Center on Disability and Community Inclusion (CDCI) University of Vermont

May 2013 Accessibility Guidelines

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

Table of Contents

Appendix A: “Our Common Ground” at UVM 21

Appendix B: Federal Standards for Accessibility 22

Appendix C: Self Assessment Tool 24

Appendix D: Checklists on Selected Practices 38

2 May 2013

Accessibility at CDCI: Statement of Commitment

CDCI is committed to offering resources, services and learning environments that welcome and promote inclusion of individuals with diverse cultures, needs and abilities. For this reason we:

 Make information about CDCI resources and services available in multiple formats in order to offer the user an array of communication preferences;

 Use person-first language and promotes the use of respectful language and practices;

 Promote equal participation and benefits for all participants of meetings, training activities and events, including individuals with disabilities, language, cultural or communication differences and various learning styles;

 Create learning environments and activities using principles of universal design for learning to promote meaningful participation;

 Ensure that our staff and faculty are knowledgeable about federal and state accessibility requirements and skillful in meeting these requirements in our events and activities;

 Make effective use of Universal Design and Universal Design for Learning in our project planning and implementation, and in our academic and community partnerships; and,

 Maintain an accessible website and accessible use of social media that addresses needs of diverse audiences and responds in a timely way to emerging interests and opportunities.

3 May 2013

CDCI Guidelines for Accessibility

The Guidelines for Accessibility have been developed to assist all CDCI personnel to keep our commitment to accessibility and respect for diversity in all we do. These guidelines have been built upon UVM’s “Our Common Ground” (Appendix A) and on federal standards of accessibility (Appendix B).

Eight topics are identified, each with specific key tips that we believe will result in our work being characterized by increased accessibility and greater inclusion. These topics have also been formatted into a self-assessment (Appendix C) for CDCI faculty and staff for setting personal professional goals. Hopefully, this will serve as a useful tool for faculty and staff to identify at least one practice as a goal for improvement each year. Checklists can also be found in Appendix D for selected practices.

For each topic, resources are identified for further information or training. These tips and resources are not meant to be an exhaustive list and should not be considered complete or static. Recommendations for additional topics, tips and resources are welcome and should be submitted to the CDCI Leadership Committee.

Topics

Topic 1: Universal Design (UD) and Universal Design for Learning (UDL)

Topic 2: Attitudes and Actions that Build Accessible Communities

Topic 3: Creating Accessible Documents and Materials

Topic 4: Creating and Delivering Accessible Presentations

Topic 5: Preparing Materials for Accessible Web Pages

Topic 6: Planning Accessible Meetings and Events

Topic 7: Accessible Distance Technology

Topic 8: Accessible Offices

4 May 2013

Topic 1

Universal Design (UD) and Universal Design for Learning (UDL)

Description: If you’ve never heard of UD before, you’re not alone. If you have, you may know that it is an emerging concept that has direct application for all kinds of learning experiences and all learners. Coined by architect Ron Mace, UD is defined “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 Center for Universal Design, North Carolina State University.) Simply stated, it is the idea of designing or developing products or built environments so that there are lots of ways to accomplish the same tasks or paths to the same destination with fewer barriers for everyone! This physical aspect of accessibility and application of UD is covered in Topics 6 and 8.

When applied to learning, universal design becomes a framework for teaching and learning known as UDL that addresses the widest possible variety of learning needs, styles, and preferences. UDL is based on three principles: 1) Multiple means of representation, 2) multiple means of expression, and 3) multiple means of engagement. The following general tips based on UDL Principles will get you started in UDL practices. Each of the Topics that follow will include more specific tips for each area.

Tips for Universal Design for Learning

Multiple forms of representation: Share all material and information by making it available in multiple modes (e.g., auditorally, 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).

Multiple forms of expression: Design activities that require physical action so that persons can participate using a variety of possible alternative actions.

Multiple forms of expression: Encourage participants to express themselves by communicating or sharing in multiple ways (e.g., verbally, in

5 May 2013 writing, digitally or technologically, musically, dramatically, motorically, graphically).

Multiple forms of engagement: Set up learning environments and activities in ways that builds upon participants' prior knowledge and experience.

Multiple forms of engagement: Structure learning environments and activities in ways that help participants sustain efforts and success by offering scaffolding or varying levels of supports, checklists, rubrics, guides, or exemplars.

