Universal Design

1
Universal Design

• Ensuring access to the Internet for all users

2
"The world is harder when it is not conceived
foryou."

• http//www.ad-awards.com/inc/video.swf?id104

3
Universal Design

• 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.

4
Universal Design Principles

• (1) Equitable Use
• The design is useful and marketable to people
  with differing abilities.
• Provide the same means for all users identical
  or equivalent
• Provisions for privacy, security and safety
  equally available
• Make design appealing to all users

5
Universal Design Principles

• (2) Flexibility in Use
• Provide choice in methods
• Facilitate users accuracy and precision
• Adapt to users pace

6
Universal Design Principles

• (3) Simple and Intuitive
• Eliminate unnecessary complexity
• Be consistent with user expectations
• Accommodate a range of literacy/language skills
• Arrange information consistent with importance
• Provide feedback during and after

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Universal Design Principles

• (4) Perceptible Information
• Use different modes (visual, verbal, tactile)
• Provide adequate contrast (foreground/background)
• Maximize legibility
• Differentiate elements in ways that can be
  described (instructions/directions)
• Provide compatibility with a variety of
  techniques or devices

8
Universal Design Principles

• (5) Tolerance for error
• Arrange elements to minimize errors
• Provide warnings
• Provide fail-safe features

9
Universal Design Principles

• (6) Low Physical Effort
• Minimize repetitive actions
• Allow user to maintain neutral body position
• Minimize sustained physical effort
• Use reasonable operating forces

10
Universal Design Principles

• (7) Size and space for approach
• and use
• Provide a clear line of sight to important
  elements
• Make reach comfortable seated or standing
• Accommodate variations in hand and grip size
• Provide adequate space for assistive devices or
  attendant

11
Universal Design Principles

• TRACE Center University of Wisconsin
• http//trace.wisc.edu/world/
• Center for Applied Special Technology (CAST)
• http//www.cast.org/udl/UniversalDesignforLearning
  361.cfm

12
The Issues

• Individuals with disabilities
• Universal user access
• Legal mandates
• Business productivity

13
Individuals with disabilities

• Adults, youth and children in every social sector
  and ethnic group
• Largest minority in the U.S. and growing
• Currently 55 million people in U.S.
• 18.7 of population, not including LD
• 75 million people worldwide
• Responsible for over 1 trillion in aggregate
  income

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AARP Web Access Guidelines

• Use conventional interaction elements
• Make it obvious what is clickable and what is not
• Make clickable items easy to target and hit
• Minimize vertical scrolling eliminate horizontal
  scrolling
• Ensure the Back button behaves predictably.

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• Let the user stay in control
• Is there clear feedback on actions?
• Provide feedback in other modes than visual
• Make the structure of the website as visible as
  possible (Yahoo, hhs.gov)
• Clearly label content categories assist
  recognition and retrieval rather than recall
• Implement the shallowest possible information
  hierarchy

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• Include a site map and link to it from every page
• Make pages easy to skim and scan
• Make elements on the page easy to read
• Visually group related topics
• Make sure text and background colors contrast
• Use adequate white space
• Make it easy to find things on the page quickly

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• Focus the writing on audience and purpose
• Use the users language minimize jargon and
  technical terms

18
User Access Issues

• Browser
• Platform
• Language
• Connection speed
• Bandwidth
• Hardware
• Software

• Input
• Output

19
Legal Issues

• Americans with Disabilities Act of 1990
• Public accommodations must be accessible
• Rehabilitation Act, Section 508
• Federal agencies required to be accessible
• World Wide Web Consortium
• Web Accessibility Initiative (WAI) Accessibility
  guidelines
• Company/Institution policy

20
Business Productivity Issues

• Increase your share of the market
• Qualify for government contracts
• Distinguish yourself from the competition
• Improve general usability
• Bragging rights IBM, Southwest Airlines, others

21
Usability Issues

• Visual
• Auditory
• Manual
• Cognitive

22
Usability Issues

• Blind speaking browsers, screen readers
• Low vision magnifiers, high contrast
• Deaf/hard of hearing visual alternatives for
  audio content
• Mobility impairments alternative browsing,
  navigation devices, voice input
• Cognitive/learning disabilities combination of
  solutions

23
Strategies for Accessibility

• Present information in multiple formats
• Visual/auditory, graphic/text
• Duplicate functions in two methodologies
• Form/e-mail, table/no table, color/no color
• Test site for accessibility

