Tip of the Day

Include captions when using audio or video clips and materials.

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The Accessible Virtual Campus

Lecture & Presentations

A person presenting information.

People with hearing impairments won't be likely to get the content of your lecture if you speak while you are writing on the board. Learn more.

Instructional Methods
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EqTD AUDIT

Use this AUDIT to evaluate the accessibility and usability of non-text graphics in a variety of media.

 

 

R2D2 Center at UW-Milwaukee

(Excel Document) EqTD AUDIT

(Word Document) EqTD Manual

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In-line EqTD AUDIT

Here is the AUDIT to use to evaluate the accessibility of in-line text characters that need to be treated as graphic elements for accessibility e.g. subscript,  ampersand, foreign letters.

 

 

R2D2 Center at UW-Milwaukee

(Excel Document) In-line EqTD AUDIT

(Word Document) In-line EqTD AUDIT Manual (Version 1.3)

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Doorway AUDIT

 How universally designed is that doorway?

R2D2 Center at UW-Milwaukee

(Excel Document) Doorway AUDIT

(Word Document) Doorway AUDIT 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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Font Size for Accessible Media in the Classroom

These two Power Point slides provide a guideline to insure that the font size within print media are accessible when projected.

ACCESS-ed Project

(PowerPoint Presentation) How to Determine Font Size for Accessible Media

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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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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] 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

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Accessible Tables

One part of his comprehensive tutorial, these pages discuss the complexities of tables and how to make them accessible.

Jim Thatcher

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Enhanced Lecture Formats

Provides format and results of 4 different ways of structuring a lecture.

University of Oklahoma- Instructional Development Program

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Factors Influencing Adoption of Wireless Technologies: Key Issues, Barriers and Opportunities for People with Disabilities

Comprehensive report that, "identifies key issues facing disabled users of wireless technologies, including barriers to access and use, as well as opportunities for reducing those barriers."

RERC on Mobile Wireless Technologies

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Improving the Effectiveness of Your Lectures

Introduces the concept of "guided notes" to improve lecture style teaching.

Heward, WL

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Large Lectures

Focus is on accommodation strategies by type of disability preceded by general teaching strategies. Provides a brief test of your understanding of the topic.

DO-IT, Washington University

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Line of Sight

While written primarily for hard of hearing students, provides important perspective that is  actually universally designed. 

Class Act: a project of the National Technical Institute for the Deaf, Rochester Institute of Technology (NTID/RIT), Rochester, New York

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Removing Bias in Language: Disabilities

Guidelines for Non-handicapping language recommendations per APA style.

APA

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Support Services - Interpreting

"This section describes the role of an interpreter and provides strategies to make the most effective use of interpreting resources in your classroom."

ClassAct-a project of the National Technical Institute for the Deaf, Rochester Institute of Technology (NTID/RIT), Rochester, New York

Instructional Methods

It took me several years of struggling with the heavy door to my building, sometimes having to wait until a person stronger came along, to realize that the door was an accessibility problem, not only for me, but for others as well. And I did not notice, until one of my students pointed it out, that the lack of signs that could be read from a distance at my university forced people with mobility impairments to expend a lot of energy unnecessarily, searching for rooms and offices. Although I have encountered this difficulty myself on days when walking was exhausting to me, I interpreted it, automatically, as a problem arising from my illness (as I did with the door), rather than as a problem arising from the built environment having been created for too narrow a range of people and situations.

Susan Wendell, author of
The Rejected Body: Feminist Philosophical Reflections on Disability