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Request accessible versions of materials, such as electronic textbooks or brochures.

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The Accessible Virtual Campus

Administration

The campus administration building

A significant amount of research supporting UD in education from the top down is sourced here. Legal issues are annotated from this building as are considerations for campus-wide UD approaches such as procurement or emergency preparedness to serve the needs of all individuals on campus, including staff, students, and community members.

 

And don't forget the forms and materials generated from offices in this building.  See Instructional Methods and Media & Materials pages to assure that these are universally designed.  

Virtual Campus Home
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Accessible Route AUDIT

People with disabilities frequently encounter obstacles when they attempt to get from point A to point B. Do you have a particular walkway or route on campus that you know has caused a problem for someone with a disability?  Feel free to try out this AUDIT to see how universally desgned the route is. What is the impact of special events parking on an accessible route? This AUDIT has guidelines when detours are necessary.

R2D2 Center at UW-Milwaukee

(Excel Document) Accessible Route AUDIT

(Word Document) Accessible Route AUDIT Manual

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Electronic Information Kiosk AUDIT

Use this AUDIT to determine how universally designed a kiosk is.

(Excel Document) Electronic Information Kiosk AUDIT

(Word Document) Electronic Information Kiosk Manual

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Elevator AUDIT

Elevators are comprised of multiple features that must be considered for full accessibility.  Use this AUDIT to determine how successful your elevators are at providing access and usability for all students, staff and faculty.

(Excel Document) Elevator AUDIT

(Word Document) Elevator AUDIT Version 1-2 Manual

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EqTD's for Graphic Elements - Why & Where

Equivalent text descriptions (EqTD's) are extremely important and can be tricky. Here you will find a set of EqTD related documents that detail processes, purposes and levels of complexity.  The origin of providing alternative text for graphic elements and a brief review of the R2D2 standard are included.

 

R2D2 Center at UW-Milwaukee

(Word Document) Equivalent Text Descriptions - Why and Where

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Equivalent Text Description (EqTD) Tutorial for Graphics

This short tutorial provides examples and a structure for writing equivalent text descriptions for graphic elements. 

R2D2 Center at UW-Milwaukee

(Word Document) Tutorial for EqTDs

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No Manual Formatting

In word processed documents (that are not RTF files), formatting with the use of "B" or "I" or by manually organizing content with tabs, underlines, etc. provides structure and organization that is only available to sighted readers.  Using the "styles" features of word processing software is essential to creating documents that are universally designed. 

(Word Document) No Manual Formatting

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P3 AUDIT

"P3" is the acronym for "The Presenter Presenting the Presentation". 

How well are you incorporating UD principles in your presentations?  This AUDIT will give you a quantitative assessment. 

R2D2 Center at UW-Milwaukee

(Excel Document) P3 AUDIT

(Word Document) P3 AUDIT Manual

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Procurement for Accessible Goods & Materials

This posterette describes recommended steps to ensure maximum accessibility when acquiring goods and materials - custom or "off the shelf".

R2D2 Center at UW-Milwaukee

(Word Document) Good and Materials Procurement

(Word Document) Procurement Tips

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Video Closed Captioning Protocol

This protocol will help you to create a video with a caption track. Videos captioned with this method will be playable by older versions of QuickTime, back to QuickTime 3 (depending on video and audio code used).

(Word Document) Video Closed Captioning Protocol

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Video Descriptive Track Protocol (Draft)

This protocol will help you create a video with an additional audio track that attempts to describe the visual component of the video.  Note that the file created from this document will always have the additional track playing.  We are currently examining the possibility of adding a toggle button.

(Word Document) Video Descriptive Track Protocol (Draft)

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Writing EqTDs Posterette

The essential "bare-bones" of what needs to be in an equivalent text description and where the EqTD is placed in the document. Whenever you create a document, electronic or paper, any non-text element (picture, graph, "eye-candy") is not accessible to many individuals.

R2D2 Center at UW-Milwaukee

(Word Document) Writing EqTD's Posterette

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[Research-based] Effective Practices for Accommodating Students with Disabilities in Post-Secondary Education Programs

A 6-page research to practice brief based on a national survey from the National Center for the Study of Postsecondary Educational Supports (NCSPES) at the University of Hawaii, Manoa. A common theme that emerged from the study was the importance of self-advocacy and self-determination skills for students with disabilities. Also noted of importance is the "interrelationship between the individual with disabilities and supports, services, funding, and policy."

Joie Acosta, NCSPES, University of Hawaii at Manoa

External link

[Research-based] Environmental barriers and disability

A National Rehabilitation Information Center (NARIC) link and abstract to a focus group report of how people with disabilities encounter environmental barriers. The findings highlight the need for successful interchange between built environment professionals and people with disabilities before construction begins.

Gray, D, Gould, M & Bickenbach, JE

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[Research-based] Focus Groups: Faculty Awareness of Disability Rights

 "Postsecondary faculty are often unaware of disability issues in general, and about the needs of students with learning disabilities and other hidden disabilities." This 2-page research brief offers key findings and implications for students, faculty and service providers.

NATIONAL CENTER FOR THE STUDY OF Postsecondary education Supports, University of Hawaii at Manoa

External link

[Research-based] Focus Groups: Transition to Employment

 "Students with disabilities feel supported in their postsecondary education environment but fear the transition to employment. They fear workplace discrimination and employer refusal to accommodate their needs." Key findings and implications are discussed in this 2-page brief.

NATIONAL CENTER FOR THE STUDY OF POSTSECONDARY EDUCATION SUPPORTS, University of Hawaii at Manoa

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[Research-based] Improving Postsecondary Outcomes for Students with Disabilities: Designing Professional Development for Faculty

Link to an excellent 40 page "Product of Study" regarding "Improving Postsecondary Outcomes for Students with Disabilities: Designing Professional Development for Faculty" authored by Sheryl Burgstahler and Tanis Doe, University of Washington DO-IT Program. 

National Center for the Study of Postsecondary Educational Supports, University of Hawaii at Manoa

External link

[Research-based] National Survey: Assistive Technology Supports

 "A national survey conducted to determine the extent to which educational supports are offered" to students with disabilities offers a 2-page brief regarding the results. 

University of Hawai'i at Manoa

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[Research-based] National Survey: Support for On-Campus Advocacy Organizations

This 3-page brief offers the results of a study of self-advocacy organizations on campuses.

University of Hawai'i at Manoa

External link

[Research-based] Psychiatric Disabilities in Postsecondary Education

A 7 page report defines the issues and sets goals for the future regarding people who have "psychiatric disabilities" in postsecondary education.

University of Hawai'i at Manoa

External link

[Research-based] The National Survey of Educational Support Provision to Students with Disabilities in Postsecondary Education Settings: A Replication Study

3 PDF documents are available here from this national replication study of supports for students with disabilities in postsecondary education, including the proposal, findings, and implications.

University of Hawai'i at Manoa

Virtual Campus Home

If you can't see things from a user's perspective, you can't make something accessible.

Centre for Inclusive Technology