24
Visual Disorders

• Blind
• Visually impaired
• Color blind/color sensitive
• Seizure disorder

25
Blackboard Accessibility

• Blackboard is working with our WebAIM partner,
  Equal Access to Software and Information (EASI)
  to serve our software users with disabilities. As
  part of this effort, Blackboard and EASI have
  developed this screen reader tutorial. This
  tutorial includes information such as logging in,
  navigating through the Blackboard navigation
  frames, using the Blackboard Portal and course
  Web sites, and using the Discussion Board
  feature.
• http//products.blackboard.com/cp/bb5/access/index
  .cgi

26
WebCT Accessibility

• WebCT is committed to the accessibility of our
  e-Learning platform. Accommodation of learners of
  all needs helps increase the availability of high
  quality educational experiences to every
  individual. Users of WebCT include an increasing
  number of students with sensory, physical or
  learning disabilities, who rely on adaptive
  technologies for a gateway to information and
  education. WebCT is working with leaders in the
  accessibility field to ensure that our software
  complies with both industry standards and federal
  guidelines for accessibility.
• http//www.webct.com/products/

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Users Who Are Blind

• Screen reader programs (text to speech)
• JAWS
• (http//www.freedomscientific.com/fs_products/sof
  tware_jaws.asp)
• IBM Home Page Reader
• http//www-3.ibm.com/able/solution_offerings/
  hpr.html
• ReadPlease 2000
• (http//www.readplease.com/)
• Connect OutLoud (web access)
• (http//www.freedomscientific.com/fs_products/soft
  ware_connect.asp)

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JAWS Commands

• Basic JAWS Screen Reading Keys
• Reading of the screen is done by pressing keys on
  the numeric keypad (NUM PAD), sometimes in
  combination with other keys on the keyboard. When
  JAWS is loaded, the NUM LOCK is turned off, so
  that these keys represent movement keys, such as
  left arrow, right arrow, page up, and so on.
• Read by Character
• To begin reading with JAWS, put your middle three
  fingers on the numeric keypad, with your middle
  finger on the number 5, the one with the raised
  bump. Your pointer finger should be resting on
  the left arrow (NUM PAD 4) and your ring finger
  on the right arrow (NUM PAD 6).
• Press the NUM PAD 5 to speak the current
  character.
• Press the RIGHT ARROW to move and read the next
  character.
• Press the LEFT ARROW to move and read the prior
  character.

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• Read by Word
• To read by words, tuck your thumb under and press
  down the Insert key (NUM PAD 0) while pressing
  any of the three keys above.
• Press INSERTNUM PAD 5 to speak the current word
  at the cursor.
• Press INSERTNUM PAD RIGHT ARROW to move to and
  speak the next word.
• Press INSERTNUM PAD LEFT ARROW to move to and
  speak the prior word.

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• Read by Line
• Press UP ARROW to move to and read the previous
  line, DOWN ARROW to move to and speak the next
  line, and INSERTUP ARROW to read the current
  line. To read an entire document with one
  keystroke, press INSERTDOWN ARROW. This last
  keystroke is called the Say All command, and is
  used frequently with JAWS.
• Read Sentences
• To move to and read the previous sentence, press
  ALTUP ARROW. To move to and read the next
  sentence press ALTDOWN ARROW. To read the
  current sentence, press ALTNUM PAD 5.

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• Read Paragraphs
• To move to and read the prior paragraph, press
  CTRLUP ARROW. To move to and read the next
  paragraph press CTRLDOWN ARROW. To read the
  current paragraph press CTRLNUM PAD 5.
• There are many other keystrokes used for reading
  with JAWS, but these are the basic ones most
  people use.

