News

Webinar: Accessible Content Shared Through Social Media

The following comes from the U.S. Access Board

Section 508 Best Practices Webinar: Accessible Content Shared Through Social Media

US Access Board logoMarch 26, 2019, 1:00- 2:30 (ET)

Presenters:

  • Jennifer Dorsey, Social Media Coordinator, NIH National Cancer Institute
  • Gary Morin, Program Analyst, NIH Office of the Chief Information Officer

The use of social media by federal agencies has become widespread across the federal government. Agencies use social media to promote their mission and to engage members of the public. The next webinar in the Section 508 Best Practices Webinar Series will take place March 26 from 1:00 to 2:30 (ET) and cover how federal agencies can implement social media in an accessible manner. Representatives from the National Institutes of Health (NIH) will share their experiences in ensuring access to various social media sites and platforms. NIH maintains over 60 Facebook pages, 40 YouTube channels, 13 Flickr pages, and numerous Twitter accounts.

The presenters will provide an overview of social media techniques, address common questions, review access issues and solutions, and offer best practices and techniques for making content accessible on various social media platforms, including Facebook, Flickr, Google+, Twitter, and YouTube. They will also cover internal guidance that NIH has developed and other resources on the subject that are available. Questions can be submitted in advance of the session or can be posed during the live webinar.

For more details or to register, visit accessibilityonline.org

The Section 508 Best Practices Webinar Series provides helpful information and best practices for federal agencies in meeting their obligations under Section 508 of the Rehabilitation Act which ensures access to information and communication technology in the federal sector. This webinar series is made available by the Accessibility Community of Practice of the CIO Council in partnership with the U.S. Access Board.

Note: Registration closes 24 hours before the start of the session. Instructions for accessing the webinar on the day of the session will be sent via email to registered individuals in advance of the session. Communication Access Realtime Translation (CART) and Video Sign Language Interpreters are available for each session and will be broadcast via the webinar platform. A telephone option (not toll-free) for receiving audio is also available.

New Xbox Adaptive Controller – Try it out!

Owen and friend play with XboxIf you are a New England Patriots fan you watched a wonderful Super Bowl win a few weeks ago and, no doubt, enjoyed the many special Super Bowl ads which have become almost as popular as the game itself. So, you probably saw the special advertisement featuring a group of children extolling the virtues of the newly released Microsoft Xbox Adaptive Controller (if you missed the ad, we’ve provided a link below). As they say, the video “went viral” but not just because of the product, but the impact of the product on the lives of children with disabilities.

“What I like about the Adaptive Controller is that now everyone can play…”

About the new device

Microsoft Xbox Adaptive ControllerAs reported in the AT3 Center’s Blog, the Microsoft Xbox Adaptive Controller was released last September and is the first of its kind video game controller designed specifically for people with disabilities.

Ben Jacobs, Accommodations Specialist at GA Tools for Life, and a gamer since childhood, doesn’t mince words about the significance of this release, “For a first-party company to acknowledge there’s a demographic they were missing and create a controller is amazing. Also, I can’t think of how to make this controller any better than it is.” In a recent article in the AT3 Center’s Monthly Blog, Jacobs goes on to explain: “The Xbox Adaptive Controller (XAC) falls into the category of gorgeous AT. While its branding fits with other Xbox controllers, it is distinguished by two large responsive black buttons set in an elegant bone console. Jacobs stresses, however, that the central achievement of the XAC is how it works as a hub to allow for all kinds of customization.”

And, according to the touching video ad which shows a half dozen children using the Xbox Adaptive Controller, apparently it is a hit with kids. As one boy in the video says, “I love video games, my friends, my family and again video games…” The boy’s father, moved to tears, is later seen in the ad saying, “It’s his way if interacting with his friends when he can’t physically otherwise do it…”

For the AT techs and gamers, Jacobs notes the Controller houses 19 3.5 mm input jacks and two USB ports for switch accessibility to every function, a testament to Microsoft’s commitment to building a device that works within the existing AT ecosystem. He adds, “for gamers with motor disabilities, this is profound. The Xbox Adaptive Controller’s built-in buttons will work for some users (and the console is ready for mounting with three threaded holes), but the unit’s interoperability with third-party switches means individuals with an existing method of gaming on a PC can get quickly comfortable on the Xbox.”

“Whether it’s a head array or switches for use with a knee, however a gamer uses switches, they can use the Xbox controller,” Jacobs says.

Try Before You Buy

AT4Maine - Assistive Technology of All Maine PeopleWhile the Xbox Adaptive Controller is reasonably priced at around $100 it is always great when you can “try it before you buy it” just to make sure a product is right for you or your family member. Fortunately, Kevin Good, Special Education faculty at the University of Maine Farmington and coordinator of the Center for Assistive Technology’s Collection of Assistive Technology (AT) at UMF anticipated this need and added TWO of the Xbox Adaptive Controller to the university’s AT collection. Supported by Maine CITE, Maine’s Assistive Technology Act program, the Adaptive Controllers are part of a statewide collection of AT that is available to all citizens of Maine. Information about these devices, and over 1,200 other assistive technology devices that are available to borrow on a short-term loan, may be found at AT4Maine.org the online repository for the UMF collection, as well as three other AT equipment loan centers in Maine.

We’ve included the video of the Xbox Adaptive Controller ad below on the chance that you haven’t seen it. We’re sure you’ll enjoy it.

As Owen, the boy in the video says, “What I like about the Adaptive Controller is that now everyone can play…”

Special thanks to AT3 Center’s Eliza Anderson for the article See Xbox for All featuring the interview with Ben Jacobs.

Reaching Accessibility Goals for Higher Education

Accessible Information TechnologyA new article in Inside Higher Ed magazine Helping Institutions Reach Accessibility Goals details the fact that many institutions of higher education fail to have “coherent policies around accessibility. ” And, they note that there has been “…a recent uptick in high-profile lawsuits alleging failure to comply with the Americans With Disabilities Act…”

While the reasons for this situation are many, the article suggests “time constraints” make be a factor. Quoting Cynthia Curry from the National Center on Accessible Educational Materials (NC-AEM)“Part of the problem is that people don’t have the time to do something systemic around accessibility within their institutions…” Curry said. “Most institutions, of course, aren’t looking proactively at accessibility. They’re looking at it more as a retrofit, or they’re being reactive if something litigious comes up.”

Maine CITE’s own resident digital accessibility resource person is John Brandt. Brandt’s own 25-year experience in web development and accessibility suggest that the perceived high cost to make web content accessible is probably the largest single factor in the equation. “Most organizations look at accessibility as expensive because they are approaching it from a mitigation perspective. They often fail to look at the costs associated with NOT having accessible content – lost student admissions, lack of student retention, etc.”

While most web accessibility experts will talk about the importance of “adding accessibility in at the beginning” of a web design process, colleges and universities are often not able to do this since they were among the first organizations to have websites in the 1990s – they have accumulated lots of content.

But even if an institution is committed to improving accessibility, they often don’t know where to start. To that end, the Inside Higher Education article promotes a new set of quality indicators for accessible educational materials developed by NC-AEM designed to “help institutions ensure, at scale, that all students have the same learning opportunities in face-to-face classrooms and digital learning environments.” The article focuses on the NC-AEM’s recently published  “Higher Education Critical Components of the Quality Indicators for the Provision of Accessible Educational Materials & Accessible Technologies” which promote seven quality indicators (QI), each containing specific criteria needed to achieve each QI.

For colleges and universities just starting out with the process, these quality indicators can provide a blueprint and structure of the thinking process that need to be considered. Tom Tobin, one of the people interviewed in the article, encourages “institutions (to) focus accessibility efforts on the potential impact on student access and learning outcomes, rather than merely on ‘legal-compliance arguments.’”

“While the description of the quality indicators alludes to the broad access benefits for all learners when accessible materials, tools and interface are adopted, the actual indicators and critical components are focused squarely on meeting the needs of learners with disabilities — only a part of the access conversation,” Tobin states in the article.

Read “Helping Institutions Reach Accessibility Goals”

Read/view the NC-AEM – “Higher Education Critical Components of the Quality Indicators for the Provision of Accessible Educational Materials & Accessible Technologies”

New Free Module for Teacher Prep Programs

high school studentsThe following announcement comes from the Center on Technology and Disability (CTD)

CTD has created an Assistive Technology Module for Personnel Preparation Programs in participating colleges and universities and is now making it available to all educators and trainers interested in a “ resource package”. The resources can be downloaded and copied or distributed electronically at this unique link.

According to the announcement, the materials in this module will help students in teacher preparation programs:

  • Understand the basic concepts underlying the use of assistive technology.
  • Become familiar with the words and terms associated with AT.
  • Understand your role as a teacher in helping to identify and integrate the use of appropriate AT
    in your classroom.
  • Learn about the laws governing AT in public schools.
  • Participate as a knowledgeable professional in the IEP teams to which you will be assigned.
  • Become a role model, peer mentor, and school leader in the use of AT.
  • Change the lives of students with physical, sensory, cognitive, and emotional/behavioral disabilities.

In the same announcement, CTD offered another printed (PDF) resource entitled, Assistive Technology in the Classroom: Examples Designed to Help Teachers and Other School Personnel. This resource provides several case studies and offers discussion group questions for students in teacher preparation programs to use to help identify appropriate assistive technology devices and services.

Please use this link for more information and to access the resources…

 

Promoting the Integration of Universal Design into University Curricula

Information TechnologyThe following appeal comes from Howard Kramer of the University of Colorado Boulder (hkramer@colorado.edu) and is addressed to university faculty and staff in the areas of computer science, digital media, environmental design or other technical or design-related programs…


Dear Colleague:

We are contacting you because of your interest in web accessibility and Universal Design or because of your interest in teaching about these topics. As part of a grant project for Promoting the Integration of Universal Design into University Curricula (UDUC), we are conducting a survey to gauge the benefits to students of taking college level courses that include accessibility and Universal Design topics.

Our goal is to have the survey sent out to current or recently graduated students by departments or colleges that have a focus on Computer Science, Digital Media, Environmental Design, or other technical or design-related programs. If possible, please ask your department or school to send out the student survey invite (see below) to current students and recent graduates (up to 3 years since graduation) from the program.

If this is not possible, please consider sending out the student invite to students who have taken and completed your courses; and passing along this email to fellow faculty (this can be any faculty within our outside of your university) who teach courses in the areas described above.

More information on the study can be found in the student invite below. If you have any questions please feel free to contact me at hkramer@colorado.edu or 303-492-8672.

Sincerely,

Howard Kramer, PI, UDUC

[Student survey invite:]

Dear Student:

The URL below points to a survey for students who have taken Computer Science, Digital Media, Environmental Design, or other technical or design-related courses.

The purpose of this survey is to gauge the usefulness of accessibility and Universal Design topics in college curricula. (Note: these terms are explained below and within the survey). All responses are anonymous.

If you are a student who has taken a technology or design course, please consider taking the survey at this URL.

Note your responses from the survey will not be shared with your school or with any other institution.

This survey is part of a project for Promoting the Integration of Universal Design into University Curricula (UDUC). It is partly funded by the National Endowment for the Arts (NEA).

If you have any questions, please contact Howard Kramer at 303-492-8672 or hkramer@colorado.

[/Student survey invite:]

Definitions:

Accessibility

Accessibility refers to the design of products, devices, services, or environments for people with disabilities. The concept of accessible design ensures both “direct access” (i.e. unassisted) and “indirect access” meaning compatibility with a person’s Assistive Technology (for example, a wheelchair or computer screen readers). [Footnote 1]

Universal Design

Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. The intent of universal design is to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost. Universal design benefits people of all ages and abilities. [Footnote 2]

 

 

Accessibility and Inclusion in K-12 Computer Science (CS) Education:

The following event is being sponsored by Great Lakes ADA Center:

Accessibility and Inclusion in K-12 Computer Science (CS) Education: Meeting the Needs of Students with Disabilities in the CS for All Movement

High School student working in laboratoryJoin us for the kick off webinar in the 2019 Accessible Technology Webinar Series.

The session is on Thursday, January 17, 2019 at 2:00 pm ET.

Computer science (CS) is increasingly becoming part of the mainstream K-12 instructional experience. As more students are exposed to CS instruction, it is imperative that school districts, curriculum developers, and instructional designers consider the needs of all students, including those with disabilities. In this webinar, we will share national initiatives focused on inclusion and accessibility, including:

  • The CS for All Accessibility Pledge
  • Research and development efforts focused on accessibility in K-12 CS tools and curricula
  • Pedagogical approaches that schools are taking toward ensuring that all students can engage in CS education that is accessible, and meaningfully engaging.

We will also share accessibility and inclusion challenges faced by the CS education community and necessary steps that we must take to continue moving in a positive direction towards more inclusive, accessible CS education experiences.

Our Speakers:

Maya Israel – Associate Professor of Educational Technology, University of Florida
Todd Lash – PhD Student, University of Illinois Urbana-Champaign
Register at the Accessible Technology Series website. This webinar will be live captioned and archived.

UMF Educator Preparation Program receives national and state accreditation

Loraine Spenciner
The late Lorraine Spenciner for whom the AT Library is named, shown her holding a modified keyboard.

FARMINGTON, ME —The University of Maine at Farmington (UMF) educator preparation program is proud to announce that it has received national accreditation from the Council for the Accreditation of Educator Preparation (CAEP). UMF is the first institution in the state of Maine to meet the new, rigorous national accreditation standards. UMF has also received full approval for state accreditation, including several commendations, from the Maine State Board of Education.

A longtime leader in Maine and one of the premier teacher education programs in New England, the UMF program has been noted for providing pre-service teachers with a unique educational experience that maximizes career preparation and post-graduation success.

The CAEP review recognized the UMF program for providing students with effective learning opportunities in and out of the classroom that help prepare them for a career in teaching. The UMF program passed the rigorous peer review on all five CAEP standards, which are based on the principles that its graduates are competent, caring educators and its faculty have the capacity to maintain and enhance the quality of the professional programs.

CAEP is the sole nationally recognized accrediting body for educator preparation. UMF’s accreditation runs from 2018 to 2025.

Notably, CAEP recognized UMF for its strong relationship with the community and how this mutual commitment enriches the student experience through activities, resources and support for educational improvement. In addition, the review applauded the UMF teacher preparation program for the quality of its candidates from recruitment through certification.

UMF’s teacher preparation program provides students with field experience, early and often, with student teaching, practicum and internships boasting an average of 329 students in formal placements in schools around the state annually.

These experiences prepare educators for the real classroom and create a statewide demand for UMF graduates while helping to support educational partnerships at more than 130 Maine schools annually, not including early childhood and infant centers.

According to UMF’s 2018 teacher education unit alumni survey, 84 percent of respondents indicate being employed as a teacher in the field and a majority being hired within one year of graduation. In addition, 98.9 percent of graduates responding to the survey said they were very satisfied or satisfied with the UMF program.

In its overall approval of the UMF program, the Maine State Board of Education also commended UMF for its commitment to staff its educator preparation program with full time faculty. It observed that UMF is unique in the fact that all field supervisors who mentor and oversee pre-service teachers in schools around the state are full time faculty that can model the best in professional practices.

The Maine review also commended UMF for its dedication to assistive technology within the Spenciner Curriculum Materials Center. The center, connected to the Maine Department of Education’s Maine CITE Program, houses an extensive collection of assistive technology devices such as adaptive gaming controllers and 3-D printers that are available to loan to students, educators and the general public.

These resources can help all children, including those with disabilities, succeed in the classroom. The report noted the facility is “a remarkable resource for the students, faculty, and the larger community encouraging inclusive practice with state of the art materials and equipment.”

More on University of Maine at Farmington

A nationally recognized public liberal arts college, UMF enjoys a 150-year tradition of providing a quality academic experience combined with the personal attention and close student / faculty collaboration that help prepare all students to be successful. Rooted in a tradition of teacher preparation, UMF offers top quality programs in the arts and sciences, teacher preparation, and business and pre-professional studies. UMF is located in the heart of Maine’s four-season outdoor recreational region and is a welcoming, close-knit academic community that prepares students for engaged citizenship, enriching professional careers and an enduring love of learning.

Open Q&A Session on the Revised 508 Standards

From the US Access Board…

Description

US Access Board logoThe next webinar in the Section 508 Best Practices Webinar Series will take place January 29 from 1:00 to 2:30 (ET) and provide an opportunity for attendees to pose questions to the Access Board on the revised Section 508 Standards. The 508 Standards apply to information and communication technology (ICT) in the federal sector such as computers, telecommunications equipment, printers, software, websites, information kiosks and transaction machines, and electronic documents. Questions are welcome on all sections of the standards, including application and scoping, functional performance criteria, hardware and software requirements, support documentation and services, and referenced standards. Access Board ICT Specialists will also address questions about companion guidelines for telecommunications equipment covered by Section 255 of the Communications Act and any other topics related to the Board’s activities on accessible ICT.

Participants are encouraged to submit their questions in advance of the session through the registration portal. They can also pose questions during the live webinar. This session will be helpful to anyone involved in complying with the 508 Standards or interested in ICT accessibility.

The Section 508 Best Practices Webinar Series provides helpful information and best practices for federal agencies in meeting their obligations under Section 508 of the Rehabilitation Act which ensures access to electronic and information technology in the federal sector. This webinar series is made available by the Accessibility Community of Practice of the CIO Council in partnership with the U.S. Access Board.

Presenters

  • Bruce Bailey, ICT Accessibility Specialist, U.S. Access Board
  • Timothy Creagan, Senior ICT Accessibility Specialist, U.S. Access Board
  • Katherine Eng, ICT Accessibility Specialist, U.S. Access Board

Registration:

Use this link for more details or to register for this free webinar…

Note: Registration closes 24 hours before the start of the session. Instructions for accessing the webinar on the day of the session will be sent via email to registered individuals in advance of the session. Communication Access Realtime Translation (CART) and Video Sign Language Interpreters are available for each session and will be broadcast via the webinar platform. A telephone option (not toll-free) for receiving audio is also available.

 

Group formed to test and document assistive technologies

ARIA W3C logoThe W3C – World Wide Web Consortia – has created a community group to systematically test and document  assistive technologies use of ARIA and HTML5 accessibility features in web applications. W3C membership is NOT needed to participate in the community group.

How WAI-ARIA is supported by assistive technologies, such as screen readers, is highly variable. This variation in WAI-ARIA rendering adds unnecessary complexity to the development of high-quality web experiences for users of assistive technologies and places significant limitations on the types of web widgets that can be made widely accessible.

This community group is dedicated to:

  1. Helping assistive technology developers converge on a set of clear norms for baseline support of WAI-ARIA.
  2. Helping web developers understand the current state of support for WAI-ARIA by assistive technologies.

WAI-ARIA is as important to assistive technology presentation as CSS is to visual presentation. Join us to help make WAI-ARIA as reliable as CSS.

In order to join the group, you will need a W3C account. Please note, however, that W3C Membership is not required to join a Community Group. Complete details may be found at this link…

This is a community initiative. This group was originally proposed on 2018-11-30 by Matthew King. The following people supported its creation: Matthew King, Laura Fathauer, Shadi Abou-Zahra, David Sexton, Mark McCarthy, Aaron Leventhal. W3C’s hosting of this group does not imply endorsement of the activities.

 

Let’s participate – new resource for infants and pre-schoolers

Early childhoodThe Let’s Participate! project, funded by the Office of Special Education Programs, was designed to help infants, toddlers and preschoolers with disabilities participate more fully in everyday activities through the use of assistive technology (AT).

Let’s Participate’s newly revamped website is chock-full of information on using AT with young children.

Please check out letsparticipate.org to find:

  • Numerous ready-to-be-used powerpoints and trainings
  • One-pagers on finding the right AT
  • A simple child-specific AT Plan
  • Resources on how to increase infant, toddler & preschooler participation using AT
  • Guidance on how/why to set up an AT lending library
  • Lots of tip sheets, activities, examples and more!

Use this link to visit Let’s Participate…

Photo credit: Image licensed through Creative Commons by Free Stock Photo