Resources to learn more: CAST (Center for Applied Special Technology): Transforming Education through Universal Design for Learning www.cast.org/ udl /

National Center on Universal Design for Learning www. udl center.org/about udl / udl Topics

UDL@UVM http://www.uvm.edu/~cdci/universaldesign/

6 May 2013

Topic 2

Attitudes and Actions that Build Accessible Communities

Description: UVM and Vermont are becoming more diverse every day and disability is part of that growing diversity. We all have a role to play in making UVM- and our broader community- a place that recognizes, welcomes and engages individuals from diverse economic, social and cultural backgrounds and experiences, including individuals with disabilities and culturally Deaf individuals.

Tips for Attitudes and Actions that Build an Accessible Community

Reach out and engage disability and Deaf organizations as resources and partners in our outreach, community service work.

Understand and use people first language and other disability/Deaf Culture etiquette.

Have a basic knowledge of disability rights history and laws.

Include disability and Deaf awareness education in our classes, in-service training, and community service activities.

Know how to access the services that make the UVM physical campus, classrooms and learning environments, work, community service activities, social events and information accessible to and inclusive of individuals with disabilities and culturally Deaf individuals.

Resources for learning more:

“Choosing Words with Dignity” CDCI’s shared drive accessibility resources folder and http://www.bmcc.edu/Headstart/Setting/handout2-7.htm

A Guide to Disability Rights Laws (2009), Department of Justice http://www.ada.gov/cguide.htm

Vermont Coalition for Disability Rights www.vcdr.org/

7 May 2013

Disability and Deaf History and Culture Websites http://ilru.org/html/projects/international/3-international_il_timeline.htm http://studymore.org.uk/mhhtim.htm (Mental Health History Timeline) http://www.gallaudet.edu/History_Through_Deaf_Eyes.html and http://www.gallaudet.edu/Museum/Deaf_Historical_Resources.html www.ncld-youth.info/index.php?id=61 http://isc.temple.edu/neighbor/ds/disabilityrightstimeline.htm

www. disability history.org/ http://bancroft.berkeley.edu/collections/drilm/

8 May 2013

Topic 3

Creating Accessible Documents and Materials

Description: When preparing any information that you plan to share, always consider the different ways that people will access it. Consider sensory differences. Think about what impedes access to content; including font choice, unexplained graphics, colors and background, too much movement or sound. Keep it simple and provide multiple formats. It helps if you, do not imagine just a single product, in one final form. Focus on your message.

Tips for Creating Accessible Documents and Materials

Always maintain a text-only version.

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

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

Learn to add alternative text (alt tags) to all images. This means keeping up with the latest software. (The option to add alt tags in Word is often available through >right click on image>format picture>alt tag).

Use standard fonts with clear characters, at a minimum of 12-point size, without excessive special formatting for Microsoft Word documents. Verdana is a standard accessible font.

Use a default 40 point font for headings, 32 point for bullets, with no more than 6 lines per slide for Powerpoint Presentations.

When working with PDF files never 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.

Ask different users to preview the material before distributing.

Always be prepared to provide materials in other formats.

9 May 2013

Resources for learning more: CDCI Shared Drive: cdci > Resources > Accessibility Topics

Video media captioning: http://www.uvm.edu/caption

UVM Accessibility Support: http://www.uvm.edu/asptech/? Page=accessibility.html&SM=accesssubmenu.html

WebAIM (Web Accessibility in Mind) website on Microsoft Word documents http://webaim.org/techniques/word/

WebAIM (Web Accessibility in Mind) website on PDFs http://webaim.org/techniques/acrobat/

10 May 2013

Topic 4

Creating and Delivering Accessible Presentations

Description: Accessible presentations are about ensuring readability, usability and participation for everyone. There are a number of techniques and best practices for ensuring that a presentation will engage as many members of the audience as possible. Utilizing suggestions such as those listed below will help ensure participants gain the most information from the presentation.

Tips for Delivering Accessible Presentations

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

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.

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.

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.

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.

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.

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.

11 May 2013

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.

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."