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• Example html to text
• logo.gif spcr.gif admin_cart_0410.gif
  admin_acct_0410.gif admin_help_0410.gif
  admin_status_0410.gif spcr.gif
  tab_cap_left.gif tab_home_cold.gif
  tab_pipe.gif tab_books_cold.gif
  tab_pipe.gif tab_oop_cold.gif tab_pipe.gif
  tab_textbooks_cold.gif tab_pipe.gif
  tab_bargain_books_cold.gif tab_pipe.gif
  tab_ebooks_cold.gif tab_pipe.gif
  tab_article_cold.gif tab_pipe.gif
  tab_music_cold.gif tab_pipe.gif
  tab_dvd_cold.gif tab_pipe.gif
  tab_pcvideo_games_cold.gif tab_pipe.gif
  tab_magazines_cold.gif tab_pipe_clear.gif
  tab_online_hot.gif tab_cap_right.gif
  spcr.gif spcr.gif About BNU spcr.gif
  whitedot.gif spcr.gif Browse All Courses
  spcr.gif whitedot.gif spcr.gif Teach for
  BNU spcr.gif whitedot.gif spcr.gif Tell a
  Friend spcr.gif whitedot.gif spcr.gif BNU
  HelpDesk spcr.gif whitedot.gif spcr.gif BNU
  FAQs spcr.gif whitedot.gif spcr.gif Contact
  BNU spcr.gif spcr.gif spcr.gif spcr.gif
  spcr.gif www.powered.com spcr.gif spcr.gif
  spcr.gif spcr.gif vcart_header3.gif
  cleardot.gif cleardot.gif cleardot.gif
  cleardot.gif cleardot.gif cleardot.gif
  cleardot.gif cleardot.gif No items in cart.
  cleardot.gif cleardot.gif cleardot.gif
  vcart_checkout3.gif spcr.gif New Students
  It's FREE! Register today! button_registernow.gif
  orange_arrow.gif More Info spcr.gif
• University Login
• Nickname (Case Sensitive) _______
• Password (Case Sensitive) _______
• button_login.gif-Submit
• Forgot your nickname or password? spcr.gif
• bluedot.gif About BNU bluedot.gif Browse All
  Courses bluedot.gif Teach for BNU bluedot.gif
  Tell a Friend bluedot.gif BNU HelpDesk
  bluedot.gif BNU FAQs bluedot.gif Contact BNU
  spcr.gif mc_bug.gif spcr.gif
  tan_curved_line.gif spcr.gif spcr.gif
  main.gif
• Welcome! Try one of our FREE online courses
  today! Barnes Noble University offers more than
  50 courses every month on a wide variety of
  subjects -- from poetry to finance to
  programming. Our courses are designed to provide
  you with in-depth learning and are all taught by
  authors and experts! So join our online learning
  program. . . .

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Users Who Are Blind

• Braille output programs
• PowerBraille (http//www.freedomscientific.com/
  fs_products/displays_40.asp)
• ALVA Braille Display
• (http//www.alvabraille.com/BrailleDisplays/)

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Users Who Are Blind

• Potential problems
• Graphics (photos, clip art, diagrams, etc.)
• Links
• Navigation
• Image maps
• Tables
• Frames
• Forms
• Abbreviations, acronyms, other languages

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Users Who Are Blind

• Suggested solutions
• Graphics
• Include an ALT tag in the ltIMG SRCgt code. The
  ALT tag should tell the user what the graphic is
  in a few words.
• EX ltIMG SRCmydog.jpg ALTPhoto of my dog
  Spotgt
• Non-active images that do not convey information
  should have ALT.

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• For longer descriptions, use the LONGDESC tag
  in the ltIMG SRCgt code, which links to another
  .html page with a longer text description.
• EX ltIMG SRCmydog.jpg ALTPhoto of my dog
  Spot LONGDESCmydog.htmlgt
• Insert a D-link immediately after the image.
• EX ltIMG SRCmydog.jpg ALT-Photo of my dog
  SpotgtltA HREF./mydog.htmlgtDlt/Agt

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• Graphics
• Use appropriate markup language or text instead
  of graphics where available.
• EX Mathematical equations
• Identify the meaning of variables, provide the
  formula in text as well as graphics, use MathML
  or TeX markup language.

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• Find the square root of 36, then divide that by
  2, then multiply the answer by 3.

• Divide 36 by 2, find the square root of the
  answer, then multiply that by 3.

• Multiply 2 times 3, divide the answer into 36,
  then find the square root of that number.

• Divide the square root of 36 by the product of 2
  times 3.

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Users Who Are Blind

• Links
• Clearly label graphics used as links with
  descriptive alt tag
• Include alternate text links on page
• Separate text links with spaces
• EX
• ltA HREFcourses.html ALTLink to list of
  coursesgt Courseslt/AgtltA HREF faculty.html
  ALTLink to list of faculty teaching
  coursesgtFacultylt/Agt ltA HREFregistr.html
  ALTRegistration formgtRegistrationlt/Agt

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Users Who Are Blind

• Navigation
• Keep links together
• If navigation links precede page content, provide
  a method to skip to main content
• Ex lthtmlgtltbodygtltA HREFmain ALTSkip to main
  contentgtnbsplt/Agt

43
Users Who Are Blind

• Image maps
• Use client side maps, not server maps
• Include an ALT tag for each area of the map.
• Include a LONGDESC to a file with a more
  complete site map if the image map is extensive.
• EXAMPLE ltMAP NAME"map1"gt
• ltarea shape"rect" COORDS"92,55,257,85
• HREF"./preview.html" ALTLink to Program
  Preview"gt
• Include separate descriptive text links on the
  page.

