From M.Deeprose at soton.ac.uk Mon Apr 4 08:06:12 2022 From: M.Deeprose at soton.ac.uk (Matthew Deeprose) Date: Mon Apr 4 08:06:35 2022 Subject: [Athen] Accessible WordPress plugins for engaging learning content? Message-ID: Hi A colleague has been tasked with creating a WordPress site to replace some courseware created using a package like Articulate Rise. We're looking for recommendations of accessible WordPress plugins that offer functionality like hotspots, flip cards / flash cards and any other recommendations of plugins that can help make learning content more engaging. Those that we have found so far do not produce keyboard navigable results. Thanks for any tips anyone can share. Matt This email has been checked for accessibility. Want to know how to make your email accessible? Matthew Deeprose He/Him/His Digital Learning iSolutions University of Southampton Digital learning blog [Digital Leaning Team Logographic.] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 5159 bytes Desc: image001.png URL: From Doug.Mantle at kings.uwo.ca Mon Apr 4 08:19:04 2022 From: Doug.Mantle at kings.uwo.ca (Doug Mantle) Date: Mon Apr 4 08:19:27 2022 Subject: [Athen] The note taking process that improves grades - and how to teach it - You Are Invited - Friday, April 8 @ 1:30pm Eastern - NOAT Webinar Message-ID: <91cf061fb14b41e2a70f9550fe621c92@kings.uwo.ca> Good day! Passing along an invitation for an upcoming webinar. Hoping you'll join.... Doug --------------------------------------------------------------------------------------------------------------------------------------- Good day everyone! We are pleased to extend this invitation for you to attend this mini workshop webinar on Friday, April 8, 2022 at 1:30pm Eastern -------------------------------------- Classroom learners, whether in person or virtual, are all faced with the same challenge. Do they engage in the moment, or try to note down everything to come back to later? It?s the Note Taker?s Dilemma; it affects learners of all abilities, but for students with disabilities, the impact can be even more pronounced. Join The Network of Assistive Technologists as we welcome Charles Hague and Jenna Huckle from Glean for this mini workshop webinar. In this mini workshop we?ll demonstrate how teaching students to Capture notes during class before going on to Organise, Refine and Integrate them in further study helps build vital skills for learning. Join our workshop to: * Understand the theory behind CORI, and why it works * Learn how to teach the CORI process to your students * See an example of CORI in action with Glean Registration is NOW OPEN - Visit the N.O.A.T. Events Site for more information and to register Hoping to see everyone online April 8th at 1:30pm Eastern! Take care, Doug Mantle, Founder | The Network of Assistive Technologists www.NOAT.ca | info@NOAT.ca [https://www.kings.uwo.ca/kings/assets/Image/email/accessibility-counselling.png] King?s University College is committed to accessibility for persons with disabilities. Please contact us if you have any particular accommodation requirements or require information in an alternate format. ________________________________ Confidentiality Notice: The contents of this communication, including any attachment(s), are confidential and may be privileged. If you are not the intended recipient (or are not receiving this communication on behalf of the intended recipient), please notify the sender immediately and delete or destroy this communication without reading it, and without making, forwarding, or retaining any copy or record of it or its contents. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: From hkramer at ahead.org Mon Apr 4 14:22:22 2022 From: hkramer at ahead.org (Howard Kramer) Date: Mon Apr 4 14:23:05 2022 Subject: [Athen] =?utf-8?q?AHG_2022_is_now_accepting_proposals_for_this_ye?= =?utf-8?q?ar=E2=80=99s_conference?= Message-ID: Proposal Deadline: April 29 *Accessing Higher Ground 2022* *is now accepting proposals for its 25th Annual Conference in Denver, Colorado. * Speaker Proposal Form *AHG focuses on:* ? accessible media ? inclusive design ? best practices for web & media development ? accessible curriculum ? alternate format ? teaching about accessibility and UD in university curriculum (and elsewhere) ? evidence-based research ? other topics related to accessibility in higher education and other environments * Submission Details* Use the online speaker proposal form to submit your proposal. Additional speaker information can be found on the AHG website . *More Info* View last year?s sessions to get a sense of the typical agenda and range of topics or view videos of sessions from last year and earlier. If you have any questions about proposal submission, contact Howard Kramer at 720-351-8668 or at the email below. e-mail: ahg@ahead.org Conference URL: http://accessinghigherground.org/ -- Regards, Howard Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Sign up to access the recordings from the *2020 Accessing Higher Ground Conference * and for AHG 2021 'Watch Parties .' Sign up to our mailing list to receive announcements . Complete program information and registration is open for AHEAD's full line-up of Spring 2021 webinars . Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -- Regards, Howard Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Sign up to access the recordings from the *2020 Accessing Higher Ground Conference * and for AHG 2021 'Watch Parties .' Sign up to our mailing list to receive announcements . Complete program information and registration is open for AHEAD's full line-up of Spring 2021 webinars . Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From M.Deeprose at soton.ac.uk Tue Apr 5 06:34:17 2022 From: M.Deeprose at soton.ac.uk (Matthew Deeprose) Date: Tue Apr 5 06:34:26 2022 Subject: [Athen] Referencing software and screen readers Message-ID: Hi! Does anyone have any recommendations or feedback for referencing software that works well with Screen Readers? Or any guides on using referencing software with Jaws? By referencing software I mean software that can help keep track of the references you make when writing essays, or doing research. Tools such as EndNote or Mendeley. Thanks! Matt This email has been checked for accessibility. Want to know how to make your email accessible? Matthew Deeprose He/Him/His Digital Learning iSolutions University of Southampton Digital learning blog [Digital Leaning Team Logographic.] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 5159 bytes Desc: image001.png URL: From Amy.Willard at MCCKC.EDU Tue Apr 5 07:18:40 2022 From: Amy.Willard at MCCKC.EDU (Willard,Amy L) Date: Tue Apr 5 07:19:16 2022 Subject: [Athen] Continual Engine PREP Feedback Message-ID: Greetings, My team recently did a trial of PREP Remediation Tool created by Continual Engine. We were very impressed with the way it used A.I. to create accurate alternate text for math equations that were handwritten from a Smartboard, as well as quick assistance from the support team when we needed it. We think it would save us a great deal of time as we are currently retyping all of our handwritten equations for blind/low vision students using Mathtype. Has anyone else used Continual Engine's PREP Tool for math or general PDF remediation? Thanks, Amy Willard Accessible Technology Coordinator|ADA Compliance Metropolitan Community College Office: 816-604-1092 3200 Broadway, Kansas City, MO 64111 amy.willard@mcckc.edu | www.mcckc.edu Preparing students, serving communities, creating opportunities for all CONFIDENTIALITY NOTICE: The contents of this email message and any attachments are intended solely for the addressee(s) and may contain confidential and/or privileged information and may be legally protected from disclosure. If you are not the intended recipient of this message or their agent, or if this message has been addressed to you in error, please immediately alert the sender by reply email and then delete this message and any attachments. If you are not the intended recipient, you are hereby notified that any use, dissemination, copying, or storage of this message or its attachments is strictly prohibited. -------------- next part -------------- An HTML attachment was scrubbed... URL: From leorasimon at fas.harvard.edu Tue Apr 5 12:14:13 2022 From: leorasimon at fas.harvard.edu (Simon, Leora) Date: Tue Apr 5 12:14:22 2022 Subject: [Athen] Temp Job Opportunity Message-ID: Hello, Harvard's Division of Continuing Education Accessibility Services Office is looking for someone that has some experience remediating documents (both Word and PDF) and is familiar with WCAG 2.1AA guidelines. Specifics include tagging documents and images, using optical character recognition software to make scanned documents compatible with screen reading technology, and ensuring course materials are accessible with students' assistive technologies. Position would be 14 hours a week with opportunity for additional hours if interested. Other Important Skills: * Organized * Detailed * Enjoy working independently but also collaboratively within a team * Comfortable with technology Pay is commensurate with experience and education. You will need to have your own computer equipment if working primarily remote. Please reach out to me if you have any questions or if you are interested in this temporary role. Sincerely, Leora Simon Director Accessibility Services Division of Continuing Education -------------- next part -------------- An HTML attachment was scrubbed... URL: From tristenbreitenfeldt at gmail.com Tue Apr 5 12:46:28 2022 From: tristenbreitenfeldt at gmail.com (tristenbreitenfeldt@gmail.com) Date: Tue Apr 5 12:46:58 2022 Subject: [Athen] Referencing software and screen readers Message-ID: <011e01d84925$d7f0cdd0$87d26970$@gmail.com> Hello, I used to use Zotero with JAWS, but recently found that it is not working well at all with my screen reader. So, I have been using bibliography.com - a free citation generator and bibliography management tool. It has a few unlabeled buttons, but most of the text fields are labeled. It is pretty easy to use, with one cavviot: I have not yet figured out how to delete citations or bibliographies. To work around this issue, I use the citation generator to create my bibliography, then I copy the references I want into a Word document and edit it from there. I hope that is helpful. Tristen Breitenfeldt -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 37047 bytes Desc: not available URL: From help at nationaldeafcenter.org Tue Apr 5 13:52:46 2022 From: help at nationaldeafcenter.org (National Deaf Center) Date: Tue Apr 5 13:53:13 2022 Subject: [Athen] Job Opportunities with the National Deaf Center Message-ID: Join us at #TeamNDC! At the National Deaf Center on Postsecondary Outcomes (NDC), we share information, networks, and strategies to improve continuing education and training for deaf people. We are a small team that makes a big impact. Want to help us make an even bigger impact? We currently have the following positions open: - Access Specialist : The Access Specialist is part of the NDC Help Team that provides support to deaf people and their families, educators, and other professionals involved in the transition after high school to postsecondary education and training environments. This position provides customized guidance in response to inquiries, develops content for NDC resources and training, and provides outreach support for the center. - Social Media Coordinator : The purpose of this position is to coordinate NDC?s overall social media presence. The social media content coordinator ensures NDC?s overall social media presence is accessible for a range of audiences; possesses a brand consistency; and is in a state of continuous improvement for the user experience. - Digital Content Manager : Responsibilities include managing content updates, analyzing and identifying gaps in website content, optimizing pages for improved search results, building links, knowledge management, and supervising content creation. NDC digital assets include resources, website copy, images, newsfeed content, videos, and interactive web-based tools. To learn more about each position go to nationaldeafcenter.org/jobs . Please forward these opportunities to anyone you think may be interested in joining our staff. *NDC | help team* help@nationaldeafcenter.org [image: https://www.nationaldeafcenter.org/] Subscribe to our newsletter ! NDC is a technical assistance and dissemination center funded by the U.S. Department of Education's Office of Special Education Programs #H326D210002. Project Officer: Dr. Louise Tripoli. Disclaimers: 1) The contents of this email do not necessarily represent the positions or policies of the federal government. 2) NDC does not provide legal advice and any information shared should not be considered as such. 3) NDC does not endorse any specific products/services/vendors and any information shared should not be considered as such. -------------- next part -------------- An HTML attachment was scrubbed... URL: From hkramer at ahead.org Tue Apr 5 15:51:45 2022 From: hkramer at ahead.org (Howard Kramer) Date: Tue Apr 5 15:52:53 2022 Subject: [Athen] tree ring digital vs. Accessibe Message-ID: Is anyone familiar with Tree Ring Digital for accessibility? Is this a similar product to Accessibe - an add-on onto inaccessible code? -- Regards, Howard Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Sign up to access the recordings from the *2020 Accessing Higher Ground Conference * and for AHG 2021 'Watch Parties .' Sign up to our mailing list to receive announcements . Complete program information and registration is open for AHEAD's full line-up of Spring 2021 webinars . Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From smarositz at csudh.edu Tue Apr 5 16:39:55 2022 From: smarositz at csudh.edu (Stephen Marositz) Date: Tue Apr 5 16:40:21 2022 Subject: [Athen] Continual Engine PREP Feedback In-Reply-To: References: Message-ID: Greetings I have not ever heard of this service until today and have never used it. One thing to caution, from the alt-text demonstration on their blog post about the service, it is creating natural language equivalents of math equations which cannot be interacted with by screen reader users or translated to braille in the way MathML generated from Mathtype is. This kind of service may achieve compliance, not accessibility. I hope this helps Alex Marositz Accessible Technology Initiative Coordinator Information Security and Compliance California State University, Dominguez Hills From: athen-list On Behalf Of Willard,Amy L Sent: Tuesday, April 5, 2022 7:19 AM To: athen-list@u.washington.edu Subject: [Athen] Continual Engine PREP Feedback Greetings, My team recently did a trial of PREP Remediation Tool created by Continual Engine. We were very impressed with the way it used A.I. to create accurate alternate text for math equations that were handwritten from a Smartboard, as well as quick assistance from the support team when we needed it. We think it would save us a great deal of time as we are currently retyping all of our handwritten equations for blind/low vision students using Mathtype. Has anyone else used Continual Engine's PREP Tool for math or general PDF remediation? Thanks, Amy Willard Accessible Technology Coordinator|ADA Compliance Metropolitan Community College Office: 816-604-1092 3200 Broadway, Kansas City, MO 64111 amy.willard@mcckc.edu | www.mcckc.edu Preparing students, serving communities, creating opportunities for all CONFIDENTIALITY NOTICE: The contents of this email message and any attachments are intended solely for the addressee(s) and may contain confidential and/or privileged information and may be legally protected from disclosure. If you are not the intended recipient of this message or their agent, or if this message has been addressed to you in error, please immediately alert the sender by reply email and then delete this message and any attachments. If you are not the intended recipient, you are hereby notified that any use, dissemination, copying, or storage of this message or its attachments is strictly prohibited. -------------- next part -------------- An HTML attachment was scrubbed... URL: From M.Deeprose at soton.ac.uk Wed Apr 6 00:05:04 2022 From: M.Deeprose at soton.ac.uk (Matthew Deeprose) Date: Wed Apr 6 00:05:36 2022 Subject: [Athen] Sensus Access - what are the use-cases? Message-ID: Hi Numerous educational institutions have both Sensus Access and Blackboard Ally. The main difference is that with Sensus Access anyone can request an alternative format of content they upload, whereas Blackboard Ally is about producing alternative formats of content uploaded by someone (usually an instructor) to an LMS course. For those who have/use Sensus Access please could you share the use-cases and reasons for having it? I'm a little nervous it may be used as way to absolve institutional responsibility for ensuring suppliers such as publishers provide natively accessible content. So, I would love to hear how and why other institutions are using it. Thanks in anticipation. Matt This email has been checked for accessibility. Want to know how to make your email accessible? Matthew Deeprose He/Him/His Digital Learning iSolutions University of Southampton Digital learning blog [Digital Leaning Team Logographic.] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 5159 bytes Desc: image001.png URL: From Susan.Kelmer at colorado.edu Wed Apr 6 06:05:14 2022 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Wed Apr 6 06:05:31 2022 Subject: [Athen] Sensus Access - what are the use-cases? In-Reply-To: References: Message-ID: SensusAccess is one of many tools that can be used to create accessible content. On our campus, it is available to anyone with a campus logon - students, faculty, staff, even retirees. You upload an inaccessible document, and get back an accessible document. It is not perfect, but it is a workable tool, and gives everyone at least some option to make a document accessible. As with any software that purports to create an accessible output from an inaccessible document, it really does depend on the quality of the original. Garbage in, garbage out. Blackboard, like Canvas and other LMS's, is simply a repository at its base. Instructors can upload content, students can submit content. Blackboard (or Canvas) does not alter content, make it accessible, etc. It's simply a giant electronic/digital notebook that you can put things into to keep them organized, and to give access to that materials to others. Blackboard Ally has some great tools that can make more of the content uploaded be accessible, but it's not a cure-all. And it is not a standalone, like SensusAccess. It is again, just a tool. TRUE alternate media (aka, accessible documents/video) comes from a dedicated process for creating alternate format. PDFs from publishers, for example, are produced using a dedicated process on the publisher's end, and those PDFs tend to be accessible and ready to be used by most students (not all, more on that later). These can often be used as-is. It is extremely important to remember that publishers are under NO legal requirement to produce accessible documents. The legal requirement rests on the institution. Are we grateful for the accessible documents we DO get from publishers? I know I am - makes my job easier. The real problem with content in any LMS is instructor-uploaded materials that are not accessible. Faculty do not have the knowledge base to produce accessible materials like alternate media specialists do. They may not understand that just because it is digital doesn't mean it's accessible. We understand the difference between "yikes, yes, I can highlight that text with my mouse but where is the last half inch of each page?" and "this is a great PDF but our blind student really needs a Word file instead." This is why we get paid the big bucks (hah!). No ONE tool is going to do it all. Maybe someday there will be no need for remediation. But today is not someday. And while we can teach faculty and others to do better about what they upload into an LMS, the burden still falls on the alt media provider to create completely accessible materials, using a variety of tools to get it done. We have an entire toolbox of tools that we use. I'm never more reminded of how far we have to go in the world of accessible documents until I'm creating accessible STEM content for a student with a visual impairment. A current project is listening to video lectures and adding MathType and image descriptions to the Word transcript for a linear algebra class. Or then there is a perfectly good PDF of a physics textbook but it must be turned it into textbook-formatted Braille for a student with blindness. Accessible documents are a spectrum...we can cover "most" students with well-formatted PDFs, but the 80/20 rule applies: we are going to spend 80% of our time remediating 20% of the materials for students with higher needs. SensusAccess is a great tool that can take some of the burden away from us as alternate media producers. It gives students and faculty a "quick and dirty" way to make a document readable in a pinch or on the fly. It won't replace the work that we are doing behind the scenes, though. Hope that helps? Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D598AC.79FC1C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list On Behalf Of Matthew Deeprose Sent: Wednesday, April 6, 2022 1:05 AM To: 'Access Technology Higher Education Network' Subject: [Athen] Sensus Access - what are the use-cases? Hi Numerous educational institutions have both Sensus Access and Blackboard Ally. The main difference is that with Sensus Access anyone can request an alternative format of content they upload, whereas Blackboard Ally is about producing alternative formats of content uploaded by someone (usually an instructor) to an LMS course. For those who have/use Sensus Access please could you share the use-cases and reasons for having it? I'm a little nervous it may be used as way to absolve institutional responsibility for ensuring suppliers such as publishers provide natively accessible content. So, I would love to hear how and why other institutions are using it. Thanks in anticipation. Matt This email has been checked for accessibility. Want to know how to make your email accessible? Matthew Deeprose He/Him/His Digital Learning iSolutions University of Southampton Digital learning blog [Digital Leaning Team Logographic.] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 8916 bytes Desc: image003.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 16053 bytes Desc: image002.png URL: From smarositz at csudh.edu Wed Apr 6 11:27:00 2022 From: smarositz at csudh.edu (Stephen Marositz) Date: Wed Apr 6 11:27:35 2022 Subject: [Athen] Sensus Access - what are the use-cases? In-Reply-To: References: Message-ID: Hello Matt All really well said here by Susan. We had Sensus Access, Ally, and other similar tools for a long time. One advantage of Sensus Access was that users did not have to be logged in to the LMS or student portal to use it. Other than that, Ally is a good training tool for basic remediation by faculty if they want it. HTH Alex Marositz Accessible Technology Initiative Coordinator Information Security and Compliance California State University, Dominguez Hills From: athen-list On Behalf Of Susan Kelmer Sent: Wednesday, April 6, 2022 6:05 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Sensus Access - what are the use-cases? SensusAccess is one of many tools that can be used to create accessible content. On our campus, it is available to anyone with a campus logon - students, faculty, staff, even retirees. You upload an inaccessible document, and get back an accessible document. It is not perfect, but it is a workable tool, and gives everyone at least some option to make a document accessible. As with any software that purports to create an accessible output from an inaccessible document, it really does depend on the quality of the original. Garbage in, garbage out. Blackboard, like Canvas and other LMS's, is simply a repository at its base. Instructors can upload content, students can submit content. Blackboard (or Canvas) does not alter content, make it accessible, etc. It's simply a giant electronic/digital notebook that you can put things into to keep them organized, and to give access to that materials to others. Blackboard Ally has some great tools that can make more of the content uploaded be accessible, but it's not a cure-all. And it is not a standalone, like SensusAccess. It is again, just a tool. TRUE alternate media (aka, accessible documents/video) comes from a dedicated process for creating alternate format. PDFs from publishers, for example, are produced using a dedicated process on the publisher's end, and those PDFs tend to be accessible and ready to be used by most students (not all, more on that later). These can often be used as-is. It is extremely important to remember that publishers are under NO legal requirement to produce accessible documents. The legal requirement rests on the institution. Are we grateful for the accessible documents we DO get from publishers? I know I am - makes my job easier. The real problem with content in any LMS is instructor-uploaded materials that are not accessible. Faculty do not have the knowledge base to produce accessible materials like alternate media specialists do. They may not understand that just because it is digital doesn't mean it's accessible. We understand the difference between "yikes, yes, I can highlight that text with my mouse but where is the last half inch of each page?" and "this is a great PDF but our blind student really needs a Word file instead." This is why we get paid the big bucks (hah!). No ONE tool is going to do it all. Maybe someday there will be no need for remediation. But today is not someday. And while we can teach faculty and others to do better about what they upload into an LMS, the burden still falls on the alt media provider to create completely accessible materials, using a variety of tools to get it done. We have an entire toolbox of tools that we use. I'm never more reminded of how far we have to go in the world of accessible documents until I'm creating accessible STEM content for a student with a visual impairment. A current project is listening to video lectures and adding MathType and image descriptions to the Word transcript for a linear algebra class. Or then there is a perfectly good PDF of a physics textbook but it must be turned it into textbook-formatted Braille for a student with blindness. Accessible documents are a spectrum...we can cover "most" students with well-formatted PDFs, but the 80/20 rule applies: we are going to spend 80% of our time remediating 20% of the materials for students with higher needs. SensusAccess is a great tool that can take some of the burden away from us as alternate media producers. It gives students and faculty a "quick and dirty" way to make a document readable in a pinch or on the fly. It won't replace the work that we are doing behind the scenes, though. Hope that helps? Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D849A9.3B243940] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list > On Behalf Of Matthew Deeprose Sent: Wednesday, April 6, 2022 1:05 AM To: 'Access Technology Higher Education Network' > Subject: [Athen] Sensus Access - what are the use-cases? Hi Numerous educational institutions have both Sensus Access and Blackboard Ally. The main difference is that with Sensus Access anyone can request an alternative format of content they upload, whereas Blackboard Ally is about producing alternative formats of content uploaded by someone (usually an instructor) to an LMS course. For those who have/use Sensus Access please could you share the use-cases and reasons for having it? I'm a little nervous it may be used as way to absolve institutional responsibility for ensuring suppliers such as publishers provide natively accessible content. So, I would love to hear how and why other institutions are using it. Thanks in anticipation. Matt This email has been checked for accessibility. Want to know how to make your email accessible? Matthew Deeprose He/Him/His Digital Learning iSolutions University of Southampton Digital learning blog [Digital Leaning Team Logographic.] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 16053 bytes Desc: image002.png URL: From Allison.R.Swanson at colostate.edu Wed Apr 6 12:53:32 2022 From: Allison.R.Swanson at colostate.edu (Swanson,Allison) Date: Wed Apr 6 12:54:04 2022 Subject: [Athen] Sensus Access - what are the use-cases? In-Reply-To: References: Message-ID: Hello All, I'm curious if Sensus Access is able to tag PDFs and if so, how well compared to other software that claims to do so? I know automated tagging is not ideal, but just wondering if it's a feature. It sounds like a plus of the product is that non-faculty can also use it. Allison Swanson [Assistive Technology Resource Center Colorado State University] From: athen-list On Behalf Of Stephen Marositz Sent: Wednesday, April 6, 2022 12:27 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Sensus Access - what are the use-cases? ** Caution: EXTERNAL Sender ** Hello Matt All really well said here by Susan. We had Sensus Access, Ally, and other similar tools for a long time. One advantage of Sensus Access was that users did not have to be logged in to the LMS or student portal to use it. Other than that, Ally is a good training tool for basic remediation by faculty if they want it. HTH Alex Marositz Accessible Technology Initiative Coordinator Information Security and Compliance California State University, Dominguez Hills From: athen-list > On Behalf Of Susan Kelmer Sent: Wednesday, April 6, 2022 6:05 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Sensus Access - what are the use-cases? SensusAccess is one of many tools that can be used to create accessible content. On our campus, it is available to anyone with a campus logon - students, faculty, staff, even retirees. You upload an inaccessible document, and get back an accessible document. It is not perfect, but it is a workable tool, and gives everyone at least some option to make a document accessible. As with any software that purports to create an accessible output from an inaccessible document, it really does depend on the quality of the original. Garbage in, garbage out. Blackboard, like Canvas and other LMS's, is simply a repository at its base. Instructors can upload content, students can submit content. Blackboard (or Canvas) does not alter content, make it accessible, etc. It's simply a giant electronic/digital notebook that you can put things into to keep them organized, and to give access to that materials to others. Blackboard Ally has some great tools that can make more of the content uploaded be accessible, but it's not a cure-all. And it is not a standalone, like SensusAccess. It is again, just a tool. TRUE alternate media (aka, accessible documents/video) comes from a dedicated process for creating alternate format. PDFs from publishers, for example, are produced using a dedicated process on the publisher's end, and those PDFs tend to be accessible and ready to be used by most students (not all, more on that later). These can often be used as-is. It is extremely important to remember that publishers are under NO legal requirement to produce accessible documents. The legal requirement rests on the institution. Are we grateful for the accessible documents we DO get from publishers? I know I am - makes my job easier. The real problem with content in any LMS is instructor-uploaded materials that are not accessible. Faculty do not have the knowledge base to produce accessible materials like alternate media specialists do. They may not understand that just because it is digital doesn't mean it's accessible. We understand the difference between "yikes, yes, I can highlight that text with my mouse but where is the last half inch of each page?" and "this is a great PDF but our blind student really needs a Word file instead." This is why we get paid the big bucks (hah!). No ONE tool is going to do it all. Maybe someday there will be no need for remediation. But today is not someday. And while we can teach faculty and others to do better about what they upload into an LMS, the burden still falls on the alt media provider to create completely accessible materials, using a variety of tools to get it done. We have an entire toolbox of tools that we use. I'm never more reminded of how far we have to go in the world of accessible documents until I'm creating accessible STEM content for a student with a visual impairment. A current project is listening to video lectures and adding MathType and image descriptions to the Word transcript for a linear algebra class. Or then there is a perfectly good PDF of a physics textbook but it must be turned it into textbook-formatted Braille for a student with blindness. Accessible documents are a spectrum...we can cover "most" students with well-formatted PDFs, but the 80/20 rule applies: we are going to spend 80% of our time remediating 20% of the materials for students with higher needs. SensusAccess is a great tool that can take some of the burden away from us as alternate media producers. It gives students and faculty a "quick and dirty" way to make a document readable in a pinch or on the fly. It won't replace the work that we are doing behind the scenes, though. Hope that helps? Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image004.png@01D849BD.B2B6A330] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list > On Behalf Of Matthew Deeprose Sent: Wednesday, April 6, 2022 1:05 AM To: 'Access Technology Higher Education Network' > Subject: [Athen] Sensus Access - what are the use-cases? Hi Numerous educational institutions have both Sensus Access and Blackboard Ally. The main difference is that with Sensus Access anyone can request an alternative format of content they upload, whereas Blackboard Ally is about producing alternative formats of content uploaded by someone (usually an instructor) to an LMS course. For those who have/use Sensus Access please could you share the use-cases and reasons for having it? I'm a little nervous it may be used as way to absolve institutional responsibility for ensuring suppliers such as publishers provide natively accessible content. So, I would love to hear how and why other institutions are using it. Thanks in anticipation. Matt This email has been checked for accessibility. Want to know how to make your email accessible? Matthew Deeprose He/Him/His Digital Learning iSolutions University of Southampton Digital learning blog [Digital Leaning Team Logographic.] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 13674 bytes Desc: image003.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.png Type: image/png Size: 8916 bytes Desc: image004.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image005.png Type: image/png Size: 16053 bytes Desc: image005.png URL: From Susan.Kelmer at colorado.edu Wed Apr 6 13:34:15 2022 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Wed Apr 6 13:34:52 2022 Subject: [Athen] Sensus Access - what are the use-cases? In-Reply-To: References: Message-ID: No, it does not tag. It simply runs OCR on a PDF to make the text readable. -Susan From: athen-list On Behalf Of Swanson,Allison Sent: Wednesday, April 6, 2022 1:54 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Sensus Access - what are the use-cases? Hello All, I'm curious if Sensus Access is able to tag PDFs and if so, how well compared to other software that claims to do so? I know automated tagging is not ideal, but just wondering if it's a feature. It sounds like a plus of the product is that non-faculty can also use it. Allison Swanson [Assistive Technology Resource Center Colorado State University] From: athen-list > On Behalf Of Stephen Marositz Sent: Wednesday, April 6, 2022 12:27 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Sensus Access - what are the use-cases? ** Caution: EXTERNAL Sender ** Hello Matt All really well said here by Susan. We had Sensus Access, Ally, and other similar tools for a long time. One advantage of Sensus Access was that users did not have to be logged in to the LMS or student portal to use it. Other than that, Ally is a good training tool for basic remediation by faculty if they want it. HTH Alex Marositz Accessible Technology Initiative Coordinator Information Security and Compliance California State University, Dominguez Hills From: athen-list > On Behalf Of Susan Kelmer Sent: Wednesday, April 6, 2022 6:05 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Sensus Access - what are the use-cases? SensusAccess is one of many tools that can be used to create accessible content. On our campus, it is available to anyone with a campus logon - students, faculty, staff, even retirees. You upload an inaccessible document, and get back an accessible document. It is not perfect, but it is a workable tool, and gives everyone at least some option to make a document accessible. As with any software that purports to create an accessible output from an inaccessible document, it really does depend on the quality of the original. Garbage in, garbage out. Blackboard, like Canvas and other LMS's, is simply a repository at its base. Instructors can upload content, students can submit content. Blackboard (or Canvas) does not alter content, make it accessible, etc. It's simply a giant electronic/digital notebook that you can put things into to keep them organized, and to give access to that materials to others. Blackboard Ally has some great tools that can make more of the content uploaded be accessible, but it's not a cure-all. And it is not a standalone, like SensusAccess. It is again, just a tool. TRUE alternate media (aka, accessible documents/video) comes from a dedicated process for creating alternate format. PDFs from publishers, for example, are produced using a dedicated process on the publisher's end, and those PDFs tend to be accessible and ready to be used by most students (not all, more on that later). These can often be used as-is. It is extremely important to remember that publishers are under NO legal requirement to produce accessible documents. The legal requirement rests on the institution. Are we grateful for the accessible documents we DO get from publishers? I know I am - makes my job easier. The real problem with content in any LMS is instructor-uploaded materials that are not accessible. Faculty do not have the knowledge base to produce accessible materials like alternate media specialists do. They may not understand that just because it is digital doesn't mean it's accessible. We understand the difference between "yikes, yes, I can highlight that text with my mouse but where is the last half inch of each page?" and "this is a great PDF but our blind student really needs a Word file instead." This is why we get paid the big bucks (hah!). No ONE tool is going to do it all. Maybe someday there will be no need for remediation. But today is not someday. And while we can teach faculty and others to do better about what they upload into an LMS, the burden still falls on the alt media provider to create completely accessible materials, using a variety of tools to get it done. We have an entire toolbox of tools that we use. I'm never more reminded of how far we have to go in the world of accessible documents until I'm creating accessible STEM content for a student with a visual impairment. A current project is listening to video lectures and adding MathType and image descriptions to the Word transcript for a linear algebra class. Or then there is a perfectly good PDF of a physics textbook but it must be turned it into textbook-formatted Braille for a student with blindness. Accessible documents are a spectrum...we can cover "most" students with well-formatted PDFs, but the 80/20 rule applies: we are going to spend 80% of our time remediating 20% of the materials for students with higher needs. SensusAccess is a great tool that can take some of the burden away from us as alternate media producers. It gives students and faculty a "quick and dirty" way to make a document readable in a pinch or on the fly. It won't replace the work that we are doing behind the scenes, though. Hope that helps? Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image002.png@01D849C3.6319DF80] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list > On Behalf Of Matthew Deeprose Sent: Wednesday, April 6, 2022 1:05 AM To: 'Access Technology Higher Education Network' > Subject: [Athen] Sensus Access - what are the use-cases? Hi Numerous educational institutions have both Sensus Access and Blackboard Ally. The main difference is that with Sensus Access anyone can request an alternative format of content they upload, whereas Blackboard Ally is about producing alternative formats of content uploaded by someone (usually an instructor) to an LMS course. For those who have/use Sensus Access please could you share the use-cases and reasons for having it? I'm a little nervous it may be used as way to absolve institutional responsibility for ensuring suppliers such as publishers provide natively accessible content. So, I would love to hear how and why other institutions are using it. Thanks in anticipation. Matt This email has been checked for accessibility. Want to know how to make your email accessible? Matthew Deeprose He/Him/His Digital Learning iSolutions University of Southampton Digital learning blog [Digital Leaning Team Logographic.] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 13674 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 8916 bytes Desc: image002.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 16053 bytes Desc: image003.png URL: From joeferia at berkeley.edu Wed Apr 6 13:55:31 2022 From: joeferia at berkeley.edu (Joe Feria-Galicia) Date: Wed Apr 6 13:56:05 2022 Subject: [Athen] Sensus Access - what are the use-cases? In-Reply-To: References: Message-ID: Allison, if you start with a remediated Doc file, the Sensus Access export to PDF creates an accurate tagging structure. It is also worth noting there is a Canvas LTI available for Sensus Access. I did some testing earlier last year and documented the below findings. Note, Sensus Access provides many more conversion options than Blackboard Ally and has more available Braille conversion parameters. _______________ Accessibility Conversion * Indicates the file format is not available in Blackboard Ally For a Scanned Document - .doc * - .docX * - RTF * - PDF Text over image - PDF Image over Text * - PDF - BeeLine Reader - XLS * - CSV * - TXT * - HTM MP3 - Must identify the original language before export begins - This feature crashed many times Braille Conversion parameters - Language - Contraction level - Format - Export - Lines per page - Characters per line - Pagination - Duplex E-Book - EPub - EPUB3 with Media Overlay * - MOBI * LTI Delivery method 1. Campus email 2. Download Testing Notes - Many download files were very VERY slow to convert and then generated an error message - Instructions state: ?For large files it is recommended to use the email delivery method.? - A remediated PDF file (Vargas - Borderlands.pdf) did not retain the logical heading structure when exported .doc .docx and html - A remediated .Docx file (Accessibility_QuickStart_11-6-2019.docx) did retain tagging when exported to Adobe Acrobat *Accessibility Team Lead* Research Teaching & Learning University of California, Berkeley Phone: (510) 516-3801 2850 Telegraph Avenue Berkeley, CA 94705 Land Acknowledgement On Wed, Apr 6, 2022 at 1:35 PM Susan Kelmer wrote: > No, it does not tag. It simply runs OCR on a PDF to make the text > readable. > > > > -Susan > > > > *From:* athen-list *On > Behalf Of *Swanson,Allison > *Sent:* Wednesday, April 6, 2022 1:54 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Sensus Access - what are the use-cases? > > > > Hello All, > > > > I?m curious if Sensus Access is able to tag PDFs and if so, how well > compared to other software that claims to do so? I know automated tagging > is not ideal, but just wondering if it?s a feature. > > > > It sounds like a plus of the product is that non-faculty can also use it. > > > > *Allison Swanson* > > [image: Assistive Technology Resource Center Colorado State University] > > > > *From:* athen-list *On > Behalf Of *Stephen Marositz > *Sent:* Wednesday, April 6, 2022 12:27 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Sensus Access - what are the use-cases? > > > > *** Caution: EXTERNAL Sender *** > > Hello Matt > > > > All really well said here by Susan. > > > > We had Sensus Access, Ally, and other similar tools for a long time. One > advantage of Sensus Access was that users did not have to be logged in to > the LMS or student portal to use it. Other than that, Ally is a good > training tool for basic remediation by faculty if they want it. > > > > HTH > > > > > > Alex Marositz > Accessible Technology Initiative Coordinator > Information Security and Compliance > California State University, Dominguez Hills > > > > *From:* athen-list *On > Behalf Of *Susan Kelmer > *Sent:* Wednesday, April 6, 2022 6:05 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Sensus Access - what are the use-cases? > > > > SensusAccess is one of many tools that can be used to create accessible > content. On our campus, it is available to anyone with a campus logon ? > students, faculty, staff, even retirees. You upload an inaccessible > document, and get back an accessible document. It is not perfect, but it > is a workable tool, and gives everyone at least some option to make a > document accessible. As with any software that purports to create an > accessible output from an inaccessible document, it really does depend on > the quality of the original. Garbage in, garbage out. > > > > Blackboard, like Canvas and other LMS?s, is simply a repository at its > base. Instructors can upload content, students can submit content. > Blackboard (or Canvas) does not alter content, make it accessible, etc. > It?s simply a giant electronic/digital notebook that you can put things > into to keep them organized, and to give access to that materials to > others. Blackboard Ally has some great tools that can make more of the > content uploaded be accessible, but it?s not a cure-all. And it is not a > standalone, like SensusAccess. It is again, just a tool. > > > > TRUE alternate media (aka, accessible documents/video) comes from a > dedicated process for creating alternate format. PDFs from publishers, for > example, are produced using a dedicated process on the publisher?s end, and > those PDFs tend to be accessible and ready to be used by most students (not > all, more on that later). These can often be used as-is. It is extremely > important to remember that publishers are under NO legal requirement to > produce accessible documents. The legal requirement rests on the > institution. Are we grateful for the accessible documents we DO get from > publishers? I know I am ? makes my job easier. > > > > The real problem with content in any LMS is instructor-uploaded materials > that are not accessible. Faculty do not have the knowledge base to produce > accessible materials like alternate media specialists do. They may not > understand that just because it is digital doesn?t mean it?s accessible. We > understand the difference between ?yikes, yes, I can highlight that text > with my mouse but where is the last half inch of each page?? and ?this is a > great PDF but our blind student really needs a Word file instead.? This is > why we get paid the big bucks (hah!). > > > > No ONE tool is going to do it all. Maybe someday there will be no need > for remediation. But today is not someday. And while we can teach faculty > and others to do better about what they upload into an LMS, the burden > still falls on the alt media provider to create completely accessible > materials, using a variety of tools to get it done. We have an entire > toolbox of tools that we use. I?m never more reminded of how far we have > to go in the world of accessible documents until I?m creating accessible > STEM content for a student with a visual impairment. A current project is > listening to video lectures and adding MathType and image descriptions to > the Word transcript for a linear algebra class. Or then there is a > perfectly good PDF of a physics textbook but it must be turned it into > textbook-formatted Braille for a student with blindness. > > > > Accessible documents are a spectrum?we can cover ?most? students with > well-formatted PDFs, but the 80/20 rule applies: we are going to spend 80% > of our time remediating 20% of the materials for students with higher > needs. SensusAccess is a great tool that can take some of the burden away > from us as alternate media producers. It gives students and faculty a > ?quick and dirty? way to make a document readable in a pinch or on the > fly. It won?t replace the work that we are doing behind the scenes, though. > > > > Hope that helps? > > > > > > *Susan Kelmer * > > Alternate Format Production Program Manager > > Disability Services > > Division of Student Affairs > > *T* 303 735 4836 > > *www.colorado.edu/disabilityservices > > * > > > > > > > > *Due to the nature of electronic communication, the security of this > message cannot be guaranteed. If you?ve received this email in error please > notify the sender immediately and delete this message. * > > > > > > > > > > *From:* athen-list *On > Behalf Of *Matthew Deeprose > *Sent:* Wednesday, April 6, 2022 1:05 AM > *To:* 'Access Technology Higher Education Network' < > athen-list@u.washington.edu> > *Subject:* [Athen] Sensus Access - what are the use-cases? > > > > Hi > > > > Numerous educational institutions have both Sensus Access and Blackboard > Ally. The main difference is that with Sensus Access anyone can request an > alternative format of content they upload, whereas Blackboard Ally is about > producing alternative formats of content uploaded by someone (usually an > instructor) to an LMS course. > > > > For those who have/use Sensus Access please could you share the use-cases > and reasons for having it? I'm a little nervous it may be used as way to > absolve institutional responsibility for ensuring suppliers such as > publishers provide natively accessible content. So, I would love to hear > how and why other institutions are using it. > > > > Thanks in anticipation. > > > > Matt > > > > > > This email has been checked for accessibility. Want to know how to make > your email accessible? > > > > > *Matthew Deeprose* > > He/Him/His > > > Digital Learning > > iSolutions > > University of Southampton > > Digital learning blog > > > > > [image: Digital Leaning Team Logographic.] > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.