Resources for learning more:

Make Your Presentations Accessible for Everyone, National Service Inclusion Project: http://www.serviceandinclusion.org/ttt/node/31

World Wide Web Consortium: http://www.w3.org/WAI/training/accessible.php

National Center for Accessible Information: http://www.washington.edu/accessit/

University of Alaska: http://www.uaa.alaska.edu/accessibility

National Center for Accessible Information: http://www.washington.edu/accessit/

University of Alaska: http://www.uaa.alaska.edu/accessibility

12 May 2013

Topic 5

Preparing Materials for Accessible Web Pages

Description: The most basic principle of the World Wide Web is that it works for all people, whatever their hardware, software, language, culture, location or ability. It offers unprecedented access to information and interaction for people with disabilities. When it follows this principle it is accessible to people with a diverse range of hearing, movement, sight and cognitive abilities. If web pages are designed right, the impact of disability is changed because the web removes the barriers to communication. Good Web accessibility provides equal access and equal opportunity to people with disabilities.

Tips for Preparing Materials for Accessible Web Pages

Provide text descriptions for all images.

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

Make sure that text is clearly written and easy to read.

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

Ensure that meaning is not conveyed by color alone.

Provide captions for videos, and transcripts for audio.

Avoid page elements that flicker, or are animated.

Give links descriptive names.

Provide forms that all users can complete.

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

Resources to learn more:

Web Content Accessibility Topics (WCAG) Overview

13 May 2013 http://www.w3.org/WAI/intro/wcag

Web Accessibility in Mind: http://www.webaim.org

Web Accessibility Evaluation Tool: http://wave.webaim.org/

UVM Accessibility Support: http://www.uvm.edu/asptech/? Page=accessibility.html&SM=accesssubmenu.html

14 May 2013

Topic 6

Planning Accessible Meetings & Events

Description: Since we value diversity, we should always be prepared for some in our audiences who may not see well, hear well, move well, speak well, or understand information presented in some ways, or not at all. It’s the responsibility of organizers and speakers to make sure facilities and content of a meeting or event is accessible to all.

In the best-case scenario, you will know in advance of any needs for accommodations for your participants and will have ample time to prepare. However, you may not always know in advance or participants may not necessarily make a request that relates to their needs. Most of us have had an experience when we were at an event and couldn't hear well, see well, or move as we'd like to. Always keep this in mind when planning and organizing meetings and events. Retrieved and paraphrased from the following website: http://www.w3.org/WAI/training/accessible.php

TIPS for Planning for Accessible Meetings & Events

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

Ensure the facility and area is accessible to speakers and participants including entrances, meeting room(s), bathrooms, presentation stage, refreshments and breakout spaces.

Ensure adequate sound system, and arrange for microphones.

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.

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.

15 May 2013

Arrange for good Internet connection when needed.

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.

Give guest speakers accessibility requirements and guidance.

Resources: Accessibility Checklist for Existing Facilities http://uiaccess.com/facilities.html

How to Make Presentations Accessible to All http://www.w3.org/WAI/training/accessible.php

Accessible venues - checklist http://www.pcs.org.uk/en/equality/disability_equality_toolkit/accessible- venues-checklist.cfm

UVM Interpreter Services http://www.uvm.edu/~intrpret/

16 May 2013

Topic 7

Accessible Distance Technology

Description: The WWW has caused the biggest change in education and learning since the creation of the printed book about 500 years ago (Draves, 2000). As a result, there are an increasing amount of software programs and distance based learning management systems being offered in two formats; asynchronous and synchronous. Asynchronous are those where communication is not done at the same time (i.e. e-mail, recorded webinars, discussion boards). Synchronous is communication that occurs at the same time (i.e. video conferencing such as Skype, phone calls). The following items below should be considered when delivering instruction via a distance- based platform.

Tips for Accessible Distance Technology

Make certain online and other course materials are accessible to all.

Provide a statement on how to obtain alternate formats.

If real-time, synchronous communication is used personnel should provide an alternative method of communication for those who cannot fully participate using synchronous methods (i.e. an interpreter, captioning, etc.).

All materials should be also available in text-only format.

Captioning is provided for video presentations for individuals with hearing impairments, and audio description for those who are blind.

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.

For asynchronous events (different time, different place), recordings stored should be accessible in each of the following formats: audio, text, and, video.

Instructions are provided about how to access recorded events.