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Users Who Are Blind

• Tables
• Include the ltTHgt tag and use the table header to
  give a description of the contents of the table
  column.
• Use the ltTITLEgt tag to give the table a title
  that helps the user understand what is in the
  table.
• Also include the information in the table in text
  somewhere in the document.
• Avoid using multiple columns of text.
• Avoid using the ltTABLEgt code for page layout.

45
Users Who Are Blind

• Frames
• Clearly NAME and TITLE frames and indicate how
  they relate to each other
• EX ltFRAMESET ROWS"100,"gt  ltFRAME
  NAME"titlebar" SRC"titlebar.html" TITLE"Title
  Bar"gt   ltFRAMESET COLS"25,"gt    ltFRAME
  NAME"navbar" SRC"navbar.html" TITLE"Navigation
  Bar"gt     ltFRAME NAME"main" SRC"main.html"
  TITLE"Main Content Frame"gt   lt/FRAMESETgt
  lt/FRAMESETgt

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• Provide alternative format for non-frame
  browsers.
• Separate HTML page with link from the main page
• NOFRAME markup in main page

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Users Who Are Blind

• Forms
• Include an e-mail address or e-mail link as an
  alternative method of sending the required
  information.
• Ensure that labels for all form controls are
  properly positioned.
• EX ltLABEL for"firstname"gtFirst name ltINPUT
  type"text" id"firstname" tabindex"1"gt lt/LABELgt

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Users Who Are Blind

• Downloadable/Printable Documents
• Include downloads in multiple formats that are
  accessible to screen readers, enlargers, etc.
• Newest version of Adobe Acrobat can be made
  readable with screen reader in Windows 2000.
• EX On-line registration form
• Registration form in .pdf format
• Registration form in HTML format

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Users Who Are Blind

• Lists
• Number the text manually rather than through the
  ltOLgt tag if the numbers are important.
• Numbered items 1.1, 1.2, 1.3, 2.1, etc. is more
  meaningful than embedded lists.
• Do not use lists for page formatting

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Users Who Are Blind

• Use structural markup for its designated purpose
• Ex Use H1, H2, etc. for true headings
• Use font size__ to change font size
• Use ltBLOCKQUOTEgt for quotations, not for
  indentation

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Users Who AreVisually Impaired

• Screen display enlargement programs
• Zoomtext (display enlargement voice output)
• (http//www.aisquared.com/)
• MAGic
• (http//www.freedomscientific.com/fs_products/soft
  ware_magic.asp)

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ZoomText

• http//www.aisquared.com/Products/zoomtexttour/ind
  ex.cfm

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MAGic

• http//www.freedomscientific.com/fs_products/softw
  are_magic.asp

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Users Who Are Visually Impaired

• Potential Problem
• Poor quality graphics or graphics too small
• Potential solutions
• Create graphics with accessibility in mind
• Add ltaltgt tags to graphics

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Users Who Are Visually Impaired

• Potential Problem
• Difficult navigation (e.g. links are not
  underlined, dotted box is difficult to see)
• Suggested solutions
• Make links appear underlined, even if they are
  graphical
• Use correct stylesheet elements to highlight text
  links

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Dotted box around Resources is difficult to
see. Put this code in a file called
"highlight.css" aactive, afocus, ahover
background FFFF66 color 000000border
solid 990000 font-weight bold padding 3px
and you will get -
Internet Explorer text link
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• To highlight input boxes
• Use the ltspangt or ltdivgt element around each form
  element and you will get

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Users Who Are Visually Impaired

• Other Potential problems
• Poor contrast on the screen
• Embedded style cannot be changed

59
Users Who Are Visually Impaired

• Suggested solutions
• Use the ALT tag for graphics
• Include text links as well as graphic links
• Use style sheets to set page display so that
  users can change the appearance using the
  preferences feature
• Be sure that documents can be read without the
  associated style sheets

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Users Who Are Visually Impaired

• Use relative units rather than defined units
• Ex Table width100, FONT SIZE1
• Do not set pages to automatically refresh or
  redirect
• Use navigation mechanisms in a consistent manner
  links to the same page should have the same
  text every time they occur

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Users Who Are Color-Blind or Color-Sensitive

