.edu (Julie Scaff) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Accessibility and Assistive Technology Coordinator position open at St. Mary's College of CA Message-ID: Saint Mary's College of California has a position opening for an Accessibility & Assistive Technology Coordinator. We are a small liberal arts school located in the beautiful town of Moraga in Northern California, about 20 miles east of San Francisco. There are 4,000 undergraduate and graduate students enrolled at SMC, with approximately 11% registered with the SDS office and receiving accommodations. Responsibilities: Working within established Student Disability Services (SDS) policy and guidelines, the Coordinator promotes and supports student development by providing tech services and information to current and prospective students regarding assistive technology services. The position will coordinate, track, and deliver alternative format text requests, provide scanning and editing services, convert hard copy text into appropriate digital formats to be read by assistive technology screen readers, conduct intake meetings, assess student need, and make recommendations to the director regarding reasonable and appropriate accommodation which maintain the college's compliance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. Additionally, the Coordinator will meet regularly with eligible students as needed, provide assistive technology training and support to students, maintain appropriate records, track equipment, deliver workshops and complete projects as assigned. The full job description and link to apply for the Accessibility & Assistive Technology Coordinator can be found at this link: < https://www.governmentjobs.com/careers/stmarys/jobs/1956017 /accessibility-assistive-technology-coordinator-for-sds> Applications will be accepted through 2/14/18. If there are any questions about the positions, I'd be happy to answer those. Thank you! -- *Julie Scaff**Director, Student Disability Services/Section 504 Coordinator**Saint Mary?s College of California*1928 St. Mary's RoadP.O. Box 3326 Moraga, CA 94575-3260Office: (925) 631- <%28925%29%20631-4792>4164E-mail: jas37@stmarys-ca.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From kruzel at augsburg.edu Tue Feb 6 13:02:10 2018 From: kruzel at augsburg.edu (Kruzel, Rachel) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Accessibility and Assistive Technology Coordinator position open at St. Mary's College of CA In-Reply-To: References: Message-ID: Accessibility & Assistive Technology Coordinator for SDS APPLY Salary Depends on Qualifications Location CA 94556, CA Job Type Full-Time Department ACADEMIC AFFAIRS DEPARTMENT Job Number 2015-1601692 Closing 2/14/2018 11:59 PM Pacific - DESCRIPTION - BENEFITS Background Founded in 1863, Saint Mary's is a residential campus nestled 20 miles east of San Francisco in the picturesque Moraga Valley. Based in the Catholic, Lasallian and Liberal Arts traditions, Saint Mary's currently enrolls more than 4,000 students from diverse backgrounds in undergraduate and graduate programs. The De La Salle Christian Brothers, the largest teaching order of the Roman Catholic Church, guide the spiritual and academic character of the College. As a comprehensive and independent institution, Saint Mary's offers undergraduate and graduate programs integrating liberal and professional education. Saint Mary's reputation for excellence, innovation, and responsiveness in education stems from its vibrant heritage as a Catholic, Lasallian and Liberal Arts institution. An outstanding, committed faculty and staff that value shared inquiry, integrative learning, and student interaction bring these traditions to life in the 21st century. The College is committed to the educational benefits of diversity. Responsibilities Working within established Student Disability Services (SDS) policy and guidelines, the SDS Coordinator promotes and supports student development by providing tech services and information to current and prospective students regarding accommodations and services. The coordinator will coordinate, track, and deliver alternative format text requests, provide scanning and editing services, convert hard copy text into appropriate digital formats to be read by assistive technology screen readers, conduct intake meetings, assess student need, and make recommendations to the director regarding reasonable and appropriate accommodation which maintain the college's compliance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. Additionally, the Coordinator will meet regularly with eligible students as needed, provide assistive technology training and support to students, maintain appropriate records, track equipment, and deliver workshops and projects as assigned. 1. *Within established SDS policy the Coordinator will:* - Coordinate, track, and deliver alternative format text requests*??* - Provide scanning and editing services, convert hard copy text into appropriate digital formats to be read by assistive technology screen readers. - Conduct initial assistive technology training and ongoing technical support ? reading, writing, note taking ? for students and SDS staff Coordinate, implement, and maintain SDS assistive tech and computer labs. - Manage SDS digital library - Locate & order books in electronic and audio format for eligible students - Track SDS tech equipment ? SmartPens, Electronic Readers, Audio Books, etc. 2. *?Within established SDS policy the Coordinator will:* - Conduct Informational & Registration Interviews and phone/email contacts with prospective and current SMC students and their families for the purpose of evaluating accommodation eligibility within ADA guidelines - *?*Review routine written disability documentation/student history and make accommodation & academic support recommendations to the director - Conduct individual student check-in/academic coaching sessions with students to address topics such as executive functioning, organization, time management, campus life, course load balance - Coordinator will initiate and maintain confidential SDS records as appropriate to stay within College policy and compliance of ADA regulations. - Serve as an informational resource regarding SDS policy. The Coordinator disseminates SDS information to current and prospective students, families, faculty and staff. 3. *Participate in the development and delivery of SDS workshops, presentations, and special projects as assigned.**?*? 4. *Other Duties as Assigned* Experience and Qualifications *QUALIFICATIONS: * *Education:* *REQUIRED:* Bachelor's Degree Education, Counseling, Psychology, Higher Ed Administration or related field. *PREFERRED:* Master's Degree in Education, Counseling, Psychology, Higher Ed Administration or related field. *Experience:*(years required and applicable field of experience): 1-2 years experience working with students with disabilities in a mentoring, academic coaching, counseling, or similar role in a higher education setting *Skills/Abilities:* (e.g. computer skills, written & verbal skills, trades, laws, procedures, technical) - Working knowledge of Web Content Accessibility Guidelines (WCAG 2.0) and ADA guidelines - Strong technical skills - experience working with Kurzweil, JAWS, LiveScribe SmartPen, Dragon Naturally Speaking, Inspiration, and/or other similar assistive technology software in addition to proficiency using Microsoft Office, FileMaker - Strong student assessment skills, intake, counseling, and conflict resolution skills - Training and experience evaluating and interpreting Learning Disability documentation, medical/psychiatric, reports, Individual Education Plans, and/or 504 Plans - Working knowledge and experience applying student disability law in higher education settings and experience analyzing disability documentation within the context of student requests - Excellent, effective interpersonal, written, and oral skills with a wide range of parties from diverse backgrounds - Strong organizational skills and demonstrated ability to shift focus and priorities quickly in a fast paced environment ? *Other Requirements:* (e.g. travel, weekend/evening work) Occasional travel as related to conferences and professional development, occasional weekend, evening work Supplemental Information *Application Instructions:* Please apply online at http://jobs.stmarys-ca.edu Include a cover letter that specifically addresses how you meet the qualifications and *are prepared to support the mission of the College* 1. A resume 2. The name and contact information for three (3) professional references. 3. In applying for a position, candidates sign a consent authorizing a broader inquiry which may include reference checks, a motor vehicle check, and a third party background check. Saint Mary's is an equal employment opportunity employer. We support inclusive excellence and are committed to creating a safe and welcoming community for all. College policy prohibits discrimination based on race, color, religion, national origin, ancestry, age, gender, sexual orientation, marital status, medical condition, physical or mental disability, gender stereotyping, and gender identity, taking a protected leave (e.g. family medical or pregnancy leave), or on any other basis protected by applicable laws. Saint Mary's College annually collects information about campus crimes and other reportable incidents in accordance with the federal Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. To view the Saint Mary's College Report, please go to the Public Safety website at http://www.stmarys-ca.edu/public-safety/annual-security-and-fire-safety-report-0. To request a paper copy please call Public Safety at (925) 631-4284. The report includes the type of crime, venue, and number of occurrences. AgencySaint Mary's College of California Address1928 Saint Mary's Road Moraga, California, 94556. *Rachel Kruzel, ATP **| Assistive Technology & Accommodations Specialist* *Assistive Technology Practitioner, RESNA Certified* CLASS Office (Disability Resources) | Augsburg University Direct: (612) 330-1353 | Appointments: (612) 330-1053 2211 Riverside Ave CB 57 | Minneapolis, MN 55454 Website: http://www.augsburg.edu/class/ *Pronouns: She/Her/Hers* On Mon, Feb 5, 2018 at 3:52 PM, Julie Scaff wrote: > Saint Mary's College of California has a position opening for an > Accessibility & Assistive Technology Coordinator. We are a small > liberal arts school located in the beautiful town of Moraga in Northern > California, about 20 miles east of San Francisco. There are 4,000 > undergraduate and graduate students enrolled at SMC, with approximately > 11% registered with the SDS office and receiving accommodations. > > > Responsibilities: > > Working within established Student Disability Services (SDS) policy and > guidelines, the Coordinator promotes and supports student development by > providing tech services and information to current and prospective students > regarding assistive technology services. The position will coordinate, > track, and deliver alternative format text requests, provide scanning and > editing services, convert hard copy text into appropriate digital formats > to be read by assistive technology screen readers, conduct intake meetings, > assess student need, and make recommendations to the director regarding > reasonable and appropriate accommodation which maintain the college's > compliance with the Americans with Disabilities Act and Section 504 of the > Rehabilitation Act of 1973. Additionally, the Coordinator will meet > regularly with eligible students as needed, provide assistive technology > training and support to students, maintain appropriate records, track > equipment, deliver workshops and complete projects as assigned. > > > The full job description and link to apply for the Accessibility & > Assistive Technology Coordinator can be found at this link: < > https://www.governmentjobs.com/careers/stmarys/jobs/1956017 > /accessibility-assistive-technology-coordinator-for-sds> Applications > will be accepted through 2/14/18. > > > If there are any questions about the positions, I'd be happy to answer > those. Thank you! > > -- > > *Julie Scaff**Director, Student Disability Services/Section 504 Coordinator**Saint Mary?s College of California*1928 St. Mary's RoadP.O. Box 3326 Moraga, CA 94575-3260Office: (925) 631- <%28925%29%20631-4792>4164E-mail: jas37@stmarys-ca.edu > > > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at email.arizona.edu Wed Feb 7 10:23:54 2018 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Growing an IT Accessibility Program on your Campus Message-ID: Hello everyone, Rob Eveleigh (Amherst, Hampshire, Mount Holyoke and Smith Colleges) and I are developing a Master Class for the AHEAD Association - "Growing an IT Accessibility Program on your Campus." This workshop is open for everyone and takes place in Atlanta, GA May 17-19, 2018. More information, along with registration information, can be found at https://www.ahead.org/events-programming/conferences/next-chapter#MC3 (description is included below as well). Please feel free to contact Rob or I with any questions! Dawn ~~~~~~~~ MC#3: Growing an IT Accessibility Program on your Campus Rob Eveleigh, Amherst, Hampshire, Mount Holyoke, and Smith Colleges Dawn Hunziker, University of Arizona Higher education institutions are under increased scrutiny as to their institutional approach for ensuring accessibility in Web and information technology. While the Department of Justice and the Department of Education's Office for Civil Rights have issued guidance regarding institutional obligations for ensuring access for students with disabilities, colleges and universities still struggle with how to address such obligations within the context of policy, procedure, and implementation. A benefit of recent compliance reviews, resolution agreements, and consent decrees is that they serve as a blueprint for developing and refining policy and practice. Building an accessible electronic and information technology (EIT) environment requires engagement by a wide variety of institutional stakeholders, including those within IT departments, disability services, faculty, libraries, procurement, and other campus units. This dynamic, interactive workshop is presented by members of the Access Technology Higher Education Network (ATHEN) and includes foundational legal information offered by guest presenter Paul Grossman, an analysis of federal agreements, and presentation and discussion of best practice approaches. In addition to on-site presenters, the session will include live, remote national experts sharing perspectives and best practices on specific topics. Together, this information will prepare IT staff, disability service providers, managers, and other campus stakeholders to work through institutional challenges to create a strategic, and comprehensive approach for creating an accessible EIT environment. Session leaders will provide models for decision-making and communication, guidance on policy and procedure development, and strategies for growing campus-wide involvement. The face-to-face workshop includes: * Review of relevant disability laws, federal resolution agreements and consent decrees and their application to institutional access to EIT * Policies and procedures that support institutional obligations, including the building of an EIT Accessibility Program to best address individual campus goals and strategies * Review of current EIT accessibility standards and the scope of such standards to EIT products and services * Self-evaluation protocols to help determine and prioritize individual campus goals and strategies. * Strategies for building campus accessibility teams to create and implement an EIT Accessibility Roadmap. * Communication Plans to promote and support a campus-wide EIT Accessibility Program * Goals and strategies for ensuring accessible documents, communications and media * Implementation of campus-wide solutions for web accessibility assessment and training * Procurement and Development of Accessible EIT Products & Services o Procurement policy and procedures for including accessibility as part of information technology acquisition and development o Accessibility testing methodologies for review of electronic content and information technology systems o Strategies for engaging with vendors to address EIT product accessibility o Equally Effective Alternative Access Plans (EEAAPs) ~~ Dawn Hunziker IT Accessibility Consultant Disability Resource Center University of Arizona 520-626-9409 hunziker@email.arizona.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From sherylb at uw.edu Wed Feb 7 11:10:34 2018 From: sherylb at uw.edu (Sheryl E. Burgstahler) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Videos that promote accessible online learning Message-ID: <98B5B975-6D0F-4353-B357-2E1655BAA39D@uw.edu> Videos can be effective in specific online and onsite training sessions (e.g., on effective teaching practices) and for individual instruction. Our DO-IT Center has created a large collection of short training/awareness videos. You may find something for your own use, for using in a training session or online class, and/or for linking to from a departmental website. Our current set of featured videos are all relevant to online learning. Many more are included after those featured. Check them out at https://www.washington.edu/doit/do-it-videos Best. Sheryl Burgstahler, Ph.D. Director, UW Accessible Technology & DO-IT, UW-IT Affiliate Professor, Education University of Washington, Box 354842 Seattle, WA 98195 206-543-0622 FAX 206-221-4171 http://staff.washington.edu/sherylb sherylb@uw.edu From crobinson at ggc.edu Wed Feb 7 12:21:24 2018 From: crobinson at ggc.edu (Christine Robinson) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] PDFs or Word docs? Message-ID: Hi all, I don't know how many from this group are also in Georgia Tech's WAG (Web Accessibility Group) listserv, so pardon the cross-posting if you get both. Someone in WAG started a thread about Adobe's PDF accessibility checker and the challenges of making PDFs accessible. It sparked me to ask a couple of questions about PDFs vs. Word documents. I'm cross-posting because I'd love to hear the ATHEN folks' thoughts. I'm still comparatively new at accessibility of electronic documents, but over the past several months, I've been thinking there are major advantages to using MS Word documents instead of PDFs. And so far, I've only been doing training in accessible Word documents, because I don't believe my institution is quite ready to approach PDFs. To summarize my thinking: 1. It's easier to make Word documents accessible than PDFs. 2. Before you can make an accessible PDF, you really have to understand how to make an accessible Word doc first. 