17 May 2013

Resources:

Accessibility at UVM: http://www.uvm.edu/~cbora/?Page Georgia Tech Distance Accessibility Topics: http://www.catea.gatech.edu/grade/guides/summary.php

American Foundation for Blind Overview of Accessibility & Distance Education: http://www.afb.org/afbpress/pub.asp?DocID=aw080205

Center on Accessible Distance Learning: http://www.washington.edu/doit/Resources/accessdl.html

18 May 2013

Topic 8

Accessible Offices

Description: The following steps are intended to help each of us ensure that both guests and employees with disabilities feel welcome and included at CDCI. Our goal is that all guests and employees at CDCI are able to get experience equal benefit from the activities we hold here and are able to participate fully in activities and events at the Center. We hope these suggestions will help all of us plan for accessibility in our workspace and in meetings and events we hold at CDCI.

TIPS for Accessible Offices

Check in with visitors in advance about any accommodation or support needs before any meeting or event at CDCI (Examples: interpreters, drivers, microphones, diet restrictions or environmental allergies, need for information in specific formats, a pre-meeting to go over meeting agenda and content, etc.).

Schedule (and confirm) interpreters, drivers and other services before finalizing a meeting date.

Provide meeting materials in accessible formats as needed.

Make information available in advance about accessible parking, guest parking permits, and elevator access.

Be ready to give a guided tour of CDCI to individuals with varying abilities and communication needs.

Post clear signs and offer to meet guests at the entrance if help is needed.

Ensure a clear path of travel from outside the building to the meeting spaces, bathrooms and other rooms people will be using (Examples: Check the parking lot and the elevator to make sure there is nothing blocking access to the entrance or elevator and that the elevator is working).

In meeting spaces, make certain doorways and aisles and paths are clear for individuals with different disabilities. Make sure the seating and room layout are designed to allow people using wheelchairs, service animals, and interpreters

19 May 2013 to have equal access and easy use of the space.

Know CDCI emergency exit procedures.

Resources: UVM Interpreter Services http://www.uvm.edu/~intrpret/

Vermont Center for the Deaf and Hard of Hearing (VCDHH) to schedule Support Service Providers (SSP’s), individuals who are trained to provide driving and other services to Deaf-Blind adults. www.vcdhh.org/

New England ADA Center’s Facility Accessibility Checklist in text, Word or pdf formats and for links to related websites http://www.adachecklist.org/about.html

UVM ACCESS Office for captioning, e-books, and other accessibility services http://www.uvm.edu/access/

20 May 2013

Appendix A "Our Common Ground" at UVM

CDCI's commitment is built upon UVM's statements of shared values in “Our Common Ground." Accessibility is a right, a need, and a value and opens the doors for many to attain the benefits of these shared values.

"The University of Vermont is an educationally purposeful community seeking to prepare students to live in a diverse and changing world. We who work, live, study, teach, do research, conduct business, or participate in the University of Vermont are members of this community. As members, we believe in the transforming power of education and agree to help create and foster an environment where we can discover and reach our true potential. We aspire to be a community that values:

RESPECT. We respect each other. We listen to each other, encourage each other and care about each other. We are strengthened by our diverse perspectives.

INTEGRITY. We value fairness, straightforward conduct, adherence to the facts, and sincerity. We acknowledge when things have not turned out the way we had hoped. As stewards of the University of Vermont, we are honest and ethical in all responsibilities entrusted to us.

INNOVATION. We want to be at the forefront of change and believe that the best way to lead is to learn from our successes and mistakes and continue to grow. We are forward-looking and break new ground in addressing important community and societal needs.

OPENNESS. We encourage the open exchange of information and ideas from all quarters of the community. We believe that through collaboration and participation, each of us has an important role in determining the direction and well being of our community.

JUSTICE. As a just community, we unite against all forms of injustice, including, but not limited to, racism. We reject bigotry, oppression, degradation, and harassment, and we challenge injustice toward any member of our community.

RESPONSIBILITY. We are personally and collectively responsible for our words and deeds. We stand together to uphold our common ground." http://www.uvm.edu/~presdent/?Page=miscellaneous/commonground.html

21 May 2013

Appendix B Federal Standards for Accessibility

Rehabilitation Act of 1973

The Rehabilitation Act of 1973 is American legislation that guarantees certain rights to people with disabilities. Section 504 is widely recognized as the first civil-rights statute for persons with disabilities. Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . ."