• Potential problems
• Red/green deficiency
• Sensitivity to certain colors or bright lights
• www.visibone.com/colorblind/
• http//more.btexact.com/people/rigdence/colours/

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Users Who Are Color-Blind or Color-Sensitive

• Suggested solutions
• Do not depend on color to convey information
• Ex
• Tell us who you are (required fields in red)
• Company
• Salutation
• First name
• Last name
• Job title

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Users Who Have Seizure Disorders

• Potential Problems
• Flashing lights, moving graphics
• Seizures can be triggered by flashing lights in
  the range of 2Hz to 55Hz in people with
  photosensitive epilepsy (animated gifs, Flash
  screens, etc.)
• WARNING! Flash example of flicker
  http//ncam.wgbh.org/richmedia/flicker_demo.html

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Users Who AreDeaf/Hard of Hearing

• Potential problems
• Sound effects
• sound cues
• Audio descriptions
• Background music

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Users Who AreDeaf/Hard of Hearing

• Suggested solutions
• Provide alternate descriptive text of the audio.
• Provide alternate visual cues.
• Include a short acknowledgement of the
  title/composer of background music.
• MAGpie software adds captioning to audio/video
  content
• (http//www.webaim.org/techniques/captions/magpie/
  )

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Users With Manual Impairment

• Potential problems
• Limited range of motion
• Limited manual dexterity
• Alternate input devices
• Voice recognition technology
• Switches, buttons, touch screens, light beams,
  on-screen keyboard, TAB key

67
Users with Manual Impairment

• Dragon Naturally Speaking
• http//www.nuance.com/naturallyspeaking/

68
Users With Manual Impairment

• Potential Problem
• Resizing frames
• Suggested Solutions
• Avoid frames altogether
• Make sure text fits within frame size, even if
  the user enlarges the font
• Make the border thicker or add a handle to make
  it easier to grab

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Users With Manual Impairment

• Potential Problem
• Image links that are too small
• Suggested Solutions
• Add an invisible border around
• the image
• Add text with the image

Next
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Users With Manual Impairment

• Potential Problem
• Small form objects (radio buttons, check boxes)
• Suggested Solutions
• Use the ltlabelgt tag to link the text and the form
  object

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Users With Manual Impairment

• Potential Problem
• Server-side image maps are mouse dependent
• Suggested Solutions
• Use client-side image maps
• Provide alternate text links

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Users With Manual Impairment

• Potential Problem
• ltOnmouseovergt requires a mouse
• Suggested Solution
• Avoid using mouseovers to display important
  information
• Use device-independent scripts
  (e.g. onFocus)
• Include an alternate keyboard-accessible way to
  access the information

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Users With Manual Impairment

• Potential Problem
• Too many links on one page (tabs)
• Suggested Solutions
• Group links under main headings
• Provide shortcut links whenever possible (e.g.
  skip to main content)
• Avoid using access keys as they may conflict with
  special accessibility software

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Users With Manual Impairment

• Suggested Solutions
• Keep links in the same area
• Make buttons/image map areas larger
• Make sure that links are tab-able
• Provide alternative response form, i.e. an
• e-mail link

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Users With Manual Impairment

• Adaptive Software
• IBM Viavoice
• http//www-4.ibm.com/software/speech/
• Dragon Systems Naturally Speaking
• http//www.dragonsys.com/naturallyspeaking/
• Synapse TAP System
• http//www.synapseadaptive.com/synapse/stap.htm

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Users With Cognitive Disorders

• Potential problems
• Reading
• Provide alternative graphics which explain the
  text
• Use the clearest and simplest language
  appropriate for a sites content
• Divide large blocks of information into more
  manageable groups where natural and appropriate
• Visual cues
• Provide alternative sound cues.

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Users With Cognitive Disorders

• Potential problems
• Complicated navigation
• K.I.S.S.
• Provide simpler alternative navigation links such
  as a site map with links
• Clearly identify links and what they are for
• If search functions are provided, enable
  different types of searches for different skill
  levels and preferences

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Other Issues

• Scripts
• May be inaccessible to people using screen
  readers and/or unable to use a mouse
• Applets and Plugins
• Software associated with a web page should also
  be accessible

79
Other Issues

• Pop-up windows
• Can be confusing, disorienting
• Users who maximize the display wont know the
  window has appeared
• Cannot be read by screen readers

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RESOURCES

• Accessible University Web Pages
• The University of Vermont
• www.uvm.edu
• The University of Wisconsin/Madison
• www.wisc.edu
• Southwest Texas University
• www.swt.edu
• Arizona State University
• http//www.asu.edu/

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• University of Florida Distance Education
• http//disted.ifas.ufl.edu/
• Empire State College SUNY
• www.esc.edu/
• University of Maryland University College
• www.umuc.edu/virtualteaching/

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Sample University Web Access Policy

• University of Wisconsin/Madison
• www.wisc.edu/wiscinfo/policy/wwwap.html
• MIT Universal Design Web Access
• http//web.mit.edu/ada/waccess.html

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World Best Websiteshttp//www.worldbestwebsites.c
om/

• Gold Award Winners
• http//www.balthaser.com/builder/fx_boot.asp
• http//www.questacon.edu.au/index_flash.asp
• http//www.profitpatterns.com/
• http//www.penguinclassics.com/
• http//www.davidplant.net/B4UStart/excellent_cheap
  _websites.htm

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Which one?
Based on what you have learned about
accessibility, which one would you choose as most
accessible?
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http//www.amazon.com
93
http//www.barnesandnoble.com
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www.airfrance.com
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www.dreamworks.com
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www.oscars.org
98
http//www.hp.com/hpinfo/abouthp/accessibility/ind
ex.html
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Web Access Guidelines

• World Wide Web Accessibility Initiative
• http//www.w3.org/WAI/Resources/gl
• Microsoft Access Guidelines
• http//www.microsoft.com/enable/
• Federal Access Board Guidelines for Government
  Purchases
• http//www.access-board.gov or http//www.section5
  08.gov

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• IBM Web Accessibility Checklist and Tutorial
• http//www-3.ibm.com/able/guidelines/web/
  accessweb.html
• Information Technology Technical Assistance
  Training Center (ITTATC)
• http//www.ittatc.org/training/webcourse
• AARP Web Accessibility Guidelines
• http//www.aarp.org/olderwiserwired/oww-resources/
  designing_web_sites_for_older_adults_heuristics.ht
  ml

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HELP for Web Authors

• Getting Started Making a Web Site Accessible
• www.w3.org/WAI/gettingstarted
• Worldwide Access Accessible Web Design video
  and workbook
• http//www.washington.edu/doit/Video/www.html
• EASI Online Workshops
• http//www.rit.edu/easi/access.htm
• Resources for Web Authors
• www.mtsu.edu/itres/help/Accessibility/index.html

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• Designing Accessible Websites
• http//www.infouse.com/disabilitydata/guidelines98
  .html
• W3C Accessibility Guidelines
• http//www.w3.org/WAI/GL/
• AWARE (Accessible Web Authoring Resources and
  Education)
• http//aware.hwg.org/resources
• Web Design Group HTML Help
• http//www.htmlhelp.com/
• TRACE Design of HTML
• http//trace.wisc.edu/world

103

• Creating Accessible Web Pages with
  Composerhttp//www.htctu.net/trainings/manuals/tu
  tmain.htm

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Other Helpful Resources

• See how your page looks to someone who is color
  blind
• http//www.vischeck.com
• View your page in Lynx (text browser)
• www.delorie.com/web/lynxview.html

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• Dreamweaver accessibility information
• http//www.macromedia.com/macromedia/accessibility
  /mx/dw/
• Flash accessibility information
• http//www.macromedia.com/macromedia/accessibility
  /features/flash/
• Information on Web CT Web Accessibility features
• http//booboo.webct.com/otln/webct_accessibility.h
  tm
• Convert pdf files to html files
• http//access.adobe.com/
• Create accessible rich media
• http//ncam.wgbh.org/richmedia/index.php

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Multimedia Tools

• MAGpie (Media Access Generator)
• http//ncam.wgbh.org
• Apple Quicktime Pro
• http//www.apple.com/quicktime/products
• SMIL (Synchronized Media Integration Language)
• http//www.w3.org/AudioVideo
• OptiMap (translates searchable databases to text)
• http//www.corda.com/accessibility

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• Check your web sites accessibility
• www.cast.org/bobby
• http//www.webaim.org/techniques/articles/aac/whit
  epapertool
• http//www.accent.webaim.org
• http//www.webable.com/linkspage.html
• http//aprompt.snow.utoronto.ca/
• http//www.usablenet.com
• http//www.w3.org/WAI/ER/existingtools.html

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Prepared by Carol Pope Asst. Dir. for disAbled
Student Support Services Kennesaw State
University, 770-423-6443 Feb. 22, 2005