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: 13674 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 8916 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 16053 bytes Desc: not available URL: From lissner.2 at osu.edu Wed Apr 6 15:20:32 2022 From: lissner.2 at osu.edu (Lissner, L. Scott) Date: Wed Apr 6 15:56:30 2022 Subject: [Athen] The Cold War, Independence & Disabilty: a collection of Virtual offerings Message-ID: [A multicolored graphic giving the impression of a flower that depicts the multiple overlapping identities of individuals. Long Description: 10 small circles, each a different color, surround a larger circle comprised of the colors of the surrounding circles as overlapping translucent disks forming blended hues in the shape of petals. The labels for the10 small circles are DISABILTY, RACE, GENDER, EHNICITY, SEX & SEXUALITY, RELIGION, REGION, CLASS & CASTE, INCOME & WEALTH, AND "MANY OTHER IDENTITIES"] Multiple Perspectives on Access Inclusion & Disability April 11 & 12, 2022. 30 concurrent sessions & 2 free public lectures Monday, April 11th 4:00-5:45 PM EST ?So Much Has Changed, So Much is the Same?, John Wodatch Tuesday, April 12th 4:00-5:45 PM EST ?A Conversation with Emily Ladau: The Power of Owning Our Narratives and Sharing Our Stories? Emily Ladau & Kayden Gill Johnnie Lacy, a civil rights activist described as defiantly black and disabled commented on her identity: ?If I were just a woman, he could not do this to me; if I were only a person of color, he would not be able to do this to me; my conclusion was that the only reason that you are able to take this unfair advantage is because I also have a disability. ?My own personal identity is very much tied into who I am as a woman of color and as a disabled person, and I try not to distinguish between the three identities anymore?. These quotes from capture the flavor the theme for the 2022 Multiple Perspectives Conference ?The Zen of Venn?. The 22nd annual conference continues Ohio State Univiersity?s ongoing exploration of disability as a reflection of the human condition; a lived experience seen through multiple lenses of identity, work, school, human rights, theory, media, relationships and law. Across the Table - Strategies and Solutions for Living in a Collective Community. Liz Persaud. April 14, 2022 from 2 - 3:30 P.M. Eastern. (Virtual, Free) This year?s keynote speaker is Liz Persaud, the Program and Outreach Manager for Tools for Life, Georgia?s Assistive Technology Act Program at the Center for Inclusive Design and Innovation at Georgia Tech University. Persaud will be presenting Across the Table - Strategies and Solutions for Living in a Collective Community. In this session, Persaud will explore and share the collective role each of us play in promoting successful independent living beyond the everyday ?typical? environments for individuals with disabilities. This event is free and open is open to all. Technology and Blind Activism in Cold War Europe Maria Galmarini April 18 @ 12:30 pm - 2:30 pm Eastern (virtual, Free) In the late 1960s, at the height of the Cold War, spectacular accomplishments in space research sharpened public awareness of technological progress and the ways in which it could be harnessed by the two competing blocs of a divided world. Among the many communities that began to reflect on the meaning and impact of technology on their lives were also disability activists. Welcoming the advantages that technology could bring to people with disabilities, they immediately recognized that these advantages would never materialize without international cooperation. More than in any other area of technological development, as these activists argued, the design and production of assistive technology required the overcoming of geopolitical rivalries and the pooling of resources. In the paper that will be discussed at this event, Professor Maria Galmarini focuses on the collaboration projects undertaken in the 1970s and early 1980s by an organization of blind advocacy called European Regional Committee of the World Council for the Welfare of the Blind (ERC). As a pan-European agency that included members from both sides of Cold War Europe, the ERC conceptualized technology as a neutral field of work, in which Western and Eastern blind activists could exchange knowledge across national and ideological borders. Its members succeeded in creating a network of contacts that connected European research centers and manufactures of auxiliary equipment for the blind. However, the effectiveness of their cooperation was also fundamentally limited by the political realities of the Cold War. Through an analysis of the rich historical archive of the ERC in connection with archival materials from the All-Russian Society of the Blind and the East German Union of the Blind, this paper offers new insights on the relationship between disability activism, assistive technology, and Cold War politics. Maria Cristina Galmarini is Associate Professor of History and Global Studies at William & Mary. She received her Ph.D. from the University of Illinois at Urbana-Champaign and, before coming to Williamsburg in 2017, held a Postdoctoral Fellowship at Harvard University and an Assistant Professor position at James Madison University. She is the author of The Right to Be Helped: Deviance, Entitlement, and the Soviet Moral Order (Northern Illinois University Press, 2016). She also published articles in the Bulletin of the History of Medicine, The Slavic Review, Historical Research, European History Quarterly, and The Russian Review. Galmarini has won the Disability History Association?s award for best published article in the field of Disability History in 2018. Her current research explores the history of international blind activism during the Cold War. This event will be held virtually as a Zoom meeting for non-NYU affiliates. NYU affiliates my attend the event in person at the Jordan Center. Please reach out to jordan.russia.center@nyu.edu for a copy of the work being discussed at this event. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 179215 bytes Desc: image001.png URL: -------------- next part -------------- An embedded and charset-unspecified text was scrubbed... Name: ATT00001.txt URL: From Amy.Willard at MCCKC.EDU Thu Apr 7 07:15:07 2022 From: Amy.Willard at MCCKC.EDU (Willard,Amy L) Date: Thu Apr 7 07:15:39 2022 Subject: [Athen] Continual Engine PREP Feedback In-Reply-To: References: Message-ID: Thanks for the feedback Alex. I had the same fear with it but during our trial we had a blind user test it out and their feedback was positive. Basically we had it generate alt text for pages of handwritten math notes and even though it was natural language the audio was the same as when we used Mathtype (like it said "degrees" instead of showing the symbol but it sounded the same, it said "two squared over three fifths" but did not type out the equation although the reading was the same.) I completely agree with the limitation with Braille. Our current students prefer their math book and tests in Braille but for short assignments like Webassign converted to Word and notes they ask for something they can read with JAWS. You have given me some things to think about and I greatly appreciate it. Amy Willard Accessible Technology Coordinator|ADA Compliance Metropolitan Community College Office: 816-604-1092 3200 Broadway, Kansas City, MO 64111 amy.willard@mcckc.edu | www.mcckc.edu Preparing students, serving communities, creating opportunities for all From: athen-list On Behalf Of Stephen Marositz Sent: Tuesday, April 5, 2022 6:40 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Continual Engine PREP Feedback Greetings I have not ever heard of this service until today and have never used it. One thing to caution, from the alt-text demonstration on their blog post about the service, it is creating natural language equivalents of math equations which cannot be interacted with by screen reader users or translated to braille in the way MathML generated from Mathtype is. This kind of service may achieve compliance, not accessibility. I hope this helps Alex Marositz Accessible Technology Initiative Coordinator Information Security and Compliance California State University, Dominguez Hills From: athen-list > On Behalf Of Willard,Amy L Sent: Tuesday, April 5, 2022 7:19 AM To: athen-list@u.washington.edu Subject: [Athen] Continual Engine PREP Feedback Greetings, My team recently did a trial of PREP Remediation Tool created by Continual Engine. We were very impressed with the way it used A.I. to create accurate alternate text for math equations that were handwritten from a Smartboard, as well as quick assistance from the support team when we needed it. We think it would save us a great deal of time as we are currently retyping all of our handwritten equations for blind/low vision students using Mathtype. Has anyone else used Continual Engine's PREP Tool for math or general PDF remediation? Thanks, Amy Willard Accessible Technology Coordinator|ADA Compliance Metropolitan Community College Office: 816-604-1092 3200 Broadway, Kansas City, MO 64111 amy.willard@mcckc.edu | www.mcckc.edu Preparing students, serving communities, creating opportunities for all CONFIDENTIALITY NOTICE: The contents of this email message and any attachments are intended solely for the addressee(s) and may contain confidential and/or privileged information and may be legally protected from disclosure. If you are not the intended recipient of this message or their agent, or if this message has been addressed to you in error, please immediately alert the sender by reply email and then delete this message and any attachments. If you are not the intended recipient, you are hereby notified that any use, dissemination, copying, or storage of this message or its attachments is strictly prohibited. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lydia at autistichoya.com Thu Apr 7 09:57:51 2022 From: lydia at autistichoya.com (Lydia X. Z. Brown) Date: Thu Apr 7 09:58:54 2022 Subject: [Athen] Next week+coming soon: #LiberatingWebinars on accountable disability journalism, cultural work+disability justice, and disability literature Message-ID: *Radically Revealing Truth: Accountable Disability Journalism* *Wednesday 13 April 2022 at 7pm Eastern / 4pm Pacific* Please join the Autistic Women & Nonbinary Network for a conversation with Cara Reedy, Finn Gardiner, Alaina Leary, and s.e. smith on accountable disability journalism. Journalism is a way through which we view and learn about the world around us. Especially because we cannot be everywhere at once, journalism is the way in which we connect with community-it is where we begin to learn of each other's lives and how we can support one another. Because community care relies on the reports that journalists make, it is vital that journalism be accurate and accountable to our communities. Accountable journalism is justice. And accountable disability journalism is disability justice. Join us as we explore what this means. We will provide ASL interpretation and CART captioning for this event, which participants will be able to join by video or phone. *RSVP for accountable disability journalism* *Speakers* *Cara Reedy* is a journalist and producer who worked at CNN producing documentaries as well as writing for Eatocracy and CNN Business. She?s freelanced at NPR. In 2019, she co-produced a short doc for The Guardian entitled Dwarfism and Me, which was an exploration into the treatment of Dwarfs in American society. She is now the Director of the Disabled Journalists Association at Storyline Partners. *Finn Gardiner* is a disability rights advocate with interests in educational equity, intersectional justice, comparative policy, and inclusive technology. He holds a Master of Public Policy degree from the Heller School for Social Policy and Management at Brandeis University and a bachelor?s degree in sociology from Tufts University. He is currently the Communications Specialist at the Lurie Institute for Disability Policy at Brandeis University, where he combines disability advocacy, policy analysis and research, and written and visual communications through policy briefs, original reports and white papers, and contributions to research projects. His research and advocacy interests include education and employment for autistic adults, comparative disability policy, inclusive technology, LGBTQ cultural competency, and policy that addresses the intersections between disability, race, LGBTQ identities, class, and other experiences. *Alaina Leary* is a program manager at We Need Diverse Books, a book reviewer for Booklist, a journalist, and an affiliated faculty member at Emerson College. Her work has focused on increasing equity and access for marginalized people and has been published in outlets like Good Housekeeping, The New York Times, Refinery29, The Boston Globe Magazine, Teen Vogue, and Healthline. She lives outside of Boston with her wife, three literary cats, and a rainbow bookshelf. *s.e. smith* is a Northern California-based journalist, essayist, and editor. smith's work on disability, culture, and social attitudes has appeared in publications such as the Washington Post, Time, The Guardian, Rolling Stone, Esquire, and Vice, in addition to anthologies, most recently Disability Disability. They received a National Magazine Award in 2020 for their work in Catapult. *Moderator*: *Lydia X. Z. Brown*, AWN Director of Policy, Advocacy, and External Affairs Please note that after registering on EventBrite, you will also receive instructions for receiving a Zoom link. AWN will host this event on Zoom as well as livestream to Facebook. [Image: Banner shows a blue gradient background with a strip of a photo of buildings with TV screens. There is Cara, a black curly haired, light brown skin, smiling African American woman wearing a black v-neck shirt. Then there is Finn, a Black person wearing glasses and a blue shirt. Last is Alaina, a white person with short dark brown and lavender hair, standing outside in front of a wall of flowers, holding a bouquet of dried flowers. s.e. is not pictured. Text says, Radically Revealing Truth: Accountable Disability Journalism, 13 Apr 2022 at 7pm Eastern / 4pm Pacific, with Cara Reedy, Finn Gardiner, Alaina Leary, and s.e. smith. The corner shows the AWN logo - a large "a" with a dragonfly on it, and the words awnnetwork.org .] *** *Cultural Work, Visual Art, and Disability Justice* *Sunday 24 April 2022 at 4pm Eastern / 1pm Pacific* Please join the Autistic Women & Nonbinary Network in conversation with Ashanti and Micah as we explore the world of visual art and cultural work as it intersects with disability justice. We will provide ASL interpretation and CART captioning for this event, which participants will be able to join by video or phone. *RSVP for visual art and disability justice* *Speakers* *Ashanti Fortson* is an award-winning cartoonist, illustrator, editor, and professor with a deep interest in difficult emotions, quiet moments, and the rifts and connections between human beings. Their work explores transience and reflection through a tenderhearted lens, and depicting the vastness and variety of human experience is one of their foundational principles. Ashanti lives in Baltimore with their spouse, their cat Miss Cheese, and at least three pet rats at all times. *Micah Bazant* (they) is a visual artist and cultural strategist who works with liberation movements to reimagine the world. For over a decade they have created collaborative art inspired by struggles to decolonize ourselves from white supremacy, patriarchy, ableism, and the gender binary. They are a settler on Ohlone land (so-called Berkeley, CA) and love growing food, reading speculative fiction, and admiring caterpillars. Learn more about their work at micahbazant.com and @micahbazant on instagram. *Moderator*: *Lydia X. Z. Brown*, AWN Director of Policy, Advocacy, and External Affairs Please note that after registering on EventBrite, you will also receive instructions for receiving a Zoom link. AWN will host this event on Zoom as well as livestream to Facebook. [Image: Banner shows colored pencils and a paintbrush on top of a paint palette. There is Ashanti, a light-skinned Afro-Latine non-binary person with dark, jaw-length curly hair and dark circle-frame glasses. They're wearing a coral-colored sweatshirt with a floral pattern in white, yellow, blue, and black. Then there is Micah, a white trans person with short brown hair, wearing a blue t-shirt. They are smiling playfully and holding a large leaf over half their face. Text says, Cultural Work, Visual Art, and Disability Justice, 24 Apr 2022 at 4pm Eastern / 1pm Pacific. The corner shows the AWN logo - a large "a" with a dragonfly on it, and the words awnnetwork.org.] *** *Crip Cultural Work: Disabled and Writing Literature* *Wednesday 18 May 2022 at 7pm Eastern / 4pm Pacific* Please join the Autistic Women & Nonbinary Network in conversation with Cyr?e Jarelle Johnson, The Cyborg Jillian Weise, and T. S. Banks on being disabled and writing literature. We will provide ASL interpretation and CART captioning for this event, which participants will be able to join by video or phone. *RSVP for disability and literature * *Speakers* *Cyr?e** Jarelle Johnson* (he/him) is a poet and writer from Piscataway, NJ. His work has appeared in The New York Times, Boston Review, Vice, and ArtNews among other publications. He earned an MFA in Creative Writing from Columbia University. SLINGSHOT, his first collection of poetry, won a 2020 Lambda Literary Award in Gay Poetry, and is available now from Nightboat Books. He was a 2020 Ruth Lilly & Dorothy Sargent Rosenberg Poetry Fellow and the inaugural Brooklyn Public Library Poet-In-Residence. *The Cyborg Jillian Weise*'s books include The Amputee's Guide to Sex (2007, 2017); the novel The Colony (2010); The Book of Goodbyes (2013); Cyborg Detective (2019) and the chapbook Give It to Alfie Tonight (2020). Cy started Borg4Borg Productions and directed A Kim Deal Party. It is inaccessible and unavailable to nondisabled audiences. Cy's memoir is forthcoming from Ecco in 2023. *T. S. Banks *(he/they/ze) is a Black & QTDisabled, non-binary teaching artist, poet, and playwright from Madison, WI. He is the founder of Loud ?N UnChained Theater Co and co-founder of Sweet Water Liberation Lab. Their work addresses visioning for Black Liberation, a critique of the medical system, radical care + access, madness, QT Liberation, disability justice, abolition and cross-movement solidarity. *Moderator*: *Lydia X. Z. Brown*, AWN Director of Policy, Advocacy, and External Affairs Please note that after registering on EventBrite, you will also receive instructions for receiving a Zoom link. AWN will host this event on Zoom as well as livestream to Facebook. [Image: Event banner shows paper with cursive writing on them. There are three people. First is Cyr?e, a black trans person with locs pushed to the side under a black hat smiling at the camera in a multicolored leopard print shirt. Second is Cy, a white cyborg wearing a vest with lots of gold zippers. Cy's hand is raised to one side. Cy's back is not straight. Third is T, a dark skinned Black QT Disabled & fat poet. He has on a gold sweater and a dark green button up, glasses, and locs with gold tips. Text says, Crip Cultural Work: Disabled and Writing Literature, 18 May 2022 at 7pm Eastern / 4pm Pacific. The corner shows the AWN logo - a large "a" with a dragonfly on it, and the words awnnetwork.org.] -------------- next part -------------- An HTML attachment was scrubbed... URL: From ecmatson at uidaho.edu Thu Apr 7 13:33:35 2022 From: ecmatson at uidaho.edu (Matson, Eric (ecmatson@uidaho.edu)) Date: Thu Apr 7 13:34:01 2022 Subject: [Athen] AT for Incarcerated? Message-ID: Hello all, Our school is in the process of working with our state's Department of Corrections to offer correspondence courses to inmates. Still in the planning stages, and I'm waiting to hear details about constraints. Just wondering if anyone else out there has experience with similar programs and what might have worked in other prisons? Doing some googling, reader pens were the only thing I found recommended, just wondering what else might be out there. Thanks, Eric Matson | Assistive Technology Specialist Center for Disability Access and Resources Division of Student Affairs The University of Idaho Phone: 208.885.6307 | ecmatson@uidaho.edu| Bruce M. Pitman Center 127 Fax: 208.885.9404 Campus Zip: 4257 Pronouns: He / Him / His This communication may contain privileged, non-public or other confidential information. If you have received it in error, please advise the sender by reply e-mail and immediately delete the message and any attachments without copying or disclosing the contents. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: From amanda.godin at wnc.edu Thu Apr 7 14:51:57 2022 From: amanda.godin at wnc.edu (Amanda Godin) Date: Thu Apr 7 14:53:03 2022 Subject: [Athen] AT for Incarcerated? In-Reply-To: References: Message-ID: Hello, That is great that your institution is working on this! Our Higher Ed. In Prison Program Director was able to get approval for a standard voice recorder to be used for one of our student inmates. The recorder was checked in and out daily, and monitored throughout usage. Other than that, we have had very limited requests for services. -Amanda On Thu, Apr 7, 2022 at 1:35 PM Matson, Eric (ecmatson@uidaho.edu) < ecmatson@uidaho.edu> wrote: > Hello all, > > > > Our school is in the process of working with our state?s Department of > Corrections to offer correspondence courses to inmates. Still in the > planning stages, and I?m waiting to hear details about constraints. Just > wondering if anyone else out there has experience with similar programs and > what might have worked in other prisons? Doing some googling, reader pens > were the only thing I found recommended, just wondering what else might be > out there. > > > > Thanks, > > > > *Eric Matson | Assistive Technology Specialist* > > Center for Disability Access and Resources > > Division of Student Affairs > > The University of Idaho > > Phone: 208.885.6307 | ecmatson@uidaho.edu| Bruce M. Pitman Center 127 > > Fax: 208.885.9404 > > Campus Zip: 4257 > > > > Pronouns: He / Him / His > > > > This communication may contain privileged, non-public or other > confidential information. If you have received it in error, please advise > the sender by reply e-mail and immediately delete the message and any > attachments without copying or disclosing the contents. Thank you. > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Amanda Godin Assistive Technology & Alternative Media Specialist NSHE Classified Council Ex-Officio WNC Classified Council Chair Western Nevada College 2201 West College Parkway; Cedar 208 Carson City, NV 89703 *(775) 445-3248 <(775)%20445-4459> phone* *(775) 445-3150 <(775)%20445-3150> fax* ? *The information transmitted is intended only for the person or entity to which it is addressed and may contain confidential and/or privileged material. Any review, re-transmission dissemination or other use of, or taking of any action in reliance upon, this information by person or entities other than the intended recipient is prohibited. If you received this in error, please contact the sender and delete the material from any computer.?* -------------- next part -------------- An HTML attachment was scrubbed... URL: From Shannon.Lavey at colostate.edu Thu Apr 7 15:54:13 2022 From: Shannon.Lavey at colostate.edu (Lavey,Shannon) Date: Thu Apr 7 15:54:39 2022 Subject: [Athen] hearing aid/headset mic question Message-ID: Hello! I'm working with an individual who has in-the-canal hearing aids (Miracle Ear ME Mini 5CIC -digital hearing aid). He is trying to find a headset microphone for virtual meetings that he can wear with the hearing aids that does not cause audio feedback, and that is comfortable to wear with the hearing aids. Do you have any recommendations for headset microphones for this situation? Thank you! Shannon Shannon Lavey, MS, OTR/L, ATP Pronouns: she/her/hers Student Service Coordinator [Assistive Technology Resource Center Colorado State University] Room 301, Occupational Therapy Building P: 970-491-4241 shannon.lavey@colostate.edu Assistive Technology Resource Center Accessibility By Design -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 13678 bytes Desc: image001.png URL: From foreigntype at gmail.com Thu Apr 7 17:08:01 2022 From: foreigntype at gmail.com (foreigntype@gmail.com) Date: Thu Apr 7 17:08:24 2022 Subject: [Athen] hearing aid/headset mic question In-Reply-To: References: Message-ID: Hey Shannon, I think a design like this one from Amazon might work. What do you think? https://www.amazon.com/Professional-Microphone-071S-Compatible-Sennheiser/dp/B009YAKLS8 Also look at Jabra and Sennehaeuser (spelling?) mics. The key to avoiding feedback is to ensure the the mic and the hearing aid are separated by at least 1 cm. Wink On Thu, Apr 7, 2022 at 4:40 PM Lavey,Shannon wrote: > Hello! > > > > I'm working with an individual who has in-the-canal hearing aids (Miracle > Ear ME Mini 5CIC -digital hearing aid). He is trying to find a headset > microphone for virtual meetings that he can wear with the hearing aids that > does not cause audio feedback, and that is comfortable to wear with the > hearing aids. Do you have any recommendations for headset microphones for > this situation? > > > > Thank you! > > > > Shannon > > > > *Shannon Lavey, MS, OTR/L, ATP* > > Pronouns: she/her/hers > > Student Service Coordinator > > [image: Assistive Technology Resource Center Colorado State University] > > Room 301, Occupational Therapy Building > > P: 970-491-4241 > > shannon.lavey@colostate.edu > > > > Assistive Technology Resource Center > > > Accessibility By Design > > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Wink Harner Assistive Technology Consulting and Training Alternative Text Production Portland OR. foreigntype@gmail.com 480-984-0034 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Lydia.Harkey at tamuc.edu Fri Apr 8 06:14:26 2022 From: Lydia.Harkey at tamuc.edu (Lydia Harkey) Date: Fri Apr 8 06:14:53 2022 Subject: [Athen] hearing aid/headset mic question In-Reply-To: References: Message-ID: I have over the ear hearing aids. I tried several headsets and found Bose headset with mic fits over my hearing aids, the sound is clearer and doesn't give feedback. I've learned that it is important to only use one audio connection with the headset, otherwise you will get audio feedback. Best practices: * Bluetooth the headset with the laptop. * Use the wire connection (headset to laptop) Bose is expensive, but for me it is worth the price. Hope this helps. Lydia Lydia Harkey | Program Manager, EIR Accessibility Office of Information Technology Lydia.Harkey@tamus.edu 1122 TAMU | College Station, TX 77840-7896 Mobile 512.876.4452 | it.tamus.edu/accessibility THE TEXAS A&M UNIVERSITY SYSTEM From: athen-list On Behalf Of Lavey,Shannon Sent: Thursday, April 7, 2022 5:54 PM To: Access Technology Higher Education Network Subject: [Athen] hearing aid/headset mic question **External Email** Hello! I'm working with an individual who has in-the-canal hearing aids (Miracle Ear ME Mini 5CIC -digital hearing aid). He is trying to find a headset microphone for virtual meetings that he can wear with the hearing aids that does not cause audio feedback, and that is comfortable to wear with the hearing aids. Do you have any recommendations for headset microphones for this situation? Thank you! Shannon Shannon Lavey, MS, OTR/L, ATP Pronouns: she/her/hers Student Service Coordinator [Assistive Technology Resource Center Colorado State University] Room 301, Occupational Therapy Building P: 970-491-4241 shannon.lavey@colostate.edu Assistive Technology Resource Center Accessibility By Design -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 13678 bytes Desc: image001.png URL: From travis at travisroth.com Fri Apr 8 06:29:39 2022 From: travis at travisroth.com (Travis Roth) Date: Fri Apr 8 06:30:02 2022 Subject: [Athen] hearing aid/headset mic question In-Reply-To: References: Message-ID: <095301d84b4c$b33285a0$199790e0$@travisroth.com> If covering the ear is what is causing feedback: 1. Suggest user chat with audiologist to see if the hearing aids feedback manage can be optimized. I'm not familiar with this model but hearing aids are usually pretty good about this now. 2. Consider a headset setup that does not cover the ear. For example, bone conduction such as Aftershokz. I think the new audio glasses style that have sound drivers that sit in front of the ear and fire into the ear while leaving the ear open should also work with in the canal aids. E.g., Bose Frames, Amazon Frames? I think they're called and there may be another manufacturer or two by now. Open earbuds such as the Bose Sport Open Earbuds also sound intriguing: https://www.bose.com/en_us/products/headphones/earbuds/sport-open-earbuds.ht ml?mc=25_PS_HI_PL_00_GO_ &gclid=CjwKCAjwur-SBhB6EiwA5sKtju38uSq6CCssnGSPDmtcKFAY6uQdTNxAxDPdIJs7n3F4J R58UBju8xoCzO4QAvD_BwE&gclsrc=aw.ds#v=sport_open_earbuds_black 3. If the aids have wireless capabilities consider streaming the audio to the aids, and using an external microphone separately. Programs including Zoom and Microsoft Team Meetings allow for using separate devices for headphones and mic. Hearing aids' streaming capabilities provide the best audio experience most of the time. (Not all hearing aids have this feature with in the canal aids being somewhat less likely.) From: athen-list On Behalf Of Lydia Harkey Sent: Friday, April 8, 2022 8:14 AM To: Access Technology Higher Education Network Subject: Re: [Athen] hearing aid/headset mic question I have over the ear hearing aids. I tried several headsets and found Bose headset with mic fits over my hearing aids, the sound is clearer and doesn't give feedback. I've learned that it is important to only use one audio connection with the headset, otherwise you will get audio feedback. Best practices: * Bluetooth the headset with the laptop. * Use the wire connection (headset to laptop) Bose is expensive, but for me it is worth the price. Hope this helps. Lydia Lydia Harkey | Program Manager, EIR Accessibility Office of Information Technology Lydia.Harkey@tamus.edu 1122 TAMU | College Station, TX 77840-7896 Mobile 512.876.4452 | it.tamus.edu/accessibility THE TEXAS A&M UNIVERSITY SYSTEM From: athen-list > On Behalf Of Lavey,Shannon Sent: Thursday, April 7, 2022 5:54 PM To: Access Technology Higher Education Network > Subject: [Athen] hearing aid/headset mic question **External Email** Hello! I'm working with an individual who has in-the-canal hearing aids (Miracle Ear ME Mini 5CIC -digital hearing aid). He is trying to find a headset microphone for virtual meetings that he can wear with the hearing aids that does not cause audio feedback, and that is comfortable to wear with the hearing aids. Do you have any recommendations for headset microphones for this situation? Thank you! Shannon Shannon Lavey, MS, OTR/L, ATP Pronouns: she/her/hers Student Service Coordinator Room 301, Occupational Therapy Building P: 970-491-4241 shannon.lavey@colostate.edu Assistive Technology Resource Center Accessibility By Design -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 13678 bytes Desc: not available URL: From rspangler1 at udayton.edu Mon Apr 11 08:10:14 2022 From: rspangler1 at udayton.edu (Robert Spangler) Date: Mon Apr 11 08:11:40 2022 Subject: [Athen] Using Respondus Lockdown Browser Message-ID: Hello, This topic has come up several times in the past. I've recently had a chance to play with Respondus with a couple different pieces of AT and wanted to report my findings. I have been told in the past that Dragon NaturallySpeaking does not work with Respondus, but I discovered that if you disable the dictation box, it actually does! If you go into the "Misc" tab of Dragon options and uncheck the box that says "Use dictation box for unsupported applications," it works. Since Respondus is not considered a supported application, the dictation box attempts to pop up and is blocked by Respondus. If you disable the dictation box, Dragon sees the edit boxes on the exam and fills them when you speak. Also, Respondus worked with my screen reader without any issues. I've read, too, that Texthelp Read and Write works with Respondus, going into a minimal mode so that only certain features are accessible during a test. Here is where I found this information: https://support.respondus.com/hc/en-us/articles/4409595429659-Accessibility-with-LockDown-Browser Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Mon Apr 11 08:33:40 2022 From: rbeach at KCKCC.EDU (Robert Beach) Date: Mon Apr 11 08:33:59 2022 Subject: [Athen] [EXT] Using Respondus Lockdown Browser In-Reply-To: References: Message-ID: Robert, Which screen reader did you use with no problems? Thanks. Robert Lee Beach Assistive Technology Specialist - Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list On Behalf Of Robert Spangler Sent: Monday, April 11, 2022 10:10 AM To: Access Technology Higher Education Network Subject: [EXT][Athen] Using Respondus Lockdown Browser CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hello, This topic has come up several times in the past. I've recently had a chance to play with Respondus with a couple different pieces of AT and wanted to report my findings. I have been told in the past that Dragon NaturallySpeaking does not work with Respondus, but I discovered that if you disable the dictation box, it actually does! If you go into the "Misc" tab of Dragon options and uncheck the box that says "Use dictation box for unsupported applications," it works. Since Respondus is not considered a supported application, the dictation box attempts to pop up and is blocked by Respondus. If you disable the dictation box, Dragon sees the edit boxes on the exam and fills them when you speak. Also, Respondus worked with my screen reader without any issues. I've read, too, that Texthelp Read and Write works with Respondus, going into a minimal mode so that only certain features are accessible during a test. Here is where I found this information: https://support.respondus.com/hc/en-us/articles/4409595429659-Accessibility-with-LockDown-Browser Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lgreco at berkeley.edu Mon Apr 11 08:53:48 2022 From: lgreco at berkeley.edu (Lucy GRECO) Date: Mon Apr 11 08:55:01 2022 Subject: [Athen] report a access problem forms. Message-ID: hello: we have a report an access bairyor form but it's mostly getting spam and rude spam at that. how do you all avoid this or do you lucy Berkeley IT Lucy Greco, Web Accessibility Evangelist Campus IT Experience Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | https://webaccess.berkeley.edu Follow me on twitter @accessaces We champion diversity. We act with integrity. We deliver. We innovate. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dhayman at olympic.edu Mon Apr 11 09:02:41 2022 From: dhayman at olympic.edu (Hayman, Douglass) Date: Mon Apr 11 09:03:07 2022 Subject: [Athen] [EXTERNAL] - report a access problem forms. In-Reply-To: References: Message-ID: Lucy, I assume that ?bairyor? is meant to be barrier. Do you have some sort of bot detection element that is accessible on the reporting form that does something like: ?What is the sum of 2 + 5?? or ?What is the third month of the year?? I?ve seen that used as a better alternative to captcha bot detectors. Perhaps something like that would minimize spam and weed those out leaving only legitimate messages about barriers. Doug Hayman IT Accessibility Coordinator Information Technology Olympic College dhayman@olympic.edu (360) 475-7632 From: athen-list On Behalf Of Lucy GRECO Sent: Monday, April 11, 2022 8:54 AM To: Access Technology Higher Education Network Subject: [EXTERNAL] - [Athen] report a access problem forms. CAUTION: This email came from a non-OC system or external source. Beware of phishing and social engineering! hello: we have a report an access bairyor form but it's mostly getting spam and rude spam at that. how do you all avoid this or do you lucy Berkeley IT Lucy Greco, Web Accessibility Evangelist Campus IT Experience Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | https://webaccess.berkeley.edu Follow me on twitter @accessaces We champion diversity. We act with integrity. We deliver. We innovate. -------------- next part -------------- An HTML attachment was scrubbed... URL: From travis at travisroth.com Mon Apr 11 09:09:10 2022 From: travis at travisroth.com (Travis Roth) Date: Mon Apr 11 09:09:23 2022 Subject: [Athen] [EXTERNAL] - report a access problem forms. In-Reply-To: References: Message-ID: <0c6d01d84dbe$7b107230$71315690$@travisroth.com> Hi, Or look for a spam blocking service that works with your CMS? For example, I deploy Akismet for Wordpress on my Wordpress powered site to reduce (but not eliminate) spam posts to the Contact Us form. https://akismet.com/ This is not free like Doug?s idea though. From: athen-list On Behalf Of Hayman, Douglass Sent: Monday, April 11, 2022 11:03 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXTERNAL] - report a access problem forms. Lucy, I assume that ?bairyor? is meant to be barrier. Do you have some sort of bot detection element that is accessible on the reporting form that does something like: ?What is the sum of 2 + 5?? or ?What is the third month of the year?? I?ve seen that used as a better alternative to captcha bot detectors. Perhaps something like that would minimize spam and weed those out leaving only legitimate messages about barriers. Doug Hayman IT Accessibility Coordinator Information Technology Olympic College dhayman@olympic.edu (360) 475-7632 From: athen-list > On Behalf Of Lucy GRECO Sent: Monday, April 11, 2022 8:54 AM To: Access Technology Higher Education Network > Subject: [EXTERNAL] - [Athen] report a access problem forms. CAUTION: This email came from a non-OC system or external source. Beware of phishing and social engineering! hello: we have a report an access bairyor form but it's mostly getting spam and rude spam at that. how do you all avoid this or do you lucy Berkeley IT Lucy Greco, Web Accessibility Evangelist Campus IT Experience Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | https://webaccess.berkeley.edu Follow me on twitter @accessaces We champion diversity. We act with integrity. We deliver. We innovate. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Mon Apr 11 09:43:17 2022 From: rspangler1 at udayton.edu (Robert Spangler) Date: Mon Apr 11 09:44:01 2022 Subject: [Athen] [EXT] Using Respondus Lockdown Browser In-Reply-To: References: Message-ID: I used NVDA. This is also the screen reader recommended by Respondus; although, I do recognize that many others will want to use JAWS. I will test this at some point also. Robert On Mon, Apr 11, 2022 at 11:35 AM Robert Beach wrote: > Robert, > > > > Which screen reader did you use with no problems? > > > > Thanks. > > > > > > *Robert Lee Beach* > > *Assistive Technology Specialist* ? Student Accessibility & Support > Services > > > > *Kansas City Kansas Community College* > > 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 > > O 913-288-7671 | F 913-288-7678 > > rbeach@kckcc.edu > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Monday, April 11, 2022 10:10 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [EXT][Athen] Using Respondus Lockdown Browser > > > > *CAUTION:** This email originated outside KCKCC. Do not click links or > open attachments unless you know the content is safe. Please forward all > suspicious emails to support@kckcc.edu .* > > Hello, > > > > This topic has come up several times in the past. I've recently had a > chance to play with Respondus with a couple different pieces of AT and > wanted to report my findings. I have been told in the past that Dragon > NaturallySpeaking does not work with Respondus, but I discovered that if > you disable the dictation box, it actually does! If you go into the "Misc" > tab of Dragon options and uncheck the box that says "Use dictation box for > unsupported applications," it works. Since Respondus is not considered a > supported application, the dictation box attempts to pop up and is blocked > by Respondus. If you disable the dictation box, Dragon sees the edit boxes > on the exam and fills them when you speak. > > > > Also, Respondus worked with my screen reader without any issues. I've > read, too, that Texthelp Read and Write works with Respondus, going into a > minimal mode so that only certain features are accessible during a test. > > > > Here is where I found this information: > > > https://support.respondus.com/hc/en-us/articles/4409595429659-Accessibility-with-LockDown-Browser > > > > > Thanks, > > Robert > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist > > Office of Learning Resources > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/olr > > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lgreco at berkeley.edu Mon Apr 11 09:49:58 2022 From: lgreco at berkeley.edu (Lucy GRECO) Date: Mon Apr 11 09:51:06 2022 Subject: [Athen] [EXT] Using Respondus Lockdown Browser In-Reply-To: References: Message-ID: Hellohello: we can't expect our students to learn a new screenreader just for an an exam. so i need to test with haws as that is what our students. use. if a vender says use x s screenreader i call the product inaccessible Berkeley IT Lucy Greco, Web Accessibility Evangelist Campus IT Experience Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | https://webaccess.berkeley.edu Follow me on twitter @accessaces We champion diversity. We act with integrity. We deliver. We innovate. On Mon, Apr 11, 2022 at 9:44 AM Robert Spangler wrote: > I used NVDA. This is also the screen reader recommended by Respondus; > although, I do recognize that many others will want to use JAWS. I will > test this at some point also. > > Robert > > > On Mon, Apr 11, 2022 at 11:35 AM Robert Beach wrote: > >> Robert, >> >> >> >> Which screen reader did you use with no problems? >> >> >> >> Thanks. >> >> >> >> >> >> *Robert Lee Beach* >> >> *Assistive Technology Specialist* ? Student Accessibility & Support >> Services >> >> >> >> *Kansas City Kansas Community College* >> >> 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 >> >> O 913-288-7671 | F 913-288-7678 >> >> rbeach@kckcc.edu >> >> >> >> >> >> >> >> *From:* athen-list *On >> Behalf Of *Robert Spangler >> *Sent:* Monday, April 11, 2022 10:10 AM >> *To:* Access Technology Higher Education Network < >> athen-list@u.washington.edu> >> *Subject:* [EXT][Athen] Using Respondus Lockdown Browser >> >> >> >> *CAUTION:** This email originated outside KCKCC. Do not click links or >> open attachments unless you know the content is safe. Please forward all >> suspicious emails to support@kckcc.edu .