Section 508 of the Rehabilitation Act was enacted to eliminate barriers in information technology, to make available new opportunities for people with disabilities, and to encourage development of technologies that will help achieve these goals. The law mandates equitable access to: A. Private libraries b. State universities c. Information technology d. Internet access and it applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology. Under Section 508 agencies must give disabled employees and members of the public access to information that is comparable to the access available to others.

The Americans with Disabilities Act of 1990 (ADA)

The ADA is a wide-ranging civil rights law that prohibits, under certain circumstances, discrimination based on disability. It affords similar protections against discrimination to Americans with disabilities as the Civil Rights Act of 1964, which made discrimination based on race, religion, sex, national origin, and other characteristics illegal.

The ADA prohibits discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications. It also applies to the United States Congress.

22 May 2013

To be protected by the ADA, one must have a disability or have a relationship or association with an individual with a disability. An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment. The ADA does not specifically name all of the impairments that are covered.

The fact sheet A Guide to Disability Rights Laws, provides additional information on the Rehabilitation Act and the ADA as well as other disability rights legislation (http://www.ada.gov/cguide.htm and more in depth information is also available at www.ada.gov or through regional ADA Technical Assistance Centers.

23 May 2013

Appendix C CDCI Accessibility Self-Assessment This self-assessment is designed for CDCI faculty and staff to individually review practices identified in the CDCI Accessibility Guidelines and to rate current performance on these practices. This rating is meant to be used in preparation for the individual’s annual performance review and should result in at least one practice selected as a personal performance goal for the next year as a part of the review process. Please rate your current practice by circling the number using the following scale:

NA 1 2 3 4 5 This I never or I am I use this I use this I am very practice rarely use beginning practice practice skilled and does not this to learn to some of most of regularly apply to practice use this the time the time use this my work practice (50% or (51-80%) practice less) (80-100%)

1. Universal Design for Learning Total: /25 a. Materials and information is shared in multiple (more than one) format or mode so that users can select the best match for their use.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) b. Activities are designed so that when physical action is required, there are built in alternative actions (other ways to do essentially the same thing).

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%)

24 May 2013 c. Activities allow people to express themselves by communicating or sharing in multiple ways (e.g. verbally, text, written, musically, dramatically, motorically, graphically).

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) d. Learning activities are designed to build upon prior knowledge and experience of participants.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) e. Activities are set up so that there are supports such as checklists, guides, rubrics, or exemplars to assist people to participate successfully.

Add your ratings for this section and enter the total at the top of this section. 2. Attitudes and Actions Total /25 a. Disability and Deaf organizations are used as resources and partners in the community and in outreach.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) b. “People-first” language is used as is other disability/Deaf etiquette.

NA 1 2 3 4 5

25 May 2013

Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) c. History and laws related to disability are familiar.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) d. Deaf and disability awareness activities are incorporated in my work.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) e. UVM services and supports for accessibility and inclusion are well known and regularly used.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) Add your ratings for this section and enter the total at the top of this section.

3. Creating Accessible Documents and Materials Total: /40 a. A text-only version is available for all materials.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) b. Materials are designed using styles and are clearly organized and easy to follow.

26 May 2013 c. Alternative text (alt tags) are used for all images.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) d. For Word documents standard fonts with minimum 12 point size are used and special formatting is minimal.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) e. For power point presentations 44-point font is used for headings and 32 point for bullets with no more than 6 lines per page.

f. OCR (optical character recognition) is used for PDF documents.

g. Materials are previewed by an independent person before distributing.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) h. Materials are provided in multiple formats.

27 May 2013

Add your ratings for this section and enter the total at the top of this section.

4. Creating and Delivering Accessible Presentations Total: /20 a. Speech is clear and well-paced for interpreter understanding.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) b. Language is simple and avoids acronyms, jargon, and idioms.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) c. Processing time is allowed with pauses between topics.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) d. Positioning in the room or space allows good visibility of the speaker’s face.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) e. A microphone is used and there is not reliance solely on asking the audience if they can hear.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) f. All relevant sound/voice is shared through the microphone including audience questions and comments.

