Five checklists have been developed based on the CDCI ...cdci/employees/files/AccessChecklistsC… · Web view• Using Accessible Distance ... (The option to add alt tags in Word

Accessibility Checklists

Five checklists have been developed based on the CDCI Accessibility

Guidelines. Use these checklists as reminders to be accessible in your all

your CDCI activities.

• Creating Accessible Documents and Materials

• Creating and Delivering Accessible Presentations

• Preparing Materials for Accessible Web Pages

• Planning Accessible Meetings and Events

• Using Accessible Distance Technology

Developed by:

Michaella Collins, Susan Edelman , Deborah Lisi-Baker, and Darren McIntyre (2013)

1. Creating Accessible Documents and Materials

✔Done!

Guideline

1. Use people first language in writing.

2. Always maintain a text-only version.

3. Provide easy to follow content with clear organization.Use heading styles to format text.

4. Create tables that have simple rows and columns, and a title for each row and column.

5. Add alternative text (alt tags) to all images. (The option to add alt tags in Word is often available through >right click on image>format picture>alt tag).

6. Use standard fonts with clear characters, at a minimum of12-point size, without excessive special formatting for Microsoft Word documents. Verdana and Ariel are examples of standard accessible fonts.

7. Powerpoint Presentations: use a default 36-point font for headings, 32 point for bullets, with no more than 6 lines per slide.

8. PDFs: Do not scan a document as an image. Use OCR(optical character recognition) so text is readable. Provide tagged PDFs. Provide text version also when sending pdf files electronically.

9. Ask different users to preview the material before distributing.

10.Always be prepared to provide materials in other formats.

CDCI Accessibility Checklists: Developed by Michaella Collins, Susan Edelman, Deborah Lisi-Baker, and Darren McIntyre (2013).

2. Creating and Delivering Accessible Presentations

✔Done! Guideline1. Apply UDL Principle of Multiple Forms of Representation:

Share all material and information by making it available in multiple modes (e.g., auditor ally, visually) or disseminate it in multiple formats (e.g., digital text file, audio file, video, outline, and available on flash drive, CD, DVD or paper).

2. Apply UDL Principle of Multiple Forms of Expression: Design activities that require physical action so that persons can participate using a variety of possible alternative actions.

3. Speak clearly. Avoid speaking too fast, so participants and sign language interpreters can better understand you and can keep up.

4. Use simple language. Avoid or explain jargon, acronyms, and idioms. For example, expressions such as “raising the bar” can be interpreted literally by some people with cognitive disabilities and can be confusing.

5. Give people time to process information: pause between topics. When you ask if anyone has questions, some people with cognitive disabilities will need extra time to form their thoughts into words.

6. Be visible. Position yourself in good light so participants can see your face when you talk, which helps some people hear and understand better. Do not face away from the audience to read projected material.

7. Use a microphone. Even in a small room, some people might need the audio electronically, including people using ALDs/hearing loops and remote CART writers. Note that if you ask “Can everyone hear me OK?” some people might be uncomfortable saying that they cannot. Don’t rely on just audience feedback.

8. Ensure that all relevant sound is audible through the sound system. If an audience member asks a question or comments, repeat their question and/or comment into your microphone before replying or commenting further.

9. Cover all displayed text. Speak out all of the key information that is on each slide. This does not mean that you have to read the slide exactly as it is, it just means that you cover the visual information in what you say.

10.Describe pertinent parts of graphics, videos, and other visuals. Describe them to the extent needed to understand the presentation. You usually do not need to describe decorative images.

11.Describe other visual information. If you ask a question of the audience, summarize the response. For example the speaker asks, “If you make your websites fully accessible, please raise your hand.”...then says, “About half raised their hand.”


3. Preparing Materials for Accessible Web Pages

✔Done! Guideline1. Make sure that text is clearly written and easy to read.

2. Provide content that is organized and written with headings to convey meaning.

3. Provide text descriptions for all images.

4. Ensure all content can be accessed by keyboard alone, not just the mouse.

5. Ensure that meaning is not conveyed by color alone.

6. Provide captions for videos, and transcripts for audio.

7. Avoid page elements that flicker, or are animated.

8. Give links descriptive names (not just “click here”).

9. Provide forms that all users can complete.

10.When a page requires an application or plug-in, provide that link.


4. Planning Accessible Meetings and Events

✔Done! Guideline1. Reach out and engage disability and Deaf organizations as

resources and partners in planning meetings and events.2. Understand and use people first language and other

disability/Deaf Culture etiquette.3. Apply UDL Principle of Multiple Forms of Representation:

Share all material and information by making it available in multiple modes (e.g., auditor ally, visually) or disseminate it in multiple formats (e.g., digital text file, audio file, video, outline, and available on flash drive, CD, DVD or paper).

4. Apply UDL Principle of Multiple Forms of Expression: Design activities that require physical action so that persons can participate using a variety of possible alternative actions.

5. Ask speakers and participants in advance of event and at start of event if they have accessibility requirements.

6. Ensure the facility and area is accessible to speakers and participants including entrances, meeting rooms, bathrooms, presentation stage, refreshments and breakout spaces.

7. Ensure adequate sound system, and arrange for microphones.

8. Arrange for good visibility of the speakers and interpreters including good lighting on their face and upper body and avoiding distracting backgrounds, such as bright sunlight, media screens or flashing light.

9. Arrange for assistive learning devices, hearing loops, interpreters, and/or CART (Communication Access Realtime Translation) writers, as needed by contacting UVM ACCESS or an interpreter relay service (IRS) for teleconferences.

10.Arrange for good Internet connection when needed.11.Consider accessibility when planning the schedule, taking into

account the time it takes for people to move from space to space, to care for medical needs, to have sufficient breaks. Keep to the schedule as much as possible, and inform participants ahead of time of any changes.

12.Give guest speakers accessibility requirements and guidance.


5. Using Accessible Distance Technology

✔Done! Guideline1. Make certain online and other course materials are

accessible to all.2. Also provide all materials in text-only format.3. Provide a statement on how to obtain alternate formats.4. If real-time, synchronous communication is used, provide an

alternative method of communication for those who cannot fully participate using synchronous methods (i.e. an interpreter, captioning, etc.).

5. Provide captioning for video presentations for individuals with hearing impairments, and audio description for those who are blind.

6. For synchronous events (same time, different place), consideration is given to how participants will interact whether they may be on-site and/or off-site.

7. For asynchronous events (different time, different place), recordings stored should be accessible in audio, text, and, video formats.

8. Instructions are provided about how to access recorded events.