3. If you save your Word doc in Read-Only format, it still protects the document from inadvertent changes, and it's easier for a reader with a disability to change the typeface, font size, etc., to something that works better in their case. 4. A couple of traditional advantages to PDFs are that (a) the reader doesn't have to have the same software as the document author before they can read the doc, and (b) it preserves the appearance of the doc, in case the reader doesn't have the same font set. But in an educational setting, I think (?) all our students have access to MS Office, and even if they don't have the same font set as the author, Word will default to using a font that is still accessible. Consequently, I don't believe PDF format is as necessary in edu settings as it used to be, particularly for documents that are primarily text. Use of PDFs is so deeply ingrained in our practices, however, that often people don't seem to hear the advantages of Word. They just want to push forward for training in PDFs. So my first question is: Am I off-base for putting priority on MS Word? Second question: If you've been having issues in getting PDF files accessible, could you please detail some of those issues for me? I'm collecting such examples, to determine whether I should build a stronger case for getting our faculty and staff solid in Word before attempting PDFs. Thanks! Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane, L-2158 | Lawrenceville, GA 30043 678-407-5193 -------------- next part -------------- An HTML attachment was scrubbed... URL: From lbencomo at uccs.edu Wed Feb 7 14:12:21 2018 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] PDFs or Word docs? In-Reply-To: References: Message-ID: Christine, I'm with you on this. We primarily use Word documents. All students are given access to the complete Microsoft Office suite so there is no reason they cannot use Word. I train faculty to create accessible Word documents and I train students how they can change themes, fonts, colors and magnification in Word to be more accessible to them. We also have an unlimited license of Read & Write software which works with Word better than with anything else. Our blind students are also very happy if they receive class material in Word. Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Christine Robinson Sent: Wednesday, February 7, 2018 1:21 PM To: Access Technology Higher Education Network Subject: [Athen] PDFs or Word docs? Hi all, I don't know how many from this group are also in Georgia Tech's WAG (Web Accessibility Group) listserv, so pardon the cross-posting if you get both. Someone in WAG started a thread about Adobe's PDF accessibility checker and the challenges of making PDFs accessible. It sparked me to ask a couple of questions about PDFs vs. Word documents. I'm cross-posting because I'd love to hear the ATHEN folks' thoughts. I'm still comparatively new at accessibility of electronic documents, but over the past several months, I've been thinking there are major advantages to using MS Word documents instead of PDFs. And so far, I've only been doing training in accessible Word documents, because I don't believe my institution is quite ready to approach PDFs. To summarize my thinking: 1. It's easier to make Word documents accessible than PDFs. 2. Before you can make an accessible PDF, you really have to understand how to make an accessible Word doc first. 3. If you save your Word doc in Read-Only format, it still protects the document from inadvertent changes, and it's easier for a reader with a disability to change the typeface, font size, etc., to something that works better in their case. 4. A couple of traditional advantages to PDFs are that (a) the reader doesn't have to have the same software as the document author before they can read the doc, and (b) it preserves the appearance of the doc, in case the reader doesn't have the same font set. But in an educational setting, I think (?) all our students have access to MS Office, and even if they don't have the same font set as the author, Word will default to using a font that is still accessible. Consequently, I don't believe PDF format is as necessary in edu settings as it used to be, particularly for documents that are primarily text. Use of PDFs is so deeply ingrained in our practices, however, that often people don't seem to hear the advantages of Word. They just want to push forward for training in PDFs. So my first question is: Am I off-base for putting priority on MS Word? Second question: If you've been having issues in getting PDF files accessible, could you please detail some of those issues for me? I'm collecting such examples, to determine whether I should build a stronger case for getting our faculty and staff solid in Word before attempting PDFs. Thanks! Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane, L-2158 | Lawrenceville, GA 30043 678-407-5193 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15239 bytes Desc: image001.png URL: From rspangler1 at udayton.edu Wed Feb 7 14:46:00 2018 From: rspangler1 at udayton.edu (Robert Spangler) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] PDFs or Word docs? In-Reply-To: References: Message-ID: Someone else made that same argument at the AHEAD conference. I would agree that it's definitely easier to edit a Word document than a PDF. To make a PDF, it's best to create the document in Word, apply all of the accessibility features and other formatting, then convert it to PDF. Some years back I would have frowned at having to use a PDF but now I have no problems with them whatsoever. (I'm a blind screen reader user). Thanks, Robert On Wed, Feb 7, 2018 at 3:21 PM, Christine Robinson wrote: > Hi all, > > I don?t know how many from this group are also in Georgia Tech?s WAG (Web > Accessibility Group) listserv, so pardon the cross-posting if you get both. > > > > Someone in WAG started a thread about Adobe?s PDF accessibility checker > and the challenges of making PDFs accessible. It sparked me to ask a couple > of questions about PDFs vs. Word documents. I?m cross-posting because I?d > love to hear the ATHEN folks? thoughts. > > > > I?m still comparatively new at accessibility of electronic documents, but > over the past several months, I?ve been thinking there are major advantages > to using MS Word documents *instead of PDFs*. And so far, I?ve only been > doing training in accessible Word documents, because I don?t believe my > institution is quite ready to approach PDFs. > > > > To summarize my thinking: > > 1. It?s easier to make Word documents accessible than PDFs. > > 2. Before you can make an accessible PDF, you really have to > understand how to make an accessible Word doc first. > > 3. If you save your Word doc in Read-Only format, it still protects > the document from inadvertent changes, and it?s easier for a reader with a > disability to change the typeface, font size, etc., to something that works > better in their case. > > 4. A couple of traditional advantages to PDFs are that (a) the > reader doesn?t have to have the same software as the document author before > they can read the doc, and (b) it preserves the appearance of the doc, in > case the reader doesn?t have the same font set. But in an educational > setting, I think (?) all our students have access to MS Office, and even if > they don?t have the same font set as the author, Word will default to using > a font that is still accessible. Consequently, I don?t believe PDF format > is as necessary in edu settings as it used to be, particularly for > documents that are primarily text. > > > > Use of PDFs is so deeply ingrained in our practices, however, that often > people don?t seem to *hear* the advantages of Word. They just want to > push forward for training in PDFs. > > > > So my first question is: Am I off-base for putting priority on MS Word? > > > > Second question: If you?ve been having issues in getting PDF files > accessible, could you please detail some of those issues for me? I?m > collecting such examples, to determine whether I should build a stronger > case for getting our faculty and staff solid in Word before attempting PDFs. > > > > Thanks! > > Chris > > > > *Christine Robinson* | Technical Trainer/Writer | Center for Teaching > Excellence > > *Georgia Gwinnett College* | 1000 University Center Lane, L-2158 | > Lawrenceville, GA 30043 > > 678-407-*5193* > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From adietrich at cornell.edu Thu Feb 8 05:49:06 2018 From: adietrich at cornell.edu (Andrea L. Dietrich) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Looking for a book Message-ID: Does anyone have an accessible copy of the W.W. Norton edition of "Introductory Lectures on Psycho-Analysis" by Freud, in the James Strachey translation? The version you get from AccessText is just scans, and not fully accessible, so before I go through the trouble of OCR and such I figured I would ask if anyone has an already finished copy. I made a Bookshare request so hopefully it will be available there in the future. Thanks in advance! -Andi :) -------------------------- Andrea Dietrich Cornell University Student Disability Services Cornell Health, Level 5 110 Ho Plaza Ithaca, NY 14853 http://sds.cornell.edu Tel. 607.254.4545 Fax. 607.255.1562 Office Hours: Monday-Thursday 8:15AM-4:45PM Friday 8:15AM-4:00PM From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Robert Spangler Sent: Wednesday, February 07, 2018 5:46 PM To: Access Technology Higher Education Network Subject: Re: [Athen] PDFs or Word docs? Someone else made that same argument at the AHEAD conference. I would agree that it's definitely easier to edit a Word document than a PDF. To make a PDF, it's best to create the document in Word, apply all of the accessibility features and other formatting, then convert it to PDF. Some years back I would have frowned at having to use a PDF but now I have no problems with them whatsoever. (I'm a blind screen reader user). Thanks, Robert On Wed, Feb 7, 2018 at 3:21 PM, Christine Robinson > wrote: Hi all, I don?t know how many from this group are also in Georgia Tech?s WAG (Web Accessibility Group) listserv, so pardon the cross-posting if you get both. Someone in WAG started a thread about Adobe?s PDF accessibility checker and the challenges of making PDFs accessible. It sparked me to ask a couple of questions about PDFs vs. Word documents. I?m cross-posting because I?d love to hear the ATHEN folks? thoughts. I?m still comparatively new at accessibility of electronic documents, but over the past several months, I?ve been thinking there are major advantages to using MS Word documents instead of PDFs. And so far, I?ve only been doing training in accessible Word documents, because I don?t believe my institution is quite ready to approach PDFs. To summarize my thinking: 1. It?s easier to make Word documents accessible than PDFs. 2. Before you can make an accessible PDF, you really have to understand how to make an accessible Word doc first. 3. If you save your Word doc in Read-Only format, it still protects the document from inadvertent changes, and it?s easier for a reader with a disability to change the typeface, font size, etc., to something that works better in their case. 4. A couple of traditional advantages to PDFs are that (a) the reader doesn?t have to have the same software as the document author before they can read the doc, and (b) it preserves the appearance of the doc, in case the reader doesn?t have the same font set. But in an educational setting, I think (?) all our students have access to MS Office, and even if they don?t have the same font set as the author, Word will default to using a font that is still accessible. Consequently, I don?t believe PDF format is as necessary in edu settings as it used to be, particularly for documents that are primarily text. Use of PDFs is so deeply ingrained in our practices, however, that often people don?t seem to hear the advantages of Word. They just want to push forward for training in PDFs. So my first question is: Am I off-base for putting priority on MS Word? Second question: If you?ve been having issues in getting PDF files accessible, could you please detail some of those issues for me? I?m collecting such examples, to determine whether I should build a stronger case for getting our faculty and staff solid in Word before attempting PDFs. Thanks! Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane, L-2158 | Lawrenceville, GA 30043 678-407-5193 _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Thu Feb 8 06:44:39 2018 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] PDFs or Word docs? In-Reply-To: References: Message-ID: 99% of the time, I prefer to default to Word. I have been doing this work for 18 years, and this has always been my answer. Word is ultimately the most accessible, even if no styles are applied. If someone really does prefer a PDF in the end (there are reasons for this - many of the apps for iPad etc. really only read PDFs), I still create the file in Word, then save as PDF using the appropriate settings. But I'd really rather just give them the Word file. The argument for "well, they can change it if it is a Word file." So? What are they going to change that is a problem? If they can change it to make it more readable for them (change fonts, change size, pull out an outline, etc.) I call that a win. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Christine Robinson Sent: Wednesday, February 07, 2018 1:21 PM To: Access Technology Higher Education Network Subject: [Athen] PDFs or Word docs? Hi all, I don't know how many from this group are also in Georgia Tech's WAG (Web Accessibility Group) listserv, so pardon the cross-posting if you get both. Someone in WAG started a thread about Adobe's PDF accessibility checker and the challenges of making PDFs accessible. It sparked me to ask a couple of questions about PDFs vs. Word documents. I'm cross-posting because I'd love to hear the ATHEN folks' thoughts. I'm still comparatively new at accessibility of electronic documents, but over the past several months, I've been thinking there are major advantages to using MS Word documents instead of PDFs. And so far, I've only been doing training in accessible Word documents, because I don't believe my institution is quite ready to approach PDFs. To summarize my thinking: 1. It's easier to make Word documents accessible than PDFs. 2. Before you can make an accessible PDF, you really have to understand how to make an accessible Word doc first. 3. If you save your Word doc in Read-Only format, it still protects the document from inadvertent changes, and it's easier for a reader with a disability to change the typeface, font size, etc., to something that works better in their case. 4. A couple of traditional advantages to PDFs are that (a) the reader doesn't have to have the same software as the document author before they can read the doc, and (b) it preserves the appearance of the doc, in case the reader doesn't have the same font set. But in an educational setting, I think (?) all our students have access to MS Office, and even if they don't have the same font set as the author, Word will default to using a font that is still accessible. Consequently, I don't believe PDF format is as necessary in edu settings as it used to be, particularly for documents that are primarily text. Use of PDFs is so deeply ingrained in our practices, however, that often people don't seem to hear the advantages of Word. They just want to push forward for training in PDFs. So my first question is: Am I off-base for putting priority on MS Word? Second question: If you've been having issues in getting PDF files accessible, could you please detail some of those issues for me? I'm collecting such examples, to determine whether I should build a stronger case for getting our faculty and staff solid in Word before attempting PDFs. Thanks! Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane, L-2158 | Lawrenceville, GA 30043 678-407-5193 -------------- next part -------------- An HTML attachment was scrubbed... URL: From anitase at microsoft.com Thu Feb 8 08:44:37 2018 From: anitase at microsoft.com (Anita Mortaloni) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] =?windows-1252?q?ATHEN_=96_Microsoft_Meeting_Notes-_Febru?= =?windows-1252?q?ary?