NA 1 2 3 4 5 Never Beginning Some Most Regular

28 May 2013

(<50%) (50-80%) (80-100%) g. All key information on slides is voiced or covered.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) h. Graphics, photos, video images and other visuals relevant to understanding the material are described verbally.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) i. Describe other visual information to the audience offering a summary of what is seen. (For example the speaker asks, "If you make your websites fully accessible, please raise your hand."...then says, "about half raised their hand.").

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) 5. Preparing Materials for Accessible Web Pages Total: /50 a. Text descriptions are provided for all images.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) b. All content can be accessed by keyboard alone, not just mouse.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) c. Text is clearly written and easy to read.

29 May 2013

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) d. Content is organized and written with headings to convey meaning.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) e. Meaning is not conveyed by color alone.

f. Captions are provided for videos and transcripts are provided for audio.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) g. There are no animated or flickering elements.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) h. Links have descriptive names.

Forms are accessible for all users.

30 May 2013

N A 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) j. When an application or plug-in is required, the link for this is provided.

6. Planning Accessible Meetings and Events Total: /30 a. Speakers and participants are asked in advance and at the start of the event is they have accessibility requirements.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) b. The facility and area spaces are accessible to speakers and participants including meeting rooms, bathrooms, presentation stage, refreshment and breakout spaces.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) c. Adequate sound system is in place and microphones are available.

31 May 2013 d. Space is set up so as to enable good visibility of speakers and interpreters including lighting, distraction-free backgrounds such as bright sunlight, media screens or flashing light.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) e. Assistive learning devices are arranged for such as interpreters, CART, hearing loops or interpreter relay services.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) f. Internet connection has sufficient capacity to carry any and all planned internet use.

7. Accessible Distance Technology Total: /40 a All online materials are available in accessible, multiple formats.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) b. A statement is provided online as to how to obtain alternate formats.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) c. When real-time, synchronous communication is used an alternative method of communication is provided for those who cannot fully participate (i.e. an interpreter, captioning, etc.).

32 May 2013

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) d. All materials are also available in text-only format.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) e. Videos are captioned and audio descriptions are provided for those who are blind or visually impaired.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) f. 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.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) g. For asynchronous events (different time, different place), recordings stored are accessible in each in audio, text, and, video.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) h. Instructions are provided in how to access recorded events.

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8. Accessible Offices at CDCI Total: /45 a . Visitors are contacted in advance to determine any support or accommodations needs such as interpreters, drivers, microphones, diet restrictions or environmental allergies, need for information in specific formats, a pre-meeting to go over meeting agenda and content.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) b. Interpreters, drivers and other services are scheduled and confirmed before finalizing a meeting date.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) c. Materials in meetings are provided in accessible formats.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) d. Information is made in advance about accessible parking, guest parking permits, and elevator access.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) e. Guided tours of CDCI is provided to visitors including individuals with varying abilities and communication needs.

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NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) g. A clear path of travel from outside the building to meeting spaces, bathrooms, and other rooms people use.

NA 1 2 3 4 5 Never Beginning Some Most Regular (<50%) (50-80%) (80-100%) h. Doorways, paths, and aisles are clear of clutter and seating or room layout ensure adequate space for wheelchairs, interpreters, service animals, and other accommodation supports.

Emergency exit procedures are clear and well known.

Self Assessment Summary:

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1. Universal Design for Learning Total: /25 2. Attitudes and Actions Total: /25 3. Creating Accessible Documents and Materials Total: /40 4. Creating and Delivering Accessible Presentations Total: /20 5. Preparing Materials for Accessible Web Pages Total: /50 6. Planning Accessible Meetings and Events Total: /30 7. Accessible Distance Technology Total: /40 8. Accessible Offices at CDCI Total: /45

OVERALL TOTAL: Total: /275

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Appendix D 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)

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. Creating Accessible Documents and Materials 1. 2. CREATING ACCESSIBLE DOCUMENTS AND MATERIAL

✔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 of 12-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).

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2. Creating and Delivering Accessible Presentations

✔Done! Guideline 1. 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.

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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.”

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3. Preparing Materials for Accessible Web Pages

✔Done! Guideline 1. 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.

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4. Planning Accessible Meetings and Events

✔Done! Guideline 1. 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

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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.

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5. Using Accessible Distance Technology

✔Done! Guideline 1. 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.