* >> >> Hello, >> >> >> >> This topic has come up several times in the past. I've recently had a >> chance to play with Respondus with a couple different pieces of AT and >> wanted to report my findings. I have been told in the past that Dragon >> NaturallySpeaking does not work with Respondus, but I discovered that if >> you disable the dictation box, it actually does! If you go into the "Misc" >> tab of Dragon options and uncheck the box that says "Use dictation box for >> unsupported applications," it works. Since Respondus is not considered a >> supported application, the dictation box attempts to pop up and is blocked >> by Respondus. If you disable the dictation box, Dragon sees the edit boxes >> on the exam and fills them when you speak. >> >> >> >> Also, Respondus worked with my screen reader without any issues. I've >> read, too, that Texthelp Read and Write works with Respondus, going into a >> minimal mode so that only certain features are accessible during a test. >> >> >> >> Here is where I found this information: >> >> >> https://support.respondus.com/hc/en-us/articles/4409595429659-Accessibility-with-LockDown-Browser >> >> >> >> >> Thanks, >> >> Robert >> >> >> >> >> -- >> >> Robert Spangler >> >> Disability Services Technical Support Specialist >> >> Office of Learning Resources >> >> Ryan C. Harris Learning Teaching Center (LTC) >> >> Roesch Library Room: 023 >> >> Phone: 937-229-2066 >> >> For Deaf/Hard of Hearing, call 711 (Ohio Relay) >> >> For office hours and further OLR information, please visit >> go.udayton.edu/olr >> >> >> CONFIDENTIALITY NOTICE >> >> The information contained in this electronic message is confidential and >> intended only for the use of the individual or entity named above. If the >> reader of this message is not the intended recipient, you are hereby >> notified that any dissemination, distribution, or copying of this e-mail or >> any of its components is strictly prohibited. If you have received this >> email in error, please "reply" to the sender. >> >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman12.u.washington.edu >> http://mailman12.u.washington.edu/mailman/listinfo/athen-list >> > > > -- > Robert Spangler > Disability Services Technical Support Specialist > Office of Learning Resources > Ryan C. Harris Learning Teaching Center (LTC) > Roesch Library Room: 023 > Phone: 937-229-2066 > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > For office hours and further OLR information, please visit > go.udayton.edu/olr > CONFIDENTIALITY NOTICE > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Mon Apr 11 09:53:47 2022 From: rbeach at KCKCC.EDU (Robert Beach) Date: Mon Apr 11 09:54:07 2022 Subject: [Athen] [EXT] Using Respondus Lockdown Browser In-Reply-To: References: Message-ID: Thanks. Let me know what you find out with JAWS. Robert Lee Beach Assistive Technology Specialist - Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list On Behalf Of Robert Spangler Sent: Monday, April 11, 2022 11:43 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] Using Respondus Lockdown Browser I used NVDA. This is also the screen reader recommended by Respondus; although, I do recognize that many others will want to use JAWS. I will test this at some point also. Robert On Mon, Apr 11, 2022 at 11:35 AM Robert Beach > wrote: Robert, Which screen reader did you use with no problems? Thanks. Robert Lee Beach Assistive Technology Specialist - Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list > On Behalf Of Robert Spangler Sent: Monday, April 11, 2022 10:10 AM To: Access Technology Higher Education Network > Subject: [EXT][Athen] Using Respondus Lockdown Browser CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hello, This topic has come up several times in the past. I've recently had a chance to play with Respondus with a couple different pieces of AT and wanted to report my findings. I have been told in the past that Dragon NaturallySpeaking does not work with Respondus, but I discovered that if you disable the dictation box, it actually does! If you go into the "Misc" tab of Dragon options and uncheck the box that says "Use dictation box for unsupported applications," it works. Since Respondus is not considered a supported application, the dictation box attempts to pop up and is blocked by Respondus. If you disable the dictation box, Dragon sees the edit boxes on the exam and fills them when you speak. Also, Respondus worked with my screen reader without any issues. I've read, too, that Texthelp Read and Write works with Respondus, going into a minimal mode so that only certain features are accessible during a test. Here is where I found this information: https://support.respondus.com/hc/en-us/articles/4409595429659-Accessibility-with-LockDown-Browser Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lgreco at berkeley.edu Mon Apr 11 09:53:06 2022 From: lgreco at berkeley.edu (Lucy GRECO) Date: Mon Apr 11 09:54:09 2022 Subject: [Athen] [EXTERNAL] - report a access problem forms. In-Reply-To: <0c6d01d84dbe$7b107230$71315690$@travisroth.com> References: <0c6d01d84dbe$7b107230$71315690$@travisroth.com> Message-ID: these spams are reely people not bots for example the last responce was sexualy explisit but reel amnswers in the feilds its c as well we can't requeer people to log in as its open for members of the publis Berkeley IT Lucy Greco, Web Accessibility Evangelist Campus IT Experience Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | https://webaccess.berkeley.edu Follow me on twitter @accessaces We champion diversity. We act with integrity. We deliver. We innovate. On Mon, Apr 11, 2022 at 9:09 AM Travis Roth wrote: > Hi, > > Or look for a spam blocking service that works with your CMS? > > For example, I deploy Akismet for Wordpress on my Wordpress powered site > to reduce (but not eliminate) spam posts to the Contact Us form. > > https://akismet.com/ > > > > This is not free like Doug?s idea though. > > > > *From:* athen-list *On > Behalf Of *Hayman, Douglass > *Sent:* Monday, April 11, 2022 11:03 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] [EXTERNAL] - report a access problem forms. > > > > Lucy, > > > > I assume that ?bairyor? is meant to be barrier. > > > > Do you have some sort of bot detection element that is accessible on the > reporting form that does something like: ?What is the sum of 2 + 5?? or > ?What is the third month of the year?? > > > > I?ve seen that used as a better alternative to captcha bot detectors. > > > > Perhaps something like that would minimize spam and weed those out leaving > only legitimate messages about barriers. > > > > Doug Hayman > > IT Accessibility Coordinator > > Information Technology > > Olympic College > > dhayman@olympic.edu > > (360) 475-7632 > > > > > > > > *From:* athen-list *On > Behalf Of *Lucy GRECO > *Sent:* Monday, April 11, 2022 8:54 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [EXTERNAL] - [Athen] report a access problem forms. > > > > CAUTION: This email came from a non-OC system or external source. Beware > of phishing and social engineering! > > > > hello: > > we have a report an access bairyor form but it's mostly getting spam and > rude spam at that. how do you all avoid this or do you lucy > > > > *Berkeley IT* > > *Lucy Greco*, Web Accessibility Evangelist > > Campus IT Experience > Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | > https://webaccess.berkeley.edu Follow me on twitter @accessaces > > *We champion diversity. We act with integrity. We deliver. We innovate.* > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From slazar at umbc.edu Mon Apr 11 09:55:25 2022 From: slazar at umbc.edu (Stephanie Lazarus) Date: Mon Apr 11 09:56:34 2022 Subject: [Athen] report a access problem forms. In-Reply-To: References: Message-ID: Lucy, for our web accessibility reporting, we use a campus email, which has filters that shift the awful email to the junk folder so we only need to glance at that occasionally to make sure the filters are not being overzealous to the point of missing a direct report from an individual. We also have a web-based form that requires that someone be signed in to their campus account to provide the report. We ask to know the person reporting so we can reply quickly - the person reporting gets to know what happens as a next step - such as the condition being reported to Facilities Management or DoIT. If this is a situation where you believe that someone might be intentionally trolling the reporting system, we would work with our cybersecurity team to identify the cause and potential solutions depending on the source and the severity of the issue. I hope this is helpful, Stephanie Lazarus On Mon, Apr 11, 2022 at 11:56 AM Lucy GRECO wrote: > hello: > we have a report an access bairyor form but it's mostly getting spam and > rude spam at that. how do you all avoid this or do you lucy > > > Berkeley IT > > Lucy Greco, Web Accessibility Evangelist > > Campus IT Experience > Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | > https://webaccess.berkeley.edu Follow me on twitter @accessaces > > We champion diversity. We act with integrity. We deliver. We innovate. > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- *Stephanie Lazarus* Accessibility Manager and ADA/Section 504 Coordinator UMBC Office of Accessibility and Disability Services 1000 Hilltop Circle M/P 218, Baltimore, MD 21250 *410-455-5745 -has voicemail * My pronouns are She/Her/They/Them Latest UMBC COVID-19 Communication and Website Disability Inclusion matters every day. Learn more about Work-Related Accommodations and Disability Awareness at UMBC here: Faculty, Staff and Student Employee Accommodations Be an Accessibility Ally: Report an Accessibility Concern Online (link) UMBC was established upon the land of the Piscataway Conoy and Susquehannock peoples. We humbly offer our respects to all Indigenous people connected to this place Confidentiality Notice: This email message, including any attachments, is for the sole use of the intended recipient(s). Sensitive information may be contained in this message, including information that may be confidential. Professional discretion is advised. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply email and destroy all copies of the original message. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lgreco at berkeley.edu Mon Apr 11 12:41:26 2022 From: lgreco at berkeley.edu (Lucy GRECO) Date: Mon Apr 11 12:42:27 2022 Subject: [Athen] report a access problem forms. In-Reply-To: References: Message-ID: what helpfull. i think is a case of some one not trolling us but some one that is some what disturbed thanks yes some o Berkeley IT Lucy Greco, Web Accessibility Evangelist Campus IT Experience Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | https://webaccess.berkeley.edu Follow me on twitter @accessaces We champion diversity. We act with integrity. We deliver. We innovate. On Mon, Apr 11, 2022 at 9:57 AM Stephanie Lazarus wrote: > Lucy, for our web accessibility reporting, we use a campus email, which > has filters that shift the awful email to the junk folder so we only need > to glance at that occasionally to make sure the filters are not being > overzealous to the point of missing a direct report from an individual. > > We also have a web-based form that requires that someone be signed in to > their campus account to provide the report. We ask to know the person > reporting so we can reply quickly - the person reporting gets to know what > happens as a next step - such as the condition being reported to Facilities > Management or DoIT. > > If this is a situation where you believe that someone might be > intentionally trolling the reporting system, we would work with our > cybersecurity team to identify the cause and potential solutions depending > on the source and the severity of the issue. > > I hope this is helpful, > > Stephanie Lazarus > > On Mon, Apr 11, 2022 at 11:56 AM Lucy GRECO wrote: > >> hello: >> we have a report an access bairyor form but it's mostly getting spam and >> rude spam at that. how do you all avoid this or do you lucy >> >> >> Berkeley IT >> >> Lucy Greco, Web Accessibility Evangelist >> >> Campus IT Experience >> Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | >> https://webaccess.berkeley.edu Follow me on twitter @accessaces >> >> We champion diversity. We act with integrity. We deliver. We innovate. >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman12.u.washington.edu >> http://mailman12.u.washington.edu/mailman/listinfo/athen-list >> > > > -- > *Stephanie Lazarus* > Accessibility Manager and ADA/Section 504 > Coordinator > UMBC Office of Accessibility and Disability Services > > 1000 Hilltop Circle M/P 218, Baltimore, MD 21250 > *410-455-5745 -has voicemail * > My pronouns are She/Her/They/Them > Latest UMBC COVID-19 Communication and Website > > > Disability Inclusion matters every day. Learn more about Work-Related > Accommodations and Disability Awareness at UMBC here: > Faculty, Staff and Student Employee Accommodations > > Be an Accessibility Ally: Report an Accessibility Concern Online (link) > > > UMBC was established upon the land > of the Piscataway > Conoy and Susquehannock peoples. We > humbly offer our respects to all Indigenous people connected to this place > > > Confidentiality Notice: This email message, including any attachments, is > for the sole use of the intended recipient(s). Sensitive information may be > contained in this message, including information that may be confidential. > Professional discretion is advised. Any unauthorized review, use, > disclosure or distribution is prohibited. If you are not the intended > recipient, please contact the sender by reply email and destroy all copies > of the original message. Thank you. > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From Kathleen.Grady at cuw.edu Tue Apr 12 07:47:27 2022 From: Kathleen.Grady at cuw.edu (Grady, Kathleen H) Date: Tue Apr 12 07:47:47 2022 Subject: [Athen] [EXT] Using Respondus Lockdown Browser In-Reply-To: References: Message-ID: Have the professor provide a password protected copy of the exam in the student?s blackboard and then Natural Reader (or other screen readers) will work. Best, Kathleen KATHLEEN HOPPA GRADY, MSN Student Support Services Coordinator Academic Resource Center - Accessibility Services Kathleen.Grady@cuw.edu p 262-243-4535 Concordia University Wisconsin 12800 North Lake Shore Drive Mequon, WI 53097 cuw.edu ?The fact that I can plant a seed and it becomes a flower, share a bit of knowledge and it becomes another's, smile at someone and receive a smile in return, are to me continual spiritual exercises.? Leo Buscaglia From: athen-list On Behalf Of Lucy GRECO Sent: Monday, April 11, 2022 11:50 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] Using Respondus Lockdown Browser CAUTION: This email originated from outside of Concordia University. Do not click links or open attachments unless you recognize the sender and know the content is safe. Hellohello: we can't expect our students to learn a new screenreader just for an an exam. so i need to test with haws as that is what our students. use. if a vender says use x s screenreader i call the product inaccessible Berkeley IT Lucy Greco, Web Accessibility Evangelist Campus IT Experience Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | https://webaccess.berkeley.edu Follow me on twitter @accessaces We champion diversity. We act with integrity. We deliver. We innovate. On Mon, Apr 11, 2022 at 9:44 AM Robert Spangler > wrote: I used NVDA. This is also the screen reader recommended by Respondus; although, I do recognize that many others will want to use JAWS. I will test this at some point also. Robert On Mon, Apr 11, 2022 at 11:35 AM Robert Beach > wrote: Robert, Which screen reader did you use with no problems? Thanks. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list > On Behalf Of Robert Spangler Sent: Monday, April 11, 2022 10:10 AM To: Access Technology Higher Education Network > Subject: [EXT][Athen] Using Respondus Lockdown Browser CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hello, This topic has come up several times in the past. I've recently had a chance to play with Respondus with a couple different pieces of AT and wanted to report my findings. I have been told in the past that Dragon NaturallySpeaking does not work with Respondus, but I discovered that if you disable the dictation box, it actually does! If you go into the "Misc" tab of Dragon options and uncheck the box that says "Use dictation box for unsupported applications," it works. Since Respondus is not considered a supported application, the dictation box attempts to pop up and is blocked by Respondus. If you disable the dictation box, Dragon sees the edit boxes on the exam and fills them when you speak. Also, Respondus worked with my screen reader without any issues. I've read, too, that Texthelp Read and Write works with Respondus, going into a minimal mode so that only certain features are accessible during a test. Here is where I found this information: https://support.respondus.com/hc/en-us/articles/4409595429659-Accessibility-with-LockDown-Browser Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Tue Apr 12 12:21:53 2022 From: rspangler1 at udayton.edu (Robert Spangler) Date: Tue Apr 12 12:22:20 2022 Subject: [Athen] [EXT] Using Respondus Lockdown Browser In-Reply-To: References: Message-ID: Interesting, I wonder what difference having the password makes. Does this enable the unrestricted mode? I've been advised in the past that using unrestricted mode permits AT software to work, but I'm pleased that this actually is not necessary; by disabling the dictation box in Dragon, it can work during a standard exam. No adjustments are required for NVDA. I will report back on my findings with JAWS once I get around to testing it. Robert On Tue, Apr 12, 2022 at 10:49 AM Grady, Kathleen H wrote: > Have the professor provide a password protected copy of the exam in the > student?s blackboard and then Natural Reader (or other screen readers) will > work. > > Best, > > Kathleen > > > > *KATHLEEN HOPPA GRADY, MSN* > > Student Support Services Coordinator > > Academic Resource Center - Accessibility Services > > Kathleen.Grady@cuw.edu > > p 262-243-4535 > > > > *Concordia University Wisconsin* > > 12800 North Lake Shore Drive > > Mequon, WI 53097 > > *cuw.edu * > > > > *?The fact that I can plant a seed and it becomes a flower, share a bit of > knowledge and it becomes another's, smile at someone and receive a smile in > return, are to me continual spiritual exercises.? Leo Buscaglia* > > > > > > > > *From:* athen-list *On > Behalf Of *Lucy GRECO > *Sent:* Monday, April 11, 2022 11:50 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] [EXT] Using Respondus Lockdown Browser > > > > *CAUTION:* This email originated from outside of Concordia University. Do > not click links or open attachments unless you recognize the sender and > know the content is safe. > > Hellohello: > > we can't expect our students to learn a new screenreader just for an an > exam. so i need to test with haws as that is what our students. use. if a > vender says use x s screenreader i call the product inaccessible > > > > *Berkeley IT* > > *Lucy Greco*, Web Accessibility Evangelist > > Campus IT Experience > Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | > https://webaccess.berkeley.edu Follow me on twitter @accessaces > > *We champion diversity. We act with integrity. We deliver. We innovate.* > > > > > > > > On Mon, Apr 11, 2022 at 9:44 AM Robert Spangler > wrote: > > I used NVDA. This is also the screen reader recommended by Respondus; > although, I do recognize that many others will want to use JAWS. I will > test this at some point also. > > > > Robert > > > > > > On Mon, Apr 11, 2022 at 11:35 AM Robert Beach wrote: > > Robert, > > > > Which screen reader did you use with no problems? > > > > Thanks. > > > > > > *Robert Lee Beach* > > *Assistive Technology Specialist* ? Student Accessibility & Support > Services > > > > *Kansas City Kansas Community College* > > 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 > > O 913-288-7671 | F 913-288-7678 > > rbeach@kckcc.edu > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Monday, April 11, 2022 10:10 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [EXT][Athen] Using Respondus Lockdown Browser > > > > *CAUTION:** This email originated outside KCKCC. Do not click links or > open attachments unless you know the content is safe. Please forward all > suspicious emails to support@kckcc.edu .* > > Hello, > > > > This topic has come up several times in the past. I've recently had a > chance to play with Respondus with a couple different pieces of AT and > wanted to report my findings. I have been told in the past that Dragon > NaturallySpeaking does not work with Respondus, but I discovered that if > you disable the dictation box, it actually does! If you go into the "Misc" > tab of Dragon options and uncheck the box that says "Use dictation box for > unsupported applications," it works. Since Respondus is not considered a > supported application, the dictation box attempts to pop up and is blocked > by Respondus. If you disable the dictation box, Dragon sees the edit boxes > on the exam and fills them when you speak. > > > > Also, Respondus worked with my screen reader without any issues. I've > read, too, that Texthelp Read and Write works with Respondus, going into a > minimal mode so that only certain features are accessible during a test. > > > > Here is where I found this information: > > > https://support.respondus.com/hc/en-us/articles/4409595429659-Accessibility-with-LockDown-Browser > > > > > Thanks, > > Robert > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist > > Office of Learning Resources > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/olr > > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist > > Office of Learning Resources > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/olr > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From schwarte at purdue.edu Wed Apr 13 08:43:30 2022 From: schwarte at purdue.edu (Schwarte, David M.) Date: Wed Apr 13 08:43:51 2022 Subject: [Athen] Using Respondus Lockdown Browser In-Reply-To: References: Message-ID: Hello Robert, Just FYI. Read & Write for Windows works with Lock-Down Browser. This has not been added for Read & Write for Macintosh. David Schwarte From: athen-list On Behalf Of Robert Spangler Sent: Monday, April 11, 2022 11:10 AM To: Access Technology Higher Education Network Subject: [Athen] Using Respondus Lockdown Browser Hello, This topic has come up several times in the past. I've recently had a chance to play with Respondus with a couple different pieces of AT and wanted to report my findings. I have been told in the past that Dragon NaturallySpeaking does not work with Respondus, but I discovered that if you disable the dictation box, it actually does! If you go into the "Misc" tab of Dragon options and uncheck the box that says "Use dictation box for unsupported applications," it works. Since Respondus is not considered a supported application, the dictation box attempts to pop up and is blocked by Respondus. If you disable the dictation box, Dragon sees the edit boxes on the exam and fills them when you speak. Also, Respondus worked with my screen reader without any issues. I've read, too, that Texthelp Read and Write works with Respondus, going into a minimal mode so that only certain features are accessible during a test. Here is where I found this information: https://support.respondus.com/hc/en-us/articles/4409595429659-Accessibility-with-LockDown-Browser Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Kathleen.Grady at cuw.edu Wed Apr 13 09:48:04 2022 From: Kathleen.Grady at cuw.edu (Grady, Kathleen H) Date: Wed Apr 13 09:48:19 2022 Subject: [Athen] [EXT] Using Respondus Lockdown Browser In-Reply-To: References: Message-ID: The password doesn?t make a difference in regard to the use of a screen reader. It just provides the professor the ability to make a copy of a respondus exam available in a format that is screen reader friendly but is protected from the student accessing it until the are in our testing center. Best, Kathleen KATHLEEN HOPPA GRADY, MSN Student Support Services Coordinator Academic Resource Center - Accessibility Services Kathleen.Grady@cuw.edu p 262-243-4535 Concordia University Wisconsin 12800 North Lake Shore Drive Mequon, WI 53097 cuw.edu ?The fact that I can plant a seed and it becomes a flower, share a bit of knowledge and it becomes another's, smile at someone and receive a smile in return, are to me continual spiritual exercises.? Leo Buscaglia From: athen-list On Behalf Of Robert Spangler Sent: Tuesday, April 12, 2022 2:22 PM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] Using Respondus Lockdown Browser CAUTION: This email originated from outside of Concordia University. Do not click links or open attachments unless you recognize the sender and know the content is safe. Interesting, I wonder what difference having the password makes. Does this enable the unrestricted mode? I've been advised in the past that using unrestricted mode permits AT software to work, but I'm pleased that this actually is not necessary; by disabling the dictation box in Dragon, it can work during a standard exam. No adjustments are required for NVDA. I will report back on my findings with JAWS once I get around to testing it. Robert On Tue, Apr 12, 2022 at 10:49 AM Grady, Kathleen H > wrote: Have the professor provide a password protected copy of the exam in the student?s blackboard and then Natural Reader (or other screen readers) will work. Best, Kathleen KATHLEEN HOPPA GRADY, MSN Student Support Services Coordinator Academic Resource Center - Accessibility Services Kathleen.Grady@cuw.edu p 262-243-4535 Concordia University Wisconsin 12800 North Lake Shore Drive Mequon, WI 53097 cuw.edu ?The fact that I can plant a seed and it becomes a flower, share a bit of knowledge and it becomes another's, smile at someone and receive a smile in return, are to me continual spiritual exercises.? Leo Buscaglia From: athen-list > On Behalf Of Lucy GRECO Sent: Monday, April 11, 2022 11:50 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] Using Respondus Lockdown Browser CAUTION: This email originated from outside of Concordia University. Do not click links or open attachments unless you recognize the sender and know the content is safe. Hellohello: we can't expect our students to learn a new screenreader just for an an exam. so i need to test with haws as that is what our students. use. if a vender says use x s screenreader i call the product inaccessible Berkeley IT Lucy Greco, Web Accessibility Evangelist Campus IT Experience Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | https://webaccess.berkeley.edu Follow me on twitter @accessaces We champion diversity. We act with integrity. We deliver. We innovate. On Mon, Apr 11, 2022 at 9:44 AM Robert Spangler > wrote: I used NVDA. This is also the screen reader recommended by Respondus; although, I do recognize that many others will want to use JAWS. I will test this at some point also. Robert On Mon, Apr 11, 2022 at 11:35 AM Robert Beach > wrote: Robert, Which screen reader did you use with no problems? Thanks. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list > On Behalf Of Robert Spangler Sent: Monday, April 11, 2022 10:10 AM To: Access Technology Higher Education Network > Subject: [EXT][Athen] Using Respondus Lockdown Browser CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hello, This topic has come up several times in the past. I've recently had a chance to play with Respondus with a couple different pieces of AT and wanted to report my findings. I have been told in the past that Dragon NaturallySpeaking does not work with Respondus, but I discovered that if you disable the dictation box, it actually does! If you go into the "Misc" tab of Dragon options and uncheck the box that says "Use dictation box for unsupported applications," it works. Since Respondus is not considered a supported application, the dictation box attempts to pop up and is blocked by Respondus. If you disable the dictation box, Dragon sees the edit boxes on the exam and fills them when you speak. Also, Respondus worked with my screen reader without any issues. I've read, too, that Texthelp Read and Write works with Respondus, going into a minimal mode so that only certain features are accessible during a test. Here is where I found this information: https://support.respondus.com/hc/en-us/articles/4409595429659-Accessibility-with-LockDown-Browser Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Wed Apr 13 09:50:40 2022 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Wed Apr 13 09:51:07 2022 Subject: [Athen] What's the current state of graphing calculators for the blind? Message-ID: We had an old Ti-94 talking graphing calculator we cannot locate. Since my dean is purchasing stuff now, I wondered what the current state is for talking graphing calculators for blind students taking statistics and higher math courses? I also have some software "AGC Talking graphing calculator" but we purchased it back in the Windows XP days and it is copy protected so harder to share with multiple students. Probably doesn't even run under Windows 10 anyway. My current crop of blind student have iPHONES. Does anyone know if there exists a talking graphing calculator app for the phone? And if we need to buy something, recommendations are welcome. --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Wed Apr 13 09:55:19 2022 From: rspangler1 at udayton.edu (Robert Spangler) Date: Wed Apr 13 09:56:01 2022 Subject: [Athen] [EXT] Using Respondus Lockdown Browser In-Reply-To: References: Message-ID: I wonder what a screen reader friendly exam is specifically, because currently our Center for Online Learning is testing Respondus. they created a sample exam, which I as a screen reader user was able to launch and navigate without any issues. The exam consisted of short answer, long answer and multiple choice questions. I think so long as instructors don't use images it should be screen-reader friendly. Of course math tests which need their content represented with Braille may be an exception; I'm not sure how that would work. Robert On Wed, Apr 13, 2022 at 12:49 PM Grady, Kathleen H wrote: > The password doesn?t make a difference in regard to the use of a screen > reader. It just provides the professor the ability to make a copy of a > respondus exam available in a format that is screen reader friendly but is > protected from the student accessing it until the are in our testing > center. > > Best, > > Kathleen > > > > *KATHLEEN HOPPA GRADY, MSN* > > Student Support Services Coordinator > > Academic Resource Center - Accessibility Services > > Kathleen.Grady@cuw.edu > > p 262-243-4535 > > > > *Concordia University Wisconsin* > > 12800 North Lake Shore Drive > > Mequon, WI 53097 > > *cuw.edu * > > > > *?The fact that I can plant a seed and it becomes a flower, share a bit of > knowledge and it becomes another's, smile at someone and receive a smile in > return, are to me continual spiritual exercises.? Leo Buscaglia* > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Tuesday, April 12, 2022 2:22 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] [EXT] Using Respondus Lockdown Browser > > > > *CAUTION:* This email originated from outside of Concordia University. Do > not click links or open attachments unless you recognize the sender and > know the content is safe. > > Interesting, I wonder what difference having the password makes. Does > this enable the unrestricted mode? I've been advised in the past that > using unrestricted mode permits AT software to work, but I'm pleased that > this actually is not necessary; by disabling the dictation box in Dragon, > it can work during a standard exam. No adjustments are required for NVDA. > I will report back on my findings with JAWS once I get around to testing > it. > > > > Robert > > > > > > On Tue, Apr 12, 2022 at 10:49 AM Grady, Kathleen H > wrote: > > Have the professor provide a password protected copy of the exam in the > student?s blackboard and then Natural Reader (or other screen readers) will > work. > > Best, > > Kathleen > > > > *KATHLEEN HOPPA GRADY, MSN* > > Student Support Services Coordinator > > Academic Resource Center - Accessibility Services > > Kathleen.Grady@cuw.edu > > p 262-243-4535 > > > > *Concordia University Wisconsin* > > 12800 North Lake Shore Drive > > Mequon, WI 53097 > > *cuw.edu * > > > > *?The fact that I can plant a seed and it becomes a flower, share a bit of > knowledge and it becomes another's, smile at someone and receive a smile in > return, are to me continual spiritual exercises.? Leo Buscaglia* > > > > > > > > *From:* athen-list *On > Behalf Of *Lucy GRECO > *Sent:* Monday, April 11, 2022 11:50 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] [EXT] Using Respondus Lockdown Browser > > > > *CAUTION:* This email originated from outside of Concordia University. Do > not click links or open attachments unless you recognize the sender and > know the content is safe. > > Hellohello: > > we can't expect our students to learn a new screenreader just for an an > exam. so i need to test with haws as that is what our students. use. if a > vender says use x s screenreader i call the product inaccessible > > > > *Berkeley IT* > > *Lucy Greco*, Web Accessibility Evangelist > > Campus IT Experience > Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | > https://webaccess.berkeley.edu Follow me on twitter @accessaces > > *We champion diversity. We act with integrity. We deliver. We innovate.* > > > > > > > > On Mon, Apr 11, 2022 at 9:44 AM Robert Spangler > wrote: > > I used NVDA. This is also the screen reader recommended by Respondus; > although, I do recognize that many others will want to use JAWS. I will > test this at some point also. > > > > Robert > > > > > > On Mon, Apr 11, 2022 at 11:35 AM Robert Beach wrote: > > Robert, > > > > Which screen reader did you use with no problems? > > > > Thanks. > > > > > > *Robert Lee Beach* > > *Assistive Technology Specialist* ? Student Accessibility & Support > Services > > > > *Kansas City Kansas Community College* > > 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 > > O 913-288-7671 | F 913-288-7678 > > rbeach@kckcc.edu > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Monday, April 11, 2022 10:10 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [EXT][Athen] Using Respondus Lockdown Browser > > > > *CAUTION:** This email originated outside KCKCC. Do not click links or > open attachments unless you know the content is safe. Please forward all > suspicious emails to support@kckcc.edu .* > > Hello, > > > > This topic has come up several times in the past. I've recently had a > chance to play with Respondus with a couple different pieces of AT and > wanted to report my findings. I have been told in the past that Dragon > NaturallySpeaking does not work with Respondus, but I discovered that if > you disable the dictation box, it actually does! If you go into the "Misc" > tab of Dragon options and uncheck the box that says "Use dictation box for > unsupported applications," it works. Since Respondus is not considered a > supported application, the dictation box attempts to pop up and is blocked > by Respondus. If you disable the dictation box, Dragon sees the edit boxes > on the exam and fills them when you speak. > > > > Also, Respondus worked with my screen reader without any issues. I've > read, too, that Texthelp Read and Write works with Respondus, going into a > minimal mode so that only certain features are accessible during a test. > > > > Here is where I found this information: > > > https://support.respondus.com/hc/en-us/articles/4409595429659-Accessibility-with-LockDown-Browser > > > > > Thanks, > > Robert > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist > > Office of Learning Resources > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/olr > > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist > > Office of Learning Resources > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/olr > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist > > Office of Learning Resources > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/olr > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Kathleen.Grady at cuw.edu Wed Apr 13 10:23:35 2022 From: Kathleen.Grady at cuw.edu (Grady, Kathleen H) Date: Wed Apr 13 10:24:02 2022 Subject: [Athen] [EXT] Using Respondus Lockdown Browser In-Reply-To: References: Message-ID: It is said that respondus is compatible with JAWS, Window-Eyes and VoiceOver. We use windows machines and our student?s currently use the free version of Natural Reader as they are proctored in our testing center. Kathleen From: athen-list On Behalf Of Robert Spangler Sent: Wednesday, April 13, 2022 11:55 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] Using Respondus Lockdown Browser CAUTION: This email originated from outside of Concordia University. Do not click links or open attachments unless you recognize the sender and know the content is safe. I wonder what a screen reader friendly exam is specifically, because currently our Center for Online Learning is testing Respondus. they created a sample exam, which I as a screen reader user was able to launch and navigate without any issues. The exam consisted of short answer, long answer and multiple choice questions. I think so long as instructors don't use images it should be screen-reader friendly. Of course math tests which need their content represented with Braille may be an exception; I'm not sure how that would work. Robert On Wed, Apr 13, 2022 at 12:49 PM Grady, Kathleen H > wrote: The password doesn?t make a difference in regard to the use of a screen reader. It just provides the professor the ability to make a copy of a respondus exam available in a format that is screen reader friendly but is protected from the student accessing it until the are in our testing center. Best, Kathleen KATHLEEN HOPPA GRADY, MSN Student Support Services Coordinator Academic Resource Center - Accessibility Services Kathleen.Grady@cuw.edu p 262-243-4535 Concordia University Wisconsin 12800 North Lake Shore Drive Mequon, WI 53097 cuw.edu ?The fact that I can plant a seed and it becomes a flower, share a bit of knowledge and it becomes another's, smile at someone and receive a smile in return, are to me continual spiritual exercises.? Leo Buscaglia From: athen-list > On Behalf Of Robert Spangler Sent: Tuesday, April 12, 2022 2:22 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] Using Respondus Lockdown Browser CAUTION: This email originated from outside of Concordia University. Do not click links or open attachments unless you recognize the sender and know the content is safe. Interesting, I wonder what difference having the password makes. Does this enable the unrestricted mode? I've been advised in the past that using unrestricted mode permits AT software to work, but I'm pleased that this actually is not necessary; by disabling the dictation box in Dragon, it can work during a standard exam. No adjustments are required for NVDA. I will report back on my findings with JAWS once I get around to testing it. Robert On Tue, Apr 12, 2022 at 10:49 AM Grady, Kathleen H > wrote: Have the professor provide a password protected copy of the exam in the student?s blackboard and then Natural Reader (or other screen readers) will work. Best, Kathleen KATHLEEN HOPPA GRADY, MSN Student Support Services Coordinator Academic Resource Center - Accessibility Services Kathleen.Grady@cuw.edu p 262-243-4535 Concordia University Wisconsin 12800 North Lake Shore Drive Mequon, WI 53097 cuw.edu ?The fact that I can plant a seed and it becomes a flower, share a bit of knowledge and it becomes another's, smile at someone and receive a smile in return, are to me continual spiritual exercises.? Leo Buscaglia From: athen-list > On Behalf Of Lucy GRECO Sent: Monday, April 11, 2022 11:50 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] Using Respondus Lockdown Browser CAUTION: This email originated from outside of Concordia University. Do not click links or open attachments unless you recognize the sender and know the content is safe. Hellohello: we can't expect our students to learn a new screenreader just for an an exam. so i need to test with haws as that is what our students. use. if a vender says use x s screenreader i call the product inaccessible Berkeley IT Lucy Greco, Web Accessibility Evangelist Campus IT Experience Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | https://webaccess.berkeley.edu Follow me on twitter @accessaces We champion diversity. We act with integrity. We deliver. We innovate. On Mon, Apr 11, 2022 at 9:44 AM Robert Spangler > wrote: I used NVDA. This is also the screen reader recommended by Respondus; although, I do recognize that many others will want to use JAWS. I will test this at some point also. Robert On Mon, Apr 11, 2022 at 11:35 AM Robert Beach > wrote: Robert, Which screen reader did you use with no problems? Thanks. Robert Lee Beach Assistive Technology Specialist ? Student Accessibility & Support Services Kansas City Kansas Community College 7250 State Ave. - Suite # 3384 - Kansas City, KS 66112 O 913-288-7671 | F 913-288-7678 rbeach@kckcc.edu From: athen-list > On Behalf Of Robert Spangler Sent: Monday, April 11, 2022 10:10 AM To: Access Technology Higher Education Network > Subject: [EXT][Athen] Using Respondus Lockdown Browser CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hello, This topic has come up several times in the past. I've recently had a chance to play with Respondus with a couple different pieces of AT and wanted to report my findings. I have been told in the past that Dragon NaturallySpeaking does not work with Respondus, but I discovered that if you disable the dictation box, it actually does! If you go into the "Misc" tab of Dragon options and uncheck the box that says "Use dictation box for unsupported applications," it works. Since Respondus is not considered a supported application, the dictation box attempts to pop up and is blocked by Respondus. If you disable the dictation box, Dragon sees the edit boxes on the exam and fills them when you speak. Also, Respondus worked with my screen reader without any issues. I've read, too, that Texthelp Read and Write works with Respondus, going into a minimal mode so that only certain features are accessible during a test. Here is where I found this information: https://support.respondus.com/hc/en-us/articles/4409595429659-Accessibility-with-LockDown-Browser Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lgreco at berkeley.edu Wed Apr 13 15:55:30 2022 From: lgreco at berkeley.edu (Lucy GRECO) Date: Wed Apr 13 15:56:50 2022 Subject: [Athen] Non Compliant Berkeley Websites In-Reply-To: References: Message-ID: i will let him know i am betting it will be eayser then sending an email smile Berkeley IT Lucy Greco, Web Accessibility Evangelist Campus IT Experience Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | https://webaccess.berkeley.edu Follow me on twitter @accessaces We champion diversity. We act with integrity. We deliver. We innovate. On Wed, Apr 13, 2022 at 1:16 PM Luis O. Hern?ndez Mu?iz wrote: > Hi Lucy, > > Looks good, but I'm wondering if instead of an email if a CSV could be > dropped similar to the SiteImprove scores. I'm concerned about adding more > email traffic to our inboxes. > > Thanks, > Luis > > On Wed, Apr 13, 2022 at 1:07 PM Lucy GRECO wrote: > >> HELLO: WHO DOES THIS REPORT LOOK FOR GETTING A NOTIFICATION OF SITE BELOW >> THE MINAMU SCORE IF YOU LIKE IT CEASER CAN SEND TO BOTH OF YOU WEEKLLY >> >> >> Berkeley IT >> >> Lucy Greco, Web Accessibility Evangelist >> >> Campus IT Experience >> Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | >> https://webaccess.berkeley.edu Follow me on twitter @accessaces >> >> We champion diversity. We act with integrity. We deliver. We innovate. >> >> >> >> ---------- Forwarded message --------- >> From: >> Date: Wed, Apr 13, 2022 at 11:19 AM >> Subject: Non Compliant Berkeley Websites >> To: >> >> >> Here is a list of websites that did not meet the threshhold. Total >> websites: 545. >> Here are the parameters >> {"A":95,"AA":85,"AAA":50,"WAI-ARIA":85,"bestPractices":85} >> >> Website Name: Berkeley - @cal Alumni Network, Site ID: 22047601985, >> URL: https://cal.berkeley.edu/, Single A: 91.17, Double A: 57.01, >> Triple A: 48.75, ARIA: 83.64, Best Practices: 78.62 >> >> Website Name: Berkeley - 150, Site ID: 6912867559, URL: >> https://150.berkeley.edu/, Single A: 84.04, Double A: 84.5, Triple A: >> 76.16, ARIA: 84.76, Best Practices: 72.59 >> >> Website Name: Berkeley - 21 CSLA, Site ID: 25800510353, URL: >> https://21csla-web-prod-01.ist.berkeley.edu/platform, Single A: 85.22, >> Double A: 86.06, Triple A: 64.52, ARIA: 90.76, Best Practices: 78.85 >> >> Website Name: Berkeley - A11y Basics bCourse, Site ID: 23978824404, >> URL: https://bcourses.berkeley.edu/courses/1476601, Single A: 98.27, >> Double A: 83.78, Triple A: 90.84, ARIA: 91.59, Best Practices: 88.18 >> >> Website Name: Berkeley - Academic Personnel Recruit, Site ID: >> 19657701571, URL: https://aprecruit.berkeley.edu, Single A: 86.54, >> Double A: 87.17, Triple A: 74.22, ARIA: 82.12, Best Practices: 89.88 >> >> Website Name: Berkeley - Academic Talent and Development Program, Site >> ID: 6817310465, URL: https://atdp.berkeley.edu/, Single A: 73.46, >> Double A: 68.3, Triple A: 40.84, ARIA: 88.59, Best Practices: 71.37 >> >> Website Name: Berkeley - Access Aces, Site ID: 26958804190, URL: >> https://accessaces.com/, Single A: 94.28, Double A: 97.71, Triple A: >> 63.12, ARIA: 100, Best Practices: 100 >> >> Website Name: Berkeley - Admitted Students, Site ID: 17736412714, URL: >> https://admit.berkeley.edu, Single A: 87, Double A: 82.66, Triple A: >> 70.22, ARIA: 87.79, Best Practices: 100 >> >> Website Name: Berkeley - Advancing Maternal, Newborn & Child Health, >> Site ID: 28741791483, URL: https://advancingmnch.org/, Single A: >> 88.51, Double A: 84.53, Triple A: 39.68, ARIA: 95.3, Best Practices: >> 76.63 >> >> Website Name: Berkeley - Africa, Site ID: 6913508337, URL: >> https://africa.berkeley.edu/, Single A: 83.42, Double A: 100, Triple >> A: 51.75, ARIA: 86.27, Best Practices: 79.75 >> >> Website Name: Berkeley - African American Studies, Site ID: >> 8021210969, URL: https://africam.berkeley.edu/, Single A: 94.68, >> Double A: 100, Triple A: 82.37, ARIA: 78.87, Best Practices: 75.14 >> >> Website Name: Berkeley - Agricultural & Resource Economics, Site ID: >> 9829404320, URL: https://are.berkeley.edu/, Single A: 80.61, Double A: >> 81.78, Triple A: 24.77, ARIA: 83.09, Best Practices: 67.35 >> >> Website Name: Berkeley - ALPHA PI MU Industrial Engineering Honor >> Society, Site ID: 25133551049, URL: https://apm.ieor.berkeley.edu, >> Single A: 95.44, Double A: 100, Triple A: 67.91, ARIA: 83.01, Best >> Practices: 77.52 >> >> Website Name: Berkeley - Alt: Meat UC BERKELEY, Site ID: 25131779361, >> URL: https://altmeatlab.berkeley.edu, Single A: 91.05, Double A: >> 96.23, Triple A: 68.21, ARIA: 80.72, Best Practices: 62.97 >> >> Website Name: Berkeley - Alumni Association, Site ID: 19657612520, >> URL: https://alumni.berkeley.edu/, Single A: 87.62, Double A: 93.1, >> Triple A: 61.31, ARIA: 83.88, Best Practices: 76.31 >> >> Website Name: Berkeley - American Cultures Center, Site ID: >> 16802369831, URL: https://americancultures.berkeley.edu/, Single A: >> 91.52, Double A: 100, Triple A: 68.29, ARIA: 100, Best Practices: >> 91.06 >> >> Website Name: Berkeley - American Society of Civil Engineers, Site ID: >> 24842410572, URL: https://www.asce.berkeley.edu, Single A: 90.45, >> Double A: 62.92, Triple A: 41.51, ARIA: 89.92, Best Practices: 76.99 >> >> Website Name: Berkeley - American Studies, Site ID: 7129086809, URL: >> https://as.ugis.berkeley.edu/, Single A: 94.07, Double A: 87.3, Triple >> A: 42.48, ARIA: 85.92, Best Practices: 85.88 >> >> Website Name: Berkeley - AMP, Site ID: 24842410885, URL: >> http://amp.berkeley.edu, Single A: 91.08, Double A: 90.94, Triple A: >> 80, ARIA: 100, Best Practices: 71.43 >> >> Website Name: Berkeley - Animal Care and Use Committee, Site ID: >> 6809808614, URL: https://acuc.berkeley.edu/, Single A: 100, Double A: >> 100, Triple A: 40.01, ARIA: 100, Best Practices: 100 >> >> Website Name: Berkeley - APEC Study Center, Site ID: 19657934931, URL: >> https://basc.berkeley.edu/, Single A: 75.16, Double A: 73.03, Triple >> A: 74.03, ARIA: 100, Best Practices: 85.81 >> >> Website Name: Berkeley - API Central, Site ID: 13781488048, URL: >> https://api-central.berkeley.edu/, Single A: 90.06, Double A: 100, >> Triple A: 56.93, ARIA: 100, Best Practices: 68.55 >> >> Website Name: Berkeley - API Central QA, Site ID: 13781490358, URL: >> https://qa-api-central.berkeley.edu/, Single A: 89.53, Double A: 100, >> Triple A: 56.61, ARIA: 100, Best Practices: 67.84 >> >> Website Name: Berkeley - Art of Writing, Site ID: 27345292342, URL: >> https://artofwriting.berkeley.edu/, Single A: 90.56, Double A: 80.15, >> Triple A: 44.52, ARIA: 89.77, Best Practices: 76.61 >> >> Website Name: Berkeley - Art Practice, Site ID: 16313239109, URL: >> https://platinum-plane-rlby.squarespace.com/, Single A: 90.44, Double >> A: 79.93, Triple A: 66.35, ARIA: 88.22, Best Practices: 66.02 >> >> Website Name: Berkeley - Art Practice, Site ID: 24842411203, URL: >> https://art.berkeley.edu, Single A: 90.36, Double A: 86.19, Triple A: >> 66.23, ARIA: 87.85, Best Practices: 73.41 >> >> Website Name: Berkeley - Art Studio, Site ID: 17751265327, URL: >> https://artstudio.berkeley.edu/, Single A: 84.53, Double A: 66.42, >> Triple A: 38.7, ARIA: 81.7, Best Practices: 72.45 >> >> Website Name: Berkeley - Artificial Intelligence Research, Site ID: >> 19657755946, URL: https://bair.berkeley.edu/, Single A: 59.58, Double >> A: 66.45, Triple A: 51.9, ARIA: 86.68, Best Practices: 60.77 >> >> Website Name: Berkeley - Arts & Ideas, Site ID: 24842411408, URL: >> https://www.ideas.berkeley.edu, Single A: 89.14, Double A: 90.6, >> Triple A: 51.81, ARIA: 98.72, Best Practices: 92.56 >> >> Website Name: Berkeley - Arts Research Center, Site ID: 29018779560, >> URL: https://arts.berkeley.edu/, Single A: 79.79, Double A: 92.75, >> Triple A: 38.19, ARIA: 98.18, Best Practices: 71.92 >> >> Website Name: Berkeley - Asian American and Asian Diaspora Studies, >> Site ID: 8021355838, URL: https://aaads.berkeley.edu/, Single A: >> 88.34, Double A: 92.36, Triple A: 35.98, ARIA: 100, Best Practices: >> 64.29 >> >> Website Name: Berkeley - Astronomy, Site ID: 19657725802, URL: >> https://astro.berkeley.edu, Single A: 85.46, Double A: 100, Triple A: >> 82.57, ARIA: 94.6, Best Practices: 68.29 >> >> Website Name: Berkeley - ASUC Superb, Site ID: 24842411791, URL: >> http://www.superb.berkeley.edu, Single A: 88.09, Double A: 100, Triple >> A: 45.55, ARIA: 86.04, Best Practices: 82.13 >> >> Website Name: Berkeley - At Berkeley, Site ID: 6654848822, URL: >> https://at.berkeley.edu/, Single A: 100, Double A: 81.11, Triple A: >> 61.3, ARIA: 100, Best Practices: 85.71 >> >> Website Name: Berkeley - Atomic, Molecular and Optical Physics, Site >> ID: 24842412061, URL: http://amophysics.berkeley.edu, Single A: 90.27, >> Double A: 84.98, Triple A: 67.07, ARIA: 93.21, Best Practices: 68.26 >> >> Website Name: Berkeley - Automation Lab, Site ID: 27675053990, URL: >> https://autolab.berkeley.edu, Single A: 84.86, Double A: 87.5, Triple >> A: 60, ARIA: 100, Best Practices: 82.8 >> >> Website Name: Berkeley - Awards, Site ID: 6912904293, URL: >> https://awards.berkeley.edu/, Single A: 96.16, Double A: 87.5, Triple >> A: 70.79, ARIA: 84.54, Best Practices: 79.52 >> >> Website Name: Berkeley - Bakar BioEnginuity Hub, Site ID: 26246920525, >> URL: https://bioenginuityhub.berkeley.edu/, Single A: , Double A: , >> Triple A: , ARIA: , Best Practices: >> >> Website Name: Berkeley - Bakar Fellows Program, Site ID: 29481157960, >> URL: https://bakarfellows.berkeley.edu/, Single A: 87.59, Double A: >> 83.21, Triple A: 67.1, ARIA: 100, Best Practices: 84.17 >> >> Website Name: Berkeley - Bakar Labs, Site ID: 26644094772, URL: >> https://bakarlabs.berkeley.edu/, Single A: 98.52, Double A: 80.4, >> Triple A: 70.94, ARIA: 81.23, Best Practices: 78.06 >> >> Website Name: Berkeley - Bakar Labs DEV, Site ID: 26766172514, URL: >> http://voracious-mitten.flywheelsites.com/, Single A: 98.52, Double A: >> 80.41, Triple A: 70.97, ARIA: 81.23, Best Practices: 75.71 >> >> Website Name: Berkeley - BAMPFA, Site ID: 13781385623, URL: >> https://bampfa.org/, Single A: 76.09, Double A: 70.68, Triple A: >> 58.36, ARIA: 93.95, Best Practices: 75.58 >> >> Website Name: Berkeley - Bay Area Decision Sciences Summit, Site ID: >> 25133377256, URL: https://badss.berkeley.edu, Single A: 94.45, Double >> A: 100, Triple A: 80, ARIA: 100, Best Practices: 95.87 >> >> Website Name: Berkeley - bConnected, Site ID: 6613623886, URL: >> https://bconnected.berkeley.edu/, Single A: 94.29, Double A: 99.02, >> Triple A: 81.29, ARIA: 100, Best Practices: 94.2 >> >> Website Name: Berkeley - BEAHRS Environmental Leadership Program, Site >> ID: 9829466514, URL: http://beahrselp.berkeley.edu/, Single A: 87.33, >> Double A: 89.61, Triple A: 57.33, ARIA: 89.86, Best Practices: 82.05 >> >> Website Name: Berkeley - Bear Talk Blog, Site ID: 8240805439, URL: >> https://beartalk.berkeley.edu/, Single A: 81.54, Double A: 75, Triple >> A: 44.92, ARIA: 97.17, Best Practices: 95.97 >> >> Website Name: Berkeley - BearCenter, Site ID: 24954080499, URL: >> https://bearcenter.berkeley.edu, Single A: 83.1, Double A: 79.69, >> Triple A: 43.73, ARIA: 100, Best Practices: 94.85 >> >> Website Name: Berkeley - Beatrice Bain Research Group, Site ID: >> 29271018071, URL: https://bbrg.berkeley.edu/, Single A: 89.93, Double >> A: 72.1, Triple A: 87.06, ARIA: 100, Best Practices: 82.11 >> >> Website Name: Berkeley - Berkeley - Cal Athletics, Site ID: >> 29533079957, URL: https://athletics.berkeley.edu, Single A: , Double >> A: , Triple A: , ARIA: , Best Practices: >> >> Website Name: Berkeley - Berkeley Blockchain Xcelerator, Site ID: >> 17326575291, URL: https://www.xcelerator.berkeley.edu/, Single A: >> 80.81, Double A: 70.63, Triple A: 54.6, ARIA: 100, Best Practices: >> 75.03 >> >> Website Name: Berkeley - Berkeley Brand Guidelines, Site ID: >> 6654858065, URL: https://brand.berkeley.edu/, Single A: 89.3, Double >> A: 93.23, Triple A: 61.74, ARIA: 100, Best Practices: 92.77 >> >> Website Name: Berkeley - Berkeley Center for the Study of Religion, >> Site ID: 7403134092, URL: https://bcsr.berkeley.edu/, Single A: 79.36, >> Double A: 85.97, Triple A: 33.34, ARIA: 82.23, Best Practices: 57.85 >> >> Website Name: Berkeley - Berkeley Communications Conference, Site ID: >> 6654853149, URL: https://bc2.berkeley.edu/, Single A: 94.9, Double A: >> 98.8, Triple A: 62.21, ARIA: 100, Best Practices: 87.85 >> >> Website Name: Berkeley - Berkeley Gateway to Innovation (BEGIN), Site >> ID: 24842381575, URL: https://begin.berkeley.edu, Single A: 89.2, >> Double A: 90.97, Triple A: 69.03, ARIA: 97.92, Best Practices: 86.81 >> >> Website Name: Berkeley - BERKELEY HAAS BLOCKCHAIN INITIATIVE, Site ID: >> 25024594003, URL: https://haas.berkeley.edu/blockchain, Single A: >> 77.28, Double A: 94.47, Triple A: 63.72, ARIA: 100, Best Practices: >> 90.25 >> >> Website Name: Berkeley - Berkeley in the news, Site ID: 6664212302, >> URL: https://bitn.berkeley.edu/, Single A: 67.7, Double A: 78.38, >> Triple A: 37.25, ARIA: 80.09, Best Practices: 46.78 >> >> Website Name: Berkeley - Berkeley Law Executive Education >> (Development), Site ID: 29481781827, URL: >> https://lawexecedu2dev.wpengine.com, Single A: 85.76, Double A: 94.83, >> Triple A: 65.9, ARIA: 100, Best Practices: 93.15 >> >> Website Name: Berkeley - Berkeley Online, Site ID: 6861125837, URL: >> https://berkeleyonline.berkeley.edu/, Single A: 98.36, Double A: >> 93.09, Triple A: 77.05, ARIA: 80.08, Best Practices: 85.71 >> >> Website Name: Berkeley - Berkeley Revolution, Site ID: 8021364869, >> URL: http://revolution.berkeley.edu/, Single A: 77.09, Double A: >> 75.59, Triple A: 47.16, ARIA: 80.2, Best Practices: 67.45 >> >> Website Name: Berkeley - Big Give, Site ID: 6912913990, URL: >> https://givingday.berkeley.edu/, Single A: 85.36, Double A: 67.89, >> Triple A: 57.94, ARIA: 80.67, Best Practices: 60.77 >> >> Website Name: Berkeley - Bioengineering, Site ID: 16455991245, URL: >> https://bioeng.berkeley.edu/, Single A: 73.36, Double A: 74.77, Triple >> A: 46.36, ARIA: 85.6, Best Practices: 62.31 >> >> Website Name: Berkeley - Biophysics, Site ID: 6816828463, URL: >> https://biophysics.berkeley.edu/, Single A: 91.6, Double A: 96.32, >> Triple A: 60.94, ARIA: 100, Best Practices: 94.29 >> >> Website Name: Berkeley - Black Studies Collaboratory, Site ID: >> 28181066258, URL: https://blackstudiescollab.berkeley.edu/, Single A: >> 81.81, Double A: 82.75, Triple A: 56.47, ARIA: 91.01, Best Practices: >> 95.88 >> >> Website Name: Berkeley - Blockchain, Site ID: 24842412691, URL: >> https://blockchain.berkeley.edu, Single A: 92.1, Double A: 82.24, >> Triple A: 64.53, ARIA: 80.15, Best Practices: 76.65 >> >> Website Name: Berkeley - Blogs, Site ID: 6664213812, URL: >> https://blogs.berkeley.edu/, Single A: 74.14, Double A: 73.82, Triple >> A: 35.04, ARIA: 97.13, Best Practices: 74.4 >> >> Website Name: Berkeley - Blum Center, Site ID: 24842381746, URL: >> https://blumcenter.berkeley.edu, Single A: 72.29, Double A: 73.3, >> Triple A: 65.01, ARIA: 90.93, Best Practices: 74.53 >> >> Website Name: Berkeley - Boalt Law [DEV SITE], Site ID: 28329466187, >> URL: https://boaltlawdev1.wpengine.com/, Single A: 73.24, Double A: >> 76.93, Triple A: 61.74, ARIA: 92.83, Best Practices: 83.81 >> >> Website Name: Berkeley - BOINC, Site ID: 24842381897, URL: >> https://boinc.berkeley.edu, Single A: 74.7, Double A: 83.09, Triple A: >> 62.3, ARIA: 80.39, Best Practices: 65.32 >> >> Website Name: Berkeley - Boot Camps (Extension), Site ID: 24842382023, >> URL: https://bootcamp.berkeley.edu, Single A: 78.45, Double A: 80.41, >> Triple A: 31.33, ARIA: 74.83, Best Practices: 70.49 >> >> Website Name: Berkeley - Botanical Garden, Site ID: 24842382173, URL: >> https://botanicalgarden.berkeley.edu, Single A: 98.48, Double A: >> 86.64, Triple A: 32.26, ARIA: 93.14, Best Practices: 76.96 >> >> Website Name: Berkeley - Brain Initiative, Site ID: 6912921102, URL: >> https://brain.berkeley.edu/, Single A: 83.34, Double A: 75, Triple A: >> 67.38, ARIA: 100, Best Practices: 76.02 >> >> Website Name: Berkeley - BrandWebTwo, Site ID: 16399426272, URL: >> https://brandwebtwo.wpengine.com/, Single A: 94.1, Double A: 80.16, >> Triple A: 41.68, ARIA: 100, Best Practices: 78.23 >> >> Website Name: Berkeley - Bridges Multicultural Resource Center, Site >> ID: 22852696818, URL: https://bridges.berkeley.edu/, Single A: 86.28, >> Double A: 95.07, Triple A: 64.53, ARIA: 90.16, Best Practices: 76.96 >> >> Website Name: Berkeley - Brillance, Site ID: 6912928309, URL: >> https://brilliance.berkeley.edu/, Single A: 94.54, Double A: 86.13, >> Triple A: 40.2, ARIA: 100, Best Practices: 75.95 >> >> Website Name: Berkeley - Builders of Berkeley, Site ID: 6912935101, >> URL: https://builders.berkeley.edu/, Single A: 93.38, Double A: 100, >> Triple A: 60, ARIA: 100, Best Practices: 83.6 >> >> Website Name: Berkeley - Burma Association at Berkeley, Site ID: >> 6824132581, URL: https://bab.berkeley.edu/, Single A: 98.16, Double A: >> 87.5, Triple A: 63.89, ARIA: 83.2, Best Practices: 87.74 >> >> Website Name: Berkeley - Cal 1 Card Office, Site ID: 15958393214, URL: >> https://cal1card.berkeley.edu/, Single A: 95.88, Double A: 88.48, >> Triple A: 40.11, ARIA: 85.63, Best Practices: 100 >> >> Website Name: Berkeley - Cal Alumni Association [DEV Site], Site ID: >> 28758099668, URL: https://calalumni.wpengine.com, Single A: 94.25, >> Double A: 93.31, Triple A: 65.01, ARIA: 100, Best Practices: 84.43 >> >> Website Name: Berkeley - Cal Band Alumni Association, Site ID: >> 24842382332, URL: https://calbandalumni.berkeley.edu, Single A: 79.54, >> Double A: 89.06, Triple A: 23.64, ARIA: 71.1, Best Practices: 59.58 >> >> Website Name: Berkeley - Cal Bears, Site ID: 6050213437, URL: >> https://calbears.com/, Single A: 82.4, Double A: 65.61, Triple A: >> 41.4, ARIA: 98.94, Best Practices: 89.4 >> >> Website Name: Berkeley - Cal Dining, Site ID: 15958466029, URL: >> https://caldining.berkeley.edu/, Single A: 92.12, Double A: 96.56, >> Triple A: 65.87, ARIA: 86.68, Best Practices: 88.72 >> >> Website Name: Berkeley - cal energy corps, Site ID: 29481993799, URL: >> https://calenergycorps.berkeley.edu, Single A: 70.57, Double A: 66.26, >> Triple A: 39.81, ARIA: 80.11, Best Practices: 74.25 >> >> Website Name: Berkeley - Cal Fund, Site ID: 6912943368, URL: >> https://calfund.berkeley.edu/, Single A: 93.19, Double A: 100, Triple >> A: 80, ARIA: 81.2, Best Practices: 85.71 >> >> Website Name: Berkeley - Cal Nerds, Site ID: 15491092164, URL: >> https://calnerds.berkeley.edu/, Single A: 90.13, Double A: 78.18, >> Triple A: 70.72, ARIA: 81.69, Best Practices: 65.21 >> >> Website Name: Berkeley - Cal Parents, Site ID: 6654901870, URL: >> https://calparents.berkeley.edu/, Single A: 84.15, Double A: 83.74, >> Triple A: 46.24, ARIA: 86.37, Best Practices: 80.57 >> >> Website Name: Berkeley - Cal Performances, Site ID: 6824319068, URL: >> https://calperformances.org/, Single A: 80.17, Double A: 93.61, Triple >> A: 66.32, ARIA: 94.12, Best Practices: 83.21 >> >> Website Name: Berkeley - Cal Rentals (Off Campus Housing), Site ID: >> 24842382509, URL: https://och.berkeley.edu, Single A: 85.68, Double A: >> 89.94, Triple A: 71.05, ARIA: 100, Best Practices: 86.57 >> >> Website Name: Berkeley - Cal Student Philanthropy, Site ID: >> 22058012844, URL: https://studentgiving.berkeley.edu/, Single A: >> 88.54, Double A: 93.45, Triple A: 43.53, ARIA: 100, Best Practices: >> 67.17 >> >> Website Name: Berkeley - Cal Student Store, Site ID: 6050204545, URL: >> https://calstudentstore.berkeley.edu/, Single A: 91.09, Double A: >> 67.23, Triple A: 23.2, ARIA: 80, Best Practices: 74.18 >> >> Website Name: Berkeley - CalAnswers, Site ID: 22061763519, URL: >> https://calanswers.berkeley.edu/, Single A: 87.9, Double A: 96.53, >> Triple A: 84.74, ARIA: 100, Best Practices: 92.01 >> >> Website Name: Berkeley - CalDay, Site ID: 6654861166, URL: >> https://calday.berkeley.edu/, Single A: 100, Double A: 95.68, Triple >> A: 40, ARIA: 100, Best Practices: 96.02 >> >> Website Name: Berkeley - CalFutures, Site ID: 6912951046, URL: >> https://calfutures.berkeley.edu/, Single A: 96.81, Double A: 100, >> Triple A: 60, ARIA: 80.3, Best Practices: 81.49 >> >> Website Name: Berkeley - California Institute for Energy and >> Environment (CIEE), Site ID: 24956274959, URL: https://uc-ciee.org/, >> Single A: 89.72, Double A: 81.03, Triple A: 62.14, ARIA: 83.84, Best >> Practices: 76.66 >> >> Website Name: Berkeley - California Institute for Quantitative >> Biosciences, Site ID: 6816813028, URL: https://qb3.berkeley.edu/, >> Single A: 62.98, Double A: 78.98, Triple A: 45.2, ARIA: 90.65, Best >> Practices: 64.87 >> >> Website Name: Berkeley - California Integrated Seismic Network, Site >> ID: 6809593554, URL: https://www.cisn.org/, Single A: 85.45, Double A: >> 86.18, Triple A: 52.53, ARIA: 81.12, Best Practices: 66.98 >> >> Website Name: Berkeley - California Language Archive, Site ID: >> 7813434693, URL: https://cla.berkeley.edu/, Single A: 81.58, Double A: >> 99.05, Triple A: 63.34, ARIA: 100, Best Practices: 79.07 >> >> Website Name: Berkeley - California Management Review (CMR), Site ID: >> 24842382677, URL: https://cmr.berkeley.edu, Single A: 77.15, Double A: >> 90.52, Triple A: 77.36, ARIA: 82.47, Best Practices: 72.14 >> >> Website Name: Berkeley - California Policy Lab, Site ID: 6817961224, >> URL: https://www.capolicylab.org/, Single A: 69.8, Double A: 57.99, >> Triple A: 32.68, ARIA: 75.55, Best Practices: 73.32 >> >> Website Name: Berkeley - California Public Employees Relations, Site >> ID: 6817985280, URL: https://cper.berkeley.edu/, Single A: 90.6, >> Double A: 64.82, Triple A: 78.01, ARIA: 81.7, Best Practices: 68.58 >> >> Website Name: Berkeley - Campaign, Site ID: 6912958177, URL: >> https://campaign.berkeley.edu/, Single A: 79.22, Double A: 84.19, >> Triple A: 71.97, ARIA: 98.44, Best Practices: 88.93 >> >> Website Name: Berkeley - Campaign Identity Toolkit, Site ID: >> 19965766547, URL: https://campaignidentity.berkeley.edu/, Single A: >> 88.14, Double A: 75.88, Triple A: 30.56, ARIA: 100, Best Practices: >> 77.91 >> >> Website Name: Berkeley - Campanile, Site ID: 6654864468, URL: >> https://campanile.berkeley.edu/, Single A: 86.37, Double A: 81.17, >> Triple A: 69.18, ARIA: 87.55, Best Practices: 88.1 >> >> Website Name: Berkeley - Campus Climate, Community Engagement & >> Transformation, Site ID: 17405512784, URL: >> https://campusclimate.berkeley.edu, Single A: 92.05, Double A: 100, >> Triple A: 62.97, ARIA: 100, Best Practices: 91.34 >> >> Website Name: Berkeley - Canadian Studies Program, Site ID: >> 16482307590, URL: https://canada.berkeley.edu/, Single A: 92.11, >> Double A: 88.8, Triple A: 70.86, ARIA: 81.61, Best Practices: 71.6 >> >> Website Name: Berkeley - Cancer Research Lab, Site ID: 8021242711, >> URL: https://crl.berkeley.edu/, Single A: 83.19, Double A: 94.99, >> Triple A: 41.97, ARIA: 85.28, Best Practices: 74 >> >> Website Name: Berkeley - Career Center, Site ID: 6419449977, URL: >> https://career.berkeley.edu/, Single A: 85.01, Double A: 78.84, Triple >> A: 30.59, ARIA: 60.07, Best Practices: 64.59 >> >> Website Name: Berkeley - CBE Thermal Comfort Tool, Site ID: >> 24842382815, URL: https://comfort.cbe.berkeley.edu, Single A: 91.12, >> Double A: 100, Triple A: 100, ARIA: 80.4, Best Practices: 83.22 >> >> Website Name: Berkeley - CED Help Desk, Site ID: 24842382970, URL: >> https://hdesk.ced.berkeley.edu, Single A: 85.55, Double A: 100, Triple >> A: 44.29, ARIA: 80.07, Best Practices: 71.1 >> >> Website Name: Berkeley - Celtic Studies, Site ID: 6973042939, URL: >> https://celtic.berkeley.edu/, Single A: 96.06, Double A: 100, Triple >> A: 62.29, ARIA: 100, Best Practices: 76.38 >> >> Website Name: Berkeley - Center for Computational Biology, Site ID: >> 6816818471, URL: https://ccb.berkeley.edu/, Single A: 84.26, Double A: >> 81.42, Triple A: 41.29, ARIA: 82.38, Best Practices: 81.39 >> >> Website Name: Berkeley - Center for Computational Imaging, Site ID: >> 24842414008, URL: http://www.comp-imaging.berkeley.edu, Single A: >> 90.98, Double A: 94.23, Triple A: 53.66, ARIA: 97.62, Best Practices: >> 79.71 >> >> Website Name: Berkeley - Center for Democracy, Toleration and >> Religion, Site ID: 8021318961, URL: https://cdtr.berkeley.edu/, Single >> A: 85.98, Double A: 92.72, Triple A: 42.22, ARIA: 90.03, Best >> Practices: 62.68 >> >> Website Name: Berkeley - Center for Ethnographic Research, Site ID: >> 6817526202, URL: https://cer.berkeley.edu/, Single A: 88.92, Double A: >> 89.78, Triple A: 65.91, ARIA: 100, Best Practices: 82.48 >> >> Website Name: Berkeley - Center for Global Health Delivery, Diplomacy, >> and Economics, Site ID: 27345337086, URL: >> https://cghdde.berkeley.edu/, Single A: 91.2, Double A: 90.75, Triple >> A: 64.92, ARIA: 81.02, Best Practices: 75.02 >> >> Website Name: Berkeley - Center for Global Public Health, Site ID: >> 8021233199, URL: http://cgph.berkeley.edu/, Single A: 88.97, Double A: >> 66.91, Triple A: 26.92, ARIA: 86.04, Best Practices: 75.04 >> >> Website Name: Berkeley - Center for Integrative Planetary Science, >> Site ID: 26498340518, URL: https://cips.berkeley.edu, Single A: 96.22, >> Double A: 100, Triple A: 87.98, ARIA: 95.87, Best Practices: 71.32 >> >> Website Name: Berkeley - Center for Long-Term Cybersecurity (CLTC), >> Site ID: 17819163711, URL: https://cltc.berkeley.edu/, Single A: >> 77.65, Double A: 81.22, Triple A: 57.81, ARIA: 84.96, Best Practices: >> 80.5 >> >> Website Name: Berkeley - Center for Middle Eastern Studies, Site ID: >> 29481966775, URL: https://cmes.berkeley.edu, Single A: 84.03, Double >> A: 89, Triple A: 24.93, ARIA: 100, Best Practices: 77.99 >> >> Website Name: Berkeley - Center for Race and Gender, Site ID: >> 6816767352, URL: https://www.crg.berkeley.edu/, Single A: 72.27, >> Double A: 50.86, Triple A: 24.35, ARIA: 75.73, Best Practices: 63.79 >> >> Website Name: Berkeley - Center for Research on Native American >> Issues, Site ID: 6817565674, URL: https://crnai.berkeley.edu/, Single >> A: 83.61, Double A: 89.17, Triple A: 69.36, ARIA: 100, Best Practices: >> 81.21 >> >> Website Name: Berkeley - Center for Research on Social Change, Site >> ID: 6817534509, URL: https://crsc.berkeley.edu/, Single A: 84.16, >> Double A: 89.88, Triple A: 67.41, ARIA: 100, Best Practices: 81.78 >> >> Website Name: Berkeley - Center for Right Wing Studies, Site ID: >> 6817556983, URL: https://crws.berkeley.edu/, Single A: 85.59, Double >> A: 90.07, Triple A: 69.35, ARIA: 100, Best Practices: 80.44 >> >> Website Name: Berkeley - Center for Social Medicine, Site ID: >> 6817573056, URL: https://bcsm.berkeley.edu/, Single A: 82.27, Double >> A: 93.37, Triple A: 55.53, ARIA: 100, Best Practices: 81.65 >> >> Website Name: Berkeley - Center for the Study of Child Care >> Employment, Site ID: 6817976975, URL: https://cscce.berkeley.edu/, >> Single A: 76.98, Double A: 56.91, Triple A: 43.09, ARIA: 59.91, Best >> Practices: 52.3 >> >> Website Name: Berkeley - Center on the Politics of Development, Site >> ID: 24842414362, URL: http://cpd.berkeley.edu, Single A: 93.84, Double >> A: 98.32, Triple A: 61.25, ARIA: 100, Best Practices: 82.88 >> >> Website Name: Berkeley - Central Evaluation Unit, Site ID: >> 22693993206, URL: https://ceu.berkeley.edu/, Single A: 98.79, Double >> A: 88.54, Triple A: 45.81, ARIA: 77.99, Best Practices: 100 >> >> Website Name: Berkeley - Chemistry, Site ID: 6824408073, URL: >> https://chemistry.berkeley.edu/, Single A: 93.05, Double A: 96.79, >> Triple A: 70.95, ARIA: 95.05, Best Practices: 92.19 >> >> Website Name: Berkeley - Chief Financial Officer (CFO), Site ID: >> 24931558699, URL: https://cfo.berkeley.edu/, Single A: 91.34, Double >> A: 99.22, Triple A: 62.5, ARIA: 100, Best Practices: 90.97 >> >> Website Name: Berkeley - Cinefiles, Site ID: 24942857419, URL: >> https://cinefiles.bampfa.berkeley.edu/, Single A: , Double A: , Triple >> A: , ARIA: , Best Practices: >> >> Website Name: Berkeley - CineFiles, Site ID: 21747485088, URL: >> https://cinefiles-site.cspace.berkeley.edu, Single A: , Double A: , >> Triple A: , ARIA: , Best Practices: >> >> Website Name: Berkeley - CIRCLE (Center for Integrative Research on >> Childhood Leukemia and the Environment, Site ID: 21198194250, URL: >> https://circle.berkeley.edu/, Single A: 81.39, Double A: 64.97, Triple >> A: 67.84, ARIA: 84.57, Best Practices: 69.95 >> >> Website Name: Berkeley - Citris Foundry, Site ID: 16913734225, URL: >> https://citrisfoundry.org/, Single A: 79.13, Double A: 68.28, Triple >> A: 48.89, ARIA: 81.7, Best Practices: 73.22 >> >> Website Name: Berkeley - Citris Invention Lab, Site ID: 16913759949, >> URL: https://invent.citris-uc.org/, Single A: 85.94, Double A: 93.42, >> Triple A: 69.19, ARIA: 81.27, Best Practices: 76.06 >> >> Website Name: Berkeley - Citris Policy Lab, Site ID: 16913734764, URL: >> https://citrispolicylab.org/, Single A: 77.41, Double A: 71.23, Triple >> A: 49.93, ARIA: 70.69, Best Practices: 75.04 >> >> Website Name: Berkeley - Citris-UC, Site ID: 16913691422, URL: >> https://citris-uc.org/, Single A: 83.67, Double A: 68.81, Triple A: >> 42.3, ARIA: 72.1, Best Practices: 68.23 >> >> Website Name: Berkeley - Civil and Environmental Engineering, Site ID: >> 15579721059, URL: https://ce.berkeley.edu/, Single A: 94.98, Double A: >> 91.21, Triple A: 91.99, ARIA: 100, Best Practices: 97.25 >> >> Website Name: Berkeley - Civil and Environmental Engineering [DEV >> site], Site ID: 28337219921, URL: >> https://dev-berkeley-cee.pantheon.berkeley.edu, Single A: 89.45, >> Double A: 91.22, Triple A: 92.43, ARIA: 100, Best Practices: 82.65 >> >> Website Name: Berkeley - CMT, Site ID: 8021222997, URL: >> http://cmt.berkeley.edu/, Single A: 97.47, Double A: 100, Triple A: >> 46.3, ARIA: 100, Best Practices: 74.76 >> >> Website Name: Berkeley - CNR International & Executive Programs, Site >> ID: 9830156075, URL: http://iep.berkeley.edu/, Single A: 85.95, Double >> A: 67.96, Triple A: 36.13, ARIA: 100, Best Practices: 88.55 >> >> Website Name: Berkeley - Codebase @ Berkeley, Site ID: 24842383201, >> URL: https://codebase.berkeley.edu, Single A: 91.59, Double A: 82.49, >> Triple A: 36.42, ARIA: 100, Best Practices: 85.71 >> >> Website Name: Berkeley - CognAc Lab, Site ID: 24842414714, URL: >> http://ivrylab.berkeley.edu, Single A: 91.29, Double A: 100, Triple A: >> 80, ARIA: 80, Best Practices: 77.21 >> >> Website Name: Berkeley - College & Career Academy Support Network, >> Site ID: 6818109276, URL: https://casn.berkeley.edu/, Single A: 79.86, >> Double A: 64.3, Triple A: 50.22, ARIA: 74.73, Best Practices: 73.8 >> >> Website Name: Berkeley - College of Engineering, Site ID: 6050197986, >> URL: https://engineering.berkeley.edu/, Single A: 80.56, Double A: >> 80.8, Triple A: 29.55, ARIA: 87.23, Best Practices: 71.41 >> >> Website Name: Berkeley - College of Environmental Design, Site ID: >> 6547279128, URL: https://ced.berkeley.edu/, Single A: 82.27, Double A: >> 88.5, Triple A: 65.4, ARIA: 96.97, Best Practices: 71.73 >> >> Website Name: Berkeley - College of Natural Resources, Site ID: >> 9829375154, URL: https://nature.berkeley.edu/, Single A: 46.59, Double >> A: 59.93, Triple A: 21.53, ARIA: 75.48, Best Practices: 40.22 >> >> Website Name: Berkeley - Commencement, Site ID: 6912977036, URL: >> https://commencement.berkeley.edu/, Single A: 93.58, Double A: 100, >> Triple A: 71.03, ARIA: 100, Best Practices: 97.94 >> >> Website Name: Berkeley - Committee for Protection of Human Subjects, >> Site ID: 6809814760, URL: https://cphs.berkeley.edu/, Single A: 100, >> Double A: 100, Triple A: 40, ARIA: 100, Best Practices: 100 >> >> Website Name: Berkeley - Computing, Data Science, and Society, Site >> ID: 27345345105, URL: https://data.berkeley.edu/, Single A: 93.25, >> Double A: 67.27, Triple A: 81.01, ARIA: 100, Best Practices: 69.92 >> >> Website Name: Berkeley - Conflict of Interest, Site ID: 6809820878, >> URL: https://researchcoi.berkeley.edu/, Single A: 100, Double A: 100, >> Triple A: 40.01, ARIA: 100, Best Practices: 100 >> >> Website Name: Berkeley - Connect, Site ID: 24842383511, URL: >> https://berkeleyconnect.berkeley.edu, Single A: 85.64, Double A: >> 84.85, Triple A: 65.13, ARIA: 94.38, Best Practices: 80.49 >> >> Website Name: Berkeley - CoolClimate Network, Site ID: 24842383706, >> URL: https://coolclimate.berkeley.edu, Single A: 80.56, Double A: >> 87.94, Triple A: 64.44, ARIA: 82.96, Best Practices: 77.76 >> >> Website Name: Berkeley - Costa Rican Study on Longevity and Healthy >> Aging, Site ID: 27596713108, URL: >> http://creles-download.demog.berkeley.edu/, Single A: 93.56, Double A: >> 100, Triple A: 80, ARIA: 81.06, Best Practices: 75.96 >> >> Website Name: Berkeley - Course Threads, Site ID: 24842414988, URL: >> https://coursethreads.berkeley.edu, Single A: 98.5, Double A: 76.54, >> Triple A: 80, ARIA: 89.43, Best Practices: 80.63 >> >> Website Name: Berkeley - COVID-19 Resources and Support, Site ID: >> 21556169627, URL: https://coronavirus.berkeley.edu, Single A: 92.45, >> Double A: 87.54, Triple A: 43.18, ARIA: 86.66, Best Practices: 93.22 >> >> Website Name: Berkeley - Creative Lab, Site ID: 22694176850, URL: >> https://creativelab.berkeley.edu/, Single A: 95.47, Double A: 76.28, >> Triple A: 70.1, ARIA: 100, Best Practices: 78.67 >> >> Website Name: Berkeley - Creative Writing, Site ID: 7129165703, URL: >> https://creative.ugis.berkeley.edu/, Single A: 97.16, Double A: 100, >> Triple A: 41.37, ARIA: 94.96, Best Practices: 94.57 >> >> Website Name: Berkeley - Critical Assessment of Genome Interpretation >> (CAGI), Site ID: 24842383845, URL: https://free.berkeley.edu, Single >> A: 89.14, Double A: 64.72, Triple A: 66.86, ARIA: 80.32, Best >> Practices: 75.86 >> >> Website Name: Berkeley - Critical Theory, Site ID: 7403143224, URL: >> http://criticaltheory.berkeley.edu/, Single A: 86.01, Double A: 79.2, >> Triple A: 42.59, ARIA: 87.73, Best Practices: 70.78 >> >> Website Name: Berkeley - Critical Theory Consortium, Site ID: >> 8021254148, URL: https://criticaltheoryconsortium.org/, Single A: >> 88.82, Double A: 84.71, Triple A: 44.7, ARIA: 93.32, Best Practices: >> 64.94 >> >> Website Name: Berkeley - CRITICAL TIMES Interventions into Global >> Critical Theory, Site ID: 25359694406, URL: https://ctjournal.org/, >> Single A: 88.49, Double A: 90.26, Triple A: 59.48, ARIA: 100, Best >> Practices: 65.82 >> >> Website Name: Berkeley - CS 61A: Structure and Interpretation of >> Computer Programs, Site ID: 24845350016, URL: https://cs61a.org/, >> Single A: 77.79, Double A: 85.22, Triple A: 63.63, ARIA: 100, Best >> Practices: 67.17 >> >> Website Name: Berkeley - Data-X Lab, Site ID: 25131962047, URL: >> https://datax.berkeley.edu, Single A: 87.4, Double A: 89.9, Triple A: >> 48.7, ARIA: 91.8, Best Practices: 87.71 >> >> Website Name: Berkeley - DeCal, Site ID: 24842384019, URL: >> https://decal.berkeley.edu, Single A: 86.41, Double A: 88.3, Triple A: >> 77.06, ARIA: 80.56, Best Practices: 73.7 >> >> Website Name: Berkeley - Deep-Earth, Site ID: 6809598604, URL: >> https://www.deep-earth.org/, Single A: 92.38, Double A: 98.75, Triple >> A: 41.07, ARIA: 100, Best Practices: 81.01 >> >> Website Name: Berkeley - Demography, Site ID: 27596659873, URL: >> https://www.site.demog.berkeley.edu, Single A: 84.11, Double A: 63.81, >> Triple A: 43.15, ARIA: 89.92, Best Practices: 77.83 >> >> Website Name: Berkeley - Demography Courses, Site ID: 27596668639, >> URL: https://courses.demog.berkeley.edu, Single A: 80.19, Double A: >> 97.48, Triple A: 62.32, ARIA: 83.93, Best Practices: 70.42 >> >> Website Name: Berkeley - Demography Lab Documentation, Site ID: >> 27596654235, URL: https://lab.demog.berkeley.edu, Single A: 89.87, >> Double A: 94.05, Triple A: 66.71, ARIA: 100, Best Practices: 67.99 >> >> Website Name: Berkeley - Department of Economics, Site ID: >> 24842384258, URL: https://www.econ.berkeley.edu, Single A: 85.97, >> Double A: 82.18, Triple A: 29.41, ARIA: 93.64, Best Practices: 75.56 >> >> Website Name: Berkeley - Department of Gender & Women Studies, Site >> ID: 29271016565, URL: https://gws.berkeley.edu/, Single A: 91.02, >> Double A: 78.65, Triple A: 42.7, ARIA: 80.57, Best Practices: 69.16 >> >> Website Name: Berkeley - Department of Molecular and Cell Biology, >> Site ID: 24842384484, URL: https://mcb.berkeley.edu, Single A: 62.49, >> Double A: 57.21, Triple A: 18.14, ARIA: 87.6, Best Practices: 52.85 >> >> Website Name: Berkeley - Destination College Advising Corps, Site ID: >> 16399641348, URL: https://dcac.berkeley.edu/, Single A: 92.71, Double >> A: 94.31, Triple A: 73, ARIA: 80.05, Best Practices: 72.08 >> >> Website Name: Berkeley - Dev ROTC, Site ID: 28750971506, URL: >> http://army.berkeley.edu/ >> , Single A: , Double A: , Triple A: , ARIA: , Best Practices: >> >> Website Name: Berkeley - Development Impact Lab, Site ID: 24842384734, >> URL: https://dil.berkeley.edu, Single A: 88.44, Double A: 87.5, Triple >> A: 61.26, ARIA: 84.99, Best Practices: 79.29 >> >> Website Name: Berkeley - DevLabs, Site ID: 24842415495, URL: >> https://www.devlabs.berkeley.edu, Single A: 92.43, Double A: 65.76, >> Triple A: 49.93, ARIA: 92.11, Best Practices: 81.26 >> >> Website Name: Berkeley - Digital Learning Environments, Site ID: >> 24842415925, URL: http://dle.berkeley.edu, Single A: 93.19, Double A: >> 88.06, Triple A: 100, ARIA: 100, Best Practices: 85.71 >> >> Website Name: Berkeley - Disability Lab, Site ID: 29217485404, URL: >> https://disabilitylab.berkeley.edu, Single A: , Double A: , Triple A: >> , ARIA: , Best Practices: >> >> Website Name: Berkeley - Disability Lab, Site ID: 27567390994, URL: >> https://disabilitylab.berkeley.edu/, Single A: 92, Double A: 96.67, >> Triple A: 48.11, ARIA: 100, Best Practices: 96.41 >> >> Website Name: Berkeley - Disability Lab, Site ID: 29217147529, URL: >> https://disabilitylab.berkeley.edu, Single A: 91.91, Double A: 94.02, >> Triple A: 62.04, ARIA: 100, Best Practices: 96.41 >> >> Website Name: Berkeley - Disability Lab, Site ID: 29217147826, URL: >> https://disabilitylab.berkeley.edu, Single A: 91.91, Double A: 94.02, >> Triple A: 62.04, ARIA: 100, Best Practices: 96.41 >> >> Website Name: Berkeley - Disability Lab, Site ID: 29217148082, URL: >> https://disabilitylab.berkeley.edu, Single A: 91.91, Double A: 94.02, >> Triple A: 62.04, ARIA: 100, Best Practices: 96.41 >> >> Website Name: Berkeley - Disability Lab, Site ID: 29217148354, URL: >> https://disabilitylab.berkeley.edu, Single A: 91.91, Double A: 94.02, >> Triple A: 62.04, ARIA: 100, Best Practices: 96.41 >> >> Website Name: Berkeley - Disability Lab, Site ID: 29217148586, URL: >> https://disabilitylab.berkeley.edu, Single A: 91.91, Double A: 94.02, >> Triple A: 62.04, ARIA: 100, Best Practices: 96.41 >> >> Website Name: Berkeley - Discover Cal, Site ID: 6912985590, URL: >> https://discovercal.berkeley.edu/, Single A: 88.35, Double A: 100, >> Triple A: 60, ARIA: 91.69, Best Practices: 73.62 >> >> Website Name: Berkeley - Dorothea Lange Fellowship, Site ID: >> 8240598363, URL: https://lange.berkeley.edu/, Single A: 97.07, Double >> A: 100, Triple A: 40, ARIA: 100, Best Practices: 90.41 >> >> Website Name: Berkeley - Drubin/Barnes Lab, Site ID: 24956405174, URL: >> https://drubinbarneslab.berkeley.edu/, Single A: 79.4, Double A: 75.5, >> Triple A: 74.93, ARIA: 100, Best Practices: 55.93 >> >> Website Name: Berkeley - Early Academic Outreach Program, Site ID: >> 16399806258, URL: https://eaop.berkeley.edu/, Single A: 79.2, Double >> A: 86.46, Triple A: 31.17, ARIA: 100, Best Practices: 78.28 >> >> Website Name: Berkeley - Early Childhood Education Program, Site ID: >> 15958399017, URL: https://ece.berkeley.edu/, Single A: 92.37, Double >> A: 83.68, Triple A: 34.64, ARIA: 87.38, Best Practices: 94.12 >> >> Website Name: Berkeley - Early Childhood Education Program About, Site >> ID: 28876401627, URL: https://ece.berkeley.edu/about-ecep/, Single A: >> 98.1, Double A: 88.3, Triple A: 48.61, ARIA: 87.95, Best Practices: >> 100 >> >> Website Name: Berkeley - Early Childhood Education Program Advisory >> Committee, Site ID: 28876405327, URL: >> https://ece.berkeley.edu/about-ecep/advisory-committee/, Single A: >> 100, Double A: 88.24, Triple A: 43.33, ARIA: 91.26, Best Practices: >> 100 >> >> Website Name: Berkeley - Early Learning Lab (BELL), Site ID: >> 24842416095, URL: https://www.babylab.berkeley.edu, Single A: 88.81, >> Double A: 62.5, Triple A: 44.64, ARIA: 90, Best Practices: 78.28 >> >> Website Name: Berkeley - Earthquakes, Site ID: 6809583648, URL: >> http://earthquakes.berkeley.edu/, Single A: 89.55, Double A: 79.07, >> Triple A: 18.44, ARIA: 90.43, Best Practices: 79.05 >> >> Website Name: Berkeley - EcoBlock, Site ID: 24956258851, URL: >> https://ecoblock.berkeley.edu/, Single A: 86.33, Double A: 78.74, >> Triple A: 67, ARIA: 80, Best Practices: 77.2 >> >> Website Name: Berkeley - Econometrics Lab, Site ID: 24842384917, URL: >> https://eml.berkeley.edu, Single A: 84.16, Double A: 100, Triple A: >> 37.21, ARIA: 100, Best Practices: 70.88 >> >> Website Name: Berkeley - Edge In Tech Initiative, Site ID: >> 28444171379, URL: https://edge.berkeley.edu/, Single A: 90.32, Double >> A: 83.63, Triple A: 40.43, ARIA: 77.32, Best Practices: 72.14 >> >> Website Name: Berkeley - EECS, Site ID: 15790523126, URL: >> https://eecs.berkeley.edu/, Single A: 92.53, Double A: 76.29, Triple >> A: 45.01, ARIA: 100, Best Practices: 80.21 >> >> Website Name: Berkeley - EECS Instructional and Electronics Support, >> Site ID: 24842385107, URL: https://inst.eecs.berkeley.edu, Single A: >> 85.24, Double A: 100, Triple A: 65.38, ARIA: 81.94, Best Practices: >> 72.72 >> >> Website Name: Berkeley - EECS Newsletter, Site ID: 15790549778, URL: >> https://newsletter.eecs.berkeley.edu/, Single A: 85.83, Double A: >> 95.96, Triple A: 45.09, ARIA: 90.16, Best Practices: 79.37 >> >> Website Name: Berkeley - EECS Student Postings, Site ID: 15790552858, >> URL: http://student-postings.eecs.berkeley.edu/, Single A: 92.22, >> Double A: 90.52, Triple A: 48.95, ARIA: 86.72, Best Practices: 79.64 >> >> Website Name: Berkeley - EECS WWW2, Site ID: 15790546411, URL: >> https://www2.eecs.berkeley.edu/, Single A: 89.72, Double A: 81.83, >> Triple A: 47.28, ARIA: 95.26, Best Practices: 74.54 >> >> Website Name: Berkeley - EECS-CUSG, Site ID: 6569163582, URL: >> http://cusg.eecs.berkeley.edu/, Single A: 92.33, Double A: 100, Triple >> A: 64.49, ARIA: 80.3, Best Practices: 81.57 >> >> Website Name: Berkeley - EECS-IRIS, Site ID: 6569156869, URL: >> https://iris.eecs.berkeley.edu/, Single A: 91.1, Double A: 91.61, >> Triple A: 54.26, ARIA: 86.27, Best Practices: 74.14 >> >> Website Name: Berkeley - EHS, Site ID: 6605371403, URL: >> https://ehs.berkeley.edu/, Single A: 93.18, Double A: 96.42, Triple A: >> 85.44, ARIA: 100, Best Practices: 92.47 >> >> Website Name: Berkeley - EHS Test Site, Site ID: 21193838412, URL: >> https://test-ehs-ob.pantheon.berkeley.edu/, Single A: 93.75, Double A: >> 100, Triple A: 62.08, ARIA: 100, Best Practices: 91.25 >> >> Website Name: Berkeley - Energy Biosciences Institute, Site ID: >> 6818082525, URL: https://energybiosciencesinstitute.org/, Single A: >> 74.31, Double A: 39.23, Triple A: 46.76, ARIA: 86.27, Best Practices: >> 77.76 >> >> Website Name: Berkeley - Engineering dev site, Site ID: 22049794792, >> URL: https://coehyperdev.wpengine.com, Single A: 71.28, Double A: >> 80.74, Triple A: 27.05, ARIA: 82.24, Best Practices: 64.28 >> >> Website Name: Berkeley - English Department, Site ID: 6419222873, URL: >> https://english.berkeley.edu/, Single A: 83, Double A: 83.17, Triple >> A: 33.23, ARIA: 80.58, Best Practices: 73.96 >> >> Website Name: Berkeley - Environmental Change Research Network, Site >> ID: 24842417093, URL: https://www.ecrn.berkeley.edu, Single A: 92.37, >> Double A: 62.66, Triple A: 63.39, ARIA: 94.88, Best Practices: 80.19 >> >> Website Name: Berkeley - Environmental Science, Policy and Management, >> Site ID: 9829386177, URL: https://ourenvironment.berkeley.edu/, Single >> A: 80.46, Double A: 77.69, Triple A: 32.13, ARIA: 82.88, Best >> Practices: 67.12 >> >> Website Name: Berkeley - Essig Museum of Entomology, Site ID: >> 24842385264, URL: https://essig.berkeley.edu, Single A: 78.24, Double >> A: 82.24, Triple A: 43.81, ARIA: 82.19, Best Practices: 69.62 >> >> Website Name: Berkeley - ETS Confluence, Site ID: 6817481742, URL: >> https://confluence.ets.berkeley.edu/confluence/display/CL, Single A: >> 93.18, Double A: 79.95, Triple A: 87.38, ARIA: 82.58, Best Practices: >> 85.71 >> >> Website Name: Berkeley - Event Planning Certification Program, Site >> ID: 6912995212, URL: https://eventcertificate.berkeley.edu/, Single A: >> 97.83, Double A: 100, Triple A: 80, ARIA: 81.09, Best Practices: 85.71 >> >> Website Name: Berkeley - Event Services, Site ID: 22694049800, URL: >> https://eventservices.berkeley.edu/, Single A: 92.81, Double A: 90.05, >> Triple A: 70.13, ARIA: 86.78, Best Practices: 95.15 >> >> Website Name: Berkeley - Events, Site ID: 6654872861, URL: >> https://events.berkeley.edu/, Single A: 88.77, Double A: 90.47, Triple >> A: 63.12, ARIA: 94.32, Best Practices: 85.15 >> >> Website Name: Berkeley - Events and Conferences, Site ID: 15958438048, >> URL: https://eventsandconferences.berkeley.edu/, Single A: 93.42, >> Double A: 78.11, Triple A: 34.65, ARIA: 65.57, Best Practices: 89.39 >> >> Website Name: Berkeley - Executive Education, Site ID: 23963876830, >> URL: https://executive.berkeley.edu/, Single A: 76.56, Double A: >> 69.31, Triple A: 32.96, ARIA: 86.43, Best Practices: 74.93 >> >> Website Name: Berkeley - EXECUTIVE EDUCATION, Site ID: 25201914166, >> URL: https://student.emeritus.org/courses/1574, Single A: , Double A: >> , Triple A: , ARIA: , Best Practices: >> >> Website Name: Berkeley - Extension, Site ID: 6050180670, URL: >> https://extension.berkeley.edu/, Single A: 96.73, Double A: 91.57, >> Triple A: 60.59, ARIA: 77.14, Best Practices: 92.5 >> >> Website Name: Berkeley - Facilities, Site ID: 6818053977, URL: >> https://facilities.berkeley.edu/, Single A: 94.42, Double A: 100, >> Triple A: 61.78, ARIA: 100, Best Practices: 92.42 >> >> Website Name: Berkeley - Faculty Research Lectures, Site ID: >> 6913003553, URL: https://facultylectures.berkeley.edu/, Single A: >> 98.55, Double A: 100, Triple A: 80, ARIA: 80.24, Best Practices: 85.71 >> >> Website Name: Berkeley - Fall Program for Freshmen, Site ID: >> 28181005141, URL: http://fpf.berkeley.edu/, Single A: 91, Double A: >> 87.04, Triple A: 52.12, ARIA: 80, Best Practices: 68.81 >> >> Website Name: Berkeley - FHL Vive Center for Enhanced Reality, Site >> ID: 24842385435, URL: https://vivecenter.berkeley.edu, Single A: >> 86.32, Double A: 94.38, Triple A: 64.81, ARIA: 88.41, Best Practices: >> 79.9 >> >> Website Name: Berkeley - Financial Aid and Scholarships, Site ID: >> 6050176826, URL: https://financialaid.berkeley.edu/, Single A: 81.75, >> Double A: 84.67, Triple A: 67.68, ARIA: 86.99, Best Practices: 92.56 >> >> Website Name: Berkeley - FINTECH & FINANCIAL INCLUSION INITIATIVE, >> Site ID: 25024691545, URL: https://haas.berkeley.edu/ffii, Single A: >> 64.33, Double A: 66.67, Triple A: 68.17, ARIA: 87.08, Best Practices: >> 67.15 >> >> Website Name: Berkeley - FireSim, Site ID: 6817115986, URL: >> https://fires.im/, Single A: 88.29, Double A: 94.88, Triple A: 61.02, >> ARIA: 92.24, Best Practices: 74.71 >> >> Website Name: Berkeley - Folklore, Site ID: 24842417945, URL: >> http://folklore.berkeley.edu, Single A: 87.27, Double A: 85.22, Triple >> A: 67.05, ARIA: 84.47, Best Practices: 76.73 >> >> Website Name: Berkeley - Food Institute, Site ID: 24842385566, URL: >> https://food.berkeley.edu, Single A: 76.65, Double A: 73.47, Triple A: >> 44.76, ARIA: 79.22, Best Practices: 69.49 >> >> Website Name: Berkeley - Food Justice Project, Site ID: 24842418311, >> URL: https://foodjustice.berkeley.edu, Single A: 92.62, Double A: >> 87.5, Triple A: 63.77, ARIA: 88.79, Best Practices: 70.33 >> >> Website Name: Berkeley - Forestry Camp, Site ID: 24842385805, URL: >> https://forestrycamp.berkeley.edu, Single A: 83.93, Double A: 97.21, >> Triple A: 70.64, ARIA: 100, Best Practices: 75.55 >> >> Website Name: Berkeley - Forests, Site ID: 9851346789, URL: >> https://forests.berkeley.edu/, Single A: 90.3, Double A: 100, Triple >> A: 67.66, ARIA: 84.61, Best Practices: 77.82 >> >> Website Name: Berkeley - Foundation, Site ID: 6913017314, URL: >> https://foundation.berkeley.edu/, Single A: 88.56, Double A: 90.39, >> Triple A: 63.09, ARIA: 87.03, Best Practices: 76.97 >> >> Website Name: Berkeley - Founders Pledge, Site ID: 6913026117, URL: >> https://founderspledge.berkeley.edu/, Single A: 85.45, Double A: 100, >> Triple A: 80, ARIA: 93.52, Best Practices: 82.46 >> >> Website Name: Berkeley - Free Speech, Site ID: 8240853429, URL: >> https://freespeech.berkeley.edu/, Single A: 93.26, Double A: 87.74, >> Triple A: 30.81, ARIA: 100, Best Practices: 95.64 >> >> Website Name: Berkeley - French, Site ID: 7068229808, URL: >> https://french.berkeley.edu/, Single A: 74.19, Double A: 71.59, Triple >> A: 50.37, ARIA: 100, Best Practices: 67.29 >> >> Website Name: Berkeley - Freshman and Sophomores Seminars, Site ID: >> 7129226355, URL: https://fss.berkeley.edu/, Single A: 94.42, Double A: >> 88.16, Triple A: 73.33, ARIA: 85.37, Best Practices: 85.71 >> >> Website Name: Berkeley - Fung Institute, Site ID: 6809654893, URL: >> https://funginstitute.berkeley.edu/, Single A: 81.49, Double A: 99.2, >> Triple A: 44.26, ARIA: 77.22, Best Practices: 75.6 >> >> Website Name: Berkeley - Fung Institute Fellows, Site ID: 6809659395, >> URL: https://fungfellows.berkeley.edu/, Single A: 85.14, Double A: >> 64.18, Triple A: 35.23, ARIA: 66.59, Best Practices: 73.79 >> >> Website Name: Berkeley - Gallery, Site ID: 21527389695, URL: >> https://gallery.berkeley.edu/bp/#/, Single A: 94.12, Double A: 91.58, >> Triple A: 100, ARIA: 100, Best Practices: 71.43 >> >> Website Name: Berkeley - GamesCrafters, Site ID: 21783827235, URL: >> https://gamescrafters.berkeley.edu, Single A: 59.1, Double A: 62.6, >> Triple A: 9.79, ARIA: 81.59, Best Practices: 62.68 >> >> Website Name: Berkeley - GamesmanUni, Site ID: 21783828272, URL: >> https://nyc.cs.berkeley.edu/uni/, Single A: 99.55, Double A: 100, >> Triple A: 80, ARIA: 84.15, Best Practices: 85.71 >> >> Website Name: Berkeley - Gateway to Innovation, Site ID: 25331055541, >> URL: https://festive-euler-7b8047.netlify.app/, Single A: 83.2, Double >> A: 80.8, Triple A: 80, ARIA: 82.1, Best Practices: 83.21 >> >> Website Name: Berkeley - German, Site ID: 8021338866, URL: >> https://german.berkeley.edu/, Single A: 90.13, Double A: 100, Triple >> A: 80.61, ARIA: 88.02, Best Practices: 69.06 >> >> Website Name: Berkeley - Girls in Engineering, Site ID: 15579632345, >> URL: http://girlsinengineering.berkeley.edu/, Single A: 96.73, Double >> A: 97.77, Triple A: 44.33, ARIA: 92.04, Best Practices: 77.53 >> >> Website Name: Berkeley - Give, Site ID: 6050203010, URL: >> https://give.berkeley.edu/, Single A: 93.84, Double A: 80.88, Triple >> A: 46.27, ARIA: 65.4, Best Practices: 68.9 >> >> Website Name: Berkeley - Give 2.0 (alpha), Site ID: 18582297344, URL: >> https://give-alpha.berkeley.website/home, Single A: , Double A: , >> Triple A: , ARIA: , Best Practices: >> >> Website Name: Berkeley - Give 2.0 Reference Implementation, Site ID: >> 19168829800, URL: https://give-uat.berkeley.website/home, Single A: >> 97.06, Double A: 87.5, Triple A: 100, ARIA: 100, Best Practices: 71.43 >> >> Website Name: Berkeley - Global, Site ID: 28181004629, URL: >> https://global.berkeley.edu, Single A: , Double A: , Triple A: , ARIA: >> , Best Practices: >> >> Website Name: Berkeley - Global Health Researchers, Site ID: >> 8021303647, URL: http://ghes.berkeley.edu/, Single A: 87.98, Double A: >> 82.04, Triple A: 45.99, ARIA: 82.44, Best Practices: 75.86 >> >> Website Name: Berkeley - Global Metropolitan Studies, Site ID: >> 6877181811, URL: https://metrostudies.berkeley.edu/, Single A: 94.44, >> Double A: 100, Triple A: 66.9, ARIA: 100, Best Practices: 85.61 >> >> Website Name: Berkeley - Golden Bear Orientation, Site ID: >> 15958385461, URL: https://orientation.berkeley.edu/, Single A: 94.49, >> Double A: 97.14, Triple A: 70.14, ARIA: 75.03, Best Practices: 92.19 >> >> Website Name: Berkeley - Gopnik Lab, Site ID: 24842419364, URL: >> http://www.gopniklab.berkeley.edu, Single A: 89.71, Double A: 87.5, >> Triple A: 60.58, ARIA: 100, Best Practices: 78.23 >> >> Website Name: Berkeley - Graduate Program in Bioengineering, Site ID: >> 16456376676, URL: https://bioegrad.berkeley.edu/, Single A: 83.88, >> Double A: 84.94, Triple A: 67.72, ARIA: 85.96, Best Practices: 75.91 >> >> Website Name: Berkeley - Graduate School of Education, Site ID: >> 6861130726, URL: https://gse.berkeley.edu/, Single A: 92.41, Double A: >> 93.04, Triple A: 88.05, ARIA: 100, Best Practices: 89.29 >> >> Website Name: Berkeley - Greater Good in Action, Site ID: 8129900663, >> URL: https://ggia.berkeley.edu/, Single A: 73.76, Double A: 75.21, >> Triple A: 73.64, ARIA: 70.23, Best Practices: 75.46 >> >> Website Name: Berkeley - Greater Good in Education, Site ID: >> 17819432005, URL: https://ggie.berkeley.edu, Single A: 74.12, Double >> A: 87.52, Triple A: 42.73, ARIA: 62.88, Best Practices: 65.44 >> >> Website Name: Berkeley - Greater Good Magazine, Site ID: 24842385950, >> URL: https://greatergood.berkeley.edu, Single A: 74.82, Double A: >> 76.11, Triple A: 20.83, ARIA: 83.7, Best Practices: 63.97 >> >> Website Name: Berkeley - Greater Good Science Center (GGSC), Site ID: >> 24842386106, URL: https://ggsc.berkeley.edu, Single A: 85.41, Double >> A: 90.91, Triple A: 27.97, ARIA: 84.75, Best Practices: 75.57 >> >> Website Name: Berkeley - GrizzlyCorps, Site ID: 24941992198, URL: >> https://www.grizzlycorps.org/, Single A: 81.26, Double A: 69.12, >> Triple A: 41.16, ARIA: 85.48, Best Practices: 73.5 >> >> Website Name: Berkeley - GSPP, Site ID: 6555623232, URL: >> https://gspp.berkeley.edu/, Single A: 76.92, Double A: 84.19, Triple >> A: 56.37, ARIA: 94.98, Best Practices: 76.89 >> >> Website Name: Berkeley - GSPP [DEV site], Site ID: 24507552983, URL: >> http://dev.gspp.berkeley.edu/, Single A: 78.34, Double A: 83.73, >> Triple A: 56.46, ARIA: 89.32, Best Practices: 77.94 >> >> Website Name: Berkeley - GSPP Center for Studies in Higher Education, >> Site ID: 6824209961, URL: https://cshe.berkeley.edu/, Single A: 94.98, >> Double A: 95.88, Triple A: 78.95, ARIA: 100, Best Practices: 92.84 >> >> Website Name: Berkeley - Gustafson v. UC Berkeley, Site ID: >> 25134183545, URL: https://gustafson.berkeley.edu, Single A: , Double >> A: , Triple A: , ARIA: , Best Practices: >> >> Website Name: Berkeley - Hartwig, Site ID: 29571395128, URL: >> https://hartwig.cchem.berkeley.edu/, Single A: 85.52, Double A: 85.63, >> Triple A: 80, ARIA: 100, Best Practices: 81.05 >> >> Website Name: Berkeley - Hearst Museum Portal, Site ID: 6913644461, >> URL: https://portal.hearstmuseum.berkeley.edu, Single A: 75.94, Double >> A: 67.78, Triple A: 58.74, ARIA: 80.4, Best Practices: 66.17 >> >> Website Name: Berkeley - Hellerstein Lab, Site ID: 24842419931, URL: >> http://www.hellersteinlab.berkeley.edu, Single A: 90.46, Double A: >> 87.85, Triple A: 43.69, ARIA: 95.22, Best Practices: 85.71 >> >> Website Name: Berkeley - History of Art Department, Site ID: >> 24844090666, URL: https://arthistory.berkeley.edu/, Single A: 90.84, >> Double A: 91.93, Triple A: 43.26, ARIA: 74.5, Best Practices: 69.75 >> >> Website Name: Berkeley - Homecoming, Site ID: 6913040805, URL: >> https://homecoming.berkeley.edu/, Single A: 88.82, Double A: 97.98, >> Triple A: 65.65, ARIA: 84.24, Best Practices: 79.16 >> >> Website Name: Berkeley - Hoofnagle, Site ID: 6801132297, URL: >> https://hoofnagle.berkeley.edu/, Single A: 90.59, Double A: 95.33, >> Triple A: 60.49, ARIA: 84.78, Best Practices: 87.28 >> >> Website Name: Berkeley - Housing, Site ID: 6050205830, URL: >> https://housing.berkeley.edu/, Single A: 93.33, Double A: 97.49, >> Triple A: 72.79, ARIA: 74.5, Best Practices: 92.48 >> >> Website Name: Berkeley - HR, Site ID: 5792239630, URL: >> https://hr.berkeley.edu/, Single A: 91.92, Double A: 100, Triple A: >> 62.64, ARIA: 100, Best Practices: 90.47 >> >> Website Name: Berkeley - Human Powered Vehicle Team, Site ID: >> 24842420540, URL: https://www.hpv.berkeley.edu, Single A: 87.67, >> Double A: 63.13, Triple A: 62.2, ARIA: 90.64, Best Practices: 78.17 >> >> Website Name: Berkeley - Haas Annual Report of Private Giving, Site >> ID: 27948913797, URL: https://annualreport.haas.berkeley.edu/, Single >> A: 80.31, Double A: 74.15, Triple A: 62.23, ARIA: 88.62, Best >> Practices: 88.05 >> >> Website Name: Berkeley - Haas Blogs, Site ID: 7068051837, URL: >> https://blogs.haas.berkeley.edu/the-berkeley-mba, Single A: 82.77, >> Double A: 92.45, Triple A: 50.14, ARIA: 78.21, Best Practices: 81.86 >> >> Website Name: Berkeley - HAAS Business School [DEV site], Site ID: >> 27968001149, URL: https://ucbhaasdev.wpengine.com/, Single A: 62.97, >> Double A: 81.89, Triple A: 50.79, ARIA: 93.84, Best Practices: 66.07 >> >> Website Name: Berkeley - Haas Center for Social Sector Leadership, >> Site ID: 6824169835, URL: https://socialsector.haas.berkeley.edu/, >> Single A: 90.47, Double A: 92.39, Triple A: 83.77, ARIA: 100, Best >> Practices: 92.34 >> >> Website Name: Berkeley - Haas Course 502, Site ID: 25244519136, URL: >> https://haasdigital.instructure.com/courses/502, Single A: , Double A: >> , Triple A: , ARIA: , Best Practices: >> >> Website Name: Berkeley - Haas Diversity, Site ID: 25576718712, URL: >> https://haas.berkeley.edu/diversity/, Single A: 94.49, Double A: >> 94.07, Triple A: 94.12, ARIA: 100, Best Practices: 93.45 >> >> Website Name: Berkeley - Haas Institute for a Fair and Inclusive >> Society, Site ID: 17405534528, URL: >> https://haasinstitute.berkeley.edu/, Single A: 66.9, Double A: 68.23, >> Triple A: 29.29, ARIA: 76.84, Best Practices: 72.31 >> >> Website Name: Berkeley - Haas Master of Financial Engineering, Site >> ID: 14385263166, URL: https://mfe.haas.berkeley.edu/, Single A: 86.35, >> Double A: 91.6, Triple A: 42.54, ARIA: 82.94, Best Practices: 75.57 >> >> Website Name: Berkeley - Haas MBA, Site ID: 7068026212, URL: >> https://mba.haas.berkeley.edu/, Single A: 78.36, Double A: 78.95, >> Triple A: 42.19, ARIA: 82.62, Best Practices: 76.13 >> >> Website Name: Berkeley - Haas MBA Evenings and Weekends, Site ID: >> 7068039281, URL: https://ewmba.haas.berkeley.edu/, Single A: 86.53, >> Double A: 91.53, Triple A: 42.11, ARIA: 74.44, Best Practices: 76.21 >> >> Website Name: Berkeley - Haas MBA for Executives, Site ID: 7068032237, >> URL: https://mbaforexecs.haas.berkeley.edu/, Single A: 87.03, Double >> A: 92.2, Triple A: 42.58, ARIA: 82.77, Best Practices: 76.08 >> >> Website Name: Berkeley - Haas Newsroom, Site ID: 27948919269, URL: >> https://newsroom.haas.berkeley.edu/, Single A: 70.04, Double A: 78.93, >> Triple A: 22.77, ARIA: 78.99, Best Practices: 71.43 >> >> Website Name: Berkeley - Haas Scholar Program, Site ID: 7129199785, >> URL: https://hsp.berkeley.edu/, Single A: 94.2, Double A: 98.51, >> Triple A: 42.27, ARIA: 96.59, Best Practices: 96.31 >> >> Website Name: Berkeley - Haas School of Business, Site ID: 6050193276, >> URL: https://haas.berkeley.edu/, Single A: 76.93, Double A: 91.21, >> Triple A: 66.46, ARIA: 100, Best Practices: 79.16 >> >> Website Name: Berkeley - Haas School of Business KB, Site ID: >> 19242587058, URL: https://kb.haas.berkeley.edu/, Single A: 97.19, >> Double A: 85.57, Triple A: 73.05, ARIA: 82.51, Best Practices: 77.96 >> >> Website Name: Berkeley - I School Online, Site ID: 24842386325, URL: >> https://ischoolonline.berkeley.edu/, Single A: 87.14, Double A: 88.15, >> Triple A: 61.09, ARIA: 86.89, Best Practices: 84.81 >> >> Website Name: Berkeley - IEOR, Site ID: 15790635944, URL: >> https://ieor.berkeley.edu/, Single A: 68.81, Double A: 78.26, Triple >> A: 45.54, ARIA: 85.03, Best Practices: 80.94 >> >> Website Name: Berkeley - IGS, Site ID: 7449829129, URL: >> https://igs.berkeley.edu/, Single A: 82.95, Double A: 72.73, Triple A: >> 20.54, ARIA: 81.49, Best Practices: 76.63 >> >> Website Name: Berkeley - Initiative for Behavioral Economics and >> Finance, Site ID: 24842386497, URL: https://behavioral.berkeley.edu, >> Single A: 86.06, Double A: 69.63, Triple A: 86.35, ARIA: 100, Best >> Practices: 71.11 >> >> Website Name: Berkeley - Innovation Genomics Institute, Site ID: >> 6818076367, URL: https://innovativegenomics.org/, Single A: 62.31, >> Double A: 54.09, Triple A: 36.27, ARIA: 81.53, Best Practices: 71.35 >> >> Website Name: Berkeley - Innovation Index, Site ID: 25133280257, URL: >> https://innovationindex.berkeley.edu, Single A: 89.83, Double A: >> 91.94, Triple A: 67.38, ARIA: 100, Best Practices: 93.17 >> >> Website Name: Berkeley - Innovation-X, Site ID: 25132732556, URL: >> https://innox.berkeley.edu, Single A: 89.51, Double A: 84.17, Triple >> A: 45.94, ARIA: 84.68, Best Practices: 87.14 >> >> Website Name: Berkeley - Innovators, Site ID: 6913063220, URL: >> https://innovators.berkeley.edu/, Single A: 84.67, Double A: 86.56, >> Triple A: 91.67, ARIA: 100, Best Practices: 79.17 >> >> Website Name: Berkeley - INSTITUTE FOR BUSINESS & SOCIAL IMPACT, Site >> ID: 25024428094, URL: https://haas.berkeley.edu/ibsi, Single A: 77.4, >> Double A: 90.95, Triple A: 77.87, ARIA: 100, Best Practices: 78.89 >> >> Website Name: Berkeley - Institute for Data Science (BIDS), Site ID: >> 24842386775, URL: https://bids.berkeley.edu, Single A: 89.47, Double >> A: 88.9, Triple A: 24.17, ARIA: 93.8, Best Practices: 79.73 >> >> Website Name: Berkeley - Institute for Parks, People and Biodiversity, >> Site ID: 9831039418, URL: https://parks.berkeley.edu/, Single A: >> 90.99, Double A: 89.94, Triple A: 70.1, ARIA: 81.71, Best Practices: >> 75.03 >> >> Website Name: Berkeley - Institute for the Study of Societal Issues, >> Site ID: 6817512893, URL: https://issi.berkeley.edu/, Single A: 86.63, >> Double A: 86.49, Triple A: 66.41, ARIA: 100, Best Practices: 81.73 >> >> Website Name: Berkeley - Institute of Cognitive and Brain Sciences, >> Site ID: 8021215800, URL: https://icbs.berkeley.edu/, Single A: 96.04, >> Double A: 75.1, Triple A: 57.29, ARIA: 80.41, Best Practices: 85.71 >> >> Website Name: Berkeley - Institute of Industrial and Systems >> Engineers, Site ID: 25133199956, URL: https://iise.berkeley.edu, >> Single A: 89.17, Double A: 88.22, Triple A: 33.48, ARIA: 82.7, Best >> Practices: 76.21 >> >> Website Name: Berkeley - Institute of Slavic, East European, and >> Eurasian Studies, Site ID: 16482278830, URL: >> https://iseees.berkeley.edu/, Single A: 91.34, Double A: 90.31, Triple >> A: 62.52, ARIA: 80.31, Best Practices: 75.15 >> >> Website Name: Berkeley - Institute of Transportation Studies, Site ID: >> 24842387646, URL: https://its.berkeley.edu, Single A: 94.93, Double A: >> 100, Triple A: 67.52, ARIA: 100, Best Practices: 89.38 >> >> Website Name: Berkeley - Institute on Labor and Employment, Site ID: >> 6817948818, URL: https://irle.berkeley.edu/, Single A: 75.33, Double >> A: 87.62, Triple A: 51.28, ARIA: 72.38, Best Practices: 69.42 >> >> Website Name: Berkeley - Integrative Biology, Site ID: 24842387853, >> URL: https://ib.berkeley.edu, Single A: 69.83, Double A: 85.56, Triple >> A: 22.05, ARIA: 86.11, Best Practices: 63.93 >> >> Website Name: Berkeley - Intellectual Property & Industry Research >> Alliances (IPIRA), Site ID: 17972580333, URL: >> https://ipira.berkeley.edu, Single A: 81.04, Double A: 90.11, Triple >> A: 43.87, ARIA: 100, Best Practices: 67.08 >> >> Website Name: Berkeley - Interdisciplinary Studies Field, Site ID: >> 7129105467, URL: https://isf.ugis.berkeley.edu/, Single A: 95.36, >> Double A: 85.72, Triple A: 42.1, ARIA: 96.34, Best Practices: 93.41 >> >> Website Name: Berkeley - International, Site ID: 6913070197, URL: >> https://international.berkeley.edu/, Single A: 86.17, Double A: 91.52, >> Triple A: 72.17, ARIA: 89.1, Best Practices: 92.34 >> >> Website Name: Berkeley - International Consortium of Critical Theory >> Programs, Site ID: 25523094884, URL: >> https://directory.criticaltheoryconsortium.org/, Single A: 90.03, >> Double A: 91.29, Triple A: 75.77, ARIA: 80.63, Best Practices: 77.06 >> >> Website Name: Berkeley - International House Blog, Site ID: >> 17972206776, URL: https://ihberkeley.wordpress.com/, Single A: 86.08, >> Double A: 72.89, Triple A: 23.79, ARIA: 90.18, Best Practices: 68.76 >> >> Website Name: Berkeley - International Houses Worldwide, Site ID: >> 17987356555, URL: https://ihouseworldwide.org/, Single A: 89.45, >> Double A: 75.1, Triple A: 42.22, ARIA: 80.04, Best Practices: 63.45 >> >> Website Name: Berkeley - International Office, Site ID: 24842380225, >> URL: https://internationaloffice.berkeley.edu, Single A: 94.16, Double >> A: 94.74, Triple A: 83.32, ARIA: 100, Best Practices: 92.21 >> >> Website Name: Berkeley - International Study Program (BISP), Site ID: >> 27345306380, URL: https://bisp.berkeley.edu/, Single A: 89.06, Double >> A: 81.83, Triple A: 46.83, ARIA: 100, Best Practices: 93.72 >> >> Website Name: Berkeley - Italian Studies, Site ID: 6973046658, URL: >> http://italian.berkeley.edu/, Single A: 91.46, Double A: 82.77, Triple >> A: 49.69, ARIA: 100, Best Practices: 80.93 >> >> Website Name: Berkeley - IT-CMR, Site ID: 26243565890, URL: >> https://sites.google.com/berkeley.edu/uc-berkeley-cmr/, Single A: , >> Double A: , Triple A: , ARIA: , Best Practices: >> >> Website Name: Berkeley - Jacobs Institute, Site ID: 6639742997, URL: >> https://jacobsinstitute.berkeley.edu/, Single A: 78.82, Double A: >> 82.82, Triple A: 66.25, ARIA: 92.23, Best Practices: 69.51 >> >> Website Name: Berkeley - Jagust Lab, Site ID: 24842421033, URL: >> https://jagustlab.neuro.berkeley.edu, Single A: 93.34, Double A: >> 91.97, Triple A: 74.29, ARIA: 95.36, Best Practices: 80.62 >> >> Website Name: Berkeley - Japanese Historical Text Initiative, Site ID: >> 8021282346, URL: https://jhti.berkeley.edu/, Single A: 82.49, Double >> A: 93.06, Triple A: 67.75, ARIA: 90.17, Best Practices: 67.23 >> >> Website Name: Berkeley - Journalism, Site ID: 24054002299, URL: >> https://journalism.berkeley.edu/, Single A: 78.28, Double A: 85.72, >> Triple A: 62.11, ARIA: 82.72, Best Practices: 77.47 >> >> Website Name: Berkeley - Journalism Advanced Media Institute, Site ID: >> 6824089558, URL: https://multimedia.journalism.berkeley.edu/, Single >> A: 77.92, Double A: 73.14, Triple A: 46.43, ARIA: 85.48, Best >> Practices: 86.94 >> >> Website Name: Berkeley - Judith Lee Stronach Baccalaureate Program, >> Site ID: 7129180674, URL: https://stronach.berkeley.edu/, Single A: >> 97.06, Double A: 98.81, Triple A: 40.1, ARIA: 95.79, Best Practices: >> 86.23 >> >> Website Name: Berkeley - KALX, Site ID: 7059522462, URL: >> https://www.kalx.berkeley.edu/, Single A: 85.87, Double A: 98.32, >> Triple A: 65.83, ARIA: 87.74, Best Practices: 95.77 >> >> Website Name: Berkeley - Kelly Research & Outreach Lab, Site ID: >> 24842421383, URL: http://kellylab.berkeley.edu, Single A: 82.15, >> Double A: 77.12, Triple A: 45.45, ARIA: 80.28, Best Practices: 60.04 >> >> Website Name: Berkeley - Ken Goldberg Professor, Industrial >> Engineering and Ops Research, Site ID: 25133461204, URL: >> https://goldberg.berkeley.edu, Single A: 71.45, Double A: 100, Triple >> A: 10.37, ARIA: 80.18, Best Practices: 65.64 >> >> Website Name: Berkeley - Ki by Editorial Board of Qui Parle, Site ID: >> 28741860054, URL: https://kikiki.cargo.site/, Single A: 100, Double A: >> 87.5, Triple A: 100, ARIA: 100, Best Practices: 71.43 >> >> Website Name: Berkeley - Knight Lab, Site ID: 24842421689, URL: >> https://knightlab.neuro.berkeley.edu, Single A: 91.31, Double A: >> 90.75, Triple A: 62.92, ARIA: 88.5, Best Practices: 83.17 >> >> Website Name: Berkeley - L&S Mentors Program, Site ID: 23856156366, >> URL: https://lsmentors.wixsite.com/home, Single A: 92.12, Double A: >> 66.37, Triple A: 58.59, ARIA: 93.18, Best Practices: 71.59 >> >> Website Name: Berkeley - Labor Center, Site ID: 6817954741, URL: >> https://laborcenter.berkeley.edu/, Single A: 78.56, Double A: 90.48, >> Triple A: 42.78, ARIA: 87.09, Best Practices: 71.07 >> >> Website Name: Berkeley - Language Center, Site ID: 29236340998, URL: >> https://blc.berkeley.edu, Single A: 77.86, Double A: 82.32, Triple A: >> 43.33, ARIA: 82.7, Best Practices: 75.12 >> >> Website Name: Berkeley - Law, Site ID: 6050196153, URL: >> https://www.law.berkeley.edu/, Single A: 75.44, Double A: 74.48, >> Triple A: 62.02, ARIA: 85.68, Best Practices: 68.62 >> >> Website Name: Berkeley - Law - Executive, Site ID: 6352131007, URL: >> https://executive.law.berkeley.edu/, Single A: 84.69, Double A: 79.19, >> Triple A: 62.02, ARIA: 74.5, Best Practices: 77.16 >> >> Website Name: Berkeley - Law Legalstudies, Site ID: 6817401648, URL: >> http://legalstudies.berkeley.edu/, Single A: 86.6, Double A: 79.09, >> Triple A: 64.79, ARIA: 83.76, Best Practices: 65.06 >> >> Website Name: Berkeley - Lawrence Hall of Science, Site ID: >> 6547355098, URL: https://www.lawrencehallofscience.org/, Single A: >> 75.84, Double A: 74.89, Triple A: 64.13, ARIA: 100, Best Practices: >> 56.06 >> >> Website Name: Berkeley - LCFIT: The Lee-Carter Fitter, Site ID: >> 27596699155, URL: http://lcfit.demog.berkeley.edu, Single A: 92.84, >> Double A: 100, Triple A: 60, ARIA: 100, Best Practices: 82.29 >> >> Website Name: Berkeley - LEAD Center, Site ID: 17751287767, URL: >> https://lead.berkeley.edu/, Single A: 88.41, Double A: 77.62, Triple >> A: 64.88, ARIA: 70.21, Best Practices: 77.29 >> >> Website Name: Berkeley - Leader Studio, Site ID: 25131624535, URL: >> https://leaderstudio.berkeley.edu, Single A: 88.45, Double A: 100, >> Triple A: 75.55, ARIA: 100, Best Practices: 82.79 >> >> Website Name: Berkeley - Library, Site ID: 6050184857, URL: >> https://www.lib.berkeley.edu/, Single A: 71.54, Double A: 94.31, >> Triple A: 31.44, ARIA: 66.39, Best Practices: 52.84 >> >> Website Name: Berkeley - Library Giving, Site ID: 16845892919, URL: >> https://give.lib.berkeley.edu/, Single A: 86.84, Double A: 92.63, >> Triple A: 48.36, ARIA: 100, Best Practices: 85.43 >> >> Website Name: Berkeley - Library Guides by Subject, Site ID: >> 25036953049, URL: https://guides.lib.berkeley.edu, Single A: 77.6, >> Double A: 87, Triple A: 26.2, ARIA: 80.65, Best Practices: 68.11 >> >> Website Name: Berkeley - Library News, Site ID: 6759820567, URL: >> https://news.lib.berkeley.edu/, Single A: 88.16, Double A: 100, Triple >> A: 61.89, ARIA: 100, Best Practices: 100 >> >> Website Name: Berkeley - Library Stories, Site ID: 6759826041, URL: >> https://stories.lib.berkeley.edu/, Single A: 83.9, Double A: 92.17, >> Triple A: 55.65, ARIA: 85.93, Best Practices: 71.88 >> >> Website Name: Berkeley - Library Update, Site ID: 6759825322, URL: >> https://update.lib.berkeley.edu/, Single A: 72.41, Double A: 75.59, >> Triple A: 45.51, ARIA: 76.8, Best Practices: 39.95 >> >> Website Name: Berkeley - Life, Site ID: 17751042590, URL: >> https://life.berkeley.edu/, Single A: 93.38, Double A: 96.52, Triple >> A: 72.82, ARIA: 75.79, Best Practices: 77.43 >> >> Website Name: Berkeley - Light the Way (Campaign for Berkeley), Site >> ID: 19965719496, URL: https://light.berkeley.edu/, Single A: 81.12, >> Double A: 84.19, Triple A: 71.97, ARIA: 98.44, Best Practices: 88.94 >> >> Website Name: Berkeley - Linguistics, Site ID: 6818035933, URL: >> https://lx.berkeley.edu/, Single A: 94.97, Double A: 100, Triple A: >> 64.29, ARIA: 100, Best Practices: 92.05 >> >> Website Name: Berkeley - Logic Library, Site ID: 13781316430, URL: >> https://logic-library.berkeley.edu/catalog, Single A: 95.93, Double A: >> 100, Triple A: 70.16, ARIA: 80.4, Best Practices: 85.71 >> >> Website Name: Berkeley - Loyal, Site ID: 6913076563, URL: >> https://loyal.berkeley.edu/, Single A: 92.28, Double A: 100, Triple A: >> 60, ARIA: 81.46, Best Practices: 85.71 >> >> Website Name: Berkeley - Magnes, Site ID: 29018859390, URL: >> https://magnes.berkeley.edu/, Single A: 60.15, Double A: 54.89, Triple >> A: 62.03, ARIA: 82.71, Best Practices: 67.67 >> >> Website Name: Berkeley - Main Campus, Site ID: 5139462360, URL: >> https://www.berkeley.edu/, Single A: 86.2, Double A: 82.8, Triple A: >> 23.39, ARIA: 92.3, Best Practices: 82.13 >> >> Website Name: Berkeley - Manager News, Site ID: 8240665740, URL: >> https://manager-news.berkeley.edu/, Single A: 99.37, Double A: 89.23, >> Triple A: 40, ARIA: 100, Best Practices: 85.71 >> >> Website Name: Berkeley - Marvell Nanofabrication Lab, Site ID: >> 24842388033, URL: https://nanolab.berkeley.edu, Single A: 78.05, >> Double A: 63.24, Triple A: 9.21, ARIA: 84.83, Best Practices: 71.75 >> >> Website Name: Berkeley - Master of Analytics, Site ID: 27674531318, >> URL: https://analytics.berkeley.edu, Single A: 93.08, Double A: 81.48, >> Triple A: 27.38, ARIA: 91.94, Best Practices: 93.74 >> >> Website Name: Berkeley - Master of Analytics IEOR, Site ID: >> 25820569535, URL: http://coeanalytics.wpengine.com/, Single A: 93, >> Double A: 81.62, Triple A: 27.38, ARIA: 91.72, Best Practices: 93.91 >> >> Website Name: Berkeley - Master of Design (MDes), Site ID: >> 24942468684, URL: https://design.berkeley.edu/, Single A: 77.38, >> Double A: 80.32, Triple A: 60.28, ARIA: 81.1, Best Practices: 87.88 >> >> Website Name: Berkeley - Master of Development Practice, Site ID: >> 24842388260, URL: https://mdp.berkeley.edu, Single A: 86.15, Double A: >> 79.29, Triple A: 15.96, ARIA: 80.03, Best Practices: 74.21 >> >> Website Name: Berkeley - MasterCard Foundation Scholar's Program, Site >> ID: 6913517969, URL: https://mcfscholarsprogram.berkeley.edu/, Single >> A: 90.32, Double A: 84.26, Triple A: 87.05, ARIA: 100, Best Practices: >> 94.45 >> >> Website Name: Berkeley - Material Science and Engineering, Site ID: >> 17156003356, URL: http://coemse.wpengine.com/, Single A: 76.42, Double >> A: 82.48, Triple A: 46.2, ARIA: 80.85, Best Practices: 66.79 >> >> Website Name: Berkeley - Mathematics Department, Site ID: 24842396602, >> URL: https://math.berkeley.edu, Single A: 53.67, Double A: 63.8, >> Triple A: 21.74, ARIA: 80.23, Best Practices: 57.31 >> >> Website Name: Berkeley - McKinsey group, Site ID: 23117553781, URL: >> https://junsonglin.wixsite.com/mckinseygrouppage, Single A: 97.06, >> Double A: 62.5, Triple A: 41, ARIA: 80.98, Best Practices: 85.71 >> >> Website Name: Berkeley - Mechanical Engineering, Site ID: 18799400601, >> URL: https://me.berkeley.edu/, Single A: 70.56, Double A: 63.73, >> Triple A: 66.74, ARIA: 77.36, Best Practices: 75.3 >> >> Website Name: Berkeley - Media Studies, Site ID: 7129134273, URL: >> https://mediastudies.ugis.berkeley.edu/, Single A: 96.96, Double A: >> 96.1, Triple A: 43.07, ARIA: 95.94, Best Practices: 91.96 >> >> Website Name: Berkeley - MET, Site ID: 15789944779, URL: >> https://met.berkeley.edu/, Single A: 88.02, Double A: 98.81, Triple A: >> 60.07, ARIA: 86.78, Best Practices: 88.87 >> >> Website Name: Berkeley - MFA, Site ID: 8027325428, URL: >> https://mfa.berkeley.edu/, Single A: 90.38, Double A: 100, Triple A: >> 60, ARIA: 100, Best Practices: 85.71 >> >> Website Name: Berkeley - Michael N Bates, Site ID: 19657942436, URL: >> https://bates363064941.wordpress.com/, Single A: 97.94, Double A: >> 94.56, Triple A: 90.47, ARIA: 90.81, Best Practices: 73.38 >> >> Website Name: Berkeley - Military Affairs, Site ID: 24842422848, URL: >> http://www.military.berkeley.edu, Single A: , Double A: , Triple A: , >> ARIA: , Best Practices: >> >> Website Name: Berkeley - Mobile, Site ID: 17987563056, URL: >> https://m.berkeley.edu, Single A: 94.88, Double A: 84.17, Triple A: >> 62.32, ARIA: 100, Best Practices: 81.23 >> >> Website Name: Berkeley - Muller Group, Site ID: 24842423213, URL: >> http://matterwave.physics.berkeley.edu, Single A: 96.86, Double A: >> 95.2, Triple A: 64.15, ARIA: 98.2, Best Practices: 81.7 >> >> Website Name: Berkeley - Multicultural German Project, Site ID: >> 8021329971, URL: https://mgp.berkeley.edu/, Single A: 90.05, Double A: >> 100, Triple A: 42.43, ARIA: 93.84, Best Practices: 72.59 >> >> Website Name: Berkeley - Music, Site ID: 6553385134, URL: >> https://music.berkeley.edu/, Single A: 82.26, Double A: 92.4, Triple >> A: 59.69, ARIA: 97.02, Best Practices: 76.28 >> >> Website Name: Berkeley - My Voice, Site ID: 8240716841, URL: >> https://myvoice.berkeley.edu/, Single A: 100, Double A: 88.87, Triple >> A: 37.58, ARIA: 93.2, Best Practices: 95.59 >> >> Website Name: Berkeley - Myopia Research Group, Site ID: 24842423745, >> URL: http://wildsoetlab.berkeley.edu, Single A: 93.77, Double A: >> 93.37, Triple A: 97.26, ARIA: 83.51, Best Practices: 73.37 >> >> Website Name: Berkeley - MyShake, Site ID: 6809603257, URL: >> https://myshake.berkeley.edu/, Single A: 81.76, Double A: 84.76, >> Triple A: 64.19, ARIA: 81.83, Best Practices: 85.71 >> >> Website Name: Berkeley - Name and Gender Change Workshop, Site ID: >> 24842424204, URL: https://www.ngcw.berkeley.edu, Single A: , Double A: >> , Triple A: , ARIA: , Best Practices: >> >> Website Name: Berkeley - Naniette Coleman, Site ID: 25011029711, URL: >> https://www.naniettecoleman.com/, Single A: 89.43, Double A: 87.52, >> Triple A: 60.44, ARIA: 96.93, Best Practices: 79.36 >> >> Website Name: Berkeley - Naval ROTC, Site ID: 24842381425, URL: >> https://www.nrotc.berkeley.edu, Single A: 94.05, Double A: 63, Triple >> A: 62.22, ARIA: 100, Best Practices: 80.03 >> >> Website Name: Berkeley - Neuroscience, Site ID: 8187565871, URL: >> https://neuroscience.berkeley.edu/, Single A: 82.08, Double A: 75.16, >> Triple A: 61.74, ARIA: 74.27, Best Practices: 61.24 >> >> Website Name: Berkeley - New Gateway Test Site, Site ID: 27549992565, >> URL: https://bkgateway2019a.wpengine.com, Single A: 96.88, Double A: >> 79.33, Triple A: 64.46, ARIA: 92.51, Best Practices: 94.21 >> >> Website Name: Berkeley - News, Site ID: 5139466447, URL: >> https://news.berkeley.edu/, Single A: 64, Double A: 50.69, Triple A: >> 29.2, ARIA: 77.86, Best Practices: 58.86 >> >> Website Name: Berkeley - NewsLens, Site ID: 24842403593, URL: >> https://newslens.berkeley.edu, Single A: , Double A: , Triple A: , >> ARIA: , Best Practices: >> >> Website Name: Berkeley - Northern California Earthquake Data Center, >> Site ID: 6809587376, URL: http://ncedc.org/, Single A: 82.04, Double >> A: 100, Triple A: 67.83, ARIA: 100, Best Practices: 81.29 >> >> Website Name: Berkeley - NSF Challenge Institute for Quantum >> Computation, Site ID: 24842425116, URL: https://ciqc.berkeley.edu, >> Single A: 93.83, Double A: 94.84, Triple A: 67.16, ARIA: 97.51, Best >> Practices: 78.29 >> >> Website Name: Berkeley - Nuclear Engineering, Site ID: 28080415600, >> URL: https://nuc.berkeley.edu/, Single A: 80.93, Double A: 91.86, >> Triple A: 46.5, ARIA: 84.86, Best Practices: 74.33 >> >> Website Name: Berkeley - Nutritional Sciences and Technology, Site ID: >> 9829393879, URL: http://nst.berkeley.edu/, Single A: 87.23, Double A: >> 88.04, Triple A: 51.44, ARIA: 88.72, Best Practices: 77.87 >> >> Website Name: Berkeley - OLLI, Site ID: 7404528403, URL: >> https://olli.berkeley.edu/, Single A: 88.39, Double A: 77.18, Triple >> A: 67.11, ARIA: 82.92, Best Practices: 91.04 >> >> Website Name: Berkeley - On The Same Page, Site ID: 6419286188, URL: >> https://onthesamepage.berkeley.edu/, Single A: 93.2, Double A: 100, >> Triple A: 85.56, ARIA: 100, Best Practices: 95.87 >> >> Website Name: Berkeley - Online MPH, Site ID: 23294716164, URL: >> https://onlinemph.berkeley.edu/, Single A: 96.3, Double A: 89.86, >> Triple A: 48.53, ARIA: 68.1, Best Practices: 75.89 >> >> Website Name: Berkeley - Open Computing Facility, Site ID: >> 24842403844, URL: https://www.ocf.berkeley.edu, Single A: 70.22, >> Double A: 78.91, Triple A: 43.84, ARIA: 80.15, Best Practices: 75.39 >> >> Website Name: Berkeley - Open System for Earthquake Engineering >> Simulation, Site ID: 24842404047, URL: https://opensees.berkeley.edu, >> Single A: 78.8, Double A: 82.37, Triple A: 40.94, ARIA: 90.3, Best >> Practices: 71.91 >> >> Website Name: Berkeley - OpenFresco, Site ID: 24842404274, URL: >> https://openfresco.berkeley.edu, Single A: 88.55, Double A: 94.43, >> Triple A: 43.75, ARIA: 86.82, Best Practices: 77.25 >> >> Website Name: Berkeley - Opportunity Lab, Site ID: 24842426289, URL: >> http://www.olab.berkeley.edu, Single A: 92, Double A: 82.91, Triple A: >> 47.83, ARIA: 92.73, Best Practices: 73.72 >> >> Website Name: Berkeley - Optometry Eye Care, Site ID: 28225173502, >> URL: https://eyecare.berkeley.edu/, Single A: 94.27, Double A: 100, >> Triple A: 66.29, ARIA: 84.05, Best Practices: 94.92 >> >> Website Name: Berkeley - Othering & Belonging Institute, Site ID: >> 19168788114, URL: https://belonging.berkeley.edu/, Single A: 67.31, >> Double A: 65.76, Triple A: 29.31, ARIA: 76.82, Best Practices: 72.03 >> >> Website Name: Berkeley - Pacific Earthquake Engineering Research >> Center (PEER), Site ID: 24842380492, URL: https://peer.berkeley.edu, >> Single A: 94.75, Double A: 97.35, Triple A: 69.16, ARIA: 100, Best >> Practices: 88.11 >> >> Website Name: Berkeley - PATH to Care Center, Site ID: 17751139701, >> URL: https://care.berkeley.edu/, Single A: 95.23, Double A: 97.08, >> Triple A: 69.13, ARIA: 68.41, Best Practices: 92.55 >> >> Website Name: Berkeley - People @ EECS, Site ID: 24842404681, URL: >> https://people.eecs.berkeley.edu, Single A: 94.12, Double A: 94.29, >> Triple A: 80, ARIA: 100, Best Practices: 100 >> >> Website Name: Berkeley - Perceptual Reality Lab, Site ID: 25146192874, >> URL: http://www.emilyacooper.org/research.html, Single A: 97.34, >> Double A: 87.5, Triple A: 40, ARIA: 80.49, Best Practices: 85.71 >> >> Website Name: Berkeley - Philosophy, Site ID: 13781274681, URL: >> https://philosophy.berkeley.edu/, Single A: 82.66, Double A: 87.26, >> Triple A: 61.55, ARIA: 100, Best Practices: 67.64 >> >> Website Name: Berkeley - Phoebe A Hearst Museum of Anthropology, Site >> ID: 24842405164, URL: https://hearstmuseum.berkeley.edu, Single A: >> 83.61, Double A: 91.7, Triple A: 51.28, ARIA: 89.09, Best Practices: >> 67.42 >> >> Website Name: Berkeley - Physics, Site ID: 5139472679, URL: >> https://physics.berkeley.edu/, Single A: 84.96, Double A: 100, Triple >> A: 63.42, ARIA: 100, Best Practices: 73.69 >> >> Website Name: Berkeley - Physics, Plasma, Site ID: 6721431704, URL: >> https://plasma.physics.berkeley.edu/, Single A: 91.88, Double A: 100, >> Triple A: 63.43, ARIA: 84.5, Best Practices: 74.99 >> >> Website Name: Berkeley - Plan Your Legacy, Site ID: 6913083873, URL: >> https://planyourlegacy.berkeley.edu/, Single A: 93.86, Double A: 100, >> Triple A: 42.25, ARIA: 89.36, Best Practices: 89.97 >> >> Website Name: Berkeley - Plant & Microbial Biology, Site ID: >> 9829438195, URL: https://plantandmicrobiology.berkeley.edu/, Single A: >> 82.36, Double A: 94.46, Triple A: 32.5, ARIA: 82.91, Best Practices: >> 76.12 >> >> Website Name: Berkeley - PMB Lab Sites, Site ID: 9829446940, URL: >> https://pmblabsites.berkeley.edu/, Single A: 89.29, Double A: 95.32, >> Triple A: 61.02, ARIA: 80.07, Best Practices: 71.58 >> >> Website Name: Berkeley - PMB Lab Sites 2, Site ID: 9829455267, URL: >> https://pmblabsites2.berkeley.edu/, Single A: 93.12, Double A: 89.38, >> Triple A: 84.15, ARIA: 80.3, Best Practices: 85.71 >> >> Website Name: Berkeley - Political Review (BPR), Site ID: 24842405328, >> URL: https://bpr.berkeley.edu, Single A: 86.52, Double A: 80.12, >> Triple A: 26.9, ARIA: 80.34, Best Practices: 93.67 >> >> Website Name: Berkeley - Politics, Philosophy & Law Minor (PPL), Site >> ID: 28757593575, URL: https://ppl-minor.berkeley.edu/, Single A: >> 96.08, Double A: 83.4, Triple A: 65.06, ARIA: 91.62, Best Practices: >> 90.13 >> >> Website Name: Berkeley - Population Sciences, Site ID: 17819294649, >> URL: https://www.populationsciences.berkeley.edu/, Single A: 89.7, >> Double A: 93.09, Triple A: 44.67, ARIA: 89.59, Best Practices: 88.91 >> >> Website Name: Berkeley - Population Sciences, Site ID: 27596652842, >> URL: https://populationsciences.berkeley.edu/, Single A: 89.7, Double >> A: 93.09, Triple A: 44.64, ARIA: 89.59, Best Practices: 88.91 >> >> Website Name: Berkeley - Pre-College TRIO Programs, Site ID: >> 16399812233, URL: http://pctrio.berkeley.edu/, Single A: 87.62, Double >> A: 77.14, Triple A: 100, ARIA: 100, Best Practices: 80 >> >> Website Name: Berkeley - Professor Rhonda Righter, Site ID: >> 27834037330, URL: https://rrighter.ieor.berkeley.edu/, Single A: >> 99.58, Double A: 100, Triple A: 80, ARIA: 93.35, Best Practices: 82.8 >> >> Website Name: Berkeley - Psychology, Site ID: 8227022312, URL: >> https://psychology.berkeley.edu/, Single A: 78.85, Double A: 73.89, >> Triple A: 58.18, ARIA: 94.72, Best Practices: 75.91 >> >> Website Name: Berkeley - Public Health, Site ID: 17818403080, URL: >> https://publichealth.berkeley.edu, Single A: 92.8, Double A: 89.96, >> Triple A: 86.63, ARIA: 89.85, Best Practices: 82.91 >> >> Website Name: Berkeley - Public Health 75, Site ID: 23294768053, URL: >> https://publichealth75.berkeley.edu, Single A: 90.12, Double A: 92.59, >> Triple A: 60.1, ARIA: 100, Best Practices: 62.09 >> >> Website Name: Berkeley - Public Service, Site ID: 28134193716, URL: >> https://publicservice.berkeley.edu/, Single A: , Double A: , Triple A: >> , ARIA: , Best Practices: >> >> Website Name: Berkeley - Public Service, Site ID: 28162514813, URL: >> https://publicservice.berkeley.edu/, Single A: , Double A: , Triple A: >> , ARIA: , Best Practices: >> >> Website Name: Berkeley - Public Service Center, Site ID: 15958401947, >> URL: https://publicservice.berkeley.edu/, Single A: 86.31, Double A: >> 88.36, Triple A: 29.4, ARIA: 81.31, Best Practices: 91.6 >> >> Website Name: Berkeley - Public Transit, Site ID: 8240768838, URL: >> https://public.berkeley.edu/, Single A: 100, Double A: 80.07, Triple >> A: 80, ARIA: 100, Best Practices: 85.71 >> >> Website Name: Berkeley - Puente, Site ID: 16399808906, URL: >> http://puente.berkeley.edu/, Single A: 99.32, Double A: 68.58, Triple >> A: 100, ARIA: 100, Best Practices: 76.7 >> >> Website Name: Berkeley - Puthussery & Taylor Labs, Site ID: >> 24842427133, URL: http://www.retinalab.berkeley.edu, Single A: 100, >> Double A: 92.01, Triple A: 64.5, ARIA: 100, Best Practices: 81.62 >> >> Website Name: Berkeley - Qui Parle, Site ID: 28741885236, URL: >> https://qp4.cargo.site/, Single A: 100, Double A: 87.5, Triple A: 100, >> ARIA: 100, Best Practices: 71.43 >> >> Website Name: Berkeley - Rajan Udwani, Assistant Professor, IEOR, UC >> Berkeley, Site ID: 25132836758, URL: >> https://rudwani.ieor.berkeley.edu, Single A: 99.45, Double A: 94.91, >> Triple A: 80, ARIA: 92.11, Best Practices: 76.7 >> >> Website Name: Berkeley - Rec Sports, Site ID: 6050188040, URL: >> https://recsports.berkeley.edu/, Single A: 88.61, Double A: 88.17, >> Triple A: 33.53, ARIA: 72.12, Best Practices: 89.93 >> >> Website Name: Berkeley - Recreational Sports Online Store, Site ID: >> 17752246501, URL: https://shop.rs.berkeley.edu/, Single A: 87.23, >> Double A: 78.13, Triple A: 64.67, ARIA: 66.88, Best Practices: 75.03 >> >> Website Name: Berkeley - Redefining Business, Site ID: 28741763287, >> URL: https://redefiningbusiness.org/, Single A: 89.67, Double A: >> 91.31, Triple A: 35.14, ARIA: 80.01, Best Practices: 73.75 >> >> Website Name: Berkeley - Redesign Project, Site ID: 21360818880, URL: >> https://redesign.berkeley.edu/, Single A: 95.49, Double A: 85.43, >> Triple A: 62.66, ARIA: 100, Best Practices: 77.8 >> >> Website Name: Berkeley - Regional Portal, Site ID: 25010385180, URL: >> https://portal-qa.berkeley.edu, Single A: , Double A: , Triple A: , >> ARIA: , Best Practices: >> >> Website Name: Berkeley - Regional Services, Site ID: 24842380797, URL: >> https://regionalservices.berkeley.edu, Single A: 94.78, Double A: 100, >> Triple A: 70.48, ARIA: 100, Best Practices: 91.88 >> >> Website Name: Berkeley - Registrar, Site ID: 6050178621, URL: >> https://registrar.berkeley.edu/, Single A: 88.01, Double A: 87.5, >> Triple A: 70.7, ARIA: 86.75, Best Practices: 91.44 >> >> Website Name: Berkeley - Renaissance & Early Modern Studies, Site ID: >> 27001087185, URL: https://rems.berkeley.edu, Single A: 100, Double A: >> 100, Triple A: 72.65, ARIA: 84.61, Best Practices: 92.75 >> >> Website Name: Berkeley - Renewable & Appropriate Energy Lab (RAEL), >> Site ID: 24842405675, URL: https://rael.berkeley.edu, Single A: 83.64, >> Double A: 90.66, Triple A: 55.71, ARIA: 80.18, Best Practices: 79.32 >> >> Website Name: Berkeley - Representations, Site ID: 7059582231, URL: >> https://representations.org/, Single A: 87.49, Double A: 92.52, Triple >> A: 42.73, ARIA: 96.7, Best Practices: 75.16 >> >> Website Name: Berkeley - Research Administration and Compliance, Site >> ID: 6809798618, URL: https://rac.berkeley.edu/, Single A: 100, Double >> A: 100, Triple A: 40, ARIA: 100, Best Practices: 100 >> >> Website Name: Berkeley - Research and Scholarships, Site ID: >> 6050186848, URL: https://research.berkeley.edu/, Single A: 82.66, >> Double A: 88.07, Triple A: 79.59, ARIA: 87.68, Best Practices: 82.7 >> >> Website Name: Berkeley - Research Exchange QA, Site ID: 16315628643, >> URL: https://live-research-exchange.pantheon.berkeley.edu/, Single A: >> 92.95, Double A: 96.15, Triple A: 54.05, ARIA: 93.82, Best Practices: >> 87.79 >> >> Website Name: Berkeley - Residential Life, Site ID: 15958388316, URL: >> https://reslife.berkeley.edu/, Single A: 92.65, Double A: 96.81, >> Triple A: 73.75, ARIA: 67.84, Best Practices: 93.86 >> >> Website Name: Berkeley - Reunions, Site ID: 6913135178, URL: >> https://reunions.berkeley.edu/, Single A: 92.18, Double A: 95.77, >> Triple A: 70.46, ARIA: 85.93, Best Practices: 73.25 >> >> Website Name: Berkeley - Rhetoric Department, Site ID: 24842405919, >> URL: https://rhetoric.berkeley.edu, Single A: 100, Double A: 100, >> Triple A: 87.38, ARIA: 100, Best Practices: 82.93 >> >> Website Name: Berkeley - Right Care Initiative, Site ID: 27565844163, >> URL: https://rightcare.berkeley.edu/, Single A: 93.2, Double A: 94.05, >> Triple A: 42.33, ARIA: 100, Best Practices: 86.45 >> >> Website Name: Berkeley - SafeCampus, Site ID: 21476351529, URL: >> https://publichealth.berkeley.edu/covid-19/safe-campus-initiative/, >> Single A: , Double A: , Triple A: , ARIA: , Best Practices: >> >> Website Name: Berkeley - SafeTREC, Site ID: 5151717007, URL: >> https://safetrec.berkeley.edu/, Single A: 94.8, Double A: 100, Triple >> A: 66.33, ARIA: 100, Best Practices: 90.29 >> >> Website Name: Berkeley - Sagar Karandikar, Site ID: 6817126251, URL: >> https://sagark.org/, Single A: 93.85, Double A: 100, Triple A: 62.91, >> ARIA: 100, Best Practices: 80.28 >> >> Website Name: Berkeley - Sandra I McCoy, Site ID: 24842427896, URL: >> http://mccoy.sph.berkeley.edu, Single A: 92.79, Double A: 84.05, >> Triple A: 46.19, ARIA: 91.52, Best Practices: 79.44 >> >> Website Name: Berkeley - Scandinavian Studies, Site ID: 6973052476, >> URL: http://scandinavian.berkeley.edu/, Single A: 90.25, Double A: >> 75.26, Triple A: 67.72, ARIA: 100, Best Practices: 79.33 >> >> Website Name: Berkeley - Scholarship Connection, Site ID: 7129076568, >> URL: https://scholarships.berkeley.edu/, Single A: 87.57, Double A: >> 87.67, Triple A: 52.74, ARIA: 91.82, Best Practices: 77.1 >> >> Website Name: Berkeley - School of Information, Site ID: 24842406035, >> URL: https://www.ischool.berkeley.edu, Single A: 85.88, Double A: >> 87.58, Triple A: 63.11, ARIA: 73.39, Best Practices: 75.67 >> >> Website Name: Berkeley - School of Optometry, Site ID: 24842406748, >> URL: https://optometry.berkeley.edu, Single A: 88.99, Double A: 86.04, >> Triple A: 87.56, ARIA: 100, Best Practices: 90.84 >> >> Website Name: Berkeley - Science & Innovation Hub, Site ID: >> 8258718859, URL: https://sih.berkeley.edu/, Single A: 83.19, Double A: >> 89.63, Triple A: 47.14, ARIA: 87.09, Best Practices: 62.74 >> >> Website Name: Berkeley - Section Club, Site ID: 6913154968, URL: >> https://sectionclub.berkeley.edu/, Single A: 97.76, Double A: 62.5, >> Triple A: 60, ARIA: 91.14, Best Practices: 80.63 >> >> Website Name: Berkeley - Security, Site ID: 7450494919, URL: >> https://security.berkeley.edu/, Single A: 93.82, Double A: 94.97, >> Triple A: 65.67, ARIA: 100, Best Practices: 90.83 >> >> Website Name: Berkeley - Seismology, Site ID: 6809581246, URL: >> http://seismo.berkeley.edu/, Single A: 66.83, Double A: 86.61, Triple >> A: 36.7, ARIA: 82.76, Best Practices: 63.09 >> >> Website Name: Berkeley - Seniors, Site ID: 6913162341, URL: >> https://seniors.berkeley.edu/, Single A: 91.03, Double A: 94.38, >> Triple A: 70.33, ARIA: 100, Best Practices: 78.66 >> >> Website Name: Berkeley - ServiceNow Temp KB, Site ID: 17326757401, >> URL: https://berkeleytemp1.service-now.com/kb, Single A: 89.37, Double >> A: 75.45, Triple A: 50.39, ARIA: 57.48, Best Practices: 66.55 >> >> Website Name: Berkeley - ServiceNow Test, Site ID: 17326755298, URL: >> https://berkeleytest.service-now.com, Single A: 100, Double A: 100, >> Triple A: 100, ARIA: 60, Best Practices: 71.43 >> >> Website Name: Berkeley - SETI @ Home, Site ID: 24842407127, URL: >> https://setiathome.berkeley.edu, Single A: 79.71, Double A: 100, >> Triple A: 16.75, ARIA: 80.52, Best Practices: 56.5 >> >> Website Name: Berkeley - Sexual Health and Reproductive Equity Program >> (SHARE), Site ID: 24842428363, URL: https://www.share.berkeley.edu, >> Single A: 87.53, Double A: 65.87, Triple A: 46.29, ARIA: 89.68, Best >> Practices: 74.84 >> >> Website Name: Berkeley - Simons Institute for the Theory of Computing, >> Site ID: 24842407421, URL: https://simons.berkeley.edu, Single A: >> 75.02, Double A: 68.32, Triple A: 39.65, ARIA: 86.52, Best Practices: >> 68.8 >> >> Website Name: Berkeley - Siteimprove Google Site, Site ID: 6543319460, >> URL: https://sites.google.com/berkeley.edu/siteimprove/home, Single A: >> 98.14, Double A: 87.5, Triple A: 100, ARIA: 64.15, Best Practices: >> 85.71 >> >> Website Name: Berkeley - Skydeck, Site ID: 24842407575, URL: >> https://skydeck.berkeley.edu, Single A: 85.42, Double A: 76.68, Triple >> A: 47.23, ARIA: 81.4, Best Practices: 78.47 >> >> Website Name: Berkeley - Slavic Languages and Literatures, Site ID: >> 6973062709, URL: http://slavic.berkeley.edu/, Single A: 93.03, Double >> A: 95.16, Triple A: 52.92, ARIA: 95.96, Best Practices: 80.42 >> >> Website Name: Berkeley - Snap, Site ID: 6816879377, URL: >> https://snap.berkeley.edu/, Single A: 83.03, Double A: 83.89, Triple >> A: 67.98, ARIA: 80.27, Best Practices: 72.28 >> >> Website Name: Berkeley - Social Science Matrix, Site ID: 17819139867, >> URL: https://matrix.berkeley.edu/, Single A: 75.92, Double A: 92.74, >> Triple A: 67.14, ARIA: 82.4, Best Practices: 63.14 >> >> Website Name: Berkeley - Social Sciences Book Gallery, Site ID: >> 28875961517, URL: https://live-socscibooks.pantheon.berkeley.edu/, >> Single A: 93.44, Double A: 100, Triple A: 74.83, ARIA: 100, Best >> Practices: 100 >> >> Website Name: Berkeley - Sociology, Site ID: 18807221746, URL: >> https://sociology.berkeley.edu/, Single A: 86.43, Double A: 82.17, >> Triple A: 34.34, ARIA: 80, Best Practices: 71.95 >> >> Website Name: Berkeley - Spanish Civil War 80th Anniversary, Site ID: >> 24842428920, URL: https://www.spanishcivilwar80.berkeley.edu, Single >> A: 91.36, Double A: 62.56, Triple A: 44.18, ARIA: 89.27, Best >> Practices: 75.81 >> >> Website Name: Berkeley - Sponsored Projects, Site ID: 6809803297, URL: >> https://spo.berkeley.edu/, Single A: 100, Double A: 100, Triple A: 40, >> ARIA: 100, Best Practices: 100 >> >> Website Name: Berkeley - SSL, Site ID: 15326173505, URL: >> https://www.ssl.berkeley.edu/, Single A: 67.05, Double A: 79.1, Triple >> A: 41.06, ARIA: 87, Best Practices: 77.83 >> >> Website Name: Berkeley - SSL Dev, Site ID: 14253043580, URL: >> https://dev.ssl.berkeley.edu/, Single A: 76.58, Double A: 78.93, >> Triple A: 66.95, ARIA: 98.87, Best Practices: 79.55 >> >> Website Name: Berkeley - Staskawicz Lab, Site ID: 24956405829, URL: >> https://www.staskawiczlab.berkeley.edu/, Single A: 94.25, Double A: >> 98.62, Triple A: 100, ARIA: 100, Best Practices: 91.96 >> >> Website Name: Berkeley - Statistics, Site ID: 6809681953, URL: >> https://statistics.berkeley.edu/, Single A: 84.65, Double A: 82.09, >> Triple A: 24.35, ARIA: 97.58, Best Practices: 90.51 >> >> Website Name: Berkeley - Stem Cell Biological Engineering, Site ID: >> 16456336347, URL: http://stemcelltraining.berkeley.edu/, Single A: >> 97.98, Double A: 87.5, Triple A: 80, ARIA: 100, Best Practices: 78.17 >> >> Website Name: Berkeley - STEM Training, Activities, and Resources, >> Site ID: 25937796433, URL: https://star.berkeley.edu/, Single A: >> 89.51, Double A: 100, Triple A: 72.66, ARIA: 72.11, Best Practices: >> 96.74 >> >> Website Name: Berkeley - Strategic Highway Safety Plan - Tracking >> Tool, Site ID: 16399181362, URL: https://shsp.berkeley.edu/, Single A: >> 94.56, Double A: 100, Triple A: 100, ARIA: 88.11, Best Practices: >> 85.71 >> >> Website Name: Berkeley - Strategic Plan, Site ID: 8240871971, URL: >> https://strategicplan.berkeley.edu/, Single A: 93.93, Double A: 98.43, >> Triple A: 62.77, ARIA: 100, Best Practices: 93.27 >> >> Website Name: Berkeley - Street Story, Site ID: 16399141059, URL: >> https://streetstory.berkeley.edu/, Single A: 100, Double A: 69.62, >> Triple A: 100, ARIA: 94.75, Best Practices: 71.43 >> >> Website Name: Berkeley - Student Affairs, Site ID: 6050190956, URL: >> https://sa.berkeley.edu/, Single A: 82.23, Double A: 95.29, Triple A: >> 38.32, ARIA: 60.11, Best Practices: 78.1 >> >> Website Name: Berkeley - Student Affairs Business Operations, Site ID: >> 15958439904, URL: https://busops.berkeley.edu/, Single A: 95.69, >> Double A: 100, Triple A: 74.1, ARIA: 73.3, Best Practices: 90.7 >> >> Website Name: Berkeley - Student Entrepreneurship Program (StEP), Site >> ID: 24842429375, URL: https://step.berkeley.edu, Single A: 90.6, >> Double A: 81.76, Triple A: 55.12, ARIA: 87.62, Best Practices: 77.45 >> >> Website Name: Berkeley - Student Environmental Resource Center (SERC), >> Site ID: 17751308032, URL: https://serc.berkeley.edu/, Single A: >> 72.18, Double A: 65.48, Triple A: 48.58, ARIA: 63.03, Best Practices: >> 75.74 >> >> Website Name: Berkeley - Student Experience and Diversity, Site ID: >> 22057971605, URL: https://studentexperience.berkeley.edu/, Single A: >> 85.4, Double A: 100, Triple A: 60, ARIA: 81.96, Best Practices: 85.71 >> >> Website Name: Berkeley - Student Farms, Site ID: 24842429828, URL: >> https://www.studentfarms.berkeley.edu, Single A: 90.15, Double A: >> 62.54, Triple A: 49.57, ARIA: 89.59, Best Practices: 83.5 >> >> Website Name: Berkeley - Student Information Systems, Site ID: >> 6547314439, URL: https://sis.berkeley.edu/, Single A: 94.08, Double A: >> 100, Triple A: 61.94, ARIA: 100, Best Practices: 91.85 >> >> Website Name: Berkeley - Student Learning Center, Site ID: >> 24842381078, URL: https://slc.berkeley.edu, Single A: 94.98, Double A: >> 100, Triple A: 66.53, ARIA: 100, Best Practices: 93.91 >> >> Website Name: Berkeley - Student Legal Services, Site ID: 23547282284, >> URL: https://sls.berkeley.edu/, Single A: 97.11, Double A: 98.13, >> Triple A: 71.94, ARIA: 70.39, Best Practices: 96.01 >> >> Website Name: Berkeley - Student Union, Site ID: 17751284837, URL: >> https://studentunion.berkeley.edu/, Single A: 90.92, Double A: 84.55, >> Triple A: 78.05, ARIA: 78.72, Best Practices: 91.89 >> >> Website Name: Berkeley - Student Union at UC Berkeley, Site ID: >> 28550502039, URL: http://asuc.berkeley.edu/, Single A: , Double A: , >> Triple A: , ARIA: , Best Practices: >> >> Website Name: Berkeley - Study Abroad, Site ID: 8258600365, URL: >> http://studyabroad.berkeley.edu/, Single A: 87.81, Double A: 96.39, >> Triple A: 65.71, ARIA: 76.14, Best Practices: 74.35 >> >> Website Name: Berkeley - Summer English Language Studies, Site ID: >> 6801183705, URL: http://summerenglish.berkeley.edu/, Single A: 84.49, >> Double A: 66.73, Triple A: 62.57, ARIA: 80.01, Best Practices: 66.96 >> >> Website Name: Berkeley - Summer Sessions, Site ID: 6050206925, URL: >> http://summer.berkeley.edu/, Single A: 93.88, Double A: 98.86, Triple >> A: 64.36, ARIA: 100, Best Practices: 92.28 >> >> Website Name: Berkeley - Sutardja Center for Entrepreneurship and >> Technology, Site ID: 17326555279, URL: https://scet.berkeley.edu, >> Single A: 72.24, Double A: 75.77, Triple A: 31.52, ARIA: 86.56, Best >> Practices: 62.69 >> >> Website Name: Berkeley - System Status, Site ID: 16552822176, URL: >> http://systemstatus.berkeley.edu/, Single A: 91.75, Double A: 88.89, >> Triple A: 46.12, ARIA: 80.67, Best Practices: 78.27 >> >> Website Name: Berkeley - Tau Beta Pi, Site ID: 24842408030, URL: >> https://tbp.berkeley.edu, Single A: 87.27, Double A: 100, Triple A: >> 63.41, ARIA: 81.63, Best Practices: 80.58 >> >> Website Name: Berkeley - Tech for Social Good, Site ID: 16913738083, >> URL: https://berkeley.techsocialgood.org/, Single A: 91.57, Double A: >> 93.76, Triple A: 61.61, ARIA: 69.6, Best Practices: 93.77 >> >> Website Name: Berkeley - Temp Service Now, Site ID: 27931506416, URL: >> https://berkeleytemp.service-now.com/kb, Single A: 78.15, Double A: >> 72.19, Triple A: 41.45, ARIA: 49.9, Best Practices: 62.72 >> >> Website Name: Berkeley - Terner Center, Site ID: 24842408332, URL: >> https://ternercenter.berkeley.edu, Single A: 91.7, Double A: 85.56, >> Triple A: 53.24, ARIA: 83.59, Best Practices: 79.15 >> >> Website Name: Berkeley - The 2021 Berkeley Forum Corporate Governance >> [DEV SITE], Site ID: 29533561538, URL: >> https://lawmadev21.wpengine.com/, Single A: 90.17, Double A: 100, >> Triple A: 80, ARIA: 100, Best Practices: 85.71 >> >> Website Name: Berkeley - The Beauty and Joy of Computing, Site ID: >> 6816890387, URL: https://bjc.berkeley.edu/, Single A: 87.15, Double A: >> 96.77, Triple A: 65.15, ARIA: 94.87, Best Practices: 72.96 >> >> Website Name: Berkeley - The California Alliance for Graduate >> Education & The Professoriate, Site ID: 6419369931, URL: >> https://www.california-alliance.org/, Single A: 88.98, Double A: >> 90.45, Triple A: 26.4, ARIA: 89.71, Best Practices: 75.91 >> >> Website Name: Berkeley - The CenSoc Project, Site ID: 27596613121, >> URL: https://censoc.berkeley.edu/, Single A: 87.32, Double A: 90.88, >> Triple A: 67.41, ARIA: 100, Best Practices: 82.84 >> >> Website Name: Berkeley - The Charter Hill Society, Site ID: >> 6912970575, URL: https://charterhill.berkeley.edu/, Single A: 93.83, >> Double A: 100, Triple A: 73.09, ARIA: 81.31, Best Practices: 85.71 >> >> Website Name: Berkeley - The Compton Spectrometer and Imager, Site ID: >> 28574267910, URL: https://cosi.ssl.berkeley.edu/sitemap.xml, Single A: >> 82.08, Double A: 76.86, Triple A: 58.77, ARIA: 88.54, Best Practices: >> 87.65 >> >> Website Name: Berkeley - The Consortium Books, Site ID: 25359741289, >> URL: https://consortiumbooks.org/, Single A: 91.75, Double A: 90.18, >> Triple A: 53.09, ARIA: 91.87, Best Practices: 72.73 >> >> Website Name: Berkeley - The Forum for Collaborative Research, Site >> ID: 25360213631, URL: https://forumresearch.org/, Single A: 78.49, >> Double A: 86.84, Triple A: 42.35, ARIA: 80.04, Best Practices: 76.17 >> >> Website Name: Berkeley - The Gilbert Center, Site ID: 24842430729, >> URL: https://gilbert.berkeley.edu, Single A: 92.83, Double A: 86.2, >> Triple A: 44.64, ARIA: 81.75, Best Practices: 76.91 >> >> Website Name: Berkeley - The Gilbert Center, Site ID: 25024346642, >> URL: https://dev-gilbertcenter.pantheon.berkeley.edu/, Single A: >> 90.53, Double A: 86.52, Triple A: 47.65, ARIA: 82.16, Best Practices: >> 75.33 >> >> Website Name: Berkeley - The Green Initiative Fund (TGIF), Site ID: >> 17751311149, URL: https://tgif.berkeley.edu/, Single A: 88.74, Double >> A: 76.83, Triple A: 32.41, ARIA: 82.15, Best Practices: 77.48 >> >> Website Name: Berkeley - The GrizzlyCorps Program Fund, Site ID: >> 