= Message-ID: Hi ATHEN, Thank you to everyone who was able to call into the ATHEN meeting this week and meeting some new people. Next meeting we will have a discussion on deployment blockers, problems and issues with upgrading to the latest O365 for people using AT or working with people using AT. We will also share the status of ATHEN bugs/features filed through eDAD. Thank you! Anita Mortaloni ATHEN ? Microsoft Meeting Notes ? February Meeting Meeting Notes * Introduction of eDAD ? Enterprise Disability Answer Desk. * Moving forward any in-market bugs or feature requests will go through eDAD, Enterprise Disability Answer Desk. This will decrease turnaround time as well as provide greater visibility across Microsoft to the contribution of the ATHEN group. * What is eDAD? The enterprise Disability Answer Desk is a support resource for organizations that have questions about the accessibility of Microsoft products and product compliance. The support team can help resolve issues relating to a disability and the functionality of the products to be used with assistive technology, as well as find conformance documentation. * How does it work? For any in-product bugs or feature requests, email eDAD@microsoft.com. eDAD will work with the product teams and Anita to get more information and provide a resolution (e.g. workaround, details on why behavior exists, fix, etc.). Prior to closing the bug, ATHEN contact will be * What information do I need to include in the email to eDAD@microsoft.com? Include [ATHEN] in the subject, actual behavior you are seeing, expected behavior, repro steps of the issues, version numbers of product/platform and any impact info you have * Does this cost anything? No, this is a free resource for enterprises * What about providing feedback on new features or early designs? These bugs/feedback will go directly to the program manager that is presenting the new feature or area of feedback since these aren?t in market yet. * How does this increase visibility and impact? Weekly reports (Microsoft internal) are shared with the bugs/features filed through eDAD. ATHEN reported bugs/features will now have visibility across the company. In addition, because eDAD gets feedback from multiple sources they can add ATHEN feedback to their data and help spot larger trends across multiple customers. * Bug updates * Win10 bugs. Almost 20 bugs were filed by the ATHEN group. We discussed several of these, and Erin Williams from eDAD will be following up with HADI to get more information and details on several of these bugs. * Office bugs ? 3 fixed, 5 won?t fix * The following bugs have been resolved as fixed. Once verification occurs from ATHEN we will close. * [ATHEN] User cannot distinguish between single message and conversation. State of the thread is not announced. If the user is on the conversation and left arrow, it collapses the header. * [ATHEN] NVDA is overly verbose in Calendar: "After receiving an appointment invite and opening it, NVDA went on to read text for about 7.5 minutes. Trying to create an appointment had NVDA read out a long list of editable fields however the user is only able to edit four of those fields read out." * [ATHEN] Calendar color 3x3 grid not accessible. "In Outlook calendar options, user can set default calendar colors to be between 9 different options. There are no labels for the 9 buttons and reads '1 of 9.'" Strings for each of the colors in the color picker. * The following bugs will not be fixed. Please respond back if you have additional feedback on the impact of not fixing these issues. * [ATHEN] Insufficient Action Response - No affordance to set sounds for many events. "User can currently set Window Sounds for successfully sending emails. But other Instances to consider: Saving a draft, adding/removing attachments (and upon finish downloading of attachment), adding a signature, selecting invitee from contacts into "To Input" field (currently can only be confirmed using braille), selecting all attachments using context menu, alerting user regarding messages information e.g. 'You are not responding to the latest message in this conversation. Click here to open it.' Follow up flags were not presented in any way." * Notes: Now that Office Sounds has shipped, it's one more tool we can use to make scenarios more usable. This is a feature ask which we will approach as we work through enhancing the usability of core scenarios. * [ATHEN] NVDA - Calendar date picker doesn't read dates. "New calendar invite date picker button does not read dates. To get there, start a new meeting in Calendar and tab after the date and press Space to activate. " * Notes: Could not get a repro in house. We did see a delayed reaction from Narrator, and that looks like a repro on this bug, but it's really not. Narrator just hasn't caught up to where the focus is. Once Narrator catches up, it works fine. * [ATHEN] No audible status announcements as the email was setting up. "NVDA only intermittently announced "Unavailable" but did not read text in the popup window until clicked on which would not be possible for visually impaired users. The progress bar can not be read. During encryption process, the dialog content is not explorable using Caps + W which worked for other dialogs in Narrator. Same issue when importing contacts, FT #20. Modern screen readers interprets the download screen as empty/blank. " * Notes: Could not get a repro in house and had NVDA announcing as "Unavailable we are getting things ready". If ATHEN can get a repro on this we will reopen the bug. * [ATHEN] Not easily able to enter the right pane to add alt-text. "In editing a picture to add its alternative text, user can right-click Format Picture to open the left sidebar. Narrator is slow to track focus to the form within the newly opened sidebar; during testing, user was unable to test Format Picture form due to Narrator focus being left on the inserted image rather than the forms. Not able to access the right sidebar to add alt text. * Notes: This will not be fixed because it isn?t how the rest of the task panes in Office work. We are striving for consistency across the suite. * [ATHEN] Unexpected keyboard navigation in Account Settings. "In Account Settings, focus does not cycle from last element to first element. Follow up flags were not presented in any way.? * Notes: This will not be fixed because it is how all similar tab controls work. The tab loop works fine in the dialog, when in the tab set, arrows work fine to move left and right (they just don't loop back around when you hit the end). -------------- next part -------------- An HTML attachment was scrubbed... URL: From Laura.Loree at uvu.edu Thu Feb 8 09:34:38 2018 From: Laura.Loree at uvu.edu (Laura Loree) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Director Opening in Utah Message-ID: <9E2F3AF387F5804D879D8DEFD9840EF101D666895E@uvuexchmb2.ad.uvu.edu> Utah Valley University is conducting a search for Director of the Office of Accessibility Services. If you are interested, follow the link below: https://www.uvu.jobs/postings/5318 Laura Loree, M.A.Ed., CPACC, CTFL EIT Accessibility Coordinator Utah Valley University 801-863-6788 Room: FL-111F -------------- next part -------------- An HTML attachment was scrubbed... URL: From Joseph.M.Nast at lonestar.edu Fri Feb 9 08:29:54 2018 From: Joseph.M.Nast at lonestar.edu (Nast, Joseph) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Win 10 & Magic 14 Issues? Message-ID: Hello all, just wanted to cast a line out and see if anyone else may be having issues with Windows not booting after installing latest Freedom Scientific drivers. If so, did you resolve it? Any help appreciated. Thanks! Joseph M. Nast, ATAC Assistive Technology Specialist Lone Star College Cy Fair, Disability Services Office Phone: (281) 290-3207 Website URL: http://www.lonestar.edu/19287.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From jsuttondc at gmail.com Fri Feb 9 10:55:50 2018 From: jsuttondc at gmail.com (Jennifer Sutton) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] comparison of a few online survey tools on accessibility of multiple choice questions with radio buttons Message-ID: Greetings, ATHENites: Since the topic of accessible surveys comes up on this list from time to time, I thought I'd share what's below. Apologies in advance for cross-posting. I sent this to the WebAIM list earlier in the week. Jennifer Tweet from @terrillthompson Terrill Thompson @terrillthompson My comparison of a few online survey tools on #a11y of multiple choice questions with radio buttons: http://bit.ly/2E54cHN 5 February --- This email has been checked for viruses by Avast antivirus software. https://www.avast.com/antivirus From lissner.2 at osu.edu Sun Feb 11 16:50:06 2018 From: lissner.2 at osu.edu (Lissner, Scott) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] H.R. 620, if passed will turn people with disabilities into second-class citizens In-Reply-To: References: Message-ID: Read below. If you agree that H.R. 620 is a step back towards the time when disabled individuals were segregated Call your Representative and tell them vote no. Call your Senator and let them know that you are opposed to any similar bill in the Senate. H.R. 620, ?ADA Education and Reform Act of 2017? https://www.govtrack.us/congress/bills/115/hr620 has 108 cosponsors (97R, 11D) and is likely to come up for a vote this week. While the bill requires the Department of Justice to educate businesses on their failure to comply with a quarter century old ADA Standards of Accessible Design, updated with much fanfare in 2010, its key provision significantly restricts the ability of individuals to enforce their civil rights in court. H.R. 620 prohibits civil actions based on the failure to remove an architectural barrier to access into an existing public accommodation unless the aggrieved individual with a disabilty provides written notice that includes: (1) the address of the property, (2) the specific ADA sections alleged to have been violated, (3) whether a request for assistance in removing an architectural barrier was made, and (4) whether the barrier was permanent or temporary. . H.R. 620 would turn people with disabilities into second-class citizens, and its priorities are profoundly skewed. This bill goes against the very principles of an inclusive society that America is all about. It is exceptionally harmful because: 1. The bill?s proponents have forgotten the everyday experiences of millions of people with disabilities who cannot shop, transact personal business, or enjoy recreation as most Americans take for granted because so many public accommodations across the country have ignored the reasonable requirements of the ADA. Many new parents learn this when they find that stroller access is often impossible. For people with disabilities, it?s the difference between participation and exclusion, and happens to many on a daily bases. For example, why should a wheelchair user be unable to join her family at a restaurant, just because the owner has resisted installing a ramp for over 25 years? 2. The ADA is already very carefully crafted to take the needs of business owners into account. Compliance is simply not burdensome. But this bill would remove any reason for businesses to comply. Instead, they can take a ?wait and see? attitude, and do nothing until they happen to be sued or sent a notice letter. 3. H.R. 620 would require a person with a disability who encounters an access barrier to send an exactly written notice, and gives the business owner 60 days to even acknowledge that there is a problem?and then another 120 days to begin to fix it. No other civil rights group is forced to wait 180 days to enforce their civil rights. Even then, the business would face no consequence for violating the law for months, years, or decades, if it takes advantage of the months-long period to remedy the violation before a lawsuit is permitted. 4. Establishing and running a business necessitates compliance with many laws and rules?this is the cost of doing business. It is unthinkable that we would eliminate consequences for small businesses that failed to pay taxes, or meet health and safety codes, unless they received an exact notice from the public, with extensive timelines to comply. Violating the rights of people with disabilities?and denying us access to places of public accommodation that others take for granted?should be treated no differently. 5. H.R. 620 calls for education by the Department of Justice. But there are already extensive federal efforts to educate business owners about their ADA obligations, including the in-depth DOJ ADA website (http://ada.gov), the DOJ ADA hotline, extensive DOJ technical assistance materials, etc. and by the 10 federally-funded regional ADA Centers (www.adata.org) that provide in-depth resources and training in every state. Yet a great many of the millions of public accommodations in the U.S. have made no effort to comply with the ADA. Twenty-six years since the ADA was enacted, businesses should be expected to comply with their legal obligations. Those that violate the law should be held accountable. 6. Proponents of this bill have raised concerns about money damage awards. But that has nothing to do with the ADA, because the ADA does not allow money damages.1 Such damages are only available under a handful of state laws. This bill will do nothing to prevent damage awards under state laws. 7. The ADA accessibility standards are extremely important. They are not minor details or picky rules, but rather, are essential to ensure true accessibility. For example, a doorway that is too narrow can be the difference between accessing a business or not. A too-short bathroom grab bar can be the difference between using a restroom or being forced to go without a restroom. 8. Supporters of this bill have cited concerns about frivolous lawsuits or serial litigants. However, courts and state bar associations already have extensive power to deal with any frivolous litigants or their attorneys. We should use those existing legal mechanisms, if needed, rather than denying the civil rights established by the ADA. 9. It is troubling that this bill blames people with disabilities for public accommodations' failure to comply with the ADA. Why should disabled people pay the price of an inaccessible environment, where we cannot live our lives like everyone else? Please do not place additional barriers in the path of people with disabilities! We urge you to reject this bill. ?? 1 Money damages are not allowed for private plaintiffs under Title III of the ADA, which applies to privately operated public accommodations, commercial facilities, and private entities offering certain examinations and courses. See 42 U.S.C. ? 12188; 42 U.S.C ?? 12182 and 12181(7); 42 U.S.C. ?? 12183 and 12181(2); and 42 U.S.C. ? 12189. 21 East 11th Ave., Columbus, Ohio. 43210 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Mon Feb 12 09:50:44 2018 From: rbeach at KCKCC.EDU (Robert Beach) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] software question Message-ID: <34D068EC55A9914494617A37B8D8FA84013E25490D@EROS2.EMPLOYEES.KCKCC.LOCAL> Hello all, Our campus is considering Maxient Software. Does anybody have any experience with this product as far as accessibility goes? One of their components is provided by D. and Associates. We have used their Title IX training and I found it to not be accessible to screen readers. Any input you may have would be appreciated. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From bossley.5 at osu.edu Mon Feb 12 09:58:24 2018 From: bossley.5 at osu.edu (Bossley, Peter A.) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] software question In-Reply-To: <34D068EC55A9914494617A37B8D8FA84013E25490D@EROS2.EMPLOYEES.KCKCC.LOCAL> References: <34D068EC55A9914494617A37B8D8FA84013E25490D@EROS2.EMPLOYEES.KCKCC.LOCAL> Message-ID: <006B5C8325EEDA44A1A7D3955F5431CDD3378070@CIO-KRC-D1MBX04.osuad.osu.edu> We are looking at this at OSU and agree that it has some serious issues. One of which is that the training is presented in a way that will make remediation challenging e.g. there are lots of images and interactions that arguably convey meaning that have no text alternatives. We will be talking to the vendor soon, hopefully. [The Ohio State University] Peter Bossley Director, Digital Accessibility Center ADA Coordinator's Office - Office of University Compliance and Integrity Student Life Disability Services 098 Baker Hall, 113 W. 12th Ave, Columbus, OH 43210 614-688-3028 Office bossley.5@osu.edu accessibility.osu.edu ________________________________ From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Robert Beach Sent: Monday, February 12, 2018 12:51 PM To: Access Technology Higher Education Network (athen-list@u.washington.edu) Subject: [Athen] software question Hello all, Our campus is considering Maxient Software. Does anybody have any experience with this product as far as accessibility goes? One of their components is provided by D. and Associates. We have used their Title IX training and I found it to not be accessible to screen readers. Any input you may have would be appreciated. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 3605 bytes Desc: image001.png URL: From rbeach at KCKCC.EDU Mon Feb 12 10:10:25 2018 From: rbeach at KCKCC.EDU (Robert Beach) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] software question In-Reply-To: <006B5C8325EEDA44A1A7D3955F5431CDD3378070@CIO-KRC-D1MBX04.osuad.osu.edu> References: <34D068EC55A9914494617A37B8D8FA84013E25490D@EROS2.EMPLOYEES.KCKCC.LOCAL> <006B5C8325EEDA44A1A7D3955F5431CDD3378070@CIO-KRC-D1MBX04.osuad.osu.edu> Message-ID: <34D068EC55A9914494617A37B8D8FA84013E254946@EROS2.EMPLOYEES.KCKCC.LOCAL> Thanks! This is helpful. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Bossley, Peter A. Sent: Monday, February 12, 2018 11:58 AM To: Access Technology Higher Education Network Subject: Re: [Athen] software question We are looking at this at OSU and agree that it has some serious issues. One of which is that the training is presented in a way that will make remediation challenging e.g. there are lots of images and interactions that arguably convey meaning that have no text alternatives. We will be talking to the vendor soon, hopefully. [The Ohio State University] Peter Bossley Director, Digital Accessibility Center ADA Coordinator's Office - Office of University Compliance and Integrity Student Life Disability Services 098 Baker Hall, 113 W. 12th Ave, Columbus, OH 43210 614-688-3028 Office bossley.5@osu.edu accessibility.osu.edu ________________________________ From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Robert Beach Sent: Monday, February 12, 2018 12:51 PM To: Access Technology Higher Education Network (athen-list@u.washington.edu) > Subject: [Athen] software question Hello all, Our campus is considering Maxient Software. Does anybody have any experience with this product as far as accessibility goes? One of their components is provided by D. and Associates. We have used their Title IX training and I found it to not be accessible to screen readers. Any input you may have would be appreciated. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 3605 bytes Desc: image001.png URL: From rsthompson2 at ua.edu Mon Feb 12 12:48:53 2018 From: rsthompson2 at ua.edu (Thompson, Rachel) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] software question In-Reply-To: <006B5C8325EEDA44A1A7D3955F5431CDD3378070@CIO-KRC-D1MBX04.osuad.osu.edu> References: <34D068EC55A9914494617A37B8D8FA84013E25490D@EROS2.EMPLOYEES.KCKCC.LOCAL> <006B5C8325EEDA44A1A7D3955F5431CDD3378070@CIO-KRC-D1MBX04.osuad.osu.edu> Message-ID: <47f4f0df34c340748cd2fc278517ae2b@ua.edu> Looks like a couple of our campus divisions may use this vendor for collecting reports from users. We will add them to our list to be evaluated and will share any progress we make with the vendor. Happy Monday, Rachel Dr. Rachel S. Thompson Director, Emerging Technology and Accessibility The Office of Information Technology The University of Alabama A207 Gordon Palmer Hall Box 870248 Tuscaloosa, AL 35487 Phone 205-348-0216 rsthompson2@ua.edu | http://accessibility.ua.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Bossley, Peter A. Sent: Monday, February 12, 2018 11:58 AM To: Access Technology Higher Education Network Subject: Re: [Athen] software question We are looking at this at OSU and agree that it has some serious issues. One of which is that the training is presented in a way that will make remediation challenging e.g. there are lots of images and interactions that arguably convey meaning that have no text alternatives. We will be talking to the vendor soon, hopefully. [The Ohio State University] Peter Bossley Director, Digital Accessibility Center ADA Coordinator's Office - Office of University Compliance and Integrity Student Life Disability Services 098 Baker Hall, 113 W. 12th Ave, Columbus, OH 43210 614-688-3028 Office bossley.5@osu.edu accessibility.osu.edu ________________________________ From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Robert Beach Sent: Monday, February 12, 2018 12:51 PM To: Access Technology Higher Education Network (athen-list@u.washington.edu) > Subject: [Athen] software question Hello all, Our campus is considering Maxient Software. Does anybody have any experience with this product as far as accessibility goes? One of their components is provided by D. and Associates. We have used their Title IX training and I found it to not be accessible to screen readers. Any input you may have would be appreciated. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 3605 bytes Desc: image001.png URL: From athenpresident at gmail.com Mon Feb 12 21:08:33 2018 From: athenpresident at gmail.com (ATHEN President) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Announcing 2018 Teresa Haven Scholarship Award Message-ID: Hello ATHEN Members, I would like to announce the 2018 Teresa Haven Scholarship for Students with Disabilities is now open for nominations and applications. Information about the scholarship and eligibility is available at the following site: https://athenpro.org/content/teresa-haven-scholarship-students-disabilities Teresa Haven, Ph.D., was a long-time ATHEN contributor and member of the Executive Council. She was a passionate advocate for student equity and diversity in higher education. In remembrance of her dedication and service to students, the ATHEN membership voted unanimously to create a scholarship in her memory. To read more about Teresa, please visit: http://www.norvelowensmortuary.com/fh/obituaries/obituary.cfm?o_id= 3915612&fh_id=13224 For more information and the application form, please visit the ATHEN Scholarship website: https://athenpro.org/content/teresa-haven-scholarship-students-disabilities Thank you to the Executive Council and to those who have volunteered to participate on the Scholarship Review Committee. Thank you, Sean Sean Keegan ATHEN President -------------- next part -------------- An HTML attachment was scrubbed... URL: From HOPSON at tarleton.edu Tue Feb 13 06:01:46 2018 From: HOPSON at tarleton.edu (HOPSON, Jericha) Date: Sat Jun 9 18:34:47 2018 Subject: [Athen] Study enhancement Message-ID: <6120d2fe55a84c049eae92aa79f47853@EXCHANGE04.tarleton.edu> Hello all! I have a student with dyslexia that is struggling to find a study habit that conforms to her needs. I suspect it may just be the inability to comprehend the material not related to her disability, but I wanted to reach out and see if there are any resources for disability specific study skills? [Title: Tarleton State University]Jericha Hopson, M.S. Coordinator, Center for Access and Academic Testing Tarleton State University, Member of The Texas A&M University System 1333 W. Washington St. | Stephenville, TX 76402 254-968-9400 |www.tarleton.edu/caat Context | Competition | Restorative | Achiever | Futuristic StrengthsQuest(tm) -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15623 bytes Desc: image001.png URL: From mvelasquez at berkeley.edu Tue Feb 13 10:00:39 2018 From: mvelasquez at berkeley.edu (Martha Velasquez) Date: Sat Jun 9 18:34:48 2018 Subject: [Athen] Job Posting: Alternative Media Supervisor Message-ID: Hello All, UC Berkeley is looking for an Alternative Media Supervisor. Please feel free to share. *UC Berkeley: Alternative Media Supervisor (#24496)* The Supervisor, Alternative Format Production Center is responsible for overseeing all aspects of its operations with regard to providing materials in alternative formats to students with print and/or qualifying physical disabilities. This position is responsible for providing supervision and leadership to represented staff (6.0 FTE), planning and developing production standards and workflows so that qualifying students receive legally mandated accommodations in accordance with state and federal law to ensure their access to their academic programs; provides consultation and training to faculty, students, the campus library system, and departments to improve the accessibility of print and/or electronic materials. For more information about the position, please visit jobs.berkeley.edu. The posting number for this position is #24496. Please share with anyone who might be interested. Thank you, Martha -- *Associate Director* Disabled Students' Program University of California, Berkeley https://dsp.berkeley.edu/ (510) 642-8755 -------------- next part -------------- An HTML attachment was scrubbed... URL: From ksinglet at gmu.edu Tue Feb 13 12:15:11 2018 From: ksinglet at gmu.edu (Korey J Singleton) Date: Sat Jun 9 18:34:48 2018 Subject: [Athen] Zoomtext Fusion and SPSS Issues Message-ID: <3939EAA3-7101-4A7A-8075-5BF728F3C836@gmu.edu> Hi All, We are having an issue where ZT Fusion is crashing while the student prepares to run calculations. The crash happens once she has configured SPSS to run frequency or descriptives calculations. It is happening on all workstations with ZT (consistent issue #1) and only when she attempts to run the calculations (consistent issue #2). SPSS does not always crash, but crashes enough that it is hard for her to work effectively. Has anyone else had this issue and were you able to resolve it? -- Korey Singleton, Ph.D., ATP, RET ATI Manager George Mason University Aquia Building RM 238 MSN: 6A11 4400 University Drive Fairfax, VA 22030 Phone: 703-993-2143 Fax: 703-993-4743 http://ati.gmu.edu Twitter: @AccessibleMason -------------- next part -------------- An HTML attachment was scrubbed... URL: From frederick.273 at osu.edu Tue Feb 13 13:03:51 2018 From: frederick.273 at osu.edu (Frederick, Kathryn A.) Date: Sat Jun 9 18:34:48 2018 Subject: [Athen] Job Posting: Alternative Media Supervisor In-Reply-To: References: Message-ID: Good Afternoon, Here is a direct link to the posting; I found it a bit difficult to find on the Burkeley site, so sharing, FYI. https://jobsprod.is.berkeley.edu/psc/jobsprod/EMPLOYEE/HRMS/c/HRS_HRAM.HRS_CE.GBL?Page=HRS_CE_JOB_DTL&Action=A&JobOpeningId=24496&SiteId=1&PostingSeq=1& Katie Frederick From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Martha Velasquez Sent: Tuesday, February 13, 2018 1:01 PM To: Access Technology Higher Education Network Subject: [Athen] Job Posting: Alternative Media Supervisor Hello All, UC Berkeley is looking for an Alternative Media Supervisor. Please feel free to share. UC Berkeley: Alternative Media Supervisor (#24496) The Supervisor, Alternative Format Production Center is responsible for overseeing all aspects of its operations with regard to providing materials in alternative formats to students with print and/or qualifying physical disabilities. This position is responsible for providing supervision and leadership to represented staff (6.0 FTE), planning and developing production standards and workflows so that qualifying students receive legally mandated accommodations in accordance with state and federal law to ensure their access to their academic programs; provides consultation and training to faculty, students, the campus library system, and departments to improve the accessibility of print and/or electronic materials. For more information about the position, please visit jobs.berkeley.edu. The posting number for this position is #24496. Please share with anyone who might be interested. Thank you, Martha -- Associate Director Disabled Students' Program University of California, Berkeley https://dsp.berkeley.edu/ (510) 642-8755 -------------- next part -------------- An HTML attachment was scrubbed... URL: From jiatyan at stanford.edu Tue Feb 13 13:51:58 2018 From: jiatyan at stanford.edu (Jiatyan Chen) Date: Sat Jun 9 18:34:48 2018 Subject: [Athen] The growing acceptance of autism in the workplace Message-ID: <62F106B9-F2C1-4FB6-B1BF-1DD2FF283FE4@stanford.edu> https://www.cbsnews.com/news/the-growing-acceptance-of-autism-in-the-workplace/ From ldeneen at clatsopcc.edu Thu Feb 15 09:30:58 2018 From: ldeneen at clatsopcc.edu (Lisa Deneen) Date: Sat Jun 9 18:34:48 2018 Subject: [Athen] Constant Contact Accessibility Message-ID: Good morning, I recently used NVDA with Firefox to test the accessibility of the weekly email that the Dean of Students (DOS) sends to all current students and found his email to be almost completely inaccessible. The DOS uses a program called Constant Contact to send out these emails. I just did a google search for accessibility for this software and found a user blog that says, as of 2014, that it is inaccessible and that the company didn't plan to make any changes. Does anyone out there use Constant Contact on their campus? Have you found a way to make it accessible? Thanks, Lisa Lisa Deneen Disability Services Coordinator 503-338-2474 https://ccc.appointlet.com/b/lisa-deneen-disability-services -------------- next part -------------- An HTML attachment was scrubbed... URL: From rsthompson2 at ua.edu Thu Feb 15 09:41:58 2018 From: rsthompson2 at ua.edu (Thompson, Rachel) Date: Sat Jun 9 18:34:48 2018 Subject: [Athen] Constant Contact Accessibility In-Reply-To: References: Message-ID: <04475f5f467f4e5c8110a7a9d9dd0b5e@ua.edu> We were asked to compare Constant Contact with another company, MailChimp, in March 2016. Here's what we shared with our campus stakeholders who were deciding between the two. We have not reevaluated either since then: "After contacting both MailChimp and Constant Contact regarding the accessibility of their eDM service, we recommend using MailChimp. Mailchimp offers a plain-text campaign option that may be used with text-to-speech programs. MailChimp may be used with accessibility features that come standard on many computers, and I was assured that MailChimp is in the process of improving accessibility options. For more information I was provided the following links: * How to Build a Plain-Text campaign: http://eepurl.com/buaU5r * I was also provided an e-mail address in case I ever have any questions regarding the progress of MailChimp accessibility: legal@mailchimp.com I contacted Constant Contact's Legal Compliance Coordinator who stated that Constant Contact is not ADA compliant. I later spoke with someone by phone that confirmed that Constant Contact was not accessible, but offered to contact me if this ever changes. A Google search found several complaints regarding the accessibility of Constant Contact, although none recently. Again, MailChimp appears to be the more accessible and, out of these two, is our recommendation for an electronic direct mail service." Hope this helps, Rachel Dr. Rachel S. Thompson Director, Emerging Technology and Accessibility The Office of Information Technology The University of Alabama A207 Gordon Palmer Hall Box 870248 Tuscaloosa, AL 35487 Phone 205-348-0216 rsthompson2@ua.edu | http://accessibility.ua.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Lisa Deneen Sent: Thursday, February 15, 2018 11:31 AM To: athen-list@mailman13.u.washington.edu Subject: [Athen] Constant Contact Accessibility Good morning, I recently used NVDA with Firefox to test the accessibility of the weekly email that the Dean of Students (DOS) sends to all current students and found his email to be almost completely inaccessible. The DOS uses a program called Constant Contact to send out these emails. I just did a google search for accessibility for this software and found a user blog that says, as of 2014, that it is inaccessible and that the company didn't plan to make any changes. Does anyone out there use Constant Contact on their campus? Have you found a way to make it accessible? Thanks, Lisa Lisa Deneen Disability Services Coordinator 503-338-2474 https://ccc.appointlet.com/b/lisa-deneen-disability-services -------------- next part -------------- An HTML attachment was scrubbed... URL: From ldeneen at clatsopcc.edu Thu Feb 15 09:50:02 2018 From: ldeneen at clatsopcc.edu (Lisa Deneen) Date: Sat Jun 9 18:34:48 2018 Subject: [Athen] Constant Contact Accessibility In-Reply-To: <04475f5f467f4e5c8110a7a9d9dd0b5e@ua.edu> References: <04475f5f467f4e5c8110a7a9d9dd0b5e@ua.edu> Message-ID: Thank you, Rachel. This is very helpful. From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Thompson, Rachel Sent: Thursday, February 15, 2018 9:42 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Constant Contact Accessibility We were asked to compare Constant Contact with another company, MailChimp, in March 2016. Here's what we shared with our campus stakeholders who were deciding between the two. We have not reevaluated either since then: "After contacting both MailChimp and Constant Contact regarding the accessibility of their eDM service, we recommend using MailChimp. Mailchimp offers a plain-text campaign option that may be used with text-to-speech programs. MailChimp may be used with accessibility features that come standard on many computers, and I was assured that MailChimp is in the process of improving accessibility options. For more information I was provided the following links: * How to Build a Plain-Text campaign: http://eepurl.com/buaU5r * I was also provided an e-mail address in case I ever have any questions regarding the progress of MailChimp accessibility: legal@mailchimp.com I contacted Constant Contact's Legal Compliance Coordinator who stated that Constant Contact is not ADA compliant. I later spoke with someone by phone that confirmed that Constant Contact was not accessible, but offered to contact me if this ever changes. A Google search found several complaints regarding the accessibility of Constant Contact, although none recently. Again, MailChimp appears to be the more accessible and, out of these two, is our recommendation for an electronic direct mail service." Hope this helps, Rachel Dr. Rachel S. Thompson Director, Emerging Technology and Accessibility The Office of Information Technology The University of Alabama A207 Gordon Palmer Hall Box 870248 Tuscaloosa, AL 35487 Phone 205-348-0216 rsthompson2@ua.edu | http://accessibility.ua.