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Internet, Accessibility
and
Word Processing
Linda Wallin
Fall 2014
Internet
• Massive content, books, courses, tutorials
• Where do I start?
• World Wide Web
• Hardware
• Software
Where do I
start?
• Listserv
• Email groups
• What are my interests?
• Beginning Internet
• Search engines
• WebQuests
• iCollaboratory
Accessibility
"The power of the Web is
in its universality. Access
by everyone regardless
of disability is an
essential aspect."
-- Tim Berners-Lee, W3C Director
and inventor of the World Wide
Web
Information
Visual
• Pictures
• Text
• Logos
• Animations
• Graphic links
Auditory
• Audio files
• Video files
• Multimedia
Why?
• Ethics: the right thing to do
• Benefits everyone (think of remote for TV)
• Laws
– Section 508 requires that Federal agencies' electronic and
information technology is accessible to people with disabilities.
(1998)
– Section 504 of the Rehabilitation Act of 1973 and the Americans
with Disabilities Act of 1990 require equal access to programs
and activities unless doing so would be an undue burden.
(1973)
• U.S. government agencies presently are making their sites
accessible, so businesses are motivated, too
• Training is available through many organizations on the Web
• Keeping it simple
Benefits of Web
Pages
• You know exactly what you need to teach
your students best.
• Once it’s up on the Web, you can access
it easily (as long as you can connect).
• It is easily modified, just change the html
file and upload it again.
How do people
connect?
• Screen Reader
• Enlarged Text
• Text only interface (Lynx)
• Adapted keyboards used with keyboard
commands
• Full use of visual media, but no sound
• Low-bandwidth
• Browser accessibility features
Vision
Impairment
• Content should read from top
left to bottom right
• Use of Skip Links is
recommended
• Organize content in logical form
• All images should include alt
tags, which describe the
purpose of the image
• Don’t have frequent refresh
rates
• Colors should have sufficient
contrast
• Style sheets insure that all
formatting is the same
• Label tables
• Alternative pages can be provided
if frames are used
• Graphic links should tell where
viewer is going
• Primary language should be identified in the
header
• Closed-captioning or transcripts help hearing-
impaired surfers.
• Use lots of images for dyslexic or non-literate
surfers
• Make font size relative for older surfers who
need magnification
• Avoid drop-down menus or data input that does
not have label before the field
Other Advice
Teacher Utilities
• Grading
• Generators
– Test
– Puzzle
– Rubric
– Worksheet
– IEP
O’Bannon, Puckett course materials
How do I test my
page?
• W3C’s online
evaluator
• W3C
• Evaluation, Repair
and Transformation
Tools are available
at W3C as well
Word Processors
• Highlighting comments
• Dictation in Word and Pages (under the Edit menu)
• Templates
• Tools

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Internet, accessibility and word processing

  • 2. Internet • Massive content, books, courses, tutorials • Where do I start? • World Wide Web • Hardware • Software
  • 3. Where do I start? • Listserv • Email groups • What are my interests? • Beginning Internet • Search engines • WebQuests • iCollaboratory
  • 4. Accessibility "The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect." -- Tim Berners-Lee, W3C Director and inventor of the World Wide Web
  • 5. Information Visual • Pictures • Text • Logos • Animations • Graphic links Auditory • Audio files • Video files • Multimedia
  • 6. Why? • Ethics: the right thing to do • Benefits everyone (think of remote for TV) • Laws – Section 508 requires that Federal agencies' electronic and information technology is accessible to people with disabilities. (1998) – Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 require equal access to programs and activities unless doing so would be an undue burden. (1973) • U.S. government agencies presently are making their sites accessible, so businesses are motivated, too • Training is available through many organizations on the Web • Keeping it simple
  • 7. Benefits of Web Pages • You know exactly what you need to teach your students best. • Once it’s up on the Web, you can access it easily (as long as you can connect). • It is easily modified, just change the html file and upload it again.
  • 8. How do people connect? • Screen Reader • Enlarged Text • Text only interface (Lynx) • Adapted keyboards used with keyboard commands • Full use of visual media, but no sound • Low-bandwidth • Browser accessibility features
  • 9. Vision Impairment • Content should read from top left to bottom right • Use of Skip Links is recommended • Organize content in logical form • All images should include alt tags, which describe the purpose of the image • Don’t have frequent refresh rates • Colors should have sufficient contrast • Style sheets insure that all formatting is the same • Label tables • Alternative pages can be provided if frames are used • Graphic links should tell where viewer is going
  • 10. • Primary language should be identified in the header • Closed-captioning or transcripts help hearing- impaired surfers. • Use lots of images for dyslexic or non-literate surfers • Make font size relative for older surfers who need magnification • Avoid drop-down menus or data input that does not have label before the field Other Advice
  • 11. Teacher Utilities • Grading • Generators – Test – Puzzle – Rubric – Worksheet – IEP O’Bannon, Puckett course materials
  • 12. How do I test my page? • W3C’s online evaluator • W3C • Evaluation, Repair and Transformation Tools are available at W3C as well
  • 13. Word Processors • Highlighting comments • Dictation in Word and Pages (under the Edit menu) • Templates • Tools