29270231756, URL: https://give.berkeley.edu/funddrive/123, Single A: >> 97.06, Double A: 87.5, Triple A: 100, ARIA: 100, Best Practices: 71.43 >> >> Website Name: Berkeley - The Promise of Berkeley - Light the Way, Site >> ID: 24842408462, URL: https://light.berkeley.edu/p/, Single A: 92.69, >> Double A: 75.95, Triple A: 60.55, ARIA: 100, Best Practices: 67.85 >> >> Website Name: Berkeley - The University of California Band, Site ID: >> 24953598680, URL: http://calband.berkeley.edu/, Single A: 89.73, >> Double A: 97.4, Triple A: 50.74, ARIA: 97.54, Best Practices: 77.87 >> >> Website Name: Berkeley - The Wheeler Column, Site ID: 6419263442, URL: >> https://wheelercolumn.berkeley.edu/, Single A: 91.63, Double A: 95.4, >> Triple A: 62.92, ARIA: 88.41, Best Practices: 77.8 >> >> Website Name: Berkeley - The Wilbrecht Lab, Site ID: 6801136530, URL: >> https://wilbrecht.org/, Single A: 78.98, Double A: 85.35, Triple A: >> 63.68, ARIA: 90.92, Best Practices: 88.7 >> >> Website Name: Berkeley - The Zucker Lab, Site ID: 8078558007, URL: >> http://mcb.berkeley.edu/labs/zucker/, Single A: 90.62, Double A: 87.5, >> Triple A: 44.53, ARIA: 100, Best Practices: 79.4 >> >> Website Name: Berkeley - Theoretical Astrophysics Center, Site ID: >> 26498383135, URL: https://tac.berkeley.edu, Single A: 97.69, Double A: >> 100, Triple A: 82.43, ARIA: 100, Best Practices: 76.13 >> >> Website Name: Berkeley - Thibaut Mastrolia, Assistant Professor, IEOR, >> UC Berkeley, Site ID: 27674744042, URL: >> https://mastrolia.ieor.berkeley.edu, Single A: 100, Double A: 100, >> Triple A: 72.26, ARIA: 91.58, Best Practices: 76.96 >> >> Website Name: Berkeley - Townsend Center, Site ID: 27345281748, URL: >> https://townsendcenter.berkeley.edu/, Single A: 84.33, Double A: 81, >> Triple A: 35.28, ARIA: 100, Best Practices: 71.6 >> >> Website Name: Berkeley - Transportation Injury Mapping System, Site >> ID: 16399126585, URL: https://tims.berkeley.edu/, Single A: 88.8, >> Double A: 92.41, Triple A: 43.67, ARIA: 80.64, Best Practices: 69.96 >> >> Website Name: Berkeley - Ubuntu Demography, Site ID: 27596678085, URL: >> https://u.demog.berkeley.edu/, Single A: 97.06, Double A: 95.89, >> Triple A: 80, ARIA: 100, Best Practices: 71.43 >> >> Website Name: Berkeley - UC Ergonomics Program, Site ID: 24842431207, >> URL: https://www.ergo.berkeley.edu, Single A: 77.82, Double A: 63.9, >> Triple A: 43.05, ARIA: 100, Best Practices: 73.24 >> >> Website Name: Berkeley - UC Museum of Paleontology, Site ID: >> 24842409059, URL: https://ucmp.berkeley.edu, Single A: 70.86, Double >> A: 90.85, Triple A: 42.85, ARIA: 85.86, Best Practices: 57.19 >> >> Website Name: Berkeley - UCBHome (Backup Gateway), Site ID: >> 21360790963, URL: https://ucbhome.berkeley.edu/, Single A: 99.12, >> Double A: 88.48, Triple A: 37.76, ARIA: 100, Best Practices: 91.31 >> >> Website Name: Berkeley - UHS, Site ID: 5792245379, URL: >> https://uhs.berkeley.edu/, Single A: 94.52, Double A: 100, Triple A: >> 63.87, ARIA: 100, Best Practices: 90.32 >> >> Website Name: Berkeley - UHS JS, Site ID: 26036877125, URL: >> https://uhs.berkeley.edu/, Single A: 93.64, Double A: 100, Triple A: >> 64.02, ARIA: 96.45, Best Practices: 90.36 >> >> Website Name: Berkeley - Undergraduate Admissions, Site ID: >> 6050175584, URL: https://admissions.berkeley.edu/, Single A: 90.13, >> Double A: 83.14, Triple A: 30.99, ARIA: 81.19, Best Practices: 80.25 >> >> Website Name: Berkeley - Undergraduate and Interdisciplinary Studies >> Commencement, Site ID: 7129255782, URL: >> https://ugiscommencement.berkeley.edu/, Single A: 89.39, Double A: >> 86.97, Triple A: 48.17, ARIA: 90.65, Best Practices: 84.01 >> >> Website Name: Berkeley - Underground Scholars, Site ID: 15491089146, >> URL: https://undergroundscholars.berkeley.edu/, Single A: 89.31, >> Double A: 80.67, Triple A: 67.66, ARIA: 90.72, Best Practices: 77.66 >> >> Website Name: Berkeley - Understanding Evolution, Site ID: >> 24842409452, URL: https://evolution.berkeley.edu, Single A: 75.59, >> Double A: 85.16, Triple A: 58.67, ARIA: 85.13, Best Practices: 52.48 >> >> Website Name: Berkeley - Understanding Global Change, Site ID: >> 24956406676, URL: https://ugc.berkeley.edu/, Single A: 86.79, Double >> A: 100, Triple A: 61.47, ARIA: 85.87, Best Practices: 68.11 >> >> Website Name: Berkeley - Understanding the Horn of Africa, Site ID: >> 6913501855, URL: https://understandingthehorn.berkeley.edu/, Single A: >> 87.93, Double A: 96.51, Triple A: 66.8, ARIA: 80.21, Best Practices: >> 80.25 >> >> Website Name: Berkeley - Undocumented Student Program, Site ID: >> 15491130495, URL: https://undocu.berkeley.edu/, Single A: 73.94, >> Double A: 57.31, Triple A: 22.3, ARIA: 91.72, Best Practices: 84.04 >> >> Website Name: Berkeley - University Development and Alumni Relations, >> Site ID: 6050202672, URL: https://udar.berkeley.edu/, Single A: 98.64, >> Double A: 100, Triple A: 68.77, ARIA: 100, Best Practices: 74.39 >> >> Website Name: Berkeley - University Village, Site ID: 15958390903, >> URL: https://universityvillage.berkeley.edu/, Single A: 89.52, Double >> A: 89.87, Triple A: 43.31, ARIA: 80.05, Best Practices: 76.34 >> >> Website Name: Berkeley - URAP Apprentice Application, Site ID: >> 29331737187, URL: >> https://ours.ist.berkeley.edu/urap/appapp/app/entry.php, Single A: >> 94.12, Double A: 100, Triple A: 100, ARIA: 100, Best Practices: 71.43 >> >> Website Name: Berkeley - Urban Analytics Lab, Site ID: 24842431583, >> URL: http://www.ual.berkeley.edu, Single A: 92.69, Double A: 87.5, >> Triple A: 80, ARIA: 83.9, Best Practices: 80.38 >> >> Website Name: Berkeley - Vance Lab, Site ID: 6973191737, URL: >> https://vancelab.berkeley.edu/, Single A: 97.06, Double A: 97.59, >> Triple A: 40, ARIA: 100, Best Practices: 91.01 >> >> Website Name: Berkeley - VCResearch, Site ID: 6050182816, URL: >> https://vcresearch.berkeley.edu/, Single A: 67.19, Double A: 69.42, >> Triple A: 19.52, ARIA: 70.89, Best Practices: 77.39 >> >> Website Name: Berkeley - Vehicle Dynamics & Control Lab, Site ID: >> 24842431960, URL: https://www.vehicle.me.berkeley.edu, Single A: >> 93.24, Double A: 93.15, Triple A: 80, ARIA: 87.91, Best Practices: >> 70.97 >> >> Website Name: Berkeley - Visiting Scholar & Postdoc Affairs, Site ID: >> 25539200885, URL: >> https://live-vspa-d8.pantheon.berkeley.edu/prospective-scholars, >> Single A: 89.59, Double A: 87.29, Triple A: 75.78, ARIA: 69.18, Best >> Practices: 76.04 >> >> Website Name: Berkeley - Voices Blog, Site ID: 9541253718, URL: >> https://voices.berkeley.edu/, Single A: 83.05, Double A: 94.59, Triple >> A: 63.9, ARIA: 100, Best Practices: 76.34 >> >> Website Name: Berkeley - WebLogo, Site ID: 24842409817, URL: >> https://weblogo.berkeley.edu, Single A: 94.2, Double A: 100, Triple A: >> 44.15, ARIA: 83.38, Best Practices: 74.23 >> >> Website Name: Berkeley - WIsdom Cafe, Site ID: 6547225068, URL: >> http://wisdomcafe.berkeley.edu/, Single A: 93.04, Double A: 93.78, >> Triple A: 87.03, ARIA: 100, Best Practices: 90.61 >> >> Website Name: Berkeley - Women in Tech, Site ID: 16913714886, URL: >> https://witi.berkeley.edu/, Single A: 90.24, Double A: 83.95, Triple >> A: 39.42, ARIA: 77.73, Best Practices: 71.83 >> >> Website Name: Berkeley - Work and Intelligent Tools and Systems >> (WITS), Site ID: 24842432843, URL: http://wits.berkeley.edu, Single A: >> 96.59, Double A: 82.55, Triple A: 85.75, ARIA: 100, Best Practices: >> 81.82 >> >> Website Name: Berkeley - Writing Humanities, Site ID: 27001095811, >> URL: http://writingxhumanities.berkeley.edu, Single A: 92.39, Double >> A: 100, Triple A: 81.58, ARIA: 100, Best Practices: 95.49 >> >> Website Name: Berkeley - Xin Guo?s Webpage, Site ID: 27674744569, URL: >> https://xinguo.ieor.berkeley.edu, Single A: 94.66, Double A: 98.61, >> Triple A: 60, ARIA: 100, Best Practices: 85.71 >> >> Website Name: Berkeley - Zuo-Jun (Max) Shen Chancellor's Professor, >> Site ID: 25132960525, URL: https://shen.ieor.berkeley.edu, Single A: >> 98.95, Double A: 100, Triple A: 80, ARIA: 93.63, Best Practices: 82.74 >> >> Website Name: Berkeley -Berkeley Law Executive Education Programs >> (Staging), Site ID: 29481722483, URL: >> https://lawexecedu2stg.wpengine.com/, Single A: 85.86, Double A: >> 94.82, Triple A: 65.35, ARIA: 100, Best Practices: 93.06 >> >> Website Name: Berkeley- The Institute for South Asia Studies, Site ID: >> 29481894483, URL: https://southasia.berkeley.edu, Single A: 79.6, >> Double A: 84.09, Triple A: 32.5, ARIA: 81.58, Best Practices: 71.12 >> >> Website Name: Berkeley-GLOBE, Site ID: 28080523792, URL: >> https://globe.berkeley.edu/, Single A: 86.02, Double A: 93.6, Triple >> A: 60.63, ARIA: 90.77, Best Practices: 70.61 >> > -------------- next part -------------- An HTML attachment was scrubbed... URL: From athenpresident at gmail.com Thu Apr 14 13:26:42 2022 From: athenpresident at gmail.com (ATHEN President) Date: Thu Apr 14 13:27:31 2022 Subject: [Athen] Hiring - Web Content Designer Message-ID: Hi all, ATHEN is looking for a Web Content Designer (Independent Contractor) to help us migrate and update our website ( athenpro.org). All the details are in the Project Scope (word document) . Contact president@athenpro.org for additional questions. Expertise in WordPress and accessibility are required. Please feel free to share this position information with others you know. Thanks and happy Thursday! ATHEN Executive Council -------------- next part -------------- An HTML attachment was scrubbed... URL: From lgreco at berkeley.edu Thu Apr 14 13:31:24 2022 From: lgreco at berkeley.edu (Lucy GRECO) Date: Thu Apr 14 13:32:18 2022 Subject: [Athen] some exalent job postings at berkeley and more Message-ID: hello: below are three excellent opportunities to come work at the university of california two are on my team. These jobs are all 100 creating accessible interfaces and have opportunities to make the web better for everyone. Solutions Architect for Accessibility Remediation https://bit.ly/3O6HUJY Web Developer for Accessibility Remediation https://bit.ly/37fK9tS both of these are remote eligible and the office of the president for the university is also hiring https://www.linkedin.com/jobs/view/3013120526/?refId=%2F5LKiWVCSW6%2BzISjprKlpQ%3D%3D both of these teams will connect on projects from time to time Berkeley IT Lucy Greco, Web Accessibility Evangelist Campus IT Experience Phone: (510) 289-6008 | Email: lgreco@berkeley.edu | https://webaccess.berkeley.edu Follow me on twitter @accessaces We champion diversity. We act with integrity. We deliver. We innovate. -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Thu Apr 14 14:33:21 2022 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Thu Apr 14 14:33:35 2022 Subject: [Athen] Need a tactile graphic of a scatterplot Message-ID: The statistics instructor for our blind students just emailed me asking me to locate a tactile graphic of a scatterplot. Any one from any statistics book is fine. If you have a PDF that worked on your PIAF machine, or something you embossed on an Index Basic DV5 I could use it for sure. I've been trying to get good tactiles out of the APH tactile image library and am unsure if the problem is me, my machine or my paper. But if someone on this list has a graphic that actually works, I can always narrow down the problem by trying someone else's PIAF machine. Or if you have a PRN file I can send to my Index that would work too. --Debee --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From justinr at disability.tamu.edu Mon Apr 18 12:28:27 2022 From: justinr at disability.tamu.edu (Romack, Justin) Date: Mon Apr 18 12:28:49 2022 Subject: [Athen] Managing alternative format requests in AIM Message-ID: Howdy y'all! Feverishly trying to wrap my brain around setting up the structure and statuses for managing alt format materials through AIM beginning this summer. Would anyone be willing to hop on a 15-20 minute call to discuss how it's set up at your campus? The terminology/verbiage used for various metadata have me a little confused. Grateful for any insight in advance! Thanks, J - - - - - - - - - - - - - - - - - - - - - - - - Justin Romack | Assistive Technology Coordinator Disability Resources | 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 Doug.Mantle at kings.uwo.ca Tue Apr 19 07:20:28 2022 From: Doug.Mantle at kings.uwo.ca (Doug Mantle) Date: Tue Apr 19 07:21:01 2022 Subject: [Athen] FW: Presentation Anxiety? There's AT For That! Discover Present Pal - Friday, April 22 @ 1:30pm Eastern - NOAT Webinar In-Reply-To: References: Message-ID: <3bb5b2b55d5140bd9420e4797360d408@kings.uwo.ca> Passing along this invite ? Please consider joining the folks from Present Pal ? Friday, April 22 @ 1:30pm Eastern Take care! Doug From: Network of Assistive Technologists Sent: Tuesday, April 19, 2022 7:58 AM To: NOAT@googlegroups.com Subject: Presentation Anxiety? There's AT For That! Discover Present Pal - Friday, April 22 @ 1:30pm Eastern - NOAT Webinar Good day everyone! We are pleased to extend this invitation for you to attend this webinar on Friday, April 22, 2022 at 1:30pm Eastern - Save Your Spot Now! -------------------------------------- USING TECHNOLOGY TO IMPROVE CONFIDENCE AND REDUCE ANXIETY IN PRESENTATIONS IN A REMOTE AND IN-PERSON SETTING Join The Network of Assistive Technologists as we welcome Amer Latif and Ben Scott from Present Pal for this webinar. 95% of students experience presentation anxiety, and the existing ways students prepare for and deliver presentation tasks are not fully accessible. Why do students find presentations challenging, and does it matter? This session run by Amer Latif (VP of Sales) and Ben Scott (MA Psychology, University of St Andrews, MBPsS) will dive deeper into the challenges with presentations and the importance of learning this lifelong skill. Amer and Ben will also demonstrate the Present Pal App and how it can support students who experience challenges with presentation and communication tasks in the classroom. Present Pal is a communication tool that supports users to build their presentation skills and confidence through interactive and accessible flashcards. We are now supporting over 7000 students presenting with Present Pal in institutions such as Yale University, Cornell University, and the University of Memphis to reduce anxiety and boost student confidence. Join our session to: ? Learn more about the challenges of presentations for students with disabilities ? Discuss how we can better support students to reduce anxiety and improve confidence with communication and presentation tasks ? Find out more about the Present Pal tool and how it can help students learn this lifelong skill Registration is NOW OPEN - Visit the N.O.A.T. Events Site for more information and to register Hoping to see everyone online April 22nd at 1:30pm Eastern! Take care, Doug Mantle, Founder | The Network of Assistive Technologists www.NOAT.ca | info@NOAT.ca [https://www.kings.uwo.ca/kings/assets/Image/email/accessibility-counselling.png] King?s University College is committed to accessibility for persons with disabilities. Please contact us if you have any particular accommodation requirements or require information in an alternate format. ________________________________ Confidentiality Notice: The contents of this communication, including any attachment(s), are confidential and may be privileged. If you are not the intended recipient (or are not receiving this communication on behalf of the intended recipient), please notify the sender immediately and delete or destroy this communication without reading it, and without making, forwarding, or retaining any copy or record of it or its contents. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: From normajean.brand at hccs.edu Tue Apr 19 11:14:13 2022 From: normajean.brand at hccs.edu (Normajean.Brand) Date: Tue Apr 19 11:14:24 2022 Subject: [Athen] OpenBoard? Message-ID: Does anyone have any experience with OpenBoard? https://openboard.ch/index.en.html Accessibility? Appreciate any insights, NJ NJ Brand, BAAS-Psych, ATAC (she/her/hers) <--- What Is This ADA Tech/Assistive Technology Technician, Center for Learning Innovation ? Spring Branch Campus ? Suite RC12/13 - Note: Working remotely, off-campus, due to COVID-19 until further notice ? T: 713.718.5604 ? F:713.718.5430 ? HCCS ? Counseling & Ability Services ? AT@HCCS -------------- next part -------------- An HTML attachment was scrubbed... URL: From hkramer at ahead.org Tue Apr 19 14:02:17 2022 From: hkramer at ahead.org (Howard Kramer) Date: Tue Apr 19 14:02:55 2022 Subject: [Athen] Fwd: Resources for SPSS Statistics and accessibility In-Reply-To: References: Message-ID: Hello All: Does anyone know of any resources for using JAWS with spss? Regards, Howard. ---------- Forwarded message --------- From: Erin Foster Date: Thu, Apr 14, 2022 at 11:55 AM Subject: Resources for SPSS Statistics and accessibility To: Howard Kramer Hello Howard, I hope you are doing well. This is a bit of an odd request, but I wanted to reach out to someone who had a wide-reaching range of contacts. I do alternative media work at my university and recently attended accessing higher ground in November. It was an amazing conference and I learned so much. I am hoping to utilize this particular audience to find some resources on the statistics program IBM Statistics version 28. I have a student taking a stats class who uses JAWS, and unfortunately the instructions for the class are widely geared towards mouse users. It?s becoming a significant barrier and the student is struggling to learn the program. I can?t find any resources on screen readers and SPSS other than the keyboard instructions provided by IBM on their website. Because it is such a complex program, I am limited in the help I can provide as someone who isn?t familiar with it. I was wondering if you could pass along my inquiry to a listserv or any contacts you may have that might know a thing or two about SPSS and how to best support this student. Best Regards, *Erin Foster * Alternative Media Specialist || Book an appointment Disability Resource Services *CALIFORNIA STATE UNIVERSITY, STANISLAUS* T 209.667.3159 (DRS Office) T 209.667.3930 (direct extension) efoster2@csustan.edu Pronouns: she/her/hers *[image: Civil Rights Logo. Black Lives Matter, a symbol of a fist pumped in the air, adorned with the LGBTQIA+ flag as its background. The disability awareness symbol sits in the outline of the fist, a man in a wheelchair, leaning forward with action. He wears a superhero cape.]* -- Regards, Howard Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Sign up to access the recordings from the *2020 Accessing Higher Ground Conference * and for AHG 2021 'Watch Parties .' Sign up to our mailing list to receive announcements . Complete program information and registration is open for AHEAD's full line-up of Spring 2021 webinars . Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 14316 bytes Desc: not available URL: From glen.walker at gmail.com Tue Apr 19 14:07:26 2022 From: glen.walker at gmail.com (glen walker) Date: Tue Apr 19 14:07:45 2022 Subject: [Athen] Fwd: Resources for SPSS Statistics and accessibility In-Reply-To: References: Message-ID: Not a direct answer, but most universities have licenses for SAS in addition to SPSS. SAS works very well with a screen reader. On Tue, Apr 19, 2022 at 3:03 PM Howard Kramer wrote: > Hello All: > > Does anyone know of any resources for using JAWS with spss? > > Regards, > Howard. > > ---------- Forwarded message --------- > From: Erin Foster > Date: Thu, Apr 14, 2022 at 11:55 AM > Subject: Resources for SPSS Statistics and accessibility > To: Howard Kramer > > > Hello Howard, > > > > I hope you are doing well. This is a bit of an odd request, but I wanted > to reach out to someone who had a wide-reaching range of contacts. I do > alternative media work at my university and recently attended accessing > higher ground in November. It was an amazing conference and I learned so > much. I am hoping to utilize this particular audience to find some > resources on the statistics program IBM Statistics version 28. I have a > student taking a stats class who uses JAWS, and unfortunately the > instructions for the class are widely geared towards mouse users. It?s > becoming a significant barrier and the student is struggling to learn the > program. I can?t find any resources on screen readers and SPSS other than > the keyboard instructions provided by IBM on their website. Because it is > such a complex program, I am limited in the help I can provide as someone > who isn?t familiar with it. > > > > I was wondering if you could pass along my inquiry to a listserv or any > contacts you may have that might know a thing or two about SPSS and how to > best support this student. > > > > Best Regards, > > *Erin Foster * > Alternative Media Specialist || Book an appointment > > > Disability Resource Services > > *CALIFORNIA STATE UNIVERSITY, STANISLAUS* > T 209.667.3159 (DRS Office) > T 209.667.3930 (direct extension) > efoster2@csustan.edu > > Pronouns: she/her/hers > > *[image: Civil Rights Logo. Black Lives Matter, a symbol of a fist pumped > in the air, adorned with the LGBTQIA+ flag as its background. The > disability awareness symbol sits in the outline of the fist, a man in a > wheelchair, leaning forward with action. He wears a superhero cape.]* > > > > > -- > Regards, > Howard > > Howard Kramer > Conference Coordinator > Accessing Higher Ground > 303-492-8672 > cell: 720-351-8668 > > Sign up to access the recordings from the *2020 Accessing Higher > Ground Conference > * and > for AHG 2021 'Watch Parties > .' > > > Sign up to our mailing list to receive announcements > . > > > > Complete program information and registration is open for AHEAD's full > line-up of Spring 2021 webinars > . > > > > Not yet a member of AHEAD? *We welcome you to join AHEAD now. > * > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 14316 bytes Desc: not available URL: From hkramer at ahead.org Tue Apr 19 20:12:20 2022 From: hkramer at ahead.org (Howard Kramer) Date: Tue Apr 19 20:12:59 2022 Subject: [Athen] Fwd: Resources for SPSS Statistics and accessibility In-Reply-To: References: Message-ID: Thanks Glen. I'll pass that along. -Howard On Tue, Apr 19, 2022 at 3:08 PM glen walker wrote: > Not a direct answer, but most universities have licenses for SAS in > addition to SPSS. SAS works very well with a screen reader. > > On Tue, Apr 19, 2022 at 3:03 PM Howard Kramer wrote: > >> Hello All: >> >> Does anyone know of any resources for using JAWS with spss? >> >> Regards, >> Howard. >> >> ---------- Forwarded message --------- >> From: Erin Foster >> Date: Thu, Apr 14, 2022 at 11:55 AM >> Subject: Resources for SPSS Statistics and accessibility >> To: Howard Kramer >> >> >> Hello Howard, >> >> >> >> I hope you are doing well. This is a bit of an odd request, but I wanted >> to reach out to someone who had a wide-reaching range of contacts. I do >> alternative media work at my university and recently attended accessing >> higher ground in November. It was an amazing conference and I learned so >> much. I am hoping to utilize this particular audience to find some >> resources on the statistics program IBM Statistics version 28. I have a >> student taking a stats class who uses JAWS, and unfortunately the >> instructions for the class are widely geared towards mouse users. It?s >> becoming a significant barrier and the student is struggling to learn the >> program. I can?t find any resources on screen readers and SPSS other than >> the keyboard instructions provided by IBM on their website. Because it is >> such a complex program, I am limited in the help I can provide as someone >> who isn?t familiar with it. >> >> >> >> I was wondering if you could pass along my inquiry to a listserv or any >> contacts you may have that might know a thing or two about SPSS and how to >> best support this student. >> >> >> >> Best Regards, >> >> *Erin Foster * >> Alternative Media Specialist || Book an appointment >> >> >> Disability Resource Services >> >> *CALIFORNIA STATE UNIVERSITY, STANISLAUS* >> T 209.667.3159 (DRS Office) >> T 209.667.3930 (direct extension) >> efoster2@csustan.edu >> >> Pronouns: she/her/hers >> >> *[image: Civil Rights Logo. Black Lives Matter, a symbol of a fist pumped >> in the air, adorned with the LGBTQIA+ flag as its background. The >> disability awareness symbol sits in the outline of the fist, a man in a >> wheelchair, leaning forward with action. He wears a superhero cape.]* >> >> >> >> >> -- >> Regards, >> Howard >> >> Howard Kramer >> Conference Coordinator >> Accessing Higher Ground >> 303-492-8672 >> cell: 720-351-8668 >> >> Sign up to access the recordings from the *2020 Accessing Higher >> Ground Conference >> * and >> for AHG 2021 'Watch Parties >> .' >> >> >> Sign up to our mailing list to receive announcements >> . >> >> >> >> Complete program information and registration is open for AHEAD's full >> line-up of Spring 2021 webinars >> >> . >> >> >> >> Not yet a member of AHEAD? *We welcome you to join AHEAD now. >> * >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman12.u.washington.edu >> http://mailman12.u.washington.edu/mailman/listinfo/athen-list >> > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Regards, Howard Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Sign up to access the recordings from the *2020 Accessing Higher Ground Conference * and for AHG 2021 'Watch Parties .' Sign up to our mailing list to receive announcements . Complete program information and registration is open for AHEAD's full line-up of Spring 2021 webinars . Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 14316 bytes Desc: not available URL: From dandrews920 at comcast.net Wed Apr 20 05:51:41 2022 From: dandrews920 at comcast.net (David Andrews) Date: Wed Apr 20 05:52:11 2022 Subject: [Athen] Fwd: Resources for SPSS Statistics and accessibility In-Reply-To: References: Message-ID: <3ffq5nwst0-1@m0247478.ppops.net> There was recent discussion on some lists I run, and people's experiences with SPSS were not good! You know this, but you need to ask what the goal is. Iws it to learn SPSS, or is it to accomplish a task. If a task, SAS, or R may be better, easier, more accessible solutions. Dave At 10:12 PM 4/19/2022, you wrote: >Thanks Glen. I'll pass that along. > >-Howard > >On Tue, Apr 19, 2022 at 3:08 PM glen walker ><glen.walker@gmail.com> wrote: >Not a direct answer, but most universities have >licenses for SAS in addition to SPSS.? SAS >works very well with a screen reader. > >On Tue, Apr 19, 2022 at 3:03 PM Howard Kramer ><hkramer@ahead.org> wrote: >Hello All: > >Does anyone know of any resources for using JAWS with spss? > >Regards, >Howard. > >---------- Forwarded message --------- >From: Erin Foster <efoster2@csustan.edu> >Date: Thu, Apr 14, 2022 at 11:55 AM >Subject: Resources for SPSS Statistics and accessibility >To: Howard Kramer <hkramer@ahead.org> > > >Hello Howard, > >? > >I hope you are doing well. This is a bit of an >odd request, but I wanted to reach out to >someone who had a wide-reaching range of >contacts. I do alternative media work at my >university and recently attended accessing >higher ground in November. It was an amazing >conference and I learned so much. I am hoping to >utilize this particular audience to find some >resources on the statistics program IBM >Statistics version 28. I have a student taking a >stats class who uses JAWS, and unfortunately the >instructions for the class are widely geared >towards mouse users. It???s becoming a >significant barrier and the student is >struggling to learn the program. I can???t find >any resources on screen readers and SPSS other >than the keyboard instructions provided by IBM >on their website. Because it is such a complex >program, I am limited in the help I can provide >as someone who isn???t familiar with it. > >? > >I was wondering if you could pass along my >inquiry to a listserv or any contacts you may >have that might know a thing or two about SPSS >and how to best support this student. > >? > >Best Regards, > >Erin Foster >Alternative Media Specialist || >Book >an appointment > >Disability Resource Services > >CALIFORNIA STATE UNIVERSITY, STANISLAUS >T 209.667.3159 (DRS Office) >T 209.667.3930 (direct extension) >efoster2@csustan.edu > >Pronouns: she/her/hers > >Civil Rights Logo. Black Lives Matter, a symbol of a fist pumpe > > >? > > >-- >Regards, >Howard > >Howard Kramer >Conference Coordinator >Accessing Higher Ground >303-492-8672 >cell: 720-351-8668 > >Sign up to access the recordings from the? >2020 >Accessing Higher Ground? Conference? and for >AHG >2021 'Watch Parties.'? ? > > >? >Sign >up to our mailing list to receive announcements. > >? > >Complete program information and registration is >open for AHEAD's full line-up of >Spring >2021 webinars.? > >? > >Not yet a member of AHEAD?? ? >We welcome you to join AHEAD now. > >_______________________________________________ >athen-list mailing list >athen-list@mailman12.u.washington.edu >http://mailman12.u.washington.edu/mailman/listinfo/athen-list > >_______________________________________________ >athen-list mailing list >athen-list@mailman12.u.washington.edu >http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > >-- >Regards, >Howard > >Howard Kramer >Conference Coordinator >Accessing Higher Ground >303-492-8672 >cell: 720-351-8668 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cgs5 at stmarys-ca.edu Wed Apr 20 10:14:18 2022 From: cgs5 at stmarys-ca.edu (Charlotte Schiff-Norton) Date: Wed Apr 20 10:14:32 2022 Subject: [Athen] responding to the topic in Vol 195, Issue 12 about Managing alternative format requests in AIM Message-ID: Hello J, My school uses AIM and I am more than willing to tell you what categories that are being used for managing alt format requests. Unfortunately I was not the one who set these up, but they do work for me. _________________________ Charlotte Schiff-Norton she/her/hers Saint Mary's College of California Student Disability Services Accessibility & Assistive Technology Coordinator Office: (925) 631-5071 Email: cgs5@stmarys-ca.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From cgs5 at stmarys-ca.edu Wed Apr 20 11:21:45 2022 From: cgs5 at stmarys-ca.edu (Charlotte Schiff-Norton) Date: Wed Apr 20 11:21:58 2022 Subject: [Athen] Question about speech to text program to read graphic novels Message-ID: Hello All, I am working on a graph novel for a student that needs it to be read to them. I am using Kurzweil. Unfortunately Kurzweil is not a fan of this kind of format for books and I am forced to do all the editing manually in Kurzweil to make sure its reads it correctly. I was wondering if there is any other program out there (perferble free) that reads graphic novels better than Kurzweil? Or is there another format I should be uploading into Kurzweil that would read it better? At the moment I am using PDF files to upload to Kurzweil. Thank you for your time and help. _________________________ Charlotte Schiff-Norton she/her/hers Saint Mary's College of California Student Disability Services Accessibility & Assistive Technology Coordinator Office: (925) 631-5071 Email: cgs5@stmarys-ca.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From hkramer at ahead.org Wed Apr 20 11:32:56 2022 From: hkramer at ahead.org (Howard Kramer) Date: Wed Apr 20 11:33:34 2022 Subject: [Athen] Fwd: Resources for SPSS Statistics and accessibility In-Reply-To: <3ffq5nwst0-1@m0247478.ppops.net> References: <3ffq5nwst0-1@m0247478.ppops.net> Message-ID: Thanks David. -Howard On Wed, Apr 20, 2022 at 6:52 AM David Andrews wrote: > There was recent discussion on some lists I run, and people's experiences > with SPSS were not good! > > > You know this, but you need to ask what the goal is. Iws it to learn SPSS, > or is it to accomplish a task. If a task, SAS, or R may be better, easier, > more accessible solutions. > > Dave > > > At 10:12 PM 4/19/2022, you wrote: > > Thanks Glen. I'll pass that along. > > -Howard > > On Tue, Apr 19, 2022 at 3:08 PM glen walker wrote: > Not a direct answer, but most universities have licenses for SAS in > addition to SPSS.? SAS works very well with a screen reader. > > On Tue, Apr 19, 2022 at 3:03 PM Howard Kramer wrote: > Hello All: > > Does anyone know of any resources for using JAWS with spss? > > Regards, > Howard. > > ---------- Forwarded message --------- > From: Erin Foster > Date: Thu, Apr 14, 2022 at 11:55 AM > Subject: Resources for SPSS Statistics and accessibility > To: Howard Kramer > > > Hello Howard, > > ? > > I hope you are doing well. This is a bit of an odd request, but I wanted > to reach out to someone who had a wide-reaching range of contacts. I do > alternative media work at my university and recently attended accessing > higher ground in November. It was an amazing conference and I learned so > much. I am hoping to utilize this particular audience to find some > resources on the statistics program IBM Statistics version 28. I have a > student taking a stats class who uses JAWS, and unfortunately the > instructions for the class are widely geared towards mouse users. It???s > becoming a significant barrier and the student is struggling to learn the > program. I can???t find any resources on screen readers and SPSS other than > the keyboard instructions provided by IBM on their website. Because it is > such a complex program, I am limited in the help I can provide as someone > who isn???t familiar with it. > > ? > > I was wondering if you could pass along my inquiry to a listserv or any > contacts you may have that might know a thing or two about SPSS and how to > best support this student. > > ? > > Best Regards, > > Erin Foster > Alternative Media Specialist || Book an appointment > > > Disability Resource Services > > CALIFORNIA STATE UNIVERSITY, STANISLAUS > T 209.667.3159 (DRS Office) > T 209.667.3930 (direct extension) > efoster2@csustan.edu > > Pronouns: she/her/hers > > [image: Civil Rights Logo. Black Lives Matter, a symbol of a fist pumpe] > > ? > > > -- > Regards, > Howard > > Howard Kramer > Conference Coordinator > Accessing Higher Ground > 303-492-8672 > cell: 720-351-8668 > > Sign up to access the recordings from the? 2020 Accessing Higher Ground? > Conference > ? and > for AHG 2021 'Watch Parties > .'? ? > > > ? Sign up to our mailing list to receive announcements > . > > ? > > Complete program information and registration is open for AHEAD's full > line-up of Spring 2021 webinars > .? > > > ? > > Not yet a member of AHEAD?? ? We welcome you to join AHEAD now. > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > -- > Regards, > Howard > > Howard Kramer > Conference Coordinator > Accessing Higher Ground > 303-492-8672 > cell: 720-351-8668 > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Regards, Howard Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Sign up to access the recordings from the *2020 Accessing Higher Ground Conference * and for AHG 2021 'Watch Parties .' Sign up to our mailing list to receive announcements . Complete program information and registration is open for AHEAD's full line-up of Spring 2021 webinars . Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Wed Apr 20 12:42:24 2022 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Wed Apr 20 12:42:30 2022 Subject: [Athen] Question about speech to text program to read graphic novels In-Reply-To: References: Message-ID: Not every PDF is going to be workable, and this is one of these times when you need to do something else. You need to turn this graphic novel into text-only, aka, a Word file. No pictures. The student can then listen to the files while viewing the hard copy of the book with their eyes. It may help to name characters and make the file like a script for a movie. Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D598AC.79FC1C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you?ve received this email in error please notify the sender immediately and delete this message. From: athen-list On Behalf Of Charlotte Schiff-Norton Sent: Wednesday, April 20, 2022 12:22 PM To: athen-list@u.washington.edu Subject: [Athen] Question about speech to text program to read graphic novels Hello All, I am working on a graph novel for a student that needs it to be read to them. I am using Kurzweil. Unfortunately Kurzweil is not a fan of this kind of format for books and I am forced to do all the editing manually in Kurzweil to make sure its reads it correctly. I was wondering if there is any other program out there (perferble free) that reads graphic novels better than Kurzweil? Or is there another format I should be uploading into Kurzweil that would read it better? At the moment I am using PDF files to upload to Kurzweil. Thank you for your time and help. _________________________ Charlotte Schiff-Norton she/her/hers Saint Mary's College of California Student Disability Services Accessibility & Assistive Technology Coordinator Office: (925) 631-5071 Email: cgs5@stmarys-ca.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: image001.png URL: From tristenbreitenfeldt at gmail.com Wed Apr 20 13:12:51 2022 From: tristenbreitenfeldt at gmail.com (tristenbreitenfeldt@gmail.com) Date: Wed Apr 20 13:12:56 2022 Subject: [Athen] Fwd: Resources for SPSS Statistics and accessibility Message-ID: <00cd01d854f3$03b77350$0b2659f0$@gmail.com> Hello Howard et al, I agree that if there is another (more accessible application that can be used to accomplish the tasks for the student) it should be used. However, if using another application is not an option, I may have a solution for the student to try. I have not used spss or anything like it before, so I am unfamiliar with the operation and user experience with this program and JAWS, but if most of the content and controls are accessibly labeled, (meaning JAWS can read them correctly) then, the student might be able to navigate the interface using the Touch Cursor in JAWS. The command to activate the Touch Cursor is Shift+NumPad Plus. When the Touch Cursor is activated, the student can navigate the screen using the left and right arrows on the keyboard, then activate elements using Enter. The Touch cursor allows users to explore/navigate content similarly to using a touch screen with the swipe gesture. The Touch Cursor can also make it possible to read static and dynamic text which can not be accessed by tabbing. While using the Touch Cursor is not ideal, it may provide better access to spss for the student. Another possible solution might be using the Mouse Echo feature in JAWS. This allows users to read, navigate and interact with the computer using a physical mouse or touch pad. There is some basic information about using Mouse Echo at https://jfw.groups.io/g/main/topic/mouse_echo_layer/5051436 I hope this was helpful. Tristen Breitenfeldt -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 37035 bytes Desc: not available URL: From Amy.Willard at MCCKC.EDU Wed Apr 20 13:19:43 2022 From: Amy.Willard at MCCKC.EDU (Willard,Amy L) Date: Wed Apr 20 13:19:49 2022 Subject: [Athen] Experiences with ALEKS PPL? In-Reply-To: References: Message-ID: Just following up on this. Has anyone found ALEKS to be more accessible now for blind students? The McGraw Hill website touts that recent changes have made it more accessible to screen readers, but I wanted to know if anyone has experienced this firsthand. Thanks, Amy Willard Accessible Technology Coordinator|ADA Compliance Metropolitan Community College Office: 816-604-1092 3200 Broadway, Kansas City, MO 64111 amy.willard@mcckc.edu | www.mcckc.edu Preparing students, serving communities, creating opportunities for all From: athen-list On Behalf Of Susan Kelmer Sent: Wednesday, October 27, 2021 8:01 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Experiences with ALEKS PPL? ALEKS has long been inaccessible to blind students, unless they have seriously done some massive remediation work. Let us know what you find when you test it! Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D598AC.79FC1C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list > On Behalf Of Priest, Ione Sent: Tuesday, October 26, 2021 1:51 PM To: Access Technology Higher Education Network > Subject: [Athen] Experiences with ALEKS PPL? Hello, It was just brought to my attention that our math department is about to start piloting ALEKS PPL for placement exams. I am being given access to test it, but wanted to know if anyone had any experiences/feedback/etc. relating to the accessibility of the system? Thanks in advance, Ione Priest (she/they) | Accessibility Technology Manager CPACC, DHS Certified Trusted Tester Access Center Metropolitan State University of Denver Campus Box 56, P.O. Box 173362, Denver, CO 80217-3362 303-615-0200 (office) www.msudenver.edu/access 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: image001.png URL: From dhayman at olympic.edu Wed Apr 20 13:45:43 2022 From: dhayman at olympic.edu (Hayman, Douglass) Date: Wed Apr 20 13:45:50 2022 Subject: [Athen] [EXTERNAL] - Re: Experiences with ALEKS PPL? In-Reply-To: References: Message-ID: I tried a few months ago, maybe in October of 2021 and it was a mess for no-vision access or low vision. When trying to magnify as a test run to work with a student after trying to come up with a "If you do this then you can use Aleks." I found that the problem was this: The question was on a web page and the answer was in a separate iframe. If I zoomed I could see the question part get larger but not the iframe. On trying to open the iframe in a new tab, it wouldn't let me then use that to answer, maybe as a feature to stop cheaters. The student dropped the class before I could work out another option to meet her low vision needs. Perhaps they could demo it for you with keyboard only navigation, using a screen reader and then magnifying to 400-percent. Doug Hayman IT Accessibility Coordinator Information Technology Olympic College dhayman@olympic.edu (360) 475-7632 From: athen-list On Behalf Of Willard,Amy L Sent: Wednesday, April 20, 2022 1:20 PM To: Access Technology Higher Education Network Subject: [EXTERNAL] - Re: [Athen] Experiences with ALEKS PPL? CAUTION: This email came from a non-OC system or external source. Beware of phishing and social engineering! Just following up on this. Has anyone found ALEKS to be more accessible now for blind students? The McGraw Hill website touts that recent changes have made it more accessible to screen readers, but I wanted to know if anyone has experienced this firsthand. Thanks, Amy Willard Accessible Technology Coordinator|ADA Compliance Metropolitan Community College Office: 816-604-1092 3200 Broadway, Kansas City, MO 64111 amy.willard@mcckc.edu | www.mcckc.edu Preparing students, serving communities, creating opportunities for all From: athen-list > On Behalf Of Susan Kelmer Sent: Wednesday, October 27, 2021 8:01 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Experiences with ALEKS PPL? ALEKS has long been inaccessible to blind students, unless they have seriously done some massive remediation work. Let us know what you find when you test it! Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D854BC.ED520570] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list > On Behalf Of Priest, Ione Sent: Tuesday, October 26, 2021 1:51 PM To: Access Technology Higher Education Network > Subject: [Athen] Experiences with ALEKS PPL? Hello, It was just brought to my attention that our math department is about to start piloting ALEKS PPL for placement exams. I am being given access to test it, but wanted to know if anyone had any experiences/feedback/etc. relating to the accessibility of the system? Thanks in advance, Ione Priest (she/they) | Accessibility Technology Manager CPACC, DHS Certified Trusted Tester Access Center Metropolitan State University of Denver Campus Box 56, P.O. Box 173362, Denver, CO 80217-3362 303-615-0200 (office) www.msudenver.edu/access 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: image001.png URL: From Catherine.Stager at frontrange.edu Wed Apr 20 15:27:14 2022 From: Catherine.Stager at frontrange.edu (Stager, Catherine) Date: Wed Apr 20 15:27:40 2022 Subject: [Athen] Question about speech to text program to read graphic novels In-Reply-To: References: Message-ID: <4c450f494d334321af830a2a89ea3e28@frontrange.edu> I would bring the Professor in on this ? if you don?t know what he considers the pertinent details, you cannot convey them. I had a wonderful student in a Universal Design for Digital Media course who created a video for access to a graphic novel. He did an audio description track as well as the actual text so that it was experienced more like the graphic novel experience where the images may convey as much of the story as the text does. He even did multiple voices for the different characters in his audio track and included a slide whistle signal that he moved to the next page of content. I was very impressed! Best regards, Cath Catherine M. Stager Disability Support Services - Assistive Technology Create Inclusive E-mail and Materials https://bit.ly/inclusive-checklist From: athen-list On Behalf Of Susan Kelmer Sent: Wednesday, April 20, 2022 1:42 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Question about speech to text program to read graphic novels CAUTION: This email originated from outside of the Colorado Community College System. Do not click links or open attachments unless you recognize the sender and know the content is safe. Please contact your college IT Help Desk if you have any questions. Not every PDF is going to be workable, and this is one of these times when you need to do something else. You need to turn this graphic novel into text-only, aka, a Word file. No pictures. The student can then listen to the files while viewing the hard copy of the book with their eyes. It may help to name characters and make the file like a script for a movie. Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D598AC.79FC1C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you?ve received this email in error please notify the sender immediately and delete this message. From: athen-list > On Behalf Of Charlotte Schiff-Norton Sent: Wednesday, April 20, 2022 12:22 PM To: athen-list@u.washington.edu Subject: [Athen] Question about speech to text program to read graphic novels Hello All, I am working on a graph novel for a student that needs it to be read to them. I am using Kurzweil. Unfortunately Kurzweil is not a fan of this kind of format for books and I am forced to do all the editing manually in Kurzweil to make sure its reads it correctly. I was wondering if there is any other program out there (perferble free) that reads graphic novels better than Kurzweil? Or is there another format I should be uploading into Kurzweil that would read it better? At the moment I am using PDF files to upload to Kurzweil. Thank you for your time and help. _________________________ Charlotte Schiff-Norton she/her/hers Saint Mary's College of California Student Disability Services Accessibility & Assistive Technology Coordinator Office: (925) 631-5071 Email: cgs5@stmarys-ca.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: image001.png URL: From tft at uw.edu Wed Apr 20 17:29:07 2022 From: tft at uw.edu (Terrill Thompson) Date: Wed Apr 20 17:29:28 2022 Subject: [Athen] Fwd: Seeking Director of the NW ADA Center In-Reply-To: References: Message-ID: Hi All, I'm forwarding this position announcement; thought some of you might be interested. Regards, Terrill --- Terrill Thompson Manager, IT Accessibility Team UW-IT Accessible Technology Services University of Washington tft@uw.edu ------------- *Director, Northwest ADA Center* Link to apply: UW Human Resources (washington.edu) As a UW employee, you have a unique opportunity to change lives on our campuses, in our state and around the world. UW employees offer their boundless energy, creative problem solving skills and dedication to build stronger minds and a healthier world. UW faculty and staff also enjoy outstanding benefits, professional growth opportunities and unique resources in an environment noted for diversity, intellectual excitement, artistic pursuits and natural beauty. *The Northwest Americans with Disabilities (NW ADA) Center (NW ADA) has an exciting opportunity for a Continuing Education Specialist.* This position serves as a director providing overall leadership, management, and direction for a comprehensive program of continuing education and technical assistance for the Region 10 NW ADA Center and partner agencies in Washington, Oregon, Idaho, and Alaska. This program is located within the Center for Continuing Education in Rehabilitation (CCER), a part of the UW Department of Rehabilitation Medicine. The Director of the NW ADA Center will: ? Develop and implement training and information activities that effectively meet the ADA technical assistance and continuing education needs of a very wide variety of constituents across a four-state area. Ensure that these activities also reflect current trends, updated ADA Title/Guidelines, and information from research and demonstration projects across the country, as well as the needs and interests of the funding agencies. ? Develop and implement innovative, high-quality projects that further the knowledge about ADA technical assistance, personnel preparation, and continuing education in the rehabilitation field. ? Develop and monitor a budget that supports training and technical assistance activities on an ongoing basis. This includes hiring, training, and supporting training consultants and/or technical assistance specialists that may be working anywhere in the region at any given time. Also is responsible for managing subcontracts to entities in Oregon, Idaho, and Alaska. This position is currently responsible for $1,000,000 a year in the primary federal grant. In addition, there is customarily between $25,000 and $45,000 in program income that is generated annually. Responsibilities include forecasting and developing budgets and monitoring expenditures in accordance with state and federal policy. The position has full latitude for expenditure control, within federal guidelines. This position is responsible for all short-term and long-range planning for the NW ADA Center (currently about 40% of CCER?s activities). The project director also participates in CCER short-term and long-range planning. This position's impact is related to the NW ADA Center, which is funded by NIDILRR through the UW Dept. of Rehabilitation Medicine to provide research, ADA technical assistance, information dissemination, and training to the four-state region. The NW ADA Center maintains a website, and Twitter, Facebook, LinkedIn, and YouTube pages, which represent the main venues for information dissemination. *RESPONSIBILITIES:* Recruitment, Training, and Supervision of Employees and External Contractors/Consultants (25%) ? Recruit, hire, train, coordinate, and supervise technical assistance specialists, consultants, and project continuing education coordinators to provide continuing education and technical assistance across a four-state area. Recruit, evaluate, select, and supervise the work of training consultants and sub-contractors. Work closely with the NW ADA Center?s Research Director to meet objectives of the Center?s research project. Work closely with the NW ADA Center?s Assistant Director to ensure the planning and completion of day-to-day Center operations, as well as to resolve escalated concerns or issues. Appraise and delegate responsibilities to the Assistant Director as appropriate. Follow UW and Departmental policies regarding personnel matters including conducting employee performance reviews. Grants Management (23%) ? Develop and monitor the implementation of grant and project budgets currently totaling over $1,000,000; oversee the dispersal of grant funds in accordance with University and funding agency policies and procedures. ? Acquire, in collaboration with other CCER staff and Department of Rehabilitation Medicine faculty, federal grants and other income sources in support of technical assistance and continuing education, including conducting needs assessments, and writing grant applications and reports. ? Develop work plans to accomplish the goals and objectives of grant and other projects; and ensure that work plans are completed and required reports submitted. Leadership and Management (19%) ? Serve on CCER's senior management team to oversee all areas of Center management including strategic planning, personnel, coordination of resources, marketing, etc. Ensure NW ADA Center project updates are given at relevant CCER and other departmental meetings. ? Work closely and cooperatively with the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) representatives in Washington D.C. to identify new directions and approaches. Represent NW ADA Center at national meetings of the ADA National Network and other organizations annually. Coordinate and collaborate with members of the ADA National Network. ? Serve in regional and national leadership roles through participation in advisory and editorial boards and professional organizations. ? Update skills and knowledge by attending appropriate academic and continuing education programs. Keep informed of major trends in the field of rehabilitation by participating in professional organizations and reading professional journals. Training, Evaluation, and Organizational Development (33%) ? Meet customer needs by providing on-site individualized training, organizational development, and/or technical assistance activities for regional customers. ? Cooperate and coordinate with other CCER staff in developing and conducting training programs, and in self-directed work teams addressing other CCER activities. ? Evaluate the effectiveness of project activities through course evaluation surveys and other activities as required and appropriate. Ensure that training is field-based and consumer-driven by consulting with representatives of training constituencies through the advisory committee and through personal visits to customer/consumer agencies. ? Recruit and train members and coordinate meetings of the project advisory committees. Develop and maintain cordial and professional relationships with advisory committee members, granting agencies, and representatives from public and private rehabilitation agencies. *MINIMUM REQUIREMENTS:* ? Master?s Degree in rehabilitation, disability studies, social sciences, counseling, or related field ? Four to five years of experience in any or all of the following: - Implementation and compliance of the Americans with Disabilities Act (ADA) - Management experience including supervision of personnel, financial/budget management, and project management - Relevant work experience in the roles and programs addressing opportunities for and/or rights of people with disabilities *Equivalent education/experience will substitute for all minimum qualifications except when there are legal requirements, such as a license/certification/registration.* *ADDITIONAL REQUIREMENTS:* ? Ability to travel ? periodic travel to collaborative sites in Alaska, Idaho, Washington, and Oregon, and to national conferences will be required. *DESIRED EXPERIENCE:* ? PhD in Rehabilitation Sciences, Rehabilitation Counseling, Disability Studies, Psychology, or related field, or JD in Law is desirable but not required. ? Relevant experience demonstrating the ability to plan and organize teams and to communicate effectively both within a team and with outside stakeholders and partners ? Experience in leadership roles both in work settings and in community, professional, or other arenas. ? Experience with strategic planning. ? Experience training or teaching in a continuing education setting. ? Experience with curriculum development and the use of instructional technology. ? Experience with grant writing and grant management. ? Experience conducting collaborative research. * Application Process:* The application process for UW positions may include completion of a variety of online assessments to obtain additional information that will be used in the evaluation process. These assessments may include Work Authorization, Cover Letter and/or others. Any assessments that you need to complete will appear on your screen as soon as you select ?Apply to this position?. Once you begin an assessment, it must be completed at that time; if you do not complete the assessment you will be prompted to do so the next time you access your ?My Jobs? page. If you select to take it later, it will appear on your "My Jobs" page to take when you are ready. Please note that your application will not be reviewed, and you will not be considered for this position until all required assessments have been completed. Applicants considered for this position will be required to disclose if they are the subject of any substantiated findings or current investigations related to sexual misconduct at their current employment and past employment. Disclosure is required under Washington state law . Committed to attracting and retaining a diverse staff, the University of Washington will honor your experiences, perspectives and unique identity. Together, our community strives to create and maintain working and learning environments that are inclusive, equitable and welcoming. [image: The University of Washington is a leader in environmental stewardship & sustainability, and committed to becoming climate neutral.] The University of Washington is a leader in environmental stewardship & sustainability , and committed to becoming climate neutral. The University of Washington is an affirmative action and equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, gender expression, national origin, age, protected veteran or disabled status, or genetic information. To request disability accommodation in the application process, contact the Disability Services Office at 206-543-6450 or dso@uw.edu. *COVID-19 VACCINATION REQUIREMENT* Governor Inslee's Proclamation 21-14.2 requires employees of higher education and healthcare institutions to be fully vaccinated against COVID-19 unless a medical or religious exemption is approved. Being fully vaccinated means that an individual is at least two weeks past their final dose of an authorized COVID-19 vaccine regimen. As a condition of employment, newly hired employees will be required to provide proof of their COVID-19 vaccination. View the Final candidate guide to COVID-19 vaccination requirement webpage for information about the medical or religious exemption process for final candidates. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 2791 bytes Desc: not available URL: From eslucio at umd.edu Thu Apr 21 07:53:31 2022 From: eslucio at umd.edu (Emily Singer Lucio) Date: Thu Apr 21 07:53:46 2022 Subject: [Athen] Website accessibility Message-ID: Hi all. I have a question. There is some disagreement about whether links should open in a new tab (a marketing best practice) or not (an accessibility recommendation) -- do you know if there is any happy compromise there? Respectfully, *Emily Singer Lucio She/Her/Hers* ADA/504 Coordinator University of Maryland, College Park Office of Diversity & Inclusion 3123 Susquehanna Hall 4200 Leigh Road College Park MD 20742 Tel:301 405-2841 | Fax:301 314-9992 Email: eslucio@umd.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From jgarms at uttyler.edu Thu Apr 21 08:15:52 2022 From: jgarms at uttyler.edu (Jennifer Garms) Date: Thu Apr 21 08:16:13 2022 Subject: [Athen] Dyslexic Math Fonts Message-ID: <94441cdd8fa445cbae76cfbae6a4f346@uttyler.edu> Hello All, We have a student who has a Dyslexie Font/Open Dyslexic Font accommodation. The issue is, that some of the tests the student will take will have math formulas on them and as far as I can tell, neither font has a Math component. Does anyone have a font they use for this sort of situation, or a way to get Word's Equation function and one of the previous fonts to play nicely? Thank you in advance for any advice or help! Thank You, JESS GARMS Adaptive Technology Specialist Student Equity Services W: 903-565-6452 | jgarms@uttyler.edu | www.uttyler.edu The University of Texas at Tyler | 3900 University Blvd. Tyler, Texas 75799 [The University of Texas at Tyler] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 4743 bytes Desc: image001.png URL: From rspangler1 at udayton.edu Thu Apr 21 09:19:46 2022 From: rspangler1 at udayton.edu (Robert Spangler) Date: Thu Apr 21 09:20:01 2022 Subject: [Athen] Website accessibility In-Reply-To: References: Message-ID: I'm curious to know why the practice of opening in a new link goes against accessibility recommendations. As a screen reader user, the only issue I see is not being informed that the page opened in a new tab, and so I might think nothing has happened if a tab opened in the background and I wasn't informed. Perhaps putting in parentheses "(opens in new tab)" somewhere, such as after the link text, would be a good compromise. Thanks, Robert On Thu, Apr 21, 2022 at 10:55 AM Emily Singer Lucio wrote: > Hi all. > > I have a question. > > There is some disagreement about whether links should open in a new tab (a > marketing best practice) or not (an accessibility recommendation) -- do you > know if there is any happy compromise there? > > Respectfully, > > *Emily Singer Lucio She/Her/Hers* > ADA/504 Coordinator > University of Maryland, College Park > Office of Diversity & Inclusion > 3123 Susquehanna Hall > 4200 Leigh Road > College Park MD 20742 > Tel:301 405-2841 | Fax:301 314-9992 > Email: eslucio@umd.edu > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kndeibel at metageekery.org Thu Apr 21 09:29:06 2022 From: kndeibel at metageekery.org (Katherine Deibel) Date: Thu Apr 21 09:29:10 2022 Subject: [Athen] Website accessibility In-Reply-To: References: Message-ID: Strictly WCAG, you need to provide an indication of this unexpected behavior as it creates a change of context for the user. Opening in a new link can be quite surprising to some users and cause some cognitive confusion, especially if not noticed when it happens. Accessibility is not only about screen reader users. Unexpected popups or new tabs has been a common source of irritation in my work with students and patrons with various cognitive disabilities. WCAG unfortunately does not do much (if anything) for cognitive supports, and many accessibility experts, myself included, highly recommend avoiding this whenever possible. Even providing an indication can be tricky. Many people use an icon but that icon is not universally understood. Frankly, I would pushback hard on the marketing claim and inquire why opening in a new tab is a best practice? In general, user experience studies find that users get greatly annoyed when this happens. However, you can do this accessibly. The following is my recommendation that goes beyond WCAG to support various cognitive issues as well: 1. The following must be done absolutely consistently. 2. Every link should have an accessible indication that the link opens in a new tab. 3. If the indication is text, it needs to be visible to all users. 4. If the indication is an icon, that icon requires either: * An accessible tooltip (not just using the title attribute) * A legend explaining the icon?s meaning on every page Katherine ?Kate? Deibel, PhD Library Accessibility Specialist Twitter: https://twitter.com/metageeky GitHub: https://github.com/metageeky From: athen-list On Behalf Of Robert Spangler Sent: Thursday, April 21, 2022 12:20 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Website accessibility I'm curious to know why the practice of opening in a new link goes against accessibility recommendations. As a screen reader user, the only issue I see is not being informed that the page opened in a new tab, and so I might think nothing has happened if a tab opened in the background and I wasn't informed. Perhaps putting in parentheses "(opens in new tab)" somewhere, such as after the link text, would be a good compromise. Thanks, Robert On Thu, Apr 21, 2022 at 10:55 AM Emily Singer Lucio > wrote: Hi all. I have a question. There is some disagreement about whether links should open in a new tab (a marketing best practice) or not (an accessibility recommendation) -- do you know if there is any happy compromise there? Respectfully, Emily Singer Lucio She/Her/Hers ADA/504 Coordinator University of Maryland, College Park Office of Diversity & Inclusion 3123 Susquehanna Hall 4200 Leigh Road College Park MD 20742 Tel:301 405-2841 | Fax:301 314-9992 Email: eslucio@umd.edu _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Thu Apr 21 09:38:00 2022 From: rspangler1 at udayton.edu (Robert Spangler) Date: Thu Apr 21 09:38:15 2022 Subject: [Athen] Website accessibility In-Reply-To: References: Message-ID: Just to be clear I never meant to imply that accessibility is only about screen reader users. It's just my specific perspective. Robert On Thu, Apr 21, 2022 at 12:30 PM Katherine Deibel wrote: > Strictly WCAG, you need to provide an indication of this unexpected > behavior as it creates a change of context for the user. Opening in a new > link can be quite surprising to some users and cause some cognitive > confusion, especially if not noticed when it happens. Accessibility is not > only about screen reader users. Unexpected popups or new tabs has been a > common source of irritation in my work with students and patrons with > various cognitive disabilities. WCAG unfortunately does not do much (if > anything) for cognitive supports, and many accessibility experts, myself > included, highly recommend avoiding this whenever possible. Even providing > an indication can be tricky. Many people use an icon but that icon is not > universally understood. > > > > Frankly, I would pushback hard on the marketing claim and inquire why > opening in a new tab is a best practice? In general, user experience > studies > find that users get greatly annoyed when this happens. > > > > However, you can do this accessibly. The following is my recommendation > that goes beyond WCAG to support various cognitive issues as well: > > > 1. The following must be done absolutely consistently. > 2. *Every* link should have an accessible indication that the link > opens in a new tab. > 3. If the indication is text, it needs to be visible to all users. > 4. If the indication is an icon, that icon requires either: > - An accessible tooltip (not just using the *title* attribute) > - A legend explaining the icon?s meaning on every page > > > > > > > > Katherine ?Kate? Deibel, PhD > > Library Accessibility Specialist > > Twitter: https://twitter.com/metageeky > GitHub: https://github.com/metageeky > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Thursday, April 21, 2022 12:20 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Website accessibility > > > > I'm curious to know why the practice of opening in a new link goes against > accessibility recommendations. As a screen reader user, the only issue I > see is not being informed that the page opened in a new tab, and so I might > think nothing has happened if a tab opened in the background and I wasn't > informed. Perhaps putting in parentheses "(opens in new tab)" somewhere, > such as after the link text, would be a good compromise. > > > > Thanks, > > Robert > > > > > > On Thu, Apr 21, 2022 at 10:55 AM Emily Singer Lucio > wrote: > > Hi all. > > > > I have a question. > > > > There is some disagreement about whether links should open in a new tab (a > marketing best practice) or not (an accessibility recommendation) -- do you > know if there is any happy compromise there? > > > Respectfully, > > > > *Emily Singer Lucio She/Her/Hers* > > ADA/504 Coordinator > > University of Maryland, College Park > > Office of Diversity & Inclusion > > 3123 Susquehanna Hall > > 4200 Leigh Road > > College Park MD 20742 > > Tel:301 405-2841 | Fax:301 314-9992 > > Email: eslucio@umd.edu > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist > > Office of Learning Resources > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/olr > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From eslucio at umd.edu Thu Apr 21 09:45:51 2022 From: eslucio at umd.edu (Emily Singer Lucio) Date: Thu Apr 21 09:46:07 2022 Subject: [Athen] Website accessibility In-Reply-To: References: Message-ID: Thank you Katherine. Respectfully, *Emily Singer Lucio She/Her/Hers* ADA/504 Coordinator University of Maryland, College Park Office of Diversity & Inclusion 3123 Susquehanna Hall 4200 Leigh Road College Park MD 20742 Tel:301 405-2841 | Fax:301 314-9992 Email: eslucio@umd.edu On Thu, Apr 21, 2022 at 12:30 PM Katherine Deibel wrote: > Strictly WCAG, you need to provide an indication of this unexpected > behavior as it creates a change of context for the user. Opening in a new > link can be quite surprising to some users and cause some cognitive > confusion, especially if not noticed when it happens. Accessibility is not > only about screen reader users. Unexpected popups or new tabs has been a > common source of irritation in my work with students and patrons with > various cognitive disabilities. WCAG unfortunately does not do much (if > anything) for cognitive supports, and many accessibility experts, myself > included, highly recommend avoiding this whenever possible. Even providing > an indication can be tricky. Many people use an icon but that icon is not > universally understood. > > > > Frankly, I would pushback hard on the marketing claim and inquire why > opening in a new tab is a best practice? In general, user experience > studies > find that users get greatly annoyed when this happens. > > > > However, you can do this accessibly. The following is my recommendation > that goes beyond WCAG to support various cognitive issues as well: > > > 1. The following must be done absolutely consistently. > 2. *Every* link should have an accessible indication that the link > opens in a new tab. > 3. If the indication is text, it needs to be visible to all users. > 4. If the indication is an icon, that icon requires either: > - An accessible tooltip (not just using the *title* attribute) > - A legend explaining the icon?s meaning on every page > > > > > > > > Katherine ?Kate? Deibel, PhD > > Library Accessibility Specialist > > Twitter: https://twitter.com/metageeky > GitHub: https://github.com/metageeky > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Thursday, April 21, 2022 12:20 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Website accessibility > > > > I'm curious to know why the practice of opening in a new link goes against > accessibility recommendations. As a screen reader user, the only issue I > see is not being informed that the page opened in a new tab, and so I might > think nothing has happened if a tab opened in the background and I wasn't > informed. Perhaps putting in parentheses "(opens in new tab)" somewhere, > such as after the link text, would be a good compromise. > > > > Thanks, > > Robert > > > > > > On Thu, Apr 21, 2022 at 10:55 AM Emily Singer Lucio > wrote: > > Hi all. > > > > I have a question. > > > > There is some disagreement about whether links should open in a new tab (a > marketing best practice) or not (an accessibility recommendation) -- do you > know if there is any happy compromise there? > > > Respectfully, > > > > *Emily Singer Lucio She/Her/Hers* > > ADA/504 Coordinator > > University of Maryland, College Park > > Office of Diversity & Inclusion > > 3123 Susquehanna Hall > > 4200 Leigh Road > > College Park MD 20742 > > Tel:301 405-2841 | Fax:301 314-9992 > > Email: eslucio@umd.edu > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > > -- > > Robert Spangler > > Disability Services Technical Support Specialist > > Office of Learning Resources > > Ryan C. Harris Learning Teaching Center (LTC) > > Roesch Library Room: 023 > > Phone: 937-229-2066 > > For Deaf/Hard of Hearing, call 711 (Ohio Relay) > > For office hours and further OLR information, please visit > go.udayton.edu/olr > > CONFIDENTIALITY NOTICE > > The information contained in this electronic message is confidential and > intended only for the use of the individual or entity named above. If the > reader of this message is not the intended recipient, you are hereby > notified that any dissemination, distribution, or copying of this e-mail or > any of its components is strictly prohibited. If you have received this > email in error, please "reply" to the sender. > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From chagnon at pubcom.com Thu Apr 21 09:57:55 2022 From: chagnon at pubcom.com (chagnon@pubcom.com) Date: Thu Apr 21 09:58:03 2022 Subject: [Athen] Dyslexic Math Fonts In-Reply-To: <94441cdd8fa445cbae76cfbae6a4f346@uttyler.edu> References: <94441cdd8fa445cbae76cfbae6a4f346@uttyler.edu> Message-ID: <003b01d855a0$f2a38280$d7ea8780$@pubcom.com> Jess wrote: "neither font has a Math component." Whatever font is used by the student's software, it must be a Unicode font that contains the correct math characters (called codepoints in Unicode-speak). The Segoe UI Symbol font that's common on Windows computers has a very good range of Unicode Math/STEM symbols. Maybe that could work for your student? The second issue is the math test or textbook itself: does it use the correct Unicode symbol for math? Some common problems we see: Lowercase alpha-character "x" (found on the keyboard) used instead of math multiplication symbol (codepoint U2715 or U2716 or U00D7). Keyboard alpha-character slash "/" used instead of U2215 math division slash. Keyboard hyphen "-" used instead of U2212 math minus sign. Keyboard asterisk "*" used instead of U2217 math asterisk operator. The correct Unicode codepoint symbol is critical if the student is listening to a voicing of the text with the dyslexia software. But if they are only viewing the content with their tool, then you just need a font with those symbols on it. -Bevi - - - Bevi Chagnon | Designer, Accessibility Technician | Chagnon@PubCom.com - - - PubCom: Technologists for Accessible Design + Publishing consulting . training . development . design . sec. 508 services Upcoming classes at www.PubCom.com/classes - - - Latest blog-newsletter - Simple Guide to Writing Alt-Text From: athen-list On Behalf Of Jennifer Garms Sent: Thursday, April 21, 2022 11:16 AM To: athen-list@u.washington.edu Subject: [Athen] Dyslexic Math Fonts Hello All, We have a student who has a Dyslexie Font/Open Dyslexic Font accommodation. The issue is, that some of the tests the student will take will have math formulas on them and as far as I can tell, neither font has a Math component. Does anyone have a font they use for this sort of situation, or a way to get Word's Equation function and one of the previous fonts to play nicely? Thank you in advance for any advice or help! Thank You, JESS GARMS Adaptive Technology Specialist Student Equity Services W: 903-565-6452 | jgarms@uttyler.edu | www.uttyler.edu The University of Texas at Tyler | 3900 University Blvd. Tyler, Texas 75799 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 4743 bytes Desc: not available URL: From steve.noble at louisville.edu Thu Apr 21 12:42:59 2022 From: steve.noble at louisville.edu (Noble,Stephen L.) Date: Thu Apr 21 12:43:05 2022 Subject: [Athen] Dyslexic Math Fonts In-Reply-To: <94441cdd8fa445cbae76cfbae6a4f346@uttyler.edu> References: <94441cdd8fa445cbae76cfbae6a4f346@uttyler.edu> Message-ID: In MathType, you can select the desired font for math expressions under the Style>Define menu. See this page for details: https://docs.wiris.com/mathtype/en/user-interfaces/mathtype-7-interface/main-tutorials.html Once you have a font loaded on your PC, that font will show up in the available fonts to choose from for math expressions. --Steve Noble steve.noble@louisville.edu 502-969-3088 ________________________________ From: athen-list on behalf of Jennifer Garms Sent: Thursday, April 21, 2022 11:15 AM To: athen-list@u.washington.edu Subject: [Athen] Dyslexic Math Fonts Hello All, We have a student who has a Dyslexie Font/Open Dyslexic Font accommodation. The issue is, that some of the tests the student will take will have math formulas on them and as far as I can tell, neither font has a Math component. Does anyone have a font they use for this sort of situation, or a way to get Word?s Equation function and one of the previous fonts to play nicely? Thank you in advance for any advice or help! Thank You, JESS GARMS Adaptive Technology Specialist Student Equity Services W: 903-565-6452 | jgarms@uttyler.edu | www.uttyler.edu The University of Texas at Tyler | 3900 University Blvd. Tyler, Texas 75799 [The University of Texas at Tyler] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 4743 bytes Desc: image001.png URL: From Bryon-Kluesner at utc.edu Thu Apr 21 12:57:14 2022 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Thu Apr 21 12:57:18 2022 Subject: [Athen] Memory aid Message-ID: If you have allowed a memory aid/note card for use on exams, what is the information allowed on the memory aid/note card? Thanks, Bryon Bryon Kluesner RhD, ATAC Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 -------------- next part -------------- An HTML attachment was scrubbed... URL: From shelleyhaven at techpotential.net Thu Apr 21 14:47:03 2022 From: shelleyhaven at techpotential.net (shelleyhaven techpotential.net) Date: Thu Apr 21 14:47:08 2022 Subject: [Athen] Memory aid In-Reply-To: References: Message-ID: <4E0F62B8-3F65-4C28-87E8-52B37BA567A5@techpotential.net> I generally refer to such test-taking memory aids as cue cards to distinguish them from note cards, as the latter might be misinterpreted by an instructor. A ?notecard" is presumed to contain a reduced version of information that could be used on a test ? e.g., terms and definitions, examples of how to use formulas, important names and dates, specific facts, etc. A "cue card", though, prompts retrieval of information from memory but does not contain usable information ? it generally only makes sense to the person who created it. In short, it triggers memory rather than serving as a substitute for memory. Depending on what is being tested, a proper cue card might have things like: * Mnemonics (e.g., "Old People From Texas Eat Spiders" to prompt recall of the cranial bones: Occipital, Parietal, Frontal, Temporal, Ethmoid, Sphenoid) * Easily-referenced equation (e.g., quadratic formula) without showing how it's used * Color-coded diagram or picture with no labels * Simple mindmap I?ve referred to the following guides in the past when deciding what?s OK and what?s not, or when explaining memory aids/cue cards to others (especially faculty). Obviously, the specific permissible content will depend on what is being tested. https://www.utrgv.edu/accessibility/_files/documents/memory-aid-faculty-guide.pdf https://inside.sou.edu/assets/dr/docs/Memory_aids_1.pdf http://www.disabilityissues.ca/english/Link_docs/Carren%20Tatton%20&%20Jacinda%20Frazer-%20Memory%20Aid%20Sheets.pdf - Shelley _____________________________ Shelley Haven ATP, RET Assistive Technology Consultant www.TechPotential.net www.AT4LD.net ? Next class begins 6/16/22 On ThursdayApr 21, at 12:57 PM, Kluesner, Bryon > wrote: If you have allowed a memory aid/note card for use on exams, what is the information allowed on the memory aid/note card? Thanks, Bryon Bryon Kluesner RhD, ATAC Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From glen.walker at gmail.com Thu Apr 21 21:57:57 2022 From: glen.walker at gmail.com (glen walker) Date: Thu Apr 21 21:58:15 2022 Subject: [Athen] Website accessibility In-Reply-To: References: Message-ID: > Strictly WCAG, you need to provide an indication of this unexpected behavior as it creates a change of context for the user. That's a matter of interpretation. If you're alluding to WCAG 3.2.2 On Input, clicking a link and going to a new page (whether in the existing tab or a new tab/window) is *expected* behavior because that's what a link does. You don't have to tell the user you're going to do that. We had a discussion about this recently on the WebAIM forum - https://webaim.org/discussion/mail_thread?thread=10383#post0 -------------- next part -------------- An HTML attachment was scrubbed... URL: From kndeibel at metageekery.org Fri Apr 22 05:44:02 2022 From: kndeibel at metageekery.org (Katherine Deibel) Date: Fri Apr 22 05:44:06 2022 Subject: [Athen] Website accessibility In-Reply-To: References: Message-ID: I?ll stand corrected but it greatly bothers me that opening a new tab is not considered a change of context. There?s plenty of evidence that it does not confusion in some users, notably those with cognitive issues. Plus, it creates a whole new browsing context in terms of browser history. Once again, a good example of how WCAG is the barest minimum of accessibility. Katherine ?Kate? Deibel, PhD Library Accessibility Specialist Twitter: https://twitter.com/metageeky GitHub: https://github.com/metageeky From: athen-list On Behalf Of glen walker Sent: Friday, April 22, 2022 12:58 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Website accessibility > Strictly WCAG, you need to provide an indication of this unexpected behavior as it creates a change of context for the user. That's a matter of interpretation. If you're alluding to WCAG 3.2.2 On Input, clicking a link and going to a new page (whether in the existing tab or a new tab/window) is *expected* behavior because that's what a link does. You don't have to tell the user you're going to do that. We had a discussion about this recently on the WebAIM forum - https://webaim.org/discussion/mail_thread?thread=10383#post0 -------------- next part -------------- An HTML attachment was scrubbed... URL: From kndeibel at metageekery.org Fri Apr 22 05:55:24 2022 From: kndeibel at metageekery.org (Katherine Deibel) Date: Fri Apr 22 05:55:28 2022 Subject: [Athen] Website accessibility In-Reply-To: References: Message-ID: > There?s plenty of evidence that it does not confusion in some users, notably those with cognitive issues. Argh? not enough caffeine yet. That should be: There?s plenty of evidence that it does create confusion in some users, notably those with cognitive issues. Katherine ?Kate? Deibel, PhD Library Accessibility Specialist Twitter: https://twitter.com/metageeky GitHub: https://github.com/metageeky From: athen-list On Behalf Of Katherine Deibel Sent: Friday, April 22, 2022 8:44 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Website accessibility I?ll stand corrected but it greatly bothers me that opening a new tab is not considered a change of context. There?s plenty of evidence that it does not confusion in some users, notably those with cognitive issues. Plus, it creates a whole new browsing context in terms of browser history. Once again, a good example of how WCAG is the barest minimum of accessibility. Katherine ?Kate? Deibel, PhD Library Accessibility Specialist Twitter: https://twitter.com/metageeky GitHub: https://github.com/metageeky From: athen-list > On Behalf Of glen walker Sent: Friday, April 22, 2022 12:58 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Website accessibility > Strictly WCAG, you need to provide an indication of this unexpected behavior as it creates a change of context for the user. That's a matter of interpretation. If you're alluding to WCAG 3.2.2 On Input, clicking a link and going to a new page (whether in the existing tab or a new tab/window) is *expected* behavior because that's what a link does. You don't have to tell the user you're going to do that. We had a discussion about this recently on the WebAIM forum - https://webaim.org/discussion/mail_thread?thread=10383#post0 -------------- next part -------------- An HTML attachment was scrubbed... URL: From steve.green at testpartners.co.uk Fri Apr 22 06:05:49 2022 From: steve.green at testpartners.co.uk (Steve Green) Date: Fri Apr 22 06:05:55 2022 Subject: [Athen] Website accessibility In-Reply-To: References: Message-ID: Opening a new tab *is* considered a change of context. WCAG specifically defines a change of viewport as a change of context. See https://www.w3.org/WAI/WCAG21/Understanding/change-on-request.html#dfn-changes-of-context However, for links, it?s an expected change of context. Everyone knows that it can happen, even if they don?t expect it to in a particular circumstance. I am certainly not advocating opening links in new tabs ? I have seen it cause plenty of problems during user testing with screen reader users, screen magnifier users and dyslexic people. But it?s only an annoyance, not a complete barrier. And WCAG 2.1 AA is hardly the barest minimum of accessibility ? a website that is fully conformant will be accessible to the vast majority of disabled people. Steve Green Managing Director Test Partners Ltd From: athen-list On Behalf Of Katherine Deibel Sent: 22 April 2022 13:55 To: Access Technology Higher Education Network Subject: Re: [Athen] Website accessibility > There?s plenty of evidence that it does not confusion in some users, notably those with cognitive issues. Argh? not enough caffeine yet. That should be: There?s plenty of evidence that it does create confusion in some users, notably those with cognitive issues. Katherine ?Kate? Deibel, PhD Library Accessibility Specialist Twitter: https://twitter.com/metageeky GitHub: https://github.com/metageeky From: athen-list > On Behalf Of Katherine Deibel Sent: Friday, April 22, 2022 8:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Website accessibility I?ll stand corrected but it greatly bothers me that opening a new tab is not considered a change of context. There?s plenty of evidence that it does not confusion in some users, notably those with cognitive issues. Plus, it creates a whole new browsing context in terms of browser history. Once again, a good example of how WCAG is the barest minimum of accessibility. Katherine ?Kate? Deibel, PhD Library Accessibility Specialist Twitter: https://twitter.com/metageeky GitHub: https://github.com/metageeky From: athen-list > On Behalf Of glen walker Sent: Friday, April 22, 2022 12:58 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Website accessibility > Strictly WCAG, you need to provide an indication of this unexpected behavior as it creates a change of context for the user. That's a matter of interpretation. If you're alluding to WCAG 3.2.2 On Input, clicking a link and going to a new page (whether in the existing tab or a new tab/window) is *expected* behavior because that's what a link does. You don't have to tell the user you're going to do that. We had a discussion about this recently on the WebAIM forum - https://webaim.org/discussion/mail_thread?thread=10383#post0 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Fri Apr 22 06:39:40 2022 From: rspangler1 at udayton.edu (Robert Spangler) Date: Fri Apr 22 06:39:56 2022 Subject: [Athen] Website accessibility In-Reply-To: References: Message-ID: Hey Steve, how about when activating a link causes new content to appear elsewhere on the page? How is that supposed to be handled? I notice quite frequently when this happens, the screen reader says nothing and the focus isn't moved to the position on the page with the new content. I'm left wondering if the link was activated at all (links not activating is an issue at times) or searching the page for the new content. In regards to links opening in new tabs, I don't care much for the practice, but at least a message stating, "Link opened in new tab" or something like that would alleviate the annoyance. I'm not sure of the best way to handle this for other situations, but at least for screen readers this would be appropriate. Thanks, Robert On Fri, Apr 22, 2022 at 9:09 AM Steve Green wrote: > Opening a new tab *is* considered a change of context. WCAG specifically > defines a change of viewport as a change of context. See > https://www.w3.org/WAI/WCAG21/Understanding/change-on-request.html#dfn-changes-of-context > > > > However, for links, it?s an expected change of context. Everyone knows > that it can happen, even if they don?t expect it to in a particular > circumstance. > > > > I am certainly not advocating opening links in new tabs ? I have seen it > cause plenty of problems during user testing with screen reader users, > screen magnifier users and dyslexic people. But it?s only an annoyance, not > a complete barrier. > > > > And WCAG 2.1 AA is hardly the barest minimum of accessibility ? a website > that is fully conformant will be accessible to the vast majority of > disabled people. > > > > Steve Green > > Managing Director > > Test Partners Ltd > > > > > > *From:* athen-list *On > Behalf Of *Katherine Deibel > *Sent:* 22 April 2022 13:55 > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Website accessibility > > > > > There?s plenty of evidence that it does not confusion in some users, > notably those with cognitive issues. > > Argh? not enough caffeine yet. That should be: > > There?s plenty of evidence that it does create confusion in some > users, notably those with cognitive issues. > > > > Katherine ?Kate? Deibel, PhD > > Library Accessibility Specialist > > Twitter: https://twitter.com/metageeky > GitHub: https://github.com/metageeky > > > > *From:* athen-list *On > Behalf Of *Katherine Deibel > *Sent:* Friday, April 22, 2022 8:44 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Website accessibility > > > > I?ll stand corrected but it greatly bothers me that opening a new tab is > not considered a change of context. There?s plenty of evidence that it does > not confusion in some users, notably those with cognitive issues. Plus, it > creates a whole new browsing context in terms of browser history. > > > > Once again, a good example of how WCAG is the barest minimum of > accessibility. > > > > Katherine ?Kate? Deibel, PhD > > Library Accessibility Specialist > > Twitter: https://twitter.com/metageeky > GitHub: https://github.com/metageeky > > > > *From:* athen-list *On > Behalf Of *glen walker > *Sent:* Friday, April 22, 2022 12:58 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Website accessibility > > > > > Strictly WCAG, you need to provide an indication of this unexpected > behavior as it creates a change of context for the user. > > > > That's a matter of interpretation. If you're alluding to WCAG 3.2.2 On > Input, clicking a link and going to a new page (whether in the existing tab > or a new tab/window) is *expected* behavior because that's what a link > does. You don't have to tell the user you're going to do that. > > > > We had a discussion about this recently on the WebAIM forum - > https://webaim.org/discussion/mail_thread?thread=10383#post0 > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From steve.green at testpartners.co.uk Fri Apr 22 07:16:30 2022 From: steve.green at testpartners.co.uk (Steve Green) Date: Fri Apr 22 07:16:39 2022 Subject: [Athen] Website accessibility In-Reply-To: References: Message-ID: I regard changes to content on the same page as being a WCAG SC 1.3.1 issue on the basis that visual changes to content should be conveyed programmatically. We usually recommend ARIA live regions for this, with their assertiveness depending on the circumstances. We would not usually move the focus because that would be a change of context. If the change of content has been adequately described by the live region and the page contains appropriate headings or other landmarks, it should be easy for a screen reader user to navigate to the new content, assuming they want to do so. There may be situations where it would make sense to move the focus automatically, but I can?t think of any other that simulating a page loading in a single-page application. Steve From: athen-list On Behalf Of Robert Spangler Sent: 22 April 2022 14:40 To: Access Technology Higher Education Network Subject: Re: [Athen] Website accessibility Hey Steve, how about when activating a link causes new content to appear elsewhere on the page? How is that supposed to be handled? I notice quite frequently when this happens, the screen reader says nothing and the focus isn't moved to the position on the page with the new content. I'm left wondering if the link was activated at all (links not activating is an issue at times) or searching the page for the new content. In regards to links opening in new tabs, I don't care much for the practice, but at least a message stating, "Link opened in new tab" or something like that would alleviate the annoyance. I'm not sure of the best way to handle this for other situations, but at least for screen readers this would be appropriate. Thanks, Robert On Fri, Apr 22, 2022 at 9:09 AM Steve Green > wrote: Opening a new tab *is* considered a change of context. WCAG specifically defines a change of viewport as a change of context. See https://www.w3.org/WAI/WCAG21/Understanding/change-on-request.html#dfn-changes-of-context However, for links, it?s an expected change of context. Everyone knows that it can happen, even if they don?t expect it to in a particular circumstance. I am certainly not advocating opening links in new tabs ? I have seen it cause plenty of problems during user testing with screen reader users, screen magnifier users and dyslexic people. But it?s only an annoyance, not a complete barrier. And WCAG 2.1 AA is hardly the barest minimum of accessibility ? a website that is fully conformant will be accessible to the vast majority of disabled people. Steve Green Managing Director Test Partners Ltd From: athen-list > On Behalf Of Katherine Deibel Sent: 22 April 2022 13:55 To: Access Technology Higher Education Network > Subject: Re: [Athen] Website accessibility > There?s plenty of evidence that it does not confusion in some users, notably those with cognitive issues. Argh? not enough caffeine yet. That should be: There?s plenty of evidence that it does create confusion in some users, notably those with cognitive issues. Katherine ?Kate? Deibel, PhD Library Accessibility Specialist Twitter: https://twitter.com/metageeky GitHub: https://github.com/metageeky From: athen-list > On Behalf Of Katherine Deibel Sent: Friday, April 22, 2022 8:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Website accessibility I?ll stand corrected but it greatly bothers me that opening a new tab is not considered a change of context. There?s plenty of evidence that it does not confusion in some users, notably those with cognitive issues. Plus, it creates a whole new browsing context in terms of browser history. Once again, a good example of how WCAG is the barest minimum of accessibility. Katherine ?Kate? Deibel, PhD Library Accessibility Specialist Twitter: https://twitter.com/metageeky GitHub: https://github.com/metageeky From: athen-list > On Behalf Of glen walker Sent: Friday, April 22, 2022 12:58 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Website accessibility > Strictly WCAG, you need to provide an indication of this unexpected behavior as it creates a change of context for the user. That's a matter of interpretation. If you're alluding to WCAG 3.2.2 On Input, clicking a link and going to a new page (whether in the existing tab or a new tab/window) is *expected* behavior because that's what a link does. You don't have to tell the user you're going to do that. We had a discussion about this recently on the WebAIM forum - https://webaim.org/discussion/mail_thread?thread=10383#post0 _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From joe at a11yeval.com Fri Apr 22 09:01:03 2022 From: joe at a11yeval.com (joe@a11yeval.com) Date: Fri Apr 22 09:01:12 2022 Subject: [Athen] Website accessibility In-Reply-To: References: Message-ID: <010901d85662$2c0812e0$841838a0$@a11yeval.com> >From WCAG 2.1: changes of context major changes in the content of the Web page that, if made without user awareness, can disorient users who are not able to view the entire page simultaneously Changes in context include changes of: 1. user agent ; 2. viewport ; 3. focus; 4. content that changes the meaning of the Web page Note A change of content is not always a change of context. Changes in content, such as an expanding outline, dynamic menu, or a tab control do not necessarily change the context, unless they also change one of the above (e.g., focus). So, a change of context COULD be a change of content. Also, if new content appears on the page it could fall under 4.1.3 Status messages depending on the new content and if it is persistent. From: athen-list On Behalf Of Steve Green Sent: Friday, April 22, 2022 10:17 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Website accessibility I regard changes to content on the same page as being a WCAG SC 1.3.1 issue on the basis that visual changes to content should be conveyed programmatically. We usually recommend ARIA live regions for this, with their assertiveness depending on the circumstances. We would not usually move the focus because that would be a change of context. If the change of content has been adequately described by the live region and the page contains appropriate headings or other landmarks, it should be easy for a screen reader user to navigate to the new content, assuming they want to do so. There may be situations where it would make sense to move the focus automatically, but I can?t think of any other that simulating a page loading in a single-page application. Steve From: athen-list > On Behalf Of Robert Spangler Sent: 22 April 2022 14:40 To: Access Technology Higher Education Network > Subject: Re: [Athen] Website accessibility Hey Steve, how about when activating a link causes new content to appear elsewhere on the page? How is that supposed to be handled? I notice quite frequently when this happens, the screen reader says nothing and the focus isn't moved to the position on the page with the new content. I'm left wondering if the link was activated at all (links not activating is an issue at times) or searching the page for the new content. In regards to links opening in new tabs, I don't care much for the practice, but at least a message stating, "Link opened in new tab" or something like that would alleviate the annoyance. I'm not sure of the best way to handle this for other situations, but at least for screen readers this would be appropriate. Thanks, Robert On Fri, Apr 22, 2022 at 9:09 AM Steve Green > wrote: Opening a new tab *is* considered a change of context. WCAG specifically defines a change of viewport as a change of context. See https://www.w3.org/WAI/WCAG21/Understanding/change-on-request.html#dfn-changes-of-context However, for links, it?s an expected change of context. Everyone knows that it can happen, even if they don?t expect it to in a particular circumstance. I am certainly not advocating opening links in new tabs ? I have seen it cause plenty of problems during user testing with screen reader users, screen magnifier users and dyslexic people. But it?s only an annoyance, not a complete barrier. And WCAG 2.1 AA is hardly the barest minimum of accessibility ? a website that is fully conformant will be accessible to the vast majority of disabled people. Steve Green Managing Director Test Partners Ltd From: athen-list > On Behalf Of Katherine Deibel Sent: 22 April 2022 13:55 To: Access Technology Higher Education Network > Subject: Re: [Athen] Website accessibility > There?s plenty of evidence that it does not confusion in some users, notably those with cognitive issues. Argh? not enough caffeine yet. That should be: There?s plenty of evidence that it does create confusion in some users, notably those with cognitive issues. Katherine ?Kate? Deibel, PhD Library Accessibility Specialist Twitter: https://twitter.com/metageeky GitHub: https://github.com/metageeky From: athen-list > On Behalf Of Katherine Deibel Sent: Friday, April 22, 2022 8:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Website accessibility I?ll stand corrected but it greatly bothers me that opening a new tab is not considered a change of context. There?s plenty of evidence that it does not confusion in some users, notably those with cognitive issues. Plus, it creates a whole new browsing context in terms of browser history. Once again, a good example of how WCAG is the barest minimum of accessibility. Katherine ?Kate? Deibel, PhD Library Accessibility Specialist Twitter: https://twitter.com/metageeky GitHub: https://github.com/metageeky From: athen-list > On Behalf Of glen walker Sent: Friday, April 22, 2022 12:58 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Website accessibility > Strictly WCAG, you need to provide an indication of this unexpected behavior as it creates a change of context for the user. That's a matter of interpretation. If you're alluding to WCAG 3.2.2 On Input, clicking a link and going to a new page (whether in the existing tab or a new tab/window) is *expected* behavior because that's what a link does. You don't have to tell the user you're going to do that. We had a discussion about this recently on the WebAIM forum - https://webaim.org/discussion/mail_thread?thread=10383#post0 _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist Office of Learning Resources Ryan C. Harris Learning Teaching Center (LTC) Roesch Library Room: 023 Phone: 937-229-2066 For Deaf/Hard of Hearing, call 711 (Ohio Relay) For office hours and further OLR information, please visit go.udayton.edu/olr CONFIDENTIALITY NOTICE The information contained in this electronic message is confidential and intended only for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this e-mail or any of its components is strictly prohibited. If you have received this email in error, please "reply" to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: From glen.walker at gmail.com Fri Apr 22 09:28:58 2022 From: glen.walker at gmail.com (glen walker) Date: Fri Apr 22 09:29:14 2022 Subject: [Athen] Website accessibility In-Reply-To: <010901d85662$2c0812e0$841838a0$@a11yeval.com> References: <010901d85662$2c0812e0$841838a0$@a11yeval.com> Message-ID: The general result of many WCAG success criteria is that they don't define *exactly* what passes or fails. This is where experience comes in but is still subjective. All I was saying is that when you click on a link, you expect a change of context. That's the whole point of a link. Does WCAG require notifying the user that it opens in the same tab vs a new tab? Again, subjective. The "change of context " link within the normative definition of WCAG 3.2.2 makes the definition normative too. And that definition includes other definitions (user agent, viewport, and content) which makes those definitions normative. So you're getting closer to having an *exact* meaning but not quite. For example, the viewport definition is "object in which the user agent presents content". That seems kind of vague. And then a subsequent note says "Viewports include windows, frames, loudspeakers, and virtual magnifying glasses". Loudspeakers? They lost me there. But "windows", maybe that's closer to what we're talking about. So I try to be careful if I state that WCAG *requires* something or doesn't require something in absolute terms. It's usually not that simple. Should you indicate a link opens in a new window? Does it matter if WCAG requires it or not? Does WCAG need to be the big stick to convince you to have a "new window" indicator? What if you just discussed it from a UX perspective? If you think it'll be good for your user, then do it (provided it doesn't make the interface inaccessible to some people). -------------- next part -------------- An HTML attachment was scrubbed... URL: From hascherdss at gmail.com Fri Apr 22 11:11:11 2022 From: hascherdss at gmail.com (Heidi Scher) Date: Fri Apr 22 11:12:09 2022 Subject: [Athen] [EXTERNAL] - Re: Experiences with ALEKS PPL? In-Reply-To: References: Message-ID: Even one little change would qualify it as "more accessible". LOL! Just my personal 2 cents on this Friday afternoon. It still is horribly inaccessible. Have a great weekend, all! Heidi +++++++++++++++ Heidi Scher, M.S., CRC Associate Director - AT *she, her, hers* Center for Educational Access at the University of Arkansas 1 University of Arkansas, ARKU 209 Fayetteville, AR 72701 479.575.3104 phone 479.575.7445 fax +++++++++++++++ On Wed, Apr 20, 2022 at 3:46 PM Hayman, Douglass wrote: > I tried a few months ago, maybe in October of 2021 and it was a mess for > no-vision access or low vision. > > > > When trying to magnify as a test run to work with a student after trying > to come up with a ?If you do this then you can use Aleks.? I found that the > problem was this: > > > > The question was on a web page and the answer was in a separate iframe. > If I zoomed I could see the question part get larger but not the iframe. > On trying to open the iframe in a new tab, it wouldn?t let me then use that > to answer, maybe as a feature to stop cheaters. > > > > The student dropped the class before I could work out another option to > meet her low vision needs. > > > > Perhaps they could demo it for you with keyboard only navigation, using a > screen reader and then magnifying to 400-percent. > > > > Doug Hayman > > IT Accessibility Coordinator > > Information Technology > > Olympic College > > dhayman@olympic.edu > > (360) 475-7632 > > > > > > > > *From:* athen-list *On > Behalf Of *Willard,Amy L > *Sent:* Wednesday, April 20, 2022 1:20 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [EXTERNAL] - Re: [Athen] Experiences with ALEKS PPL? > > > > CAUTION: This email came from a non-OC system or external source. Beware > of phishing and social engineering! > > > > Just following up on this. Has anyone found ALEKS to be more accessible > now for blind students? The McGraw Hill website touts that recent changes > have made it more accessible to screen readers, but I wanted to know if > anyone has experienced this firsthand. > > Thanks, > > Amy Willard > > Accessible Technology Coordinator|ADA Compliance > > Metropolitan Community College > > Office: 816-604-1092 > > 3200 Broadway, Kansas City, MO 64111 > > > amy.willard@mcckc.edu | www.mcckc.edu > > > > *Preparing students, serving communities, creating opportunities for all* > > > > *From:* athen-list *On > Behalf Of *Susan Kelmer > *Sent:* Wednesday, October 27, 2021 8:01 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Experiences with ALEKS PPL? > > > > ALEKS has long been inaccessible to blind students, unless they have > seriously done some massive remediation work. Let us know what you find > when you test it! > > > > > > *Susan Kelmer * > > Alternate Format Production Program Manager > > Disability Services > > Division of Student Affairs > > *T* 303 735 4836 > > *www.colorado.edu/disabilityservices > > * > > > > > > > > *Due to the nature of electronic communication, the security of this > message cannot be guaranteed. If you?ve received this email in error please > notify the sender immediately and delete this message. * > > > > > > > > *From:* athen-list *On > Behalf Of *Priest, Ione > *Sent:* Tuesday, October 26, 2021 1:51 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Experiences with ALEKS PPL? > > > > Hello, > > > > It was just brought to my attention that our math department is about to > start piloting ALEKS PPL for placement exams. I am being given access to > test it, but wanted to know if anyone had any experiences/feedback/etc. > relating to the accessibility of the system? > > > Thanks in advance, > > > > *Ione Priest* *(she/they)* | *Accessibility Technology Manager* > > CPACC, DHS Certified Trusted Tester > > Access Center > > Metropolitan State University of Denver > > Campus Box 56, P.O. Box 173362, Denver, CO 80217-3362 > > 303-615-0200 (office) > > www.msudenver.edu/access > > > > > *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.* > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.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: 8916 bytes Desc: not available URL: From athenpresident at gmail.com Fri Apr 22 14:54:41 2022 From: athenpresident at gmail.com (ATHEN President) Date: Fri Apr 22 14:58:38 2022 Subject: [Athen] ATHEN Quarterly meeting 4/27/22 Message-ID: Hi all, Anyone is welcome to attend the upcoming ATHEN Quarterly meeting. *Agenda:* 1. Open discussion about STEM Accessibility - Recap of ATHEN's recent STEM Accessibility Virtual Conference 2. Open discussion regarding returning (or not returning) to in-person classes/activities *Meeting Details:* Day: Wednesday, April 27, 2022 Time: 2 PM Eastern Location: Zoom (https://us02web.zoom.us/j/84500100064) Meeting invite is attached. We look forward to seeing you on Wednesday! Dawn Hunziker ATHEN President -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/calendar Size: 42305 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ATHEN 4-27-22 Quarterly meeting.ics Type: text/calendar Size: 42304 bytes Desc: not available URL: From kndeibel at metageekery.org Sat Apr 23 08:31:09 2022 From: kndeibel at metageekery.org (Katherine Deibel) Date: Sat Apr 23 08:31:14 2022 Subject: [Athen] Great article on understanding the accessibility implications of "annoyances" Message-ID: Cognitive disabilities and chronic health issues are often misunderstood or outright ignored due to not getting how issues build up in the face of limited resources. Spoon theory is a metaphor for limited resources and has many connections with ideas of microaggressions and "death by a thousand cuts." https://www.tpgi.com/beyond-wcag-losing-spoons-online/ Katherine "Kate" Deibel, PhD Library Accessibility Specialist Twitter: https://twitter.com/metageeky GitHub: https://github.com/metageeky -------------- next part -------------- An HTML attachment was scrubbed... URL: From Catherine.Stager at frontrange.edu Mon Apr 25 11:17:44 2022 From: Catherine.Stager at frontrange.edu (Stager, Catherine) Date: Mon Apr 25 11:17:47 2022 Subject: [Athen] Memory aid In-Reply-To: <4E0F62B8-3F65-4C28-87E8-52B37BA567A5@techpotential.net> References: <4E0F62B8-3F65-4C28-87E8-52B37BA567A5@techpotential.net> Message-ID: We will use a Word Bank accommodation too, including the following language? Guidelines for creating a word bank: * A word bank should contain the terms and names needed along with other terms and names for short answer, fill in the blank, and essay tests (The word bank does not need to include only potential answers; it may include more words than required to accomplish the task.) * The instructor and student can form this list together or the student can create the list to be approved by the instructor. * If the student prepares the word bank, the instructor should make sure all the correct answers are included among the terms and names listed. Best regards, Cath Catherine M. Stager Assistive Technology Specialist Catherine.Stager@frontrange.edu (720) 336-1245 [Front Range Community College - Boulder County Campus] Disability Support Services - Assistive Technology Check out our Getting Started Guides for At Home Support! https://bit.ly/usingyourtech Create Inclusive E-mail and Materials https://bit.ly/inclusive-checklist From: athen-list On Behalf Of shelleyhaven techpotential.net Sent: Thursday, April 21, 2022 3:47 PM To: ATHEN Subject: Re: [Athen] Memory aid CAUTION: This email originated from outside of the Colorado Community College System. Do not click links or open attachments unless you recognize the sender and know the content is safe. Please contact your college IT Help Desk if you have any questions. I generally refer to such test-taking memory aids as cue cards to distinguish them from note cards, as the latter might be misinterpreted by an instructor. A ?notecard" is presumed to contain a reduced version of information that could be used on a test ? e.g., terms and definitions, examples of how to use formulas, important names and dates, specific facts, etc. A "cue card", though, prompts retrieval of information from memory but does not contain usable information ? it generally only makes sense to the person who created it. In short, it triggers memory rather than serving as a substitute for memory. Depending on what is being tested, a proper cue card might have things like: * Mnemonics (e.g., "Old People From Texas Eat Spiders" to prompt recall of the cranial bones: Occipital, Parietal, Frontal, Temporal, Ethmoid, Sphenoid) * Easily-referenced equation (e.g., quadratic formula) without showing how it's used * Color-coded diagram or picture with no labels * Simple mindmap I?ve referred to the following guides in the past when deciding what?s OK and what?s not, or when explaining memory aids/cue cards to others (especially faculty). Obviously, the specific permissible content will depend on what is being tested. https://www.utrgv.edu/accessibility/_files/documents/memory-aid-faculty-guide.pdf https://inside.sou.edu/assets/dr/docs/Memory_aids_1.pdf http://www.disabilityissues.ca/english/Link_docs/Carren%20Tatton%20&%20Jacinda%20Frazer-%20Memory%20Aid%20Sheets.pdf - Shelley _____________________________ Shelley Haven ATP, RET Assistive Technology Consultant www.TechPotential.net www.AT4LD.net ? Next class begins 6/16/22 On ThursdayApr 21, at 12:57 PM, Kluesner, Bryon > wrote: If you have allowed a memory aid/note card for use on exams, what is the information allowed on the memory aid/note card? Thanks, Bryon Bryon Kluesner RhD, ATAC Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.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: 18481 bytes Desc: image001.png URL: From hkramer at ahead.org Mon Apr 25 13:28:35 2022 From: hkramer at ahead.org (Howard Kramer) Date: Mon Apr 25 13:29:13 2022 Subject: [Athen] AHG 2022 first-round deadline for proposals is this Friday Message-ID: Proposal Deadline: April 29 *Accessing Higher Ground 2022* *is now accepting proposals for its 25th Annual Conference in Denver, Colorado. * Speaker Proposal Form *AHG focuses on:* ? accessible media ? inclusive design ? best practices for web & media development ? accessible curriculum ? alternate format ? teaching about accessibility and UD in university curriculum (and elsewhere) ? evidence-based research ? other topics related to accessibility in higher education and other environments * Submission Details* Use the online speaker proposal form to submit your proposal. Additional speaker information can be found on the AHG website . *More Info* View last year?s sessions to get a sense of the typical agenda and range of topics or view videos of sessions from last year and earlier. If you have any questions about proposal submission, contact Howard Kramer at 720-351-8668 or at the email below. e-mail: ahg@ahead.org Conference URL: http://accessinghigherground.org/ -- Regards, Howard Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Sign up to our mailing list to receive announcements . Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Tue Apr 26 07:17:28 2022 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Tue Apr 26 07:18:48 2022 Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Message-ID: Organic Chemistry, 7th ed, Loudon, isbn 9781319188429 or 9781319335915 TIA! Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D598AC.79FC1C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: image001.png URL: From gwynette.hall at wisc.edu Tue Apr 26 07:53:23 2022 From: gwynette.hall at wisc.edu (Gwynette Hall) Date: Tue Apr 26 07:53:29 2022 Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? In-Reply-To: References: Message-ID: Hi Susan. We have a PDF. I will share with to you in a few minutes. Best, Gwynette ______________ Gwynette Hall She/Her/Hers McBurney Disability Resource Center Student Affairs University of Wisconsin-Madison 608-263-2741 (Voice-Front desk) 608-225-7956 (Text-Front desk) 608-265-2998 (FAX) www.mcburney.wisc.edu From: athen-list on behalf of Susan Kelmer Date: Tuesday, April 26, 2022 at 9:22 AM To: Access Technology Higher Education Network Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Organic Chemistry, 7th ed, Loudon, isbn 9781319188429 or 9781319335915 TIA! Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D85946.110458F0] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you?ve received this email in error please notify the sender immediately and delete this message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8920 bytes Desc: image001.png URL: From ecmatson at uidaho.edu Tue Apr 26 08:41:28 2022 From: ecmatson at uidaho.edu (Matson, Eric (ecmatson@uidaho.edu)) Date: Tue Apr 26 08:41:34 2022 Subject: [Athen] University of Idaho Director of Disability Access & Resources Position Message-ID: Happy rainy Tuesday from Idaho! The Center for Disability Access & Resources at the University of Idaho has an opening for our Director position. Link to Job Posting: https://uidaho.peopleadmin.com/hr/postings/35771 Pay Range: $65,000 annually or higher commensurate with experience University of Idaho Fast Facts: https://www.uidaho.edu/about/fast-facts Visit Moscow Page (information about the local community): https://visitmoscowid.com/ Position Overview The Director for the Center for Disability Access and Resources (CDAR) has responsibility for compliance with a broad range of state and federal disability laws and regulations, including Section 504 of the Rehabilitation Act, the Americans with Disabilities Act (ADA), the Americans with Disabilities Amendments Act (ADAAA) and the Fair Housing Act. The Director provides leadership to the University of Idaho in maintaining compliance with these federal and state disability laws and regulations by coordinating and providing access for students with disabilities to all programs and services of the university. The Director provides administrative oversight for all disability accommodations and services for students; hires, trains and supervises CDAR employees; and educates, assists, and provides guidance to the campus community on disability accessibility. In addition, the Director has responsibility for accommodation requests by members of the community, including University of Idaho faculty and staff, when they are attending campus programs, services and activities as well as state-wide programs and activities that are sponsored by the University of Idaho. The Director provides leadership to and has administrative responsibility for the Raven Scholars program, a supportive transition program for neurodiverse students. The Director reports to the Executive Director of Counseling, Access and Testing. Unit Overview The Center for Disability Access and Resources (CDAR) provides equitable access to students with permanent and temporary disabilities for educational and college experiences at the University of Idaho. CDAR fosters an inclusive campus culture through collaboration and mutual respect for diverse learners. CDAR works with students through an interactive process to provide reasonable and appropriate accommodations based on individual need in compliance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. Eric Matson | Assistive Technology Specialist Center for Disability Access and Resources Division of Student Affairs The University of Idaho Phone: 208.885.6307 | ecmatson@uidaho.edu| Bruce M. Pitman Center 127 Fax: 208.885.9404 Campus Zip: 4257 Pronouns: He / Him / His This communication may contain privileged, non-public or other confidential information. If you have received it in error, please advise the sender by reply e-mail and immediately delete the message and any attachments without copying or disclosing the contents. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kerscher at montana.com Tue Apr 26 10:13:45 2022 From: kerscher at montana.com (kerscher@montana.com) Date: Tue Apr 26 10:14:13 2022 Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? In-Reply-To: References: Message-ID: <007d01d85991$08beed90$1a3cc8b0$@montana.com> This is in the Bookshare collection, so I believe you could get it in Word, MP3, BRF, DAISY, and of course EPUB. Best George From: athen-list On Behalf Of Susan Kelmer Sent: Tuesday, April 26, 2022 8:17 AM To: Access Technology Higher Education Network Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Organic Chemistry, 7th ed, Loudon, isbn 9781319188429 or 9781319335915 TIA! Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: not available URL: From Susan.Kelmer at colorado.edu Tue Apr 26 11:48:52 2022 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Tue Apr 26 11:48:59 2022 Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? In-Reply-To: <007d01d85991$08beed90$1a3cc8b0$@montana.com> References: <007d01d85991$08beed90$1a3cc8b0$@montana.com> Message-ID: Unfortunately, George, all of these formats need a ton of work on our end to be converted to what the student needs to work with. The ePub doesn't have page numbers and it also cannot be read by Kurzweil. The Word version has no images and no workable table of contents or index (kind of important for this kind of book). The student is not blind so Braille and Daisy are not appropriate either. I only ever ask for a PDF when I need one, and in this case, I need one. Publisher is only providing an ePub, which does not meet this student's needs. Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D598AC.79FC1C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list On Behalf Of kerscher@montana.com Sent: Tuesday, April 26, 2022 11:14 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? This is in the Bookshare collection, so I believe you could get it in Word, MP3, BRF, DAISY, and of course EPUB. Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, April 26, 2022 8:17 AM To: Access Technology Higher Education Network > Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Organic Chemistry, 7th ed, Loudon, isbn 9781319188429 or 9781319335915 TIA! Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D8596B.FA3946A0] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: image001.png URL: From kerscher at montana.com Tue Apr 26 12:49:36 2022 From: kerscher at montana.com (kerscher@montana.com) Date: Tue Apr 26 12:50:10 2022 Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? In-Reply-To: References: <007d01d85991$08beed90$1a3cc8b0$@montana.com> Message-ID: <008c01d859a6$d1f335d0$75d9a170$@montana.com> Hi, You know that Kurzweil has an EPUB reader for the Mac. Have they released the one for Windows? Best George From: athen-list On Behalf Of Susan Kelmer Sent: Tuesday, April 26, 2022 12:49 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Unfortunately, George, all of these formats need a ton of work on our end to be converted to what the student needs to work with. The ePub doesn't have page numbers and it also cannot be read by Kurzweil. The Word version has no images and no workable table of contents or index (kind of important for this kind of book). The student is not blind so Braille and Daisy are not appropriate either. I only ever ask for a PDF when I need one, and in this case, I need one. Publisher is only providing an ePub, which does not meet this student's needs. Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list > On Behalf Of kerscher@montana.com Sent: Tuesday, April 26, 2022 11:14 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? This is in the Bookshare collection, so I believe you could get it in Word, MP3, BRF, DAISY, and of course EPUB. Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, April 26, 2022 8:17 AM To: Access Technology Higher Education Network > Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Organic Chemistry, 7th ed, Loudon, isbn 9781319188429 or 9781319335915 TIA! Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: not available URL: From krasul1 at jhu.edu Tue Apr 26 13:25:20 2022 From: krasul1 at jhu.edu (Kamran Rasul) Date: Tue Apr 26 13:25:30 2022 Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? In-Reply-To: <008c01d859a6$d1f335d0$75d9a170$@montana.com> References: <007d01d85991$08beed90$1a3cc8b0$@montana.com> <008c01d859a6$d1f335d0$75d9a170$@montana.com> Message-ID: Unless I am misunderstanding the email chain, Kurzweil opens for both desktop and universal library epub formatted materials. It is true lack of proper page numbering can be an issue and no images either. [Johns Hopkins University logo] Kamran Rasul, MEd. Assistive Technology/Alternate Format Specialist krasul1@jhu.edu Student Disability Services 3400 N. Charles Street Baltimore, MD 21218 From: athen-list On Behalf Of kerscher@montana.com Sent: Tuesday, April 26, 2022 3:50 PM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? External Email - Use Caution Hi, You know that Kurzweil has an EPUB reader for the Mac. Have they released the one for Windows? Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, April 26, 2022 12:49 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Unfortunately, George, all of these formats need a ton of work on our end to be converted to what the student needs to work with. The ePub doesn't have page numbers and it also cannot be read by Kurzweil. The Word version has no images and no workable table of contents or index (kind of important for this kind of book). The student is not blind so Braille and Daisy are not appropriate either. I only ever ask for a PDF when I need one, and in this case, I need one. Publisher is only providing an ePub, which does not meet this student's needs. Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image003.png@01D85988.807C8C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list > On Behalf Of kerscher@montana.com Sent: Tuesday, April 26, 2022 11:14 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? This is in the Bookshare collection, so I believe you could get it in Word, MP3, BRF, DAISY, and of course EPUB. Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, April 26, 2022 8:17 AM To: Access Technology Higher Education Network > Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Organic Chemistry, 7th ed, Loudon, isbn 9781319188429 or 9781319335915 TIA! Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image003.png@01D85988.807C8C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 8704 bytes Desc: image002.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 8916 bytes Desc: image003.png URL: From kerscher at montana.com Tue Apr 26 14:02:03 2022 From: kerscher at montana.com (kerscher@montana.com) Date: Tue Apr 26 14:02:39 2022 Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? In-Reply-To: References: <007d01d85991$08beed90$1a3cc8b0$@montana.com> <008c01d859a6$d1f335d0$75d9a170$@montana.com> Message-ID: <001e01d859b0$f1250140$d36f03c0$@montana.com> Hello, Good news on this title!!! I just downloaded it from Bookshare. It is published by Macmillan Learning It has page numbers and images and is WCAG AA compliant. Also, Macmillan Learning has a policy of providing the PDF if for some reason a PDF is needed. I opened it in Thorium Reader on Windows and read the Accessibility Summary. I then went directly to page 100. I believe this also uses MathML which is a terrific feature. A wonderfully accessible publication. Best George From: athen-list On Behalf Of Kamran Rasul Sent: Tuesday, April 26, 2022 2:25 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Unless I am misunderstanding the email chain, Kurzweil opens for both desktop and universal library epub formatted materials. It is true lack of proper page numbering can be an issue and no images either. Kamran Rasul, MEd. Assistive Technology/Alternate Format Specialist krasul1@jhu.edu Student Disability Services 3400 N. Charles Street Baltimore, MD 21218 From: athen-list > On Behalf Of kerscher@montana.com Sent: Tuesday, April 26, 2022 3:50 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? External Email - Use Caution Hi, You know that Kurzweil has an EPUB reader for the Mac. Have they released the one for Windows? Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, April 26, 2022 12:49 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Unfortunately, George, all of these formats need a ton of work on our end to be converted to what the student needs to work with. The ePub doesn't have page numbers and it also cannot be read by Kurzweil. The Word version has no images and no workable table of contents or index (kind of important for this kind of book). The student is not blind so Braille and Daisy are not appropriate either. I only ever ask for a PDF when I need one, and in this case, I need one. Publisher is only providing an ePub, which does not meet this student's needs. Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list > On Behalf Of kerscher@montana.com Sent: Tuesday, April 26, 2022 11:14 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? This is in the Bookshare collection, so I believe you could get it in Word, MP3, BRF, DAISY, and of course EPUB. Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, April 26, 2022 8:17 AM To: Access Technology Higher Education Network > Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Organic Chemistry, 7th ed, Loudon, isbn 9781319188429 or 9781319335915 TIA! Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8704 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 8916 bytes Desc: not available URL: From Susan.Kelmer at colorado.edu Tue Apr 26 14:48:16 2022 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Tue Apr 26 14:48:24 2022 Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? In-Reply-To: <001e01d859b0$f1250140$d36f03c0$@montana.com> References: <007d01d85991$08beed90$1a3cc8b0$@montana.com> <008c01d859a6$d1f335d0$75d9a170$@montana.com> <001e01d859b0$f1250140$d36f03c0$@montana.com> Message-ID: Not to get into intense details on the student, but none of the Bookshare versions are going to work for him. That is the end of the discussion on this. The student's disabilities require a perfectly formatted MS Word version, including images, appropriate heading levels, page numbers, a table of contents with page numbers, and an index with page numbers. While Bookshare may be some sort of solution for some sorts of students, it is not a solution for this particular student. If I could have massaged the Bookshare version into something resembling what the student requires, I would have done that. In the meantime, a lovely member of this group sent me the PDF files, and I've already completed converting 3 chapters to what the student needs since this morning, without having to locate a hard copy of the book for understanding the layout, figuring out the page numbers, adding page numbers to the table of contents or the index, or scanning any images to add into the text for the student to access. Additionally, all headings were marked clearly through level 6! Wonder of wonders! In other words...the PDF is easier for me to work with to convert to Word. The PDF contains all of the elements of the original print book. The PDF means I don't have to go out and find other information, or figure out layout, teach the student to use a different reader to access an ePub that doesn't work for him, etc. I asked for a PDF of this book. I received one from another member of this group. And yes, after two days, Macmillan sent me a PDF version of this title, which I also now have access to. Now, I need to get back to work. The student needs these files in a few days, and I have a deadline to meet. When Bookshare can give me PDFs, I'll reconsider my stance on how they operate. Until then, they are not going to be my first choice for accessible materials, because I am not finding them to be accessible at all and create a barrier not only for the student, but for my work in providing alternate format/media to students with complex disabilities. Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D598AC.79FC1C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list On Behalf Of kerscher@montana.com Sent: Tuesday, April 26, 2022 3:02 PM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Hello, Good news on this title!!! I just downloaded it from Bookshare. It is published by Macmillan Learning It has page numbers and images and is WCAG AA compliant. Also, Macmillan Learning has a policy of providing the PDF if for some reason a PDF is needed. I opened it in Thorium Reader on Windows and read the Accessibility Summary. I then went directly to page 100. I believe this also uses MathML which is a terrific feature. A wonderfully accessible publication. Best George From: athen-list > On Behalf Of Kamran Rasul Sent: Tuesday, April 26, 2022 2:25 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Unless I am misunderstanding the email chain, Kurzweil opens for both desktop and universal library epub formatted materials. It is true lack of proper page numbering can be an issue and no images either. [Johns Hopkins University logo] Kamran Rasul, MEd. Assistive Technology/Alternate Format Specialist krasul1@jhu.edu Student Disability Services 3400 N. Charles Street Baltimore, MD 21218 From: athen-list > On Behalf Of kerscher@montana.com Sent: Tuesday, April 26, 2022 3:50 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? External Email - Use Caution Hi, You know that Kurzweil has an EPUB reader for the Mac. Have they released the one for Windows? Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, April 26, 2022 12:49 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Unfortunately, George, all of these formats need a ton of work on our end to be converted to what the student needs to work with. The ePub doesn't have page numbers and it also cannot be read by Kurzweil. The Word version has no images and no workable table of contents or index (kind of important for this kind of book). The student is not blind so Braille and Daisy are not appropriate either. I only ever ask for a PDF when I need one, and in this case, I need one. Publisher is only providing an ePub, which does not meet this student's needs. Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image002.png@01D85985.09FF2C30] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list > On Behalf Of kerscher@montana.com Sent: Tuesday, April 26, 2022 11:14 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? This is in the Bookshare collection, so I believe you could get it in Word, MP3, BRF, DAISY, and of course EPUB. Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, April 26, 2022 8:17 AM To: Access Technology Higher Education Network > Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Organic Chemistry, 7th ed, Loudon, isbn 9781319188429 or 9781319335915 TIA! Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image002.png@01D85985.09FF2C30] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 8916 bytes Desc: image002.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 8704 bytes Desc: image003.png URL: From kerscher at montana.com Tue Apr 26 18:43:10 2022 From: kerscher at montana.com (kerscher@montana.com) Date: Tue Apr 26 18:43:43 2022 Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? In-Reply-To: References: <007d01d85991$08beed90$1a3cc8b0$@montana.com> <008c01d859a6$d1f335d0$75d9a170$@montana.com> <001e01d859b0$f1250140$d36f03c0$@montana.com> Message-ID: <007101d859d8$364ddc70$a2e99550$@montana.com> Hi, Lol, let's have some fun!!! Wonderful that Macmillan provided you a PDF version! Great that Macmillan is so responsive. Still it is important for the members of this list to understand that in many, many cases the EPUB 3 version with image descriptions and MathML support is far, far superior to a PDF that requires DSO remediation support. It is better to help students to learn to use the modern Born Accessible formats rather than rely on an ancient PDF technology that cannot be personalized with modification of font size, color and supports for ReadAloud with highlighted text. I don't know if this webinar is still active, but it was a wonderful presentation: Rumble in the Publishing Jungle, https://ahead.adobeconnect.com/pk3u4ybpavxp/ Tuesday, November 12, 2019, 3-4 pm ET Presented by Susan Kelmer, University of Colorado Boulder George Kerscher, DAISY Consortium In the PDF corner, wearing the blue tutu, is Susan Kelmer and in the EPUB corner, wearing green trunks, is George Kerscher. This heavy weight event is ten rounds of full impact advocacy for access to information. "EPUB is the greatest," said George Kerscher, and he went on to say, "I will show the way of the future for all born accessible published materials." "PDF is the established world champion," countered Susan Kelmer, following with a right hook by continuing, "We know how to deal with PDF, and our students want PDF." This is a sanctioned AHEAD championship event. The referee and question-keeper, who will make sure there is no hitting below the belt, will be Rachel Kruzel. Fans should make sure their tickets are booked ASAP because seats are limited, and this is the ultimate event to fully understand EPUB, PDF, their differences, and the advantages of each. From: athen-list On Behalf Of Susan Kelmer Sent: Tuesday, April 26, 2022 3:48 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Not to get into intense details on the student, but none of the Bookshare versions are going to work for him. That is the end of the discussion on this. The student's disabilities require a perfectly formatted MS Word version, including images, appropriate heading levels, page numbers, a table of contents with page numbers, and an index with page numbers. While Bookshare may be some sort of solution for some sorts of students, it is not a solution for this particular student. If I could have massaged the Bookshare version into something resembling what the student requires, I would have done that. In the meantime, a lovely member of this group sent me the PDF files, and I've already completed converting 3 chapters to what the student needs since this morning, without having to locate a hard copy of the book for understanding the layout, figuring out the page numbers, adding page numbers to the table of contents or the index, or scanning any images to add into the text for the student to access. Additionally, all headings were marked clearly through level 6! Wonder of wonders! In other words.the PDF is easier for me to work with to convert to Word. The PDF contains all of the elements of the original print book. The PDF means I don't have to go out and find other information, or figure out layout, teach the student to use a different reader to access an ePub that doesn't work for him, etc. I asked for a PDF of this book. I received one from another member of this group. And yes, after two days, Macmillan sent me a PDF version of this title, which I also now have access to. Now, I need to get back to work. The student needs these files in a few days, and I have a deadline to meet. When Bookshare can give me PDFs, I'll reconsider my stance on how they operate. Until then, they are not going to be my first choice for accessible materials, because I am not finding them to be accessible at all and create a barrier not only for the student, but for my work in providing alternate format/media to students with complex disabilities. Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list > On Behalf Of kerscher@montana.com Sent: Tuesday, April 26, 2022 3:02 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Hello, Good news on this title!!! I just downloaded it from Bookshare. It is published by Macmillan Learning It has page numbers and images and is WCAG AA compliant. Also, Macmillan Learning has a policy of providing the PDF if for some reason a PDF is needed. I opened it in Thorium Reader on Windows and read the Accessibility Summary. I then went directly to page 100. I believe this also uses MathML which is a terrific feature. A wonderfully accessible publication. Best George From: athen-list > On Behalf Of Kamran Rasul Sent: Tuesday, April 26, 2022 2:25 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Unless I am misunderstanding the email chain, Kurzweil opens for both desktop and universal library epub formatted materials. It is true lack of proper page numbering can be an issue and no images either. Kamran Rasul, MEd. Assistive Technology/Alternate Format Specialist krasul1@jhu.edu Student Disability Services 3400 N. Charles Street Baltimore, MD 21218 From: athen-list > On Behalf Of kerscher@montana.com Sent: Tuesday, April 26, 2022 3:50 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? External Email - Use Caution Hi, You know that Kurzweil has an EPUB reader for the Mac. Have they released the one for Windows? Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, April 26, 2022 12:49 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Unfortunately, George, all of these formats need a ton of work on our end to be converted to what the student needs to work with. The ePub doesn't have page numbers and it also cannot be read by Kurzweil. The Word version has no images and no workable table of contents or index (kind of important for this kind of book). The student is not blind so Braille and Daisy are not appropriate either. I only ever ask for a PDF when I need one, and in this case, I need one. Publisher is only providing an ePub, which does not meet this student's needs. Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list > On Behalf Of kerscher@montana.com Sent: Tuesday, April 26, 2022 11:14 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? This is in the Bookshare collection, so I believe you could get it in Word, MP3, BRF, DAISY, and of course EPUB. Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, April 26, 2022 8:17 AM To: Access Technology Higher Education Network > Subject: [Athen] Does anyone have this book in PDF? Or anything but an ePub?? Organic Chemistry, 7th ed, Loudon, isbn 9781319188429 or 9781319335915 TIA! Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 8704 bytes Desc: not available URL: From hunziker at arizona.edu Wed Apr 27 09:24:55 2022 From: hunziker at arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Wed Apr 27 10:23:57 2022 Subject: [Athen] FW: [EXT] ATHEN Quarterly meeting 4/27/22 In-Reply-To: References: Message-ID: Hi all, A quick reminder about the ATHEN Quarterly meeting happening today at 2 PM Eastern via Zoom. More details are in the first email below. Happy Wednesday! Dawn Dawn Hunziker Assistant Director, Digital and Physical Access | Disability Resources The University of Arizona | hunziker@arizona.edu drc.arizona.edu | itaccessibility.arizona.edu 520-626-9409 From: athen-list On Behalf Of ATHEN President Sent: Friday, April 22, 2022 2:55 PM To: Access Technology Higher Education Network Subject: [EXT][Athen] ATHEN Quarterly meeting 4/27/22 External Email Hi all, Anyone is welcome to attend the upcoming ATHEN Quarterly meeting. Agenda: 1. Open discussion about STEM Accessibility * Recap of ATHEN's recent STEM Accessibility Virtual Conference 2. Open discussion regarding returning (or not returning) to in-person classes/activities Meeting Details: Day: Wednesday, April 27, 2022 Time: 2 PM Eastern Location: Zoom (https://us02web.zoom.us/j/84500100064) Meeting invite is attached. We look forward to seeing you on Wednesday! Dawn Hunziker ATHEN President -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ATHEN 4-27-22 Quarterly meeting.ics Type: text/calendar Size: 42305 bytes Desc: ATHEN 4-27-22 Quarterly meeting.ics URL: From Jeremy.Zhe-Heimerman at cortland.edu Fri Apr 29 08:02:38 2022 From: Jeremy.Zhe-Heimerman at cortland.edu (Jeremy Zhe-Heimerman) Date: Fri Apr 29 08:02:44 2022 Subject: [Athen] Any Capti campuses out there? Message-ID: We are considering a shift from Read&Write to Capti. I'd love to hear from those of you who currently have a Capti license. How is it going for you? Anything you particularly like or don't like about it? If you use the secure exam feature, I'd love to hear about that too. Thanks, Jeremy Zhe-Heimerman (he, him, his) Assistant Director, Disability Resources SUNY Cortland Memorial Library, Room B-204 P.O. Box 2000 Cortland, NY 13045-0900 O: 607-753-2358 | F: 607-753-5495 jeremy.zhe-heimerman@cortland.edu Test Administration Scheduling System | Disability Resources Homepage AccessCortland Student Portal | AccessCortland Faculty Portal Follow Us: Facebook | Twitter | Instagram Confidentiality Note: This email may contain privileged and confidential information that should not be copied or forwarded without consent. -------------- next part -------------- An HTML attachment was scrubbed... URL: