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<b>Sent:</b> Saturday, January 25, 2025 2:00 PM<br>
<b>To:</b> athen-list@u.washington.edu <athen-list@u.washington.edu><br>
<b>Subject:</b> [EXTERNAL] athen-list Digest, Vol 228, Issue 15</font>
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Today's Topics:<br>
<br>
1. Thoughts about inaccessible PDFS in Canvas courses<br>
(Deborah Armstrong via athen-list)<br>
2. Re: Thoughts about inaccessible PDFS in Canvas courses<br>
(Susan Kelmer via athen-list)<br>
<br>
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----------------------------------------------------------------------<br>
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Message: 1<br>
Date: Fri, 24 Jan 2025 21:16:01 +0000<br>
From: Deborah Armstrong via athen-list <athen-list@u.washington.edu><br>
To: 'Access Technology Higher Education Network'<br>
<athen-list@u.washington.edu><br>
Subject: [Athen] Thoughts about inaccessible PDFS in Canvas courses<br>
Message-ID:<br>
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This quarter, I've had a number of students with this problem, and I wonder how much is the responsibility of the disabled student services, and how much the professor's responsibility.<br>
Your thoughts are welcome.<br>
The course is in Canvas and I've had five students taking five different courses with this same issue. The Canvas platform itself is very accessible and the Canvas pages the teachers post are also quite accessible.<br>
But for the course readings, what are posted are pages from a variety of textbooks, all scanned by the professors and presented as image-only PDF files.<br>
I've been steadily converting them as students send them to me, but unlike traditional alternate media, where the student can request a textbook early, these inaccessible PDFS keep popping up a day or so before the student is supposed to have read them.<br>
All of them are relatively short, and I am sure it is saving students money not having to buy textbooks, but instead to have material from a huge variety of books as part of their course.<br>
But it's a nightmare for the poor student who doesn't know if the material he will get will be accessible until almost before it is due. Plus it's a hassle for alt media production.<br>
I've talked to the person here who trains folks on Canvas and he knows a lot about accessibility. But right now they are focusing on something called RSI (regular and substantive interaction) in courses because apparently California law is requiring professors
master this stuff. So accessibility he told me is on the back burner until they get through all the RSI training.<br>
When is it our responsibility to make materials accessible, and when is it the professor's responsibility? And what have you done to shove some of that responsibility back to the teacher?<br>
--Debee<br>
<br>
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Message: 2<br>
Date: Fri, 24 Jan 2025 21:36:36 +0000<br>
From: Susan Kelmer via athen-list <athen-list@u.washington.edu><br>
To: Deborah Armstrong <armstrongdeborah@fhda.edu>, Access Technology<br>
Higher Education Network <athen-list@u.washington.edu><br>
Subject: Re: [Athen] Thoughts about inaccessible PDFS in Canvas<br>
courses<br>
Message-ID:<br>
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It is the University's responsibility, bottom line. It depends on your campus's policies on whether instructors are tasked with providing accessible documents or not, and if there is any enforcement mechanism to make faculty actually do that work.<br>
<br>
We as DS professionals have the experience and know-how, but faculty often don't. While in a perfect world everything would come already accessible, we know that isn't the case. And even if the vast majority of PDFs came in an accessible format, we'd still
have those students that cannot utilize a PDF in the first place, no matter how accessible it is.<br>
<br>
Several things come to mind for your problem, Debbee, and this is how we've solved them.<br>
<br>
<br>
1. Provide students with a high-quality text to speech program that runs a scan and OCR of any material fed to it. Of course I'm talking about Kurzweil and Texthelp. If your campus is not doing this, they need to be. Most image-only PDFs process just
fine in these text-to-speech readers, and this should serve the vast majority of your sighted reading-disabled student population.<br>
2. Remind students that letting us know about inaccessible materials in plenty of time for us to remediate the documents is their responsibility. Most faculty have all of their materials uploaded for the semester early on. It is the rare faculty who is
feeding out things week by week. Students should be looking ahead at reading materials, opening in their text-to-speech program, and if they don't work, send them in for remediation. Give them a set amount of time needed for the production of these things.
Our set time is a four-day turnaround. I usually don't need a full four days, but it can be a volume issue and having that four days helps me prioritize and get things done on time for the student.<br>
3. For instructors who are feeding out materials too late for them to be remediated, a friendly reminder to them about your policies on alternate format production and the lead time you need can be helpful. You also should be teaching your students to advocate
for their needs with their instructors. This is an interactive process, and students need to learn to speak with professors and explain clearly what their needs are, what the parameters are, etc. They are the person closest to the instructor. We can step
in if a professor reacts poorly or appears to not understand the assignment (as the kids say these days).<br>
4. You can also inform select instructors, primarily the violators, about how to look for better quality PDFs online, so that those base materials end up being much better quality, and you may not need to remediate them at all.<br>
5. For things that look like they were scanned from a textbook, if you can figure out what the textbook is, you may be able to find nice clean copies by requesting them yourself from the publisher, or finding them on Bookshare. I do this if I see a pattern
in scans - like several things are called "Smith" followed by whatever part of the book it is. Getting good clean working copies can really cut down on production time. Sometimes, what you get from a publisher or Bookshare is almost ready to hand to a student,
when it is just a chapter or two or three. I produce those materials just like I produce textbook materials, I'm just not giving the student the entire book.<br>
<br>
Hopefully this help. While we'd love it if faculty were more mindful, generally, campuses have no enforcement power over faculty to make them do the right thing. Which is why we all still have jobs, and why we also have quite a bit of job security, as annoying
as the work can be sometimes.<br>
<br>
Susan Kelmer<br>
Alternate Format Production Program Manager<br>
Disability Services<br>
Health and Wellness Services<br>
T 303 735 4836<br>
<a href="http://www.colorado.edu/disabilityservices">https://nam11.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.colorado.edu%2Fdisabilityservices&data=05%7C02%7Cvanessa.garza%40utsa.edu%7C6dfb376ada0f4eeb580208dd3d7b195f%7C3a228dfbc64744cb88357b20617fc906%7C0%7C0%7C638734321130720164%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=4itEgC0YLveKjgZjIB1vgNT9%2Ft%2FJ7nvcGZxvPrDCziI%3D&reserved=0<https://nam11.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.colorado.edu%2Fdisabilityservices&data=05%7C02%7Cvanessa.garza%40utsa.edu%7C6dfb376ada0f4eeb580208dd3d7b195f%7C3a228dfbc64744cb88357b20617fc906%7C0%7C0%7C638734321130728636%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=tKHiIQqBsPIIsJBQdrf0JIfhgNx3Bvpcpxw%2FwJ7IPNE%3D&reserved=0></a><br>
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From: athen-list <athen-list-bounces@mailman12.u.washington.edu> On Behalf Of Deborah Armstrong via athen-list<br>
Sent: Friday, January 24, 2025 2:16 PM<br>
To: 'Access Technology Higher Education Network' <athen-list@u.washington.edu><br>
Subject: [Athen] Thoughts about inaccessible PDFS in Canvas courses<br>
<br>
[External email - use caution]<br>
<br>
This quarter, I've had a number of students with this problem, and I wonder how much is the responsibility of the disabled student services, and how much the professor's responsibility.<br>
Your thoughts are welcome.<br>
The course is in Canvas and I've had five students taking five different courses with this same issue. The Canvas platform itself is very accessible and the Canvas pages the teachers post are also quite accessible.<br>
But for the course readings, what are posted are pages from a variety of textbooks, all scanned by the professors and presented as image-only PDF files.<br>
I've been steadily converting them as students send them to me, but unlike traditional alternate media, where the student can request a textbook early, these inaccessible PDFS keep popping up a day or so before the student is supposed to have read them.<br>
All of them are relatively short, and I am sure it is saving students money not having to buy textbooks, but instead to have material from a huge variety of books as part of their course.<br>
But it's a nightmare for the poor student who doesn't know if the material he will get will be accessible until almost before it is due. Plus it's a hassle for alt media production.<br>
I've talked to the person here who trains folks on Canvas and he knows a lot about accessibility. But right now they are focusing on something called RSI (regular and substantive interaction) in courses because apparently California law is requiring professors
master this stuff. So accessibility he told me is on the back burner until they get through all the RSI training.<br>
When is it our responsibility to make materials accessible, and when is it the professor's responsibility? And what have you done to shove some of that responsibility back to the teacher?<br>
--Debee<br>
<br>
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