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Lisa Deneen Sent: Thursday, February 15, 2018 11:31 AM To: athen-list@mailman13.u.washington.edu Subject: [Athen] Constant Contact Accessibility Good morning, I recently used NVDA with Firefox to test the accessibility of the weekly email that the Dean of Students (DOS) sends to all current students and found his email to be almost completely inaccessible. The DOS uses a program called Constant Contact to send out these emails. I just did a google search for accessibility for this software and found a user blog that says, as of 2014, that it is inaccessible and that the company didn't plan to make any changes. Does anyone out there use Constant Contact on their campus? Have you found a way to make it accessible? Thanks, Lisa Lisa Deneen Disability Services Coordinator 503-338-2474 https://ccc.appointlet.com/b/lisa-deneen-disability-services -------------- next part -------------- An HTML attachment was scrubbed... URL: From greeark at uw.edu Fri Feb 16 02:21:23 2018 From: greeark at uw.edu (Krista Greear) Date: Sat Jun 9 18:34:48 2018 Subject: [Athen] creating accessible documents - what do you do differently for each disability type? Message-ID: Hello Wise Ones, I am trying to figure out the top things that a student needs in accessible documents, based on disability. Different elements of accessible documents are more important/impactful for certain disabilities. I have brainstormed a rough list for the following 4 types of disabilities: Students with low vision 1. Text in electronic version 2. Good quality document, free from handwriting, highlighting, crooked pages, coffee stains, poor contrast, etc 3. Text can be used with magnification software. Magnification software ideally includes: * Control over the colors of the background, foreground, and highlighting * Control over the text size * Control over the text font * Control over the spacing between words and between sentences * May have text-to-speech functionality like ZoomText Students with mobility limitations 1. Text in electronic version 2. Good quality document, free from handwriting, highlighting, crooked pages, coffee stains, poor contrast, etc 3. Text can be used with speech-to-text software Students with learning disabilities / traumatic brain injuries / ADD/ADHD 1. Text in format that can used with text-to-speech software. Text-to-speech software ideally includes: * Control over the voice * Control over the speed * Highlighting text as content is read * Control over the colors of the background, foreground, and highlighting * Control over the text size * Control over the text font * Control over the spacing between words and between sentences * Be able to highlight words in text, and have those highlights saved * Be able to add in own notes, and have those notes saved * Ability to make notecards from text * Ability to export .mp3 2. Be able to see the "outline" of the chapter of the book, through the headings/main topics within that chapter 3. Main text is not interrupted by page numbers, or running headers (like book or chapter titles that are often at the top of the page) 4. Flow of text is easy to understand auditorily. If the main text is interrupted with supplemental text, that is clear to the listener. Students who are blind 1. Text in format that can be used with screen reader * Navigable (headings, ARIA landmarks) * Text can be read aloud by screen reader * Images have alt text * Tables are marked with header rows * Tables are data-based and not for layout * Tables are not nested or extremely complex to navigate * STEM content readable 2. Text in format that can be used with a refreshable braille display * Navigable (headings, ARIA landmarks) * Images have alt text * Tables are marked with header rows * Tables are data-based and not for layout * Tables are not nested or extremely complex to navigate Another way to think of it is "what kind of document do you produce for a student with low vision vs mobility limitation vs learning disabilities/TBI/ADHD vs blind students"? What is missing from the above list? And how would you rank these items in order of importance? Krista KRISTA GREEAR Assistant Director Disability Resources for Students 011 Mary Gates Hall Box 352808 Seattle, WA 98195-2808 Direct: 206.221.4136 / Main: 206.543.8924 greeark@uw.edu/ http://disability.uw.edu [cid:image001.gif@01D33387.742D8C60] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1303 bytes Desc: image001.gif URL: From info at karlencommunications.com Fri Feb 16 05:42:20 2018 From: info at karlencommunications.com (Karlen Communications) Date: Sat Jun 9 18:34:48 2018 Subject: [Athen] ADA bill passed to gut the legislation yesterday? Message-ID: <000001d3a72b$f80b7890$e82269b0$@karlencommunications.com> I heard on the news this morning that a stand alone bill was passed in Congress yesterday that in effect guts the ADA. Does anyone have specific information on the bill and how does this affect other legislation in the US like Section 508, and education based accessibility laws? Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From lissner.2 at osu.edu Fri Feb 16 05:50:37 2018 From: lissner.2 at osu.edu (Lissner, Scott) Date: Sat Jun 9 18:34:48 2018 Subject: [Athen] ADA bill passed to gut the legislation yesterday? In-Reply-To: <000001d3a72b$f80b7890$e82269b0$@karlencommunications.com> References: <000001d3a72b$f80b7890$e82269b0$@karlencommunications.com> Message-ID: <9BB468B6-A5EB-4D3B-A2D0-AA819DD3B755@osu.edu> HR 620 focuses on litigation related to facilities access. As yet no one has suggested expanding it to digital spaces but it is a bad precedent. Here is a link to the text and a summary analysis R. 620, ?ADA Education and Reform Act of 2017? https://www.govtrack.us/congress/bills/115/hr620 has 108 cosponsors (97R, 11D) and is likely to come up for a vote this week. While the bill requires the Department of Justice to educate businesses on their failure to comply with a quarter century old ADA Standards of Accessible Design, updated with much fanfare in 2010, its key provision significantly restricts the ability of individuals to enforce their civil rights in court. H.R. 620 prohibits civil actions based on the failure to remove an architectural barrier to access into an existing public accommodation unless the aggrieved individual with a disabilty provides written notice that includes: (1) the address of the property, (2) the specific ADA sections alleged to have been violated, (3) whether a request for assistance in removing an architectural barrier was made, and (4) whether the barrier was permanent or temporary. . H.R. 620 would turn people with disabilities into second-class citizens, and its priorities are profoundly skewed. This bill goes against the very principles of an inclusive society that America is all about. It is exceptionally harmful because: 1. The bill?s proponents have forgotten the everyday experiences of millions of people with disabilities who cannot shop, transact personal business, or enjoy recreation as most Americans take for granted because so many public accommodations across the country have ignored the reasonable requirements of the ADA. Many new parents learn this when they find that stroller access is often impossible. For people with disabilities, it?s the difference between participation and exclusion, and happens to many on a daily bases. For example, why should a wheelchair user be unable to join her family at a restaurant, just because the owner has resisted installing a ramp for over 25 years? 2. The ADA is already very carefully crafted to take the needs of business owners into account. Compliance is simply not burdensome. But this bill would remove any reason for businesses to comply. Instead, they can take a ?wait and see? attitude, and do nothing until they happen to be sued or sent a notice letter. 3. H.R. 620 would require a person with a disability who encounters an access barrier to send an exactly written notice, and gives the business owner 60 days to even acknowledge that there is a problem?and then another 120 days to begin to fix it. No other civil rights group is forced to wait 180 days to enforce their civil rights. Even then, the business would face no consequence for violating the law for months, years, or decades, if it takes advantage of the months-long period to remedy the violation before a lawsuit is permitted. 4. Establishing and running a business necessitates compliance with many laws and rules?this is the cost of doing business. It is unthinkable that we would eliminate consequences for small businesses that failed to pay taxes, or meet health and safety codes, unless they received an exact notice from the public, with extensive timelines to comply. Violating the rights of people with disabilities?and denying us access to places of public accommodation that others take for granted?should be treated no differently. 5. H.R. 620 calls for education by the Department of Justice. But there are already extensive federal efforts to educate business owners about their ADA obligations, including the in-depth DOJ ADA website (http://ada.gov), the DOJ ADA hotline, extensive DOJ technical assistance materials, etc. and by the 10 federally-funded regional ADA Centers (www.adata.org>) that provide in-depth resources and training in every state. Yet a great many of the millions of public accommodations in the U.S. have made no effort to comply with the ADA. Twenty-six years since the ADA was enacted, businesses should be expected to comply with their legal obligations. Those that violate the law should be held accountable. 6. Proponents of this bill have raised concerns about money damage awards. But that has nothing to do with the ADA, because the ADA does not allow money damages.1 Such damages are only available under a handful of state laws. This bill will do nothing to prevent damage awards under state laws. 7. The ADA accessibility standards are extremely important. They are not minor details or picky rules, but rather, are essential to ensure true accessibility. For example, a doorway that is too narrow can be the difference between accessing a business or not. A too-short bathroom grab bar can be the difference between using a restroom or being forced to go without a restroom. 8. Supporters of this bill have cited concerns about frivolous lawsuits or serial litigants. However, courts and state bar associations already have extensive power to deal with any frivolous litigants or their attorneys. We should use those existing legal mechanisms, if needed, rather than denying the civil rights established by the ADA. 9. It is troubling that this bill blames people with disabilities for public accommodations' failure to comply with the ADA. Why should disabled people pay the price of an inaccessible environment, where we cannot live our lives like everyone else? Please do not place additional barriers in the path of people with disabilities! We urge you to reject this bill. ?? 1 Money damages are not allowed for private plaintiffs under Title III of the ADA, which applies to privately operated public accommodations, commercial facilities, and private entities offering certain examinations and courses. See 42 U.S.C. ? 12188; 42 U.S.C ?? 12182 and 12181(7); 42 U.S.C. ?? 12183 and 12181(2); and 42 U.S.C. ? 12189. L. Scott Lissner, The Ohio State University ADA Coordinator and 504 Compliance Officer Associate, John Glenn School of Public Affairs Lecturer, Knowlton School of Architecture, Moritz College of Law & Disability Studies Board, Center for Disability Empowerment & VSA Ohio Chair, Public Policy Committee, AHEAD (614) 292-6207(v); (614) 688-8605(tty) (614) 688-3665(fax); Http://ada.osu.edu 21 East 11th Ave., Columbus, Ohio. 43210 On Feb 16, 2018, at 8:44 AM, Karlen Communications > wrote: I heard on the news this morning that a stand alone bill was passed in Congress yesterday that in effect guts the ADA. Does anyone have specific information on the bill and how does this affect other legislation in the US like Section 508, and education based accessibility laws? Cheers, Karen _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From zirklek at miamioh.edu Fri Feb 16 08:45:39 2018 From: zirklek at miamioh.edu (Zirkle, Kara) Date: Sat Jun 9 18:34:48 2018 Subject: [Athen] WCAG 2.0 vs 508 Refresh Mapping Message-ID: Hello, I know there were areas where we could all find or create a mapping between the old Seciton 508 standards and WCAG 2.0. However, with the Section 508 Refresh now in place using WCAG and 255, does anyone know where someone may have already battled mapping the new standards to WCAG to show the comparison? I like to use this as a visual when working with vendors and when we report out on our findings. That way regardless of what standard the vendor is stating they are using they can see how it measures across the board. I use the Microassist page but it doesn't show a true mapping. I'm looking for something more like what Access Board or TomJewett's site showed. Microassist: https://www.microassist.com/digital-accessibility/section-508-and-wcag/ Access Board: https://www.access-board.gov/guidelines-and-standards/communications-and-it/about-the-ict-refresh/background/comparison-table-of-wcag2-to-existing-508-standards Tom Jewett's site: http://www.tomjewett.com/accessibility/508-WCAG2.html Regards, Kara Zirkle Accessible Technology Specialist Information Technology Services Shriver Center 701 E. Spring Street, Room 316 Oxford, OH 45056 Phone: 513-529-9006 Email: zirklek@miamioh.edu Twitter: @AccessMU -------------- next part -------------- An HTML attachment was scrubbed... URL: From Lydia.Harkey at tamuc.edu Fri Feb 16 09:00:10 2018 From: Lydia.Harkey at tamuc.edu (Lydia Harkey) Date: Sat Jun 9 18:34:49 2018 Subject: [Athen] WCAG 2.0 vs 508 Refresh Mapping In-Reply-To: References: Message-ID: Hi Kara, I attended a Section 508 training from Access Board. Attached is part of the powerpoint provided that may help. I have found the information invaluable that may help you. Best, Lydia Lydia Harkey | IT Accessibility Director Information Technology Services Lydia.Harkey@tamus.edu 512-876-4452 1124 TAMU | College Station, TX 77840-7896 www.tamus.edu Moore/Connally Building 301 Tarrow College Station, TX 77840-7896 The Texas A&M University System From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Zirkle, Kara Sent: Friday, February 16, 2018 10:46 AM To: athen-list@mailman13.u.washington.edu Subject: [Athen] WCAG 2.0 vs 508 Refresh Mapping Hello, I know there were areas where we could all find or create a mapping between the old Seciton 508 standards and WCAG 2.0. However, with the Section 508 Refresh now in place using WCAG and 255, does anyone know where someone may have already battled mapping the new standards to WCAG to show the comparison? I like to use this as a visual when working with vendors and when we report out on our findings. That way regardless of what standard the vendor is stating they are using they can see how it measures across the board. I use the Microassist page but it doesn't show a true mapping. I'm looking for something more like what Access Board or TomJewett's site showed. Microassist: https://urldefense.proofpoint.com/v2/url?u=https-3A__www.microassist.com_digital-2Daccessibility_section-2D508-2Dand-2Dwcag_&d=DwIGaQ&c=oqyuZuih6ykib6aKiBq22_bich4AVfYGoLertJN0bEc&r=xnnwo5YrvxIUhGhiDN8eCQQhyeZy4YQiTKElx8cdRyoISNS0wLcVQz06Vghm6z5_&m=WRsOojTyMdFmSH1RKNIGmKVLpt4ObzxcoSM-mZ3vH-4&s=GqMNiygQjPhkr2Tm8H4TIW5YZLRMeXGiq29370JqC1k&e= Access Board: https://urldefense.proofpoint.com/v2/url?u=https-3A__www.access-2Dboard.gov_guidelines-2Dand-2Dstandards_communications-2Dand-2Dit_about-2Dthe-2Dict-2Drefresh_background_comparison-2Dtable-2Dof-2Dwcag2-2Dto-2Dexisting-2D508-2Dstandards&d=DwIGaQ&c=oqyuZuih6ykib6aKiBq22_bich4AVfYGoLertJN0bEc&r=xnnwo5YrvxIUhGhiDN8eCQQhyeZy4YQiTKElx8cdRyoISNS0wLcVQz06Vghm6z5_&m=WRsOojTyMdFmSH1RKNIGmKVLpt4ObzxcoSM-mZ3vH-4&s=HcavYEkQrlrwVWUFOycn6zpUr0gabHESf-CI2REaYz0&e= Tom Jewett's site: https://urldefense.proofpoint.com/v2/url?u=http-3A__www.tomjewett.com_accessibility_508-2DWCAG2.html&d=DwIGaQ&c=oqyuZuih6ykib6aKiBq22_bich4AVfYGoLertJN0bEc&r=xnnwo5YrvxIUhGhiDN8eCQQhyeZy4YQiTKElx8cdRyoISNS0wLcVQz06Vghm6z5_&m=WRsOojTyMdFmSH1RKNIGmKVLpt4ObzxcoSM-mZ3vH-4&s=JMFzyjT9FtmMaCktga5j41sMKtX4T98FFl52nINcvyk&e= Regards, Kara Zirkle Accessible Technology Specialist Information Technology Services Shriver Center 701 E. Spring Street, Room 316 Oxford, OH 45056 Phone: 513-529-9006 Email: zirklek@miamioh.edu Twitter: @AccessMU -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Quick_GSA_comparison Implementing WCAG 2 in Section 508 - 2017-08-10_HandOut.pptx Type: application/vnd.openxmlformats-officedocument.presentationml.presentation Size: 3584781 bytes Desc: Quick_GSA_comparison Implementing WCAG 2 in Section 508 - 2017-08-10_HandOut.pptx URL: From Lydia.Harkey at tamuc.edu Fri Feb 16 09:00:10 2018 From: Lydia.Harkey at tamuc.edu (Lydia Harkey) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] WCAG 2.0 vs 508 Refresh Mapping In-Reply-To: References: Message-ID: Hi Kara, I attended a Section 508 training from Access Board. Attached is part of the powerpoint provided that may help. I have found the information invaluable that may help you. Best, Lydia Lydia Harkey | IT Accessibility Director Information Technology Services Lydia.Harkey@tamus.edu 512-876-4452 1124 TAMU | College Station, TX 77840-7896 www.tamus.edu Moore/Connally Building 301 Tarrow College Station, TX 77840-7896 The Texas A&M University System From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Zirkle, Kara Sent: Friday, February 16, 2018 10:46 AM To: athen-list@mailman13.u.washington.edu Subject: [Athen] WCAG 2.0 vs 508 Refresh Mapping Hello, I know there were areas where we could all find or create a mapping between the old Seciton 508 standards and WCAG 2.0. However, with the Section 508 Refresh now in place using WCAG and 255, does anyone know where someone may have already battled mapping the new standards to WCAG to show the comparison? I like to use this as a visual when working with vendors and when we report out on our findings. That way regardless of what standard the vendor is stating they are using they can see how it measures across the board. I use the Microassist page but it doesn't show a true mapping. I'm looking for something more like what Access Board or TomJewett's site showed. Microassist: https://urldefense.proofpoint.com/v2/url?u=https-3A__www.microassist.com_digital-2Daccessibility_section-2D508-2Dand-2Dwcag_&d=DwIGaQ&c=oqyuZuih6ykib6aKiBq22_bich4AVfYGoLertJN0bEc&r=TDl_UvlwS7BumbYVCXvEQiaC867H6ZXHKCwIvSOT9ww&m=rxIh4vl3ZCdHCcqaVX_zWf8e1W-ucwFrcVVR-slV9NE&s=CxzOCUPvqHFiJqmYYKV6JyCxNX0tBhUtTxFimK-b4TA&e= Access Board: https://urldefense.proofpoint.com/v2/url?u=https-3A__www.access-2Dboard.gov_guidelines-2Dand-2Dstandards_communications-2Dand-2Dit_about-2Dthe-2Dict-2Drefresh_background_comparison-2Dtable-2Dof-2Dwcag2-2Dto-2Dexisting-2D508-2Dstandards&d=DwIGaQ&c=oqyuZuih6ykib6aKiBq22_bich4AVfYGoLertJN0bEc&r=TDl_UvlwS7BumbYVCXvEQiaC867H6ZXHKCwIvSOT9ww&m=rxIh4vl3ZCdHCcqaVX_zWf8e1W-ucwFrcVVR-slV9NE&s=vKTZtvKNdFCHsc-VIw5ikrAbDJcbUwlRwGTPMjMjGSI&e= Tom Jewett's site: https://urldefense.proofpoint.com/v2/url?u=http-3A__www.tomjewett.com_accessibility_508-2DWCAG2.html&d=DwIGaQ&c=oqyuZuih6ykib6aKiBq22_bich4AVfYGoLertJN0bEc&r=TDl_UvlwS7BumbYVCXvEQiaC867H6ZXHKCwIvSOT9ww&m=rxIh4vl3ZCdHCcqaVX_zWf8e1W-ucwFrcVVR-slV9NE&s=mRObEDDfCSi7MjoyahhDCbqi6H7wXRGT5WCZh3cFKbM&e= Regards, Kara Zirkle Accessible Technology Specialist Information Technology Services Shriver Center 701 E. Spring Street, Room 316 Oxford, OH 45056 Phone: 513-529-9006 Email: zirklek@miamioh.edu Twitter: @AccessMU -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Quick_GSA_comparison Implementing WCAG 2 in Section 508 - 2017-08-10_HandOut.pptx Type: application/vnd.openxmlformats-officedocument.presentationml.presentation Size: 3584781 bytes Desc: Quick_GSA_comparison Implementing WCAG 2 in Section 508 - 2017-08-10_HandOut.pptx URL: From Nazely.Kurkjian at suny.edu Mon Feb 19 11:27:53 2018 From: Nazely.Kurkjian at suny.edu (Kurkjian, Nazely) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Job description language for procurement professionals Message-ID: Good afternoon, While accessible procurement is not solely the responsibility of procurement offices, it's necessary to include them in the process. It would be helpful, I think, if we included accessibility in job descriptions for procurement professionals. I'm seeking job description language (role, requirements, responsibilities) specifically geared towards hiring procurement officials on campus that are knowledgeable and inclusive of accessibility. Any assistance is greatly appreciated. Best, Nazely [circle] Nazely Kurkjian (she, her, hers) Coordinator of Disability, Diversity, and Nontraditional Student Services The State University of New York State University Plaza - Albany, New York 12246 Tel: 518.445.4078 Fax: 518.320.1557 Be a part of Generation SUNY: Facebook - Twitter - YouTube -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1979 bytes Desc: image001.gif URL: From justinr at disability.tamu.edu Mon Feb 19 13:39:40 2018 From: justinr at disability.tamu.edu (Justin Romack) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Latin book Message-ID: <7f34798818d64f83be1c36d608e537f0@exch-2p-mbx-w4.ads.tamu.edu> Howdy all! I have a student that's taking a Latin class this semester, and they're using the text Wheelock's Latin (7th ed.) by Frederic Wheelock. It's a HarperCollins text that is available via Bookshare. A couple of things I'd love your feedback on: * The Bookshare file is pretty large. It seems to crash any app we put it in. I've reached out to their support this afternoon - and hope to know more on that end. * I've also noticed that, because this is a Latin text, many of the characters don't read properly with JAWS. What is your advice when encountering these scenarios? * If I do need to cut and scan a copy... What would your approach be to help make sure these Latin characters are incorporated into the text in a way that a JAWS user will be able to read them? Any insight would be wonderful at this point. Grateful for the wisdom on this list! --- Justin Romack | Assistive Technology Coordinator Disability Services | Texas A&M University 1224 TAMU | College Station, TX 77843-1224 ph: 979.845.1637 | justinr@disability.tamu.edu | disability.tamu.edu - - - - - - - - - - - - - - - - - - - - - - - - DIVISION OF STUDENT AFFAIRS | One Division. One Mission. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Tue Feb 20 06:10:58 2018 From: rspangler1 at udayton.edu (Robert Spangler) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Latin book In-Reply-To: <7f34798818d64f83be1c36d608e537f0@exch-2p-mbx-w4.ads.tamu.edu> References: <7f34798818d64f83be1c36d608e537f0@exch-2p-mbx-w4.ads.tamu.edu> Message-ID: Are those symbols showing up correctly in print? I wonder if it's using the International Phonetic Alphabet. If so, you'll need to download the appropriate files to use with JAWS. Full instructions are available at: http://www.ruf.rice.edu/~reng/jaws-ipa.html This will include downloading a font and the symbol definition files so that JAWS knows how to read the characters. On Mon, Feb 19, 2018 at 4:39 PM, Justin Romack wrote: > Howdy all! > > > > I have a student that?s taking a Latin class this semester, and they?re > using the text Wheelock?s Latin (7th ed.) by Frederic Wheelock. It?s a > HarperCollins text that is available via Bookshare. > > > > A couple of things I?d love your feedback on: > > > > ? The Bookshare file is pretty large. It seems to crash any app > we put it in. I?ve reached out to their support this afternoon ? and hope > to know more on that end. > > ? I?ve also noticed that, because this is a Latin text, many of > the characters don?t read properly with JAWS. What is your advice when > encountering these scenarios? > > ? If I do need to cut and scan a copy? What would your approach > be to help make sure these Latin characters are incorporated into the text > in a way that a JAWS user will be able to read them? > > > > Any insight would be wonderful at this point. Grateful for the wisdom on > this list! > > > > --- > > *Justin Romack *| Assistive Technology Coordinator > > Disability Services | Texas A&M University > > 1224 TAMU | College Station, TX 77843-1224 > > ph: 979.845.1637 <(979)%20845-1637> | justinr@disability.tamu.edu | > disability.tamu.edu > > - - - - - - - - - - - - - - - - - - - - - - - - > *DIVISION OF STUDENT AFFAIRS *| One Division. One Mission. > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From GERMAN.FERMIN at PURCHASE.EDU Tue Feb 20 06:20:07 2018 From: GERMAN.FERMIN at PURCHASE.EDU (Fermin, German) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] 125140: Edge is repeatedly set as the default for PDF Viewing Message-ID: Just following up on this and wanted to add this article by Adobe that points to this issue and details this existing problem: https://www.adobe.com/devnet-docs/acrobatetk/tools/AdminGuide/pdfviewer.html German Campus Technology Services Purchase College _____________________________________________ From: Fermin, German Sent: Wednesday, February 14, 2018 4:15 PM To: 'edad@microsoft.com' Cc: msoffice@uw.edu Subject: 125140: Edge is repeatedly set as the default for PDF Viewing Hello, we can reproduce this behavior almost 100-percent of the time. We're running Windows 10 1709 Build 16299.192 in an enterprise environment. These options are set in Group Policy for file types via the pasted at the bottom of this email .xml file. Behavior is that for the first person that logs on, everything is fine. Next person that logs on can't change it to Adobe. They get the following error ""An app caused a problem with the default app setting for .pdf files, so it was reset to Microsoft Edge"" We are a school and as you can imagine, we get a lot of calls here the College's helpdesk about this. Let me know what you need from me so we can resolve this? German Purchase College Campus Technology Services 914-251-6183 << File: associations.xml >> -------------- next part -------------- An HTML attachment was scrubbed... URL: From jpolizzotto at htctu.net Tue Feb 20 09:35:03 2018 From: jpolizzotto at htctu.net (Joseph Polizzotto) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Latin book In-Reply-To: <7f34798818d64f83be1c36d608e537f0@exch-2p-mbx-w4.ads.tamu.edu> Message-ID: <20180220123503.Horde.SygsK6KXDuvzZXqXG7RRh2d@mail.htctu.net> Hi Justin: A couple questions and suggestions: Does the Bookshare version of Wheelock contain language tags (e.g., ...) for the Latin text? If not, I would create stand-alone HTML files using the Sigil EPUB editor: (Try this out with one page before proceeding) 1. For each XHTML file, strip out the extraneous Bookshare content using a regex find and replace (Bookshare EPUB metadata, styles etc.) 2. Use the Clip Editor to add ... around each Latin fragment 3. Add necesary HTML markup to the document e.g., ... .... Have you installed the SAPI 5 voices for eSpeak? There is a Latin voice from eSpeak that helps with Latin prosody. 1. Download the eSpeak SAPI 5 speech synthesizer: http://espeak.sourceforge.net/download.html 2. At the download voices screen, add the Latin voice: la 3. In JAWS menu, switch to SAPI 5 synthesizer, which should now contain the Latin voice Note: there is another mb-la (Latin) voice that you could use, but your mileage may vary. See: https://github.com/espeak-ng/espeak-ng/issues/303 If your student is amenable, you can also try the Latin voice using NVDA. Select the eSpeak NG synthesizer. I have attached a simple document that you might use for testing. HTH, Joseph -- Joseph Polizzotto HTCTU Instructor -------------- next part -------------- An HTML attachment was scrubbed... URL: From normajean.brand at hccs.edu Wed Feb 21 10:17:09 2018 From: normajean.brand at hccs.edu (Normajean.Brand) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Need help Message-ID: Hello all - does anyone have a copy of the following in Braille, or minimally an accessible version, MEDICAL TERMINOLOGY COMP. , 3rd Ed., by Wingerd, Pearson, ISBN 9780134045641 Pearson sent a PDF but it's not accessible and I'm only one person trying my best. And, this is a real long-shot: STEDMAN'S MED.DICT, 7th Ed., LIPP/W+W ISBN 9781608316922 Again, received PDF from publisher... but... My blind student does read Braille. NJ Brand ________________________________ NJ Brand, ATAC Houston Community College ADA/Assistive Technology Technician College Educational Technology Services Spring Branch Campus, RC 12/13 VM/Office: 713.718.5604 FAX: 713.718.5430 Email: normajean.brand@hccs.edu hccs.edu The difficult is what takes a little time; the impossible is what takes a little longer. ~ Fridtjof Nansen. If you have a counseling emergency, please call 911. Ability/Counseling/AT Services staff members do not maintain 24-hour access to e-mail accounts, but do check email during regularly scheduled business hours. ***Confidentiality Notice (FERPA & HIPAA)*** This email (including attachments) is covered by the Electronic Communications Privacy Act, 18 U.S.C._2510-2521. The information in this email is confidential and may contain information that is privileged. It is intended solely for the addressee(s); access to anyone else is unauthorized. If you received this message in error, do not review, disseminate, distribute or copy it. Please notify the sender by reply email immediately that you received the message in error and then delete the message and any attachments in its entirety. Thank you for helping maintain privacy. Because e-mail is not a secure medium, confidentiality of e-mail cannot be guaranteed. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kengland at umassp.edu Wed Feb 21 11:40:14 2018 From: kengland at umassp.edu (England, Kristina) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] E-signature products Message-ID: <1519242014709.61255@umassp.edu> Hi there, I was wondering if anyone is using an e-signature product that they've tested for accessibility (i.e., any recommended accessible e-signature products out there)? Cross-posted at Educause as well.? Thanks! Kristina England UMass Office of the President kengland@umassp.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From lnunez at saonet.ucla.edu Wed Feb 21 12:08:57 2018 From: lnunez at saonet.ucla.edu (Nunez, Laura) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Teaching Korean to blind students Message-ID: <4C48958A8BEE9A4291719A8CB88FA8164B294867@EM1C.ad.ucla.edu> Hello, Does anyone have any resources (audio, electronic, braille) for aiding students taking Korean language classes at the university level? Thanks Laura Nunez Alt Format Assistant UCLA - Center for Accessible Education A255 Murphy Hall -------------- next part -------------- An HTML attachment was scrubbed... URL: From crobinson at ggc.edu Mon Feb 26 06:30:53 2018 From: crobinson at ggc.edu (Christine Robinson) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Articulate 360 and accessibility Message-ID: Hi all - Can anyone out there give me information about the accessibility features of the authoring tool, Articulate 360? I've been playing around with one of the apps, Storyline 360, and so far I like its features for adding interactivity to training modules. However, I'm concerned about the degree to which published content would be accessible. I see that Storyline 360 has some accessibility features built in, such as the ability to add alt text for graphics, and also the ability to elect whether a graphic object is visible to accessibility tools. The latter seems like a great feature, to keep screen readers from bothering about images that are purely decorative. However, particularly with some of Storyline's "Interactive Objects" like buttons, sliders, and hotspots, I wonder how navigable these are for screen readers. If you have experience using the Articulate 360 suite, please share! I like this software's features but I don't want to publish with it unless it's accessible. Many thanks, Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane | Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From sullivag at msudenver.edu Mon Feb 26 08:59:02 2018 From: sullivag at msudenver.edu (Sullivan, Gregory) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Instructional Accessibility Manager Opportunity Message-ID: Metropolitan State University of Denver has a brand new position that we are looking to fill, http://www.msudenverjobs.com/postings/10675. Sl?inte, Greg Sullivan Director, Access Center Plaza Building, Suite 122 Academic and Student Affairs Division Metropolitan State University of Denver 303-615-0200 www.msudenver.edu/access [Metropolitan State University of Denver] "The Access Center provides leadership to the university community to ensure that qualified students with disabilities have equal access to University programs, services, and activities through academic accommodations and collaboration in order to advance MSU Denver's commitment to inclusive excellence." CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender immediately by reply e-mail and destroy all copies of the original message. From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Justin Romack Sent: Monday, February 19, 2018 2:40 PM To: Access Technology Higher Education Network Subject: [Athen] Latin book Howdy all! I have a student that's taking a Latin class this semester, and they're using the text Wheelock's Latin (7th ed.) by Frederic Wheelock. It's a HarperCollins text that is available via Bookshare. A couple of things I'd love your feedback on: ? The Bookshare file is pretty large. It seems to crash any app we put it in. I've reached out to their support this afternoon - and hope to know more on that end. ? I've also noticed that, because this is a Latin text, many of the characters don't read properly with JAWS. What is your advice when encountering these scenarios? ? If I do need to cut and scan a copy... What would your approach be to help make sure these Latin characters are incorporated into the text in a way that a JAWS user will be able to read them? Any insight would be wonderful at this point. Grateful for the wisdom on this list! --- Justin Romack | Assistive Technology Coordinator Disability Services | Texas A&M University 1224 TAMU | College Station, TX 77843-1224 ph: 979.845.1637 | justinr@disability.tamu.edu | disability.tamu.edu - - - - - - - - - - - - - - - - - - - - - - - - DIVISION OF STUDENT AFFAIRS | One Division. One Mission. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 14590 bytes Desc: image001.jpg URL: From eric.kowalik at marquette.edu Mon Feb 26 09:14:31 2018 From: eric.kowalik at marquette.edu (Kowalik, Eric) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Articulate 360 and accessibility In-Reply-To: References: Message-ID: Hi Chris, I use Storyline 3 quite a bit and I agree, it is a great product. From my understanding Storyline 3 is similar to Storyline 360 with one difference being Storyline 3 you can buy via a one time fee wheras Storyline 360 is a subscription based service. Below are some accessibility related things I've learned while using the product: * Interactive features such as drag and drop and hotspots are NOT accessible and Articulate is pretty up front about what is accessible and what is not you can check ou this page for more information - https://articulate.com/support/article/Articulate-360-FAQs-Accessibility * If you include a link in a text box, the screen reader isn't able to get to the link to open it. A work around is to create a transparent box that links to your link and place this over the link location in the text box. * I've found in testing their quiz drop down menus that NVDA does not read the contents of the drop down menus. * If you include iFrame content, for example a YouTube video, there isn't a way to access the YouTube video player and its controls, for example turning on CC, fast forwarding, etc. A clunky work around removing the iFrame from the screen reader and creating a transparent shape that when clicked will open a new window with the video. * JAWS is their screen reader of choice, if it works in JAWS and not in another screen reader, such as NVDA or Voiceover they have not been particularly helpful trying to troubleshoot the problem. While there are certain accessibility issues with the latest Storyline, it has come a long way in regards to accessibility from Storyline and Storyline 2 and the HTML 5 out put is much better, allowing you to move on from Flash. A few other notes: * You mentioned the ability to elect whether a graphic object is visible to accessibility tools which is great. You also have the ability to edit the tab order which is also very helpful as sometimes items don't tab in a logical order, so having the ability to remedy that is great. * The Storyline user community is very active and helpful, I often find a lot of great ideas and suggested work arounds for some of the accessibility issues by checking out their community forums - https://community.articulate.com/discuss -Eric ________________________________ From: athen-list on behalf of Christine Robinson Sent: Monday, February 26, 2018 8:30 AM To: Access Technology Higher Education Network; The EDUCAUSE IT Accessibility Constituent Group Listserv Subject: [Athen] Articulate 360 and accessibility Hi all ? Can anyone out there give me information about the accessibility features of the authoring tool, Articulate 360? I?ve been playing around with one of the apps, Storyline 360, and so far I like its features for adding interactivity to training modules. However, I?m concerned about the degree to which published content would be accessible. I see that Storyline 360 has some accessibility features built in, such as the ability to add alt text for graphics, and also the ability to elect whether a graphic object is visible to accessibility tools. The latter seems like a great feature, to keep screen readers from bothering about images that are purely decorative. However, particularly with some of Storyline?s ?Interactive Objects? like buttons, sliders, and hotspots, I wonder how navigable these are for screen readers. If you have experience using the Articulate 360 suite, please share! I like this software?s features but I don?t want to publish with it unless it?s accessible. Many thanks, Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane | Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From michael.joanisse at museedelhistoire.ca Mon Feb 26 10:06:54 2018 From: michael.joanisse at museedelhistoire.ca (Michael Joanisse) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Open AND Closed Captions Message-ID: <5997AB9E-F316-4B62-9D00-ED9BACE8195F@museedelhistoire.ca> Hi everyone, I'm hoping to get your help and feedback on something. Say you have a video. The video is comprised of multiple speakers. Some of them speak in French, and others in English. The page, is in English. When a French speaker speaks, Open captions are used / displayed to translate text. Now, this project has WCAG 2.0 requirement, which means closed captions are a must. Consequently to the video having superimposed open caption text, the client I am working with is proposing to create "partial" closed captions that omit the text already present via "open caption". The reason / goal in doing that is to prevent duplicated / overlapping text (see this screenshot for example). My initial thought was "Whoa, sound the alarm! This seems strange and is likely problematic." My first reaction and response was "Why not just drop the open captions altogether and offer closed captions in French and / or English?" Ok, sure. But, let's say the video content is not modifiable? Open captions can't be removed. What is a reasonable comprise? Some potential problems that first come to mind: ? Instead of relying on the transcript, a blind person decides to listen to the video using CC. If that we're the case, the content would be incomplete therefore obfuscating the experience. ? The position / placement of closed captions is not always aligned with where the open caption text resides, if I'm reading the closed captions and all of a sudden the text is all of a sudden gone but I can see that the person on-screen is still speaking, it would be confusing. ? ... And the list goes on? ? What I'm asking is, in your opinions, given this scenario... How would you go about things and do you agree that using a hybrid open and closed caption should be discouraged? Although not ideal, would it not be better to include the full closed captions text even if it "overlaps" the open caption text at times? Thanks in advance, Michel Joanisse From crobinson at ggc.edu Mon Feb 26 10:34:02 2018 From: crobinson at ggc.edu (Christine Robinson) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Articulate 360 and accessibility In-Reply-To: References: Message-ID: Hi Eric - Thanks for your input. Yes, Articulate 360 is a suite of apps and online tools, available by subscription, whereas Storyline 3 is a standalone desktop app with more limited access to some online resources. Many of the features in Articulate 360 are so good for building in interactivity, I'm really disappointed that it isn't farther along in accessibility features. So now I'm wondering: is it a terrible idea to make two versions of my training module? 1. A text-only version that includes all the learning content from my script, and includes headings, emphasis styles, etc. for my trainees with visual disabilities 2. A second version authored in Articulate, for trainees with unimpaired vision I have to admit, I really like the interactivity tools this software provides, and would love to use those features with my learners who would be able to benefit from it, while still giving the best user experience possible to those with visual impairment. Best, Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane | Lawrenceville, GA 30043 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Kowalik, Eric Sent: Monday, February 26, 2018 12:15 PM To: Access Technology Higher Education Network ; The EDUCAUSE IT Accessibility Constituent Group Listserv Subject: Re: [Athen] Articulate 360 and accessibility Hi Chris, I use Storyline 3 quite a bit and I agree, it is a great product. From my understanding Storyline 3 is similar to Storyline 360 with one difference being Storyline 3 you can buy via a one time fee wheras Storyline 360 is a subscription based service. Below are some accessibility related things I've learned while using the product: * Interactive features such as drag and drop and hotspots are NOT accessible and Articulate is pretty up front about what is accessible and what is not you can check ou this page for more information - https://articulate.com/support/article/Articulate-360-FAQs-Accessibility * If you include a link in a text box, the screen reader isn't able to get to the link to open it. A work around is to create a transparent box that links to your link and place this over the link location in the text box. * I've found in testing their quiz drop down menus that NVDA does not read the contents of the drop down menus. * If you include iFrame content, for example a YouTube video, there isn't a way to access the YouTube video player and its controls, for example turning on CC, fast forwarding, etc. A clunky work around removing the iFrame from the screen reader and creating a transparent shape that when clicked will open a new window with the video. * JAWS is their screen reader of choice, if it works in JAWS and not in another screen reader, such as NVDA or Voiceover they have not been particularly helpful trying to troubleshoot the problem. While there are certain accessibility issues with the latest Storyline, it has come a long way in regards to accessibility from Storyline and Storyline 2 and the HTML 5 out put is much better, allowing you to move on from Flash. A few other notes: * You mentioned the ability to elect whether a graphic object is visible to accessibility tools which is great. You also have the ability to edit the tab order which is also very helpful as sometimes items don't tab in a logical order, so having the ability to remedy that is great. * The Storyline user community is very active and helpful, I often find a lot of great ideas and suggested work arounds for some of the accessibility issues by checking out their community forums - https://community.articulate.com/discuss -Eric ________________________________ From: athen-list > on behalf of Christine Robinson > Sent: Monday, February 26, 2018 8:30 AM To: Access Technology Higher Education Network; The EDUCAUSE IT Accessibility Constituent Group Listserv Subject: [Athen] Articulate 360 and accessibility Hi all - Can anyone out there give me information about the accessibility features of the authoring tool, Articulate 360? I've been playing around with one of the apps, Storyline 360, and so far I like its features for adding interactivity to training modules. However, I'm concerned about the degree to which published content would be accessible. I see that Storyline 360 has some accessibility features built in, such as the ability to add alt text for graphics, and also the ability to elect whether a graphic object is visible to accessibility tools. The latter seems like a great feature, to keep screen readers from bothering about images that are purely decorative. However, particularly with some of Storyline's "Interactive Objects" like buttons, sliders, and hotspots, I wonder how navigable these are for screen readers. If you have experience using the Articulate 360 suite, please share! I like this software's features but I don't want to publish with it unless it's accessible. Many thanks, Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane | Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From eric.kowalik at marquette.edu Mon Feb 26 12:27:40 2018 From: eric.kowalik at marquette.edu (Kowalik, Eric) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Articulate 360 and accessibility In-Reply-To: References: , Message-ID: Hi Chris, Yes, there are a lot of great interactive options. Hopefully others on the list will chime in on this topic, my feeling is the goal is universal design where one module can be used by all without having to have two versions. Our institution is undergoing a remediation project in which modules developed in Storyline 2 are being upgraded via Storyline 3 to make them accessible. There are two modules that heavily utilize the drag and drop functionality. Project stake holders and users love this, so in order to make the module accessible, we developed a separate track that can be used solely via the keyboard. The user is prompted which version they would like to experience when the module first loads. While doing this keeps the drag and drop functionality, it also doubles the work as you are basically developing a second version of the module. If this is a training module that will be updated frequently you'd have to consider if the extra development time and quality assurance testing is worth it. -Eric ________________________________ From: athen-list on behalf of Christine Robinson Sent: Monday, February 26, 2018 12:34:02 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Articulate 360 and accessibility Hi Eric ? Thanks for your input. Yes, Articulate 360 is a suite of apps and online tools, available by subscription, whereas Storyline 3 is a standalone desktop app with more limited access to some online resources. Many of the features in Articulate 360 are so good for building in interactivity, I?m really disappointed that it isn?t farther along in accessibility features. So now I?m wondering: is it a terrible idea to make two versions of my training module? 1. A text-only version that includes all the learning content from my script, and includes headings, emphasis styles, etc. for my trainees with visual disabilities 2. A second version authored in Articulate, for trainees with unimpaired vision I have to admit, I really like the interactivity tools this software provides, and would love to use those features with my learners who would be able to benefit from it, while still giving the best user experience possible to those with visual impairment. Best, Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane | Lawrenceville, GA 30043 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Kowalik, Eric Sent: Monday, February 26, 2018 12:15 PM To: Access Technology Higher Education Network ; The EDUCAUSE IT Accessibility Constituent Group Listserv Subject: Re: [Athen] Articulate 360 and accessibility Hi Chris, I use Storyline 3 quite a bit and I agree, it is a great product. From my understanding Storyline 3 is similar to Storyline 360 with one difference being Storyline 3 you can buy via a one time fee wheras Storyline 360 is a subscription based service. Below are some accessibility related things I've learned while using the product: * Interactive features such as drag and drop and hotspots are NOT accessible and Articulate is pretty up front about what is accessible and what is not you can check ou this page for more information - https://articulate.com/support/article/Articulate-360-FAQs-Accessibility * If you include a link in a text box, the screen reader isn't able to get to the link to open it. A work around is to create a transparent box that links to your link and place this over the link location in the text box. * I've found in testing their quiz drop down menus that NVDA does not read the contents of the drop down menus. * If you include iFrame content, for example a YouTube video, there isn't a way to access the YouTube video player and its controls, for example turning on CC, fast forwarding, etc. A clunky work around removing the iFrame from the screen reader and creating a transparent shape that when clicked will open a new window with the video. * JAWS is their screen reader of choice, if it works in JAWS and not in another screen reader, such as NVDA or Voiceover they have not been particularly helpful trying to troubleshoot the problem. While there are certain accessibility issues with the latest Storyline, it has come a long way in regards to accessibility from Storyline and Storyline 2 and the HTML 5 out put is much better, allowing you to move on from Flash. A few other notes: * You mentioned the ability to elect whether a graphic object is visible to accessibility tools which is great. You also have the ability to edit the tab order which is also very helpful as sometimes items don't tab in a logical order, so having the ability to remedy that is great. * The Storyline user community is very active and helpful, I often find a lot of great ideas and suggested work arounds for some of the accessibility issues by checking out their community forums - https://community.articulate.com/discuss -Eric ________________________________ From: athen-list > on behalf of Christine Robinson > Sent: Monday, February 26, 2018 8:30 AM To: Access Technology Higher Education Network; The EDUCAUSE IT Accessibility Constituent Group Listserv Subject: [Athen] Articulate 360 and accessibility Hi all ? Can anyone out there give me information about the accessibility features of the authoring tool, Articulate 360? I?ve been playing around with one of the apps, Storyline 360, and so far I like its features for adding interactivity to training modules. However, I?m concerned about the degree to which published content would be accessible. I see that Storyline 360 has some accessibility features built in, such as the ability to add alt text for graphics, and also the ability to elect whether a graphic object is visible to accessibility tools. The latter seems like a great feature, to keep screen readers from bothering about images that are purely decorative. However, particularly with some of Storyline?s ?Interactive Objects? like buttons, sliders, and hotspots, I wonder how navigable these are for screen readers. If you have experience using the Articulate 360 suite, please share! I like this software?s features but I don?t want to publish with it unless it?s accessible. Many thanks, Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane | Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From zm290 at msstate.edu Mon Feb 26 13:10:18 2018 From: zm290 at msstate.edu (Zach) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Teaching Korean to blind students In-Reply-To: <4C48958A8BEE9A4291719A8CB88FA8164B294867@EM1C.ad.ucla.edu> References: <4C48958A8BEE9A4291719A8CB88FA8164B294867@EM1C.ad.ucla.edu> Message-ID: <01ed01d3af46$35434950$9fc9dbf0$@msstate.edu> A friend I have from Mississippi State University asked if I could forward her message. Hi Laura, I am not on this list, but a friend of mine passed your request to me. I know of two individuals who are blind and speak Korean as their first language. One of them is a professor. His name is Sung Gye and his email is sghong@email.arizona.edu . I don't know him well, but he may be able to help you. The other individual is a professor at a university in Korea. He just had surgery, so I am hesitant to reach out to him. Let me know if you need the second person's contact. All the Best. Kendra Kendra Farrow Research & Training Associate The National Research & Training Center on Blindness & Low Vision Mailstop 9741 P.O. Box 6189 Mississippi State, MS 39762 Phone: 662-325-8694 Fax: 662-325-8989 kfarrow@colled.msstate.edu www.blind.msstate.edu Figure 1: Logo for Mississippi State University Zachary Mason M.S. Student Animal and Dairy Sciences Mississippi State University From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Nunez, Laura Sent: Wednesday, February 21, 2018 3:09 PM To: athen-list@u.washington.edu Subject: [Athen] Teaching Korean to blind students Hello, Does anyone have any resources (audio, electronic, braille) for aiding students taking Korean language classes at the university level? Thanks Laura Nunez Alt Format Assistant UCLA - Center for Accessible Education A255 Murphy Hall -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 9913 bytes Desc: not available URL: From jcavano at htctu.net Mon Feb 26 19:16:33 2018 From: jcavano at htctu.net (John Cavano) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Text readability: can you tell the difference between "rn" and "m"? In-Reply-To: References: Message-ID: <000901d3af79$5ed1aea0$1c750be0$@htctu.net> Hi Christine, This is an interesting issue that I have to think more about. San Serif fonts usually make online documents easier to read, while Serif fonts usually make printed documents easier to read. But you have brought up an issue that's similar to visual crowding. I did a comparison with the default Microsoft Word font, Calibri, and the two new fonts from Microsoft that help decrease visual crowding, Fluent Calibri and Fluent Sitka Small, in 11 point: rnm Il1 Calibri rnm Il1 Fluent Calibri rnm Il1 Fluent Sitka Small Here's an image of the comparison, in case the fonts don't come through: Microsoft's fonts to reduce visual crowding are downloadable here: https://www.microsoft.com/en-us/download/details.aspx?id=50721 Fluent fonts have kerning built-in, as well as space between lines. I'm not sure if this is the solution, but it might be helpful for people who need that extra space. Thanks, John Cavano, OTR/L, ATP High Tech Center Training Unit AT Specialist / Instructor 408-996-6045 jcavano@htctu.net www.htctu.net From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Christine Robinson Sent: Wednesday, January 24, 2018 10:31 AM To: athen-list@u.washington.edu Subject: [Athen] Text readability: can you tell the difference between "rn" and "m"? Hi all - I've been thinking a lot about readability of text, and I'd like to invite you to brainstorm with me. This is a long detailed posting, and it won't hurt my feelings if you delete it here. *smiles* But if you're a curious person like me. We're likely all familiar with the general guidelines for readable digital text: use a sans serif font like Verdana, use good color contrast and font size, etc. Lately I've been puzzling over the space between letters, and how typeface choice affects that: rn m Il1 Arial rn m Il1 Myriad Pro rn m Il1 Times New Roman rn m Il1 Verdana (Hopefully this doesn't come across to you converted into plain text; if you don't see the above as different fonts, you may want to play around with it yourself.) My vision is 20/20, but I find that in most cases, the two lowercase letters RN, next to each other, are difficult to distinguish from the single lowercase letter M. Depending on the typeface, it at times it's also difficult to tell the difference between uppercase I, lowercase L, and/or the numeral 1. Usually I can tell the difference from context, but if it's an unfamiliar word, someone's name, or a password, it may take me a few moments to make sure I'm reading it correctly. Same goes for the common abbreviation for accessibility: a11y. Fiddling around for better readability, I've tried playing with kerning, increasing the space between letters. Again, if you get this converted to plain text, you won't see that in the text below, I've increased the space between letters by 1 pt: rn m Il1 Arial rn m Il1 Myriad Pro rn m Il1 Times New Roman rn m Il1 Verdana It doesn't help with the "uppercase-I, lowercase-L, or numeral 1?" question. It usually helps with the "rn or m?" question, but as a trainer, I can just imagine myself trying to tell people to increase their kerning in order to improve readability. Besides, I don't recall seeing that recommended anywhere as a best practice for digital accessibility. So I got to thinking, what about monospaced (fixed width) typefaces? The characters each occupy the same amount of horizontal space, unlike the other typefaces above with are variable width. rn m Il1 Consolas (monospaced) rn m Il1 DejaVu Sans (monospaced) rn m Il1 Letter Gothic (monospaced) rn m Il1 Lucida Console (monospaced) To my eyes, it's usually easier to distinguish between the characters, and I'm tempted to start recommending that people use a typeface like Consolas or Lucida Console. However, again, I don't recall hearing any accessibility people recommending monospaced typefaces. Anybody have any thoughts on this? Best, Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane, L-2158 | Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 5902 bytes Desc: not available URL: From crobinson at ggc.edu Tue Feb 27 05:22:32 2018 From: crobinson at ggc.edu (Christine Robinson) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Text readability: can you tell the difference between "rn" and "m"? In-Reply-To: <000901d3af79$5ed1aea0$1c750be0$@htctu.net> References: <000901d3af79$5ed1aea0$1c750be0$@htctu.net> Message-ID: Thanks, John! I wasn't aware of the existence of those fonts. Will play around with them. Best, Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane | Lawrenceville, GA 30043 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of John Cavano Sent: Monday, February 26, 2018 10:17 PM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Text readability: can you tell the difference between "rn" and "m"? Hi Christine, This is an interesting issue that I have to think more about. San Serif fonts usually make online documents easier to read, while Serif fonts usually make printed documents easier to read. But you have brought up an issue that's similar to visual crowding. I did a comparison with the default Microsoft Word font, Calibri, and the two new fonts from Microsoft that help decrease visual crowding, Fluent Calibri and Fluent Sitka Small, in 11 point: rnm Il1 Calibri rnm Il1 Fluent Calibri rnm Il1 Fluent Sitka Small Here's an image of the comparison, in case the fonts don't come through: [Comparison of fonts Calibri, Fluent Calibri, and Fluent Sitka Small] Microsoft's fonts to reduce visual crowding are downloadable here: https://www.microsoft.com/en-us/download/details.aspx?id=50721 Fluent fonts have kerning built-in, as well as space between lines. I'm not sure if this is the solution, but it might be helpful for people who need that extra space. Thanks, John Cavano, OTR/L, ATP High Tech Center Training Unit AT Specialist / Instructor 408-996-6045 jcavano@htctu.net www.htctu.net From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Christine Robinson Sent: Wednesday, January 24, 2018 10:31 AM To: athen-list@u.washington.edu Subject: [Athen] Text readability: can you tell the difference between "rn" and "m"? Hi all - I've been thinking a lot about readability of text, and I'd like to invite you to brainstorm with me. This is a long detailed posting, and it won't hurt my feelings if you delete it here. *smiles* But if you're a curious person like me... We're likely all familiar with the general guidelines for readable digital text: use a sans serif font like Verdana, use good color contrast and font size, etc. Lately I've been puzzling over the space between letters, and how typeface choice affects that: rn m Il1 Arial rn m Il1 Myriad Pro rn m Il1 Times New Roman rn m Il1 Verdana (Hopefully this doesn't come across to you converted into plain text; if you don't see the above as different fonts, you may want to play around with it yourself.) My vision is 20/20, but I find that in most cases, the two lowercase letters RN, next to each other, are difficult to distinguish from the single lowercase letter M. Depending on the typeface, it at times it's also difficult to tell the difference between uppercase I, lowercase L, and/or the numeral 1. Usually I can tell the difference from context, but if it's an unfamiliar word, someone's name, or a password, it may take me a few moments to make sure I'm reading it correctly. Same goes for the common abbreviation for accessibility: a11y. Fiddling around for better readability, I've tried playing with kerning, increasing the space between letters. Again, if you get this converted to plain text, you won't see that in the text below, I've increased the space between letters by 1 pt: rn m Il1 Arial rn m Il1 Myriad Pro rn m Il1 Times New Roman rn m Il1 Verdana It doesn't help with the "uppercase-I, lowercase-L, or numeral 1?" question. It usually helps with the "rn or m?" question, but as a trainer, I can just imagine myself trying to tell people to increase their kerning in order to improve readability. Besides, I don't recall seeing that recommended anywhere as a best practice for digital accessibility. So I got to thinking, what about monospaced (fixed width) typefaces? The characters each occupy the same amount of horizontal space, unlike the other typefaces above with are variable width. rn m Il1 Consolas (monospaced) rn m Il1 DejaVu Sans (monospaced) rn m Il1 Letter Gothic (monospaced) rn m Il1 Lucida Console (monospaced) To my eyes, it's usually easier to distinguish between the characters, and I'm tempted to start recommending that people use a typeface like Consolas or Lucida Console. However, again, I don't recall hearing any accessibility people recommending monospaced typefaces. Anybody have any thoughts on this? Best, Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane, L-2158 | Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4417 bytes Desc: image001.jpg URL: From Laura.R.Hamrick at Colorado.EDU Tue Feb 27 09:22:44 2018 From: Laura.R.Hamrick at Colorado.EDU (Laura Hamrick) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] Teaching Korean to blind students Message-ID: Hi Laura, I don?t have specific advice for Korean language courses, but I just recently put together some guidance on adding language attributes to Canvas content to ensure that foreign languages are read out in a comprehensible way to screen readers. (It looks like UCLA uses Canvas, so I hope this is useful.) This is something faculty or their TAs could do to ensure that content rendered in Korean characters in Canvas is comprehensible. This is particularly relevant for languages that use non-Latin character systems because they are usually rendered very poorly by screen readers when tagged as being in English. Here?s a video example of various Asian languages read by VoiceOver in English in Canvas (including Korean), which may be useful in convincing faculty of the impact language attributes have on comprehension. (By the way -- if anyone knows of a less tedious way to do this than adding in the HTML editor for each string of text, I?m all ears.) Best, Laura -- Laura Hamrick Captioning and Accessibility Coordinator Office of Information Technology University of Colorado Boulder laura.r.hamrick@colorado.edu (303) 735-5782 From: athen-list on behalf of "Nunez, Laura" Reply-To: Access Technology Higher Education Network Date: Wednesday, February 21, 2018 at 1:12 PM To: "athen-list@u.washington.edu" Subject: [Athen] Teaching Korean to blind students Hello, Does anyone have any resources (audio, electronic, braille) for aiding students taking Korean language classes at the university level? Thanks Laura Nunez Alt Format Assistant UCLA ? Center for Accessible Education A255 Murphy Hall -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Tue Feb 27 11:22:37 2018 From: rspangler1 at udayton.edu (Robert Spangler) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] The Ribbon in Microsoft Word Message-ID: Hello everyone! I'm using a screen reader with Word 2016 (NVDA to be specific) and I am trying to figure out how to activate submenus on the ribbon. For example, the first button off the Home tab is the Paste button. I have been told, though, that there is an arrow next to it that when clicked will open a menu with related options, such as Paste Special. How does one access this menu with the keyboard? I can get to the paste button itself, but pressing enter on it of course executes the paste command. Pressing the applications key or right clicking pulls up another menu, but not the one I want. I noticed that, with NVDA, routing the cursor to the object, using some object nav magic then left-clicking produces the menu with Paste Special, Text Only, etc but there has to be an easier way...I hope? Thanks in advance for your wisdom! Robert -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From jeffreydell99 at gmail.com Tue Feb 27 11:39:19 2018 From: jeffreydell99 at gmail.com (Jeffrey Dell) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] The Ribbon in Microsoft Word In-Reply-To: References: Message-ID: <232839CC-D72A-4BC8-9BDB-EB4EE95EFFFC@gmail.com> Alt + Down arrow opens every sub menu and office 2016 that I?ve tried to get into. Sent from my iPhone. please excuse errors from using Apple's dictation feature. > On Feb 27, 2018, at 2:22 PM, Robert Spangler wrote: > > Hello everyone! I'm using a screen reader with Word 2016 (NVDA to be specific) and I am trying to figure out how to activate submenus on the ribbon. For example, the first button off the Home tab is the Paste button. I have been told, though, that there is an arrow next to it that when clicked will open a menu with related options, such as Paste Special. > > How does one access this menu with the keyboard? I can get to the paste button itself, but pressing enter on it of course executes the paste command. Pressing the applications key or right clicking pulls up another menu, but not the one I want. I noticed that, with NVDA, routing the cursor to the object, using some object nav magic then left-clicking produces the menu with Paste Special, Text Only, etc but there has to be an easier way...I hope? > > Thanks in advance for your wisdom! > > Robert > > > -- > Robert Spangler > Disability Services Technical Support Specialist > rspangler1@udayton.edu > Office of Learning Resources (OLR) - RL 023 > Ryan C. Harris Learning & Teaching Center (LTC) > University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 > Phone: 937-229-2066 > Fax: 937-229-3270 > Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) > Web Site: http://go.udayton.edu/learning > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From SAMAROSITZ at pasadena.edu Tue Feb 27 11:44:47 2018 From: SAMAROSITZ at pasadena.edu (S A. Marositz) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] The Ribbon in Microsoft Word In-Reply-To: References: Message-ID: Hi Robert Alt+down errow is supposed to do it. Another option for activating ?split buttons? is space bar where ?enter? will simply activate it. You are right, This does not seem to be working in Word 2016 with NVDA. It is with Jaws18 though. Best Stephen Alexander Marositz JD, CPACC Assistive Technology Specialist, Pasadena City College Phone: (626) 585-7242 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Robert Spangler Sent: Tuesday, February 27, 2018 11:23 AM To: Access Technology Higher Education Network Subject: [Athen] The Ribbon in Microsoft Word Hello everyone! I'm using a screen reader with Word 2016 (NVDA to be specific) and I am trying to figure out how to activate submenus on the ribbon. For example, the first button off the Home tab is the Paste button. I have been told, though, that there is an arrow next to it that when clicked will open a menu with related options, such as Paste Special. How does one access this menu with the keyboard? I can get to the paste button itself, but pressing enter on it of course executes the paste command. Pressing the applications key or right clicking pulls up another menu, but not the one I want. I noticed that, with NVDA, routing the cursor to the object, using some object nav magic then left-clicking produces the menu with Paste Special, Text Only, etc but there has to be an easier way...I hope? Thanks in advance for your wisdom! Robert -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From lbencomo at uccs.edu Tue Feb 27 11:45:57 2018 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] The Ribbon in Microsoft Word In-Reply-To: <232839CC-D72A-4BC8-9BDB-EB4EE95EFFFC@gmail.com> References: <232839CC-D72A-4BC8-9BDB-EB4EE95EFFFC@gmail.com> Message-ID: Ditto Jeffry Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Jeffrey Dell Sent: Tuesday, February 27, 2018 12:39 PM To: Access Technology Higher Education Network Subject: Re: [Athen] The Ribbon in Microsoft Word Alt + Down arrow opens every sub menu and office 2016 that I?ve tried to get into. Sent from my iPhone. please excuse errors from using Apple's dictation feature. On Feb 27, 2018, at 2:22 PM, Robert Spangler > wrote: Hello everyone! I'm using a screen reader with Word 2016 (NVDA to be specific) and I am trying to figure out how to activate submenus on the ribbon. For example, the first button off the Home tab is the Paste button. I have been told, though, that there is an arrow next to it that when clicked will open a menu with related options, such as Paste Special. How does one access this menu with the keyboard? I can get to the paste button itself, but pressing enter on it of course executes the paste command. Pressing the applications key or right clicking pulls up another menu, but not the one I want. I noticed that, with NVDA, routing the cursor to the object, using some object nav magic then left-clicking produces the menu with Paste Special, Text Only, etc but there has to be an easier way...I hope? Thanks in advance for your wisdom! Robert -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15239 bytes Desc: image001.png URL: From rspangler1 at udayton.edu Tue Feb 27 12:27:40 2018 From: rspangler1 at udayton.edu (Robert Spangler) Date: Sat Jun 9 18:34:51 2018 Subject: [Athen] The Ribbon in Microsoft Word In-Reply-To: References: Message-ID: Thanks everyone for your responses. Neither of these suggestions work with NVDA. I will need to reach out to their list and ask. I'll report back when I find out. Thank goodness for object nav. Robert On Tue, Feb 27, 2018 at 2:44 PM, S A. Marositz wrote: > Hi Robert > > > > Alt+down errow is supposed to do it. Another option for activating ?split > buttons? is space bar where ?enter? will simply activate it. You are right, > This does not seem to be working in Word 2016 with NVDA. It is with Jaws18 > though. > > > > Best > > Stephen Alexander Marositz JD, CPACC > Assistive Technology Specialist, Pasadena City College > Phone: (626) 585-7242 > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On > Behalf Of *Robert Spangler > *Sent:* Tuesday, February 27, 2018 11:23 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] The Ribbon in Microsoft Word > > > > Hello everyone! I'm using a screen reader with Word 2016 (NVDA to be > specific) and I am trying to figure out how to activate submenus on the > ribbon. For example, the first button off the Home tab is the Paste > button. I have been told, though, that there is an arrow next to it that > when clicked will open a menu with related options, such as Paste Special. > > How does one access this menu with the keyboard? I can get to the paste > button itself, but pressing enter on it of course executes the paste > command. Pressing the applications key or right clicking pulls up another > menu, but not the one I want. I noticed that, with NVDA, routing the > cursor to the object, using some object nav magic then left-clicking > produces the menu with Paste Special, Text Only, etc but there has to be an > easier way...I hope? > > Thanks in advance for your wisdom! > > Robert > > > -- > > Robert Spangler > Disability Services Technical Support Specialist > rspangler1@udayton.edu > Office of Learning Resources (OLR) - RL 023 > Ryan C. Harris Learning & Teaching Center (LTC) > University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 > Phone: 937-229-2066 <(937)%20229-2066> > > Fax: 937-229-3270 <(937)%20229-3270> > > Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) > > Web Site: http://go.udayton.edu/learning > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Wed Feb 28 08:37:04 2018 From: info at karlencommunications.com (Karlen Communications) Date: Sat Jun 9 18:34:52 2018 Subject: [Athen] CSUN discount for Styles in Word online course Message-ID: <000201d3b0b2$5e414740$1ac3d5c0$@karlencommunications.com> Hi everyone. I'm not going to CSUN this year but thought I'd get into the spirit of the conference by reducing the price of the online course until March 31, 2018: #CSUNATC18 discount pricing now thru March 31, 2018! "Styles in Word: A Primer for Accessible Document Design," self-paced online course based on the book. View sample course content and registration information. https://sway.com/1ECJjBjcP5n5le4T?ref=Link Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: