Overview

This 90-minute session - initially delivered in February 2025 - is designed for faculty, staff, and administrators with entry or mid-level experience in accessibility practices. "A focused crash course on essential accessibility practices to get you started quickly and confidently." Delivered by an external expert – The Accessibility Guy, this training will cover:

Best practices for general accessibility across multiple platforms (headings, alt text, color contrast, and styles).
Key accessibility laws and the latest updates.

Video

Click here for the Overview video transcript.

Julia Anderson: With the accessibility.

There we go with the accessibility, Guy, so we've got our contractor here, Sean Jorgenson joining us, and we're going to let him take it off. And yeah, if you've got questions, feel free to use the chat, we do have the Q&A function available as well, and we'll be responding to those as it goes.

Shawn Jordison: Amazing.

Alright! Thank you for that introduction. And Hello!

Everyone nice to meet you my name is Shawn Jordison, also known as the accessibility guy. You may have seen some of my Youtube videos here and there. But today I am all yours, and I'm very excited to talk about. Technically speaking, this presentation, I've labeled it as accessibility. No matter the platform. So the goal of today's session is to talk about universal accessibility elements, and how we can navigate this tricky subject. So I am a unique presenter, or at least I like to think so.

I'm here for all of you. So if we need to take the conversation into specifics of accessibility I would love to do that.

I prefer typically to be interrupted. But given our current layout. If you have a question, please put it in the chat, and I would ask if another staff member sees a question that I have missed to please call it out to me so we can talk about it even on the fly. I prefer on the fly. Perfect! Thank you for that thumbs up, Kevin. So with that, said, let's jump into our presentation today, and I just would like a confirmation that my screen is showing.

Got a thumbs up amazing, perfect. So let's let's get started.

So today, we're going to talk about a few things. But hopefully, the goal will be to understand relevant accessibility laws. We're going to review some best practices for things like headings, links, lists, tables, alternate text color and meaning charts and graphs and a color contrast along with a couple of video and audio requirements. And we're gonna talk about some different disability types and their relation to accessibility.

And I have 2 children that do not have school today running amok in my house. They are 8 and 7. So just saying that out loud now. But I think they'll be they'll be good here. So my name is Shawn Jordison.

I have a Master's degree in assistive technology and human services. an Edd certificate in educational technology and leadership. And I can't believe it. But 16 years of experience in accessibility accommodations, alternate media assistive technology and disability studies. I estimate that I've made over 200,000 documents accessible throughout my career so far, and, to be honest, it's probably a little bit higher than that as of now.

In addition to that, I've personally reviewed about over 300 different courses for accessibility in multiple learning management systems. And then I also have a Youtube channel that covers accessibility topics in depth. And in this image on this slide you can see, I'm holding a custom championship belt. That is just my company, the accessibility Guy. And you'll notice in a lot of my content today that I have a little wrestling catchphrases. And that's because I want you to think about being a champion for accessibility.

But before we talk about becoming a champion we have to understand why accessibility matters and accessibility ensures that everyone, including people with disabilities, can engage with your designs. It's not just about compliance. It's about creative, creating inclusive experiences that reach a wider audience.

Think of it as a tag team approach to design making sure that no user is left on the ropes. By the way the image on this screen was created using AI.

I don't remember the parameters I gave it, but it looks to appear that it's covering different forms of assistive technology and disability. I use quite a few of AI generated images in this presentation, because I gotta be honest, I like new tech. I think it's fun. So why not?

So? Here are some benefits of accessible design.

For one, it improves usability for all users. It can reduce legal risks by meeting compliance standards and it can enhance SEO and overall user experience. There's an image on this slide which represents how accessibility helps improve compliance, user experience and SEO Marla, in the chat, asked me, where do I generate those AI images? That's a great question. I simply used chat gpt.

I also used. I can't think of it. Journey, weaver. There was a when AI was really hitting the scene. There was one that primarily focused on images, and I think I got a couple out of there before Chat Gpt started offering it. There's tons of different AI tools out there, and we can get in that tangent. But let's keep going here. Good question.

alright accessibility versus compliance so compliance is meeting legal standards while accessibility goes further to ensure a great user experience for everyone. Don't just aim to check boxes into tap out all barriers for your users and be a champion. So this slide represents, like when you know something, and you have your colleagues around you. Try to share with them tidbits that you know about your accessibility knowledge. Now you might feel like you don't know enough to talk about it, but I actually feel that conversation around these difficult topics helps everybody understand them better, because at the end of the day. You can sit here and watch this training, and we can go about our day at the end. But it's important for you to share your knowledge with your colleagues and be a champion for accessibility. So anytime I come across stuff.

you know. I try to think about it from an accessibility lens, and that's what this slide is about. Think about your content from an accessibility lens, and try to help your fellow colleagues understanding, maybe, why you designed something this way or that way to enhance accessibility of the content.

But now we're gonna talk about some of the boring stuff. Okay, these slides are very dry. But I like to think that they are part of you know, understanding why we do what we do for accessibility, and I think that helps me stay motivated when I think about an end user, or specifically, a student with a disability and just real quick anecdote something that motivates me a lot today is this one situation that I had at my local community college. When I 1st started out my career.

There is a program out there called Kurzweil and Kurzweil is a text to speech tool, and I was probably like 19 at the time, and I was working with an older man who could not read very well, and was a very hard worker. He worked, you know, digging fire lines, almost his entire career. Anyways, after working with me.

and I felt just like a little kid. This time I was able to introduce him to Kurzweil. He was able to pass his classes and get his degree, and he literally came into my office crying, and gave me a hug, and just told me like how much of an impact I had. And I literally think about that moment pretty often to this day. And so I share that with you to, you know, have an open heart going into this because we're here for people with disabilities, not for compliance. That's just my own opinion. So here's how accessibility can extend your reach. There's like a billion people worldwide that live with a disability, and that number actually goes up a little every day. Accessibility, features often improve usability for everyone.

You could think of things like a curb cuts not only help people in wheelchairs, but they also help, you know, people pushing strollers or people using skateboards or other fun things 75% of adults with disabilities use the Internet daily.

Oh, my other example of accessibility features, close captioning not only helps people with hearing disabilities, but also helps ESL learners. People who are using public transportation. All sorts of different things are improved when we enhance our accessibility.

So let's talk about some of the specifics.

We're going to talk specifically about blindness. So here's the impact users who are blind rely on screen readers to interpret content without proper tags.

A screen reader cannot convey the information effectively makes sense right?

So the solution would be to use descriptive alt text, for your images ensure headings are correctly tagged and make sure all interactive elements have text labels.

What about considerations for low vision.

while an impact might be users with low vision may struggle to read small text or distinguish between similar colors. a solution would be to use larger font sizes, a high contrast color schemes. and allow users to zoom in without losing content quality. What about color blindness? Well, the impact users with colorblindness may not be able to distinguish between certain colors, especially if they convey important information. We're going to have some specific examples of that later in this presentation. But the solution is to avoid relying on color alone to convey information, use patterns, labels, or text alongside colors.

By the way, all the solutions that we're going over here. They're all tied to WCAG standards. So we'll talk about that in a moment as well.

So for deafness and impact could be users who are deaf cannot hear audio content making it difficult to engage with videos, podcasts or audio descriptions, and the solution could be to provide closed captioning and transcripts for all audio content and ensure that all captions are synchronized and accurate. And this actually is a great time to thank the Asl interpreter and the closed captioners for being here. So thank you for the hard work that you do, and I appreciate you being here.

Let's keep going on some of these hearing impairments. So this one hard of hearing the impact users with partial hearing. Loss may miss out on parts of audio content, especially if the quality is poor, so the solution is to.

besides, captions consider offering sign language, interpretation and ensuring high quality audio recordings motor disabilities. Limited dexterity users with limited dexterity may find it challenging to use a mouse or touchscreen affecting their ability to navigate websites or apps. The solution, ensure. All interactive elements are accessible via the keyboard and use large clickable areas and provide voice recognition options. By the way, almost all of those elements are baked in. When you consider Wcag in your initial design.

motor disabilities, paralysis, the impact users with paralysis might rely entirely on assistive technologies like sip and puff devices or eye tracking systems, or even switch aac devices. So the solution design content to be fully navigable with these technologies ensuring there are no inaccessible elements.

And what's great about this is you can do low level testing with a lot of these elements with just using your keyboard and having a little bit of knowledge on what you're looking for.

Let's keep going. There's not too many more of these slides.

but I think they're valuable, nonetheless. So cognitive disabilities, dyslexia, the impact users with dyslexia may struggle with reading and understanding text heavy content. So the solution use simple, clear fonts, high contrast text and try to provide options to adjust text spacing and size.

This is a nod to importing all of your content into your canvas course shells instead of using documents.

We'll talk about that another day. Though. Cognitive disabilities, Adhd, the impact users with Adhd might find it hard to focus on lengthy or unstructured content, and the solution is to break content into smaller digestible chunks, use headings, bullet points, multimedia elements to maintain interest which I didn't do a great job on these slides, but you know, there.

they're very text heavy. So learning disabilities.

Here's the impact. Users with various learning disabilities may need more time to process information and might struggle with complex language or instructions.

And, I would add, a student with a learning disability who is also using assistive technology.

You have to think of that consideration, especially for timed exams or homework. Due dates. You know, it could take someone who has a learning disability with assistive technology more than triple or quadruple the time it takes a non disabled peer to complete the same task.

So a solution in this specific example, with learning disabilities is to use straightforward language and provide clear step-by-step instructions include visuals and multimedia to support text content.

So why, it matters providing accessible digital content isn't just a nice to have. It's essential. So by making your content accessible, you're opening the door for everyone to participate. Don't let your contact content, get pinned down by inaccessibility.

All right.

How are we feeling so far? Any questions now is your chance to put something in the chat? I will wait here for a moment.

I guess I just perfectly described disabilities and assistive tech.

Julia.

Julia Anderson: Thank you, Shawn. Yeah, no, you're doing great. I'm just gonna say, no new content. But yeah, appreciate it. Useful, useful impact and solution. So far.

Shawn Jordison: Perfect. Thank you, Julia. All right, I'm gonna keep going. So let's talk about laws and standards or accessibility.

So I lied. There's a little bit more boring stuff.

But it's important. So we're going to talk about a few of these things. Section 508 of the Rehabilitation Act title, 2 of the Ada, and we're gonna briefly talk about the web content accessibility guidelines.

Okay?

Had a comment. I'm low vision. I've just given up asking people to increase font size. So far, your slide deck is okay. But on the 1st slide, on my laptop I had to move it to my big screen to see it comfortable. Just so, you know I appreciate that, Kate. You know I should have got this slide deck out ahead of time, but I did not.

I will certainly send it at the end and thank you for your feedback.

All right.

Slide 22, section 508 overview. So it is a US. Law requiring Federal agencies and funded organizations to make technology accessible.

It impacts federal agencies, vendors and federally funded organizations.

And what's covered are things like websites, software documents, multimedia videos and audio with captions, hardware and electronic forms.

It also aligns with WCAG or web content, accessibility guidelines.

The 2.2 standards level, double A, and it covers content that falls into these 4 categories of perceivable, operable, understandable and robust.

Next, we're going to talk about title 2 of the ADA.

What is it? Well, it prohibits discrimination against people with disabilities in state and local government services, and who it applies to state and local governments, agencies and programs. And the requirements are as follows, equal access to programs, services and activities, accessible physical spaces and digital content. For example, websites, forms and even reasonable policy modifications, and why it matters ensure full participation for individuals with disabilities.

Slide 24 WCAG. 2.1 AA (double A). Now I gotta be honest, I seem to mess up these the 2.0 2.1 and 2.2 a lot. And part of that is because I work with a couple of organizations outside the US.

That are still on WCAG 2.0 certain states in the US. Have different requirements.

And so this presentation is geared towards 2.2, and each one of them builds on the different versions of themselves. So we're not going to be losing out on any content. 2.2 is really geared towards mobile devices. So to Kate's comment, earlier 2.2 is more geared towards that area. whereas 2.1 was a build up from 2.0, so the important thing is. we're all working towards a similar web, content, accessibility, guidelines of double a compliance in its current state, which is 2.2, and it might change. By the way, I've heard rumblings that they might be ditching the a double, A and triple a criteria.

So slide 25. We're going to briefly talk about the key principles of poor, which is what the WCAG is based off of. So we have perceivable contents must be available to all senses. For example, sight and hearing. It must be operable. Users must be able to navigate and interact with content using their device. it should be understandable. Content must follow.

Excuse me. Content must be clear and easy to follow, and robust content must work across a range of technologies and assistive tools. So the poor acronym is a way that we can try to categorize different accessibility problems and kind of how to make them better if you will.

So let's talk about perceivable making content available to all senses. Now, you should know the text on these slides, and what I am saying is not fully comprehensive, because the Wcag standards are vast, and I could talk all day about them literally all day. So this is just an overview.

So in our perceivable category, we want to ensure that all users can perceive the information on the page. We want to have things like scalable text layout and fonts provide sufficient color, contrast and use structural elements like headings and lists, table headers. Things like that operable ensuring users can interact with the interface under this criteria, we want to ensure. We provide keyboard navigation for all functionality.

We want to avoid time limits or provide options to extend them.

Ensure interactive elements, like buttons, have a clear focus, state and design, content to avoid triggering seizures such as no flashing lights.

The U in the poor acronym stands for understandable, and it's making content and interfaces clear and predictable.

And to do this the best practices are to use plain and consistent language across pages ensure error. Messages are descriptive, and provide solutions.

provide clear instructions for forms and processes and design predictable navigation, and avoid unexpected layout changes.

Lynn asked, if these slides will be available. That is the plan and the R. In our poor acronym for Wc. A. G. Stands for robust.

and that is to support assistive technology now and in the future. And we can do that by using clean, valid HTML and follow web standards ensure. Aria roles are properly implemented, test content with different browsers and assistive technologies, and regularly update and maintain accessibility, features to remain compatible which leads us to the meat of the presentation accessibility. No matter the platform.

a lot of the content we have covered up until this point is sort of universal.

And now we're going to jump into to some of the specifics of these different accessibility elements. Now, you should know, depending on your authoring program.

These things may or may not apply an example of this is in Microsoft Powerpoint. There are no headings so little things like that. But we're gonna cover as much as we can. And if you have questions about any of the nuance, please let me know.

So today we're going to be talking about headings, hyperlinks, list items, alternate text tables.

color, contrast color and meaning charts and graphs.

File name, metadata and fonts and accessibility checkers.

Easy, peasy. Right?

Let's jump right in slide 31 introduction to headings. This is an overview of headings. No matter, your platform, okay, headings should be used to structure your content.

Use them as an outline headings, reiterate essential topics.

Typically what we do is begin with a heading, level one or an h 1, and move down in order.

I have several headings on this slide in a nested list format.

and the goal of that nested list format is to show you the different indentation of the different heading levels.

In the far left side we have an h 1, which is also at the very top of our outline. We then have 2 h. 2 tags, which are indented, one full level into the right. We have some heading, 3 tags, which are indented more under the heading, 2 tags, followed by an H. 4 and an H. 5.

And what I'm trying to show here is the order. So don't skip order.

Slide 32 headings and styles built in styles are combinations of formatting characteristics that you can apply to text quickly to change the appearance while maintaining accessibility, benefits of using styles that are accessible, consistent, formatting. In Microsoft word, you can generate an automated table of contents.

and it can reduce the time for document-wide updates and changes, and it enables easier navigation.

There's a screenshot on this slide taken from Microsoft word with a drop down, menu! Of all of the styles available.

Angela made a comment in the Chat. Powerpoints have no headings. With a crying, Emoji, I know it's crazy, right?

In case you're wondering they have what's called titles.

All right, let's keep going.

Effective use of styles.

So try to use styles.

Excuse me, I'm going off the script and messing it up. I'm going to stick to the script structure. Your document, so use the heading one h. 1 for the main title follow with heading, 2 for subtopics and headings are the primary method for navigation of screen reader users.

I have a screenshot on this slide with the text, how to become an accessibility champion.

It's marked as an h. 1 in Microsoft word, and then we have step one and step 2 with some text directions, however, step one and step 2 are both tagged as a heading level. 2.

Slide 34. Effective use of styles.

Slide 2 logical order and navigation do not skip heading levels. This can cause assistive technology users to miss important content. Start with the h 1 and then an H. 2, and you can go all the way down to a heading level 6.

But you want to make sure it goes in order.

I have a screenshot on this slide, which shows a heading level 6 indented multiple indents in what's called the navigation panel. In Microsoft word.

This navigation panel shows us a visual outline of the heading structure. So in this example we jump from a heading 2, which is step 2 all the way to a heading level 6.

That tells us we have a missing H. 3, a missing H. 4 and a missing H. 5. If I was using a screen reader program I could possibly miss that important information without my heading structure.

All right, we're going to move into best practices for making hyperlinks accessible for Wcag compliance.

Hyperlinks are fun.

Slide 36. Use descriptive text. So ensure link. Text is meaningful and describes the destination or action. An example use is download the annual report instead of click. Here I have some more examples on the right side of this slide. So instead of using vague terminology like click, here.

we could use a full sentence that says, read our comprehensive accessibility guide, and the link text is comprehensive. Accessibility guide. That's the information that's going to appear when I use my shortcut in jaws, which is a screen reader program. It simply displays all of the linked text in the next example, instead of more information, we would want to use something like, learn about section 508. Compliance standards with the term section 508. Compliance standards being our on-screen text for our hyperlink.

We also have another example instead of download. Just the word download.

Tell me what I'm downloading so you can use download the latest assistive technology guide with assistive technology guide being the on-screen text.

Keyboard navigation ensure links can be navigated using a keyboard. Now, a low, level way to test this is to use your tab key.

It works. It should work in just about every authoring program. You should be able to tab to every link in your document. It's a good test.

If you cannot tab to a specific link, chances are you didn't program it correctly. If you copy and pasted it from somewhere, it could look visually like a link, but lack the structural components of it being a link ensure. Links have a visible focus indicator when navigating, using a keyboard.

What this means is, is there a little visual box that appears when you navigate to that link?

That's what a visible focus indicator is.

This helps users understand which link is currently active.

Slide 38.

Let's talk about list items. This one's pretty straightforward and simple to understand. Try to use the built in bullet or numbering functions of whatever authoring tool you are using ensure uniform indentation.

Try to avoid manual list symbols as they are not always they cannot always be communicated to assistive technology. Try to structure your list items with clear hierarchy.

Keep list content, concise, and if you do use custom bullets.

and you are converting it to say, a Pdf. There's a chance that you're going to have to provide alternate text to those bullets.

I know it's silly use numbered lists when order is important, or a series of steps, and use bulleted or unordered lists. When the order is not important.

Slide 39 nested lists you can use nested lists, but ensure you use the rich content editor settings or your keyboard to format.

I have an image on this slide. Well, it's not an image. It's a list that has some examples, so we have no line breaks or special formatting between the items in this list. Now I know it seems silly to break this down, but it's important.

Item one in my list has a couple of nested items. The nested item 2 has an even further nested item. And that item has another nested item. Okay, now, the reason this is important is because if I had a carriage return between any one of those list items. Or let's say, I put in some body text, or maybe an image in between them. It's going to break the list when we convert it to Pdf or HTML, resulting in item, one being in a singular list. Item.

while item 2 and 3 will be in an additional list. Item.

whereas we want one list that has 3 items with proper nesting of tags. So the takeaway from this slide is, use your built-in features to nest your content.

And if there's questions I am here to answer, I know it's kind of complex. But I promise you structuring your content correctly in your authoring program is gonna save you a lot of time and and pain and suffering if you are converting to other formats.

Okay, let's talk about how to make images accessible. This is a guide to alternate text.

So here are all the rules. Slide 41.

Keep it concise and descriptive.

Provide a clear and concise description of the image aim for 125 characters, or less.

Skip phrases like image of, or picture of, as it is redundant, describe the content directly.

For example, a smiling child with a red balloon and context is key. So those bullets really are in tandem. Consider the image's purpose and context and tailor. The Alt text to convey relevant information.

Paulette had a question that I missed is adding extra spaces between bullets, legal. So pause on alt text back to lists you can add extra space. Paulette. Yes, however, depends on where you're at in Microsoft word. It's going to possibly break the list apart, and it'll read blank in Pdf, it could cost the same thing, and it could require more work to fix it. The important thing is is that the structure is maintained. So if you do put in a space you want to use your formatting feature for paragraph within Microsoft word, and not a return or tab or space on your keyboard. Pretty much. Any entry using your keyboard will be read aloud by the screen, reader.

So if you want space, make sure you format it, using a style all right.

We learned a little bit about alt text. Keep it clear and concise 125 characters or less describe it. Context is everything but Sean. What about decorative images?

Well, let me tell you, the best practice for web content is to use empty alt text, which actually is providing double quotations. So we do quotation, mark, quotation mark, and that will tell the screen reader to not read that image. Now, here's the fun part. It only applies to web.

If you are in an authoring program like Adobe or Microsoft, you need to mark it as decorative or artifact. The content.

so that it is not read aloud. Now, how do you know if something is decorative or not? Well, decorative images do not add meaningful content or context.

so I will ask you, the image on this slide.

It is currently decorative. It's got some swishes kind of looks nice.

and it really doesn't have anything to do with accessibility other than it being a decorative image.

Now, just for fun. What if I change the context on you?

And what if I was teaching you all a class on line drawing swishy things.

I don't want to say abstract, because that's not abstract. But what if the style of this art mattered. If that's the case, we would want additional context. And we could say something like, maybe it was a, you know, calligraphy or some famous person's art.

That's how you would determine whether or not it's decorative. So do not forget when you are creating content, that you are the author. So what do you want to tell me about this image on my slide? Is it decorative, or is there something I need to know? I need you to tell me?

Yes.

Kevin: It's Kevin.

Shawn Jordison: Hi Kevin.

Kevin: I know that one of the questions that we get specific to alt text is around when images are used in assessment, so where instructors might be concerned that the alt text answers the question to to the question, to the, to the assessment being asked of the students, and so how do you distinguish between the advantage that somebody who is sighted gets to see the image on the screen versus the description of the alt text, does that make sense.

Shawn Jordison: It does make sense.

Thank you.

Here's the question, or here's the answer.

and here's the benefit. In working with me. I'm super direct.

and I know you all care about this topic. You faculty members who are here who may watch this.

We can't rely on vision alone. So if visually, I can determine that there are 6 objects in this image that are black and swirly. I need to know that in the alt text. So what I would encourage you to do is that if you are worried about giving away the answer to an assessment.

I suggest that you ask different questions or use a different methodology to getting input from the students. We can talk about it a little more in depth. I'd love to have an example right in front of me, Kevin. Your mic is still on just fyi.

and it's it's a great question. So we may have to circle back to it. I have some examples in a chart and graph. But ultimately the delineation between someone who can see or not see is pretty clear. Right? It's it's vision alone. So if you're asking someone to describe something they're seeing, you can't do that under Wcag, and you have to find a different method. So if your assessment is calling for vision alone. How many swirlies am I seeing? What is the measurement between these 2 items? It has to be conveyed in alt text.

That's that's the rule. So there's no getting around that what we're trying to assess can be changed a little bit. We could ask different questions. We could provide different resources, and maybe even expect different results. But if it's simply a matter of like.

you know, what does the Bar chart say about people with disabilities, and how many are blind to low vision. And there's no data label. That's not fair.

I don't know that I'm perfectly answering this question, but we'll keep talking about it.

Kevin. What do you think? Did I accurate? I I feel like I didn't touch it. It's it's specific.

But if it's on the chart or graph. Give it in the Alt text.

Kevin: Yeah, thank thank you for that. One of the advices we give our faculty is to try to describe the image from a perspective of describing what they see without giving out the answer. Right? So there is an image on the screen that has art that has swishes, that go from thin to thick with dots in Xyz, because that is information that a sighted person can access right? And then what artist uses this brushstroke right versus just asking the question, who does this artwork? Right?

Shawn Jordison: Okay.

Kevin: So just remembering that there's there's still ways to describe what is on the screen in a visual sense that that sighted people already have access to, and it's only fair that somebody who is low vision or blind, needing to have the same information.

No, in order to complete the assessment.

Shawn Jordison: Perfect may, I will get back to you. I want to answer Angela's first, st just because it's on.

Kevin: Perfect. Yes, please.

Shawn Jordison: Same question for Esl. We sometimes want to know if students can describe very basic images. Angela, I would ask you what image?

So let's just pretend that I am learning Spanish.

Give me the English word that you're wanting me to identify.

And I'm I'm setting you up for failure because you're gonna say an apple.

and if I can't see an apple, I'm gonna take the English terminology of it and figure out what the definition or what that word is in another language. And so same idea, where.

while we are assessing a concept, you want a student to be able to visually identify, it would be the same thing if you just gave them a list of words instead of pictures. So same kind of thing applies.

Does that make sense similar for Esl. When you have captioning you, the default is to caption in the host language. So if there was switching between English and Spanish, we would have the English in English and the Spanish in Spanish.

and then from an Esl perspective. If we were asking questions about the video, it's totally relevant. But we're not going to be giving away the answer. It's not going to be translated for the student. It's simply going to code switch between the 2 languages. So same idea with Alt text. It's like.

I think, in education we have learned certain ways to do things. And you're asking this question to Kevin and Angela, because it's 1 of the harder ones to describe. So we're kind of facing like a cultural shift in terms of how we are engaging with our students and assessing their knowledge. And so we don't want to assess whether or not they can see an object. We want to assess whether or not they can know the difference between basic objects or be able to describe them right?

It's definitely a a gray area. If there are specific questions that any of you have. Please pass them on to Kevin with examples, and I will do my best to describe what the best practice would be.

as this is a bigger topic. And I I love the questions on it. All right.

May said. If I snip a check payment and copy it into email.

should I need to concern, to show any details on a snip such as a bank account.

name of pair, or I need to hide the bank account.

May. There's a lot of questions I have there, I would say, if this is an email, it actually doesn't have to be.

How do I want to say this section 508 typically applies to web public and internal facing documents and web pages.

Email is sometimes associated with those same requirements. And so that's my 1st question, who's this email going to?

If you know that that person is blind or low vision, you want to include the relevant information. Because if I sent you a picture of a check, and you can't see it.

How are you going to know what's on it? Right? It has to be detailed out.

If you are posting sensitive content, like that same idea.

we would want the alternate text to reflect the importance of what you are trying to show. So if you are trying to show that something was paid, your Alt text might be, you know, invoice 0 1 paid on this date.

If we need to know the bank account information.

You probably should maybe not use an image of text. And instead, just write in text what you're trying to convey, and it kind of bypasses that information. What we're going to learn in a minute is that images of text actually go against best practices?

Let's keep going because we're gonna get in the weeds here. If I if I keep going, I love it, though. Keep the questions coming. Here's another example.

and I have a few more, too. So slide 43 Logos.

Here's the best practice. Describe the logo and its context. So in this example, we have company logo, the accessibility guy include the name of the company or organization.

Now, this totally like depends on the client that you're working with, or maybe the department or the department's boss. I know I noticed there's a lot of Deans in here, or what your deans want you to convey in Logos, or banners of certain departments across different colleges. Right?

The important thing is, just describe it. I wouldn't say this as a description.

The word tag appears in a present tag with a black circle surrounding it with different shades of blue like that description is pointless. Tell me what I want to know in this example. It's the accessibility, Guy logo easy, clear to understand.

Let's move on slide 44 images as links.

This is very common in Academia, where we have an image that also doubles as a link.

So here's the best practice. You want to describe the function of the link, not the image itself.

An example for an image linking to a sign up page we could use sign up for our newsletter.

That would be our Alt text.

By the way, this image was generated using AI, so we don't focus on the fact that it's an image we wouldn't say the words sign up for our newsletter appear on a button with an orange background and green leaflets. To me. That's not important. I want to know the function, the context, which is a sign up page sign up for a newsletter.

Here's another example.

there's an image on this slide. And the alternate text is a close up of a person using a screen reader on a computer.

So what if you need more alternate text? Sean, I need to explain more than 125 characters. It's not going to fit well. Section 508 states that you can link to longer alternate text, if necessary. An example of this at one time worked on a project that I had to describe historical United States maps. So in the textbook it was a double page layout, and it showed American Indians and Us. Based troops during the time of civil war and the different battles, and where the troops traveled at different points and timelines of those specific battles. Right?

My job was to write alternate text. So one of those maps typically equated out to like 5 or 10 pages of detailed text, I wrote down the generals involved in the battle the different routes that they took, whether or not there was maybe internal conflict the mountain ranges that they had to pass. How many days it took to travel things like that.

That's an example where we really had to go above and beyond for a specific student accommodation. But I think it's an important fact, nonetheless. So if you feel like, you can't explain everything in the alt text, then that's probably an opportunity for you to add that text surrounding your image, and then you would just keep your alternate text nice and brief.

All right, thought I, had more about all text, but I don't best practice avoid images of text.

I'm going to pause here for a moment.

Are there any questions about alternate text at this time?

I assume? No, we can keep going.

Go ahead, Elijah.

Elijah Dow: Sorry. I hope it's okay that I unmute be faster than typing it out. But I was wondering, if you put quotation marks inside of the Alt text field. Does that? Does it? Cause? I've noticed sometimes that stops the screen, reader, is that like a universal mechanic of of using quotation marks in there.

Shawn Jordison: Great question only on Web, and it's supposed to be. But I gotta be honest.

It's a great question. It totally depends. So depends on the following, your operating system.

the screen reader or text to speech tool that you're using. They're often confused. That's the same tool the web browser.

And I think those are all the criteria. But it it basically depends. So you never want to do that in any documents. The quotation things. But it is supposed to be a web content, accessibility, guideline. But again, depends on the operating system, the browser and the at on whether or not it actually works accurately. So it's kind of a little gray area, but it should work in most cases, with the exception of documents.

Elijah Dow: Okay. Thank you.

Shawn Jordison: Good question for a long time we used to see it in documents. People would do the double quotes. So it was one of those areas that like was interpreted a little bit wrong. But that's what I love about this field of work. It's very confusing. So the web content accessibility, guidelines are just that web. Section 508 went ahead and said, Hey, we want you to apply all these web guidelines to documents. So that's where some of the language gets confused, and the open quotes on alternate text is one of several items that sometimes can be lost in translation between web and documents.

All right, Sean, get the tables. It's time to talk about tables, so use tables for data only.

ensure proper structure and screen reader compatibility.

It can simplify keyboard navigation.

enhances cognitive accessibility, supports responsive design and prevents layout problems, and it can comply with wcag standards, streamlines, content updates and maintenance and promotes clarity for assistive technology users.

So the takeaway of this is user table for data. Only try to avoid the use of tables for layout.

If you want to left, justify middle or right, justify. There are a lot of tools and techniques that we can do which are accessible that do not rely the use of a table to further talk about this, tables have their own set of keyboard commands based on the assistive technology you are using. And so if you're using a table for non table things.

It can get tricky.

Slide 49. Avoid blank cells. Blank cells can cause confusion for screen reader users making it harder to understand the table's content. Keyboard and screen reader users may experience disrupted navigation when encountering blank cells, and it can mess with the integrity of the data. So our recommendation, my recommendation to you is to use na or something else you could even say blank instead of just leaving them blank.

Also try to avoid merged cells, so keyboard users may find it harder to navigate through tables with merged cells. They can obscure the relationship between header and data cells.

and it can complicate responsive design making tables harder to adapt to different screen sizes.

Now, something that's tricky about tables that I want to mention.

It really depends on your authoring program what you can do to the table.

for example, in the Microsoft products you cannot add nested table headings, however.

in HTML and Pdf file formats, you can apply a nested heading structure if you know what you're doing.

So the best practice is to avoid merge cells and blank cells, you can use them.

But just be careful and think about how your content is being consumed by tech. Also with excel. We have difficulty with merge cells. People using excel for complex forms don't do that. Excel is used also for data, or it should be slide 51 provide table summaries so it can help. Users, especially screen readers, understand the table's purpose and structure. Think of it like alt text. But for tables it can offer context for better comprehension can help users quickly grasp the tables, layout, and data, and provides a concise explanation aiding users with cognitive disabilities. Now, here's the fun thing about table summaries table summaries can actually only be applied in Pdf. The the term table summary, but the intent of a table summary you can put on screen text. So an example would be introducing your table.

So if you had a long word document, or we're providing a financial report, give us a little description as to what the table is before the table, so that can also help with navigating.

This is getting into the weeds a little, but it's an important concept, nonetheless slide 52 scope and associations.

By applying a scope and association to your header and data cells, it can help screen readers identify and announce the headers correctly.

It could also make it way easier for users to navigate and understand complex tables.

and it will clearly define the relationship between header and data cells.

Odd, this only applies to non Microsoft. So you can't apply scope and associations the same way as you can in other products from within. Microsoft slide 53 consistent and clear layout. We are still still talking about tables. Makes it easier for users to read and understand the data can simplify navigation for keyboard users and provide a predictable structure which is helpful for all users.

Slide 54. What about tables? Slide one.

What is considered a simple table?

I have a table on this slide with 3 columns and 3 rows. The top level header contains the words service, cost and Date, which represent the table headers. Now, why is this table simple? Well, it has a header row.

Each cell has data.

There are no merge cells, there are no blank cells and no split cells.

Slide 55. What about tables? Slide 2 on this slide? We have a complex table example we have.

Even when I start to describe this table. I have trouble with it.

So we've got 3 columns and 4 rows.

But what makes it complex is we have the use of blank cells.

We have merged cells that double as a heading, and we have nested headings.

So in this example we have accessible document, service and training and consulting, which span 3 columns and double as a nested heading. So it's a it kind of looks like a simple table, but the structure of it on the back end is going to be very complicated to make accessible.

Slide 56 tables that have ended careers. I have an example on this slide with the label, worst tables ever, and in it it has nested table content.

blank cells, headings that span more than one line merge cells. And here's the real kicker hundreds of pages.

There is a screenshot of that table on this slide which shows really the complexity of it. A table like this for someone who knows what they're doing like like me. If I were to tackle this table, make it accessible in Pdf, it's gonna take me at least an hour.

just the one we're looking at.

So I know it's crazy. Here's the best advice I can offer you for tables. Make them simple and easy to understand.

If you have complex tables, try to break them out into smaller tables.

or figure out a way that you might be able to reformat it so that it's accessible and easy to understand.

All right, we're gonna move on to another topic.

Color contrast requirements.

Slide 59 WCAG. Double a color contrast.

These are really text heavy, but I'm hoping that it will be useful for you.

So here's the here's the rub.

We want to have text and images of text to have a contrast, ratio of 4.5 to one.

except for the following large text, is considered a 18 point, and above.

and it only requires a contrast ratio of 3 to one incidental text or images.

text or images of text that are part of an inactive user interface component, that are pure decoration that are not visible to anyone, or that are part of a picture that contains significant. Other visual content have no contrast requirement. I love that line. So it's saying, if nobody can see it, and it's not active. And it's not important.

You don't have to consider color.

So I I love that whole paragraph, logo types. So you know, my tag logo in the top right corner, or any other logo actually doesn't have any contrast requirements. So Logos are exempt from color. Contrast.

Sarah asked a question about our table summary, and I'd like to answer it really quick.

How? Where would you put a table summary in a document, Sarah, I would put it somewhere near the table, either above it, below it.

We're on the same page.

You could even put it in a caption feature from within word or a figure caption.

or some other creative way for design.

Let's keep talking about color, contrast slide 60. So the definition is color. Contrast is the difference in light between text and its background, ensuring strong contrast improves readability for users, especially those with visual impairments.

I have a screenshot from Csu. Northridge.

of some examples of both bad color, contrast, and good color contrast.

On the left side of this image, in the in the left column. We have the bad examples. So we have a very dark blue on a black background that fails.

We have green font on an orange background fails terribly. It's hard to look at. To be honest.

we have a red on green background, also bad, and we have a gray on purple background also bad.

Here are some good examples.

We have yellow on black, perfect, high contrast, ratio, black text on an orange background, perfect black text on a green background, also perfect and white font on this particular color of purple. It's like a a deep, dark purple, not a light purple passes.

Slide 61 tools for testing color contrast. I like the tool called the Cca tool or the color contrast analyzer from the Tpgi group.

This tool is awesome. You have a foreground color, a background color, eyedropper tools.

And in the middle of my screenshot of the tool itself we have this area called the sample preview area, and it simply shows the color that you chose for your font and background color. Now, underneath that under the Wcag, 2.1 results on the far right of the image, we see that we have a contrast ratio of 21 to one. This is actually the highest contrast ratio we can get, which is black font on a white background.

Underneath the Wcag, 2.1 results. We have check boxes for our minimum double a contrast requirements our triple, a contrast requirements which we do not have to meet, and our non-text double a contrast requirements. So this tool has it all in one testing environment.

We also have slide 62. The web aim color, contrast testing tool.

A color contrast needs to be reviewed manually.

If you don't want to download a tool on your computer. You can use the web aim, contrast ratio tester.

and if the colors fail, you should change them to a passing color. I have a screenshot on this slide, which shows the contrast checker from the web. Aim web page where you can change your foreground and background color with a sliding scale and get to a ratio that passes.

and I totally forgot to put these links in the chat. I'm going to do that right now.

So the 1st link that I'm going to provide in the chat is to a tool called the Cca tool or color contrast analyzer. This is a tool that needs to be downloaded to your computer.

The next tool that I'm going to link to is called the web aim color, contrast checker.

And it is a browser based testing tool.

My apologies in my broken speaking. I'm trying not to misspeak.

All right, let's move on from color contrast. Next, we're going to talk about color and meaning.

Here is the Wcag standards. To consider. Color is not used as the only visual means of conveying information indicating an action prompting a response or distinguishing a visual element.

The success criteria that we're looking for. This is a direct correlation to the Wcag standard 1 3.1. Sensory characteristics do not rely solely on sensory characteristics like shape, size, visual location, orientation, or sound success. Criteria, 1.4 point 1 use of color ensure information conveyed with color is also available without color.

Here's some practical tips.

This is for charts and graphs.

So slide 65 practical tips.

Add text labels, include text labels on your charts, graphs and buttons, use patterns or shapes.

combine colors with patterns or shapes for better differentiation. You can also use icons or text indicators for things like excuse me, add icons, like asterisks, or the word required when you have required form fields and provide clear instructions. So state any color based instructions clearly in text.

This is actually kind of aligned with our other conversation of images in assessments. So these wcag standards clearly point out that we can't have things that are vision or color or patterns or shapes alone, we have to have typically 2 methods of identifying.

So here's an example, slide 66, color and meaning example, slide one in this table of school assignments. The only indication that an assignment is missing.

It's highlighted in red or late, it's highlighted in yellow is the background color.

So that's the only indication that we have.

So if this was an assessment back to our early question and my apologies, if you don't want to hear about it anymore. I just think it's such a good example.

Here's an example, all right. I want everyone to close their eyes and tell me which one of these rows is highlighted in red.

You can't do it, I know.

All right. So this is how you're going to fix it. Add another column to fix it so you can still use the color. But we're not relying on. The color alone is the only indicator. So in this example, I added a column with the heading Status. So now my 1st row that's highlighted in red now has a status with the word missing.

Similarly, we also have status of complete late and complete. So you can still use color. But it's not the only method.

All right.

Charts and graphs are inherently inaccessible in Microsoft products.

I know it's terrible reading order can be very challenging to maintain. No matter the platform. And this is what the accessibility Guy recommends swapping them for multi-layered objects with a single image and adding alternate text.

Maria, we're gonna get to those images. I can't wait. Let's keep going on this little segment here, and then I'll circle back to your question. Okay.

slide 70 requirements for charts and graphs. So we want to.

Here are the requirements.

Ensure labels are used, ensure patterns are used and that they pass color contrast requirements. Be careful of relying on color and meaning alone, if possible, include a data table, and don't forget to add alternate text to your chart.

I have a screenshot on this slide which represents data of alternate media of 2022, with the number of students served and book requests for fall, spring, winter, summer, semester.

Now, here's the fun part.

I'm going to give you the alternate text that I wrote for this bar chart.

So I'm a firm believer that I don't want to hide anything in my graphics, which is why I can't wait to get to our question. This graph represents data from alternate media. In 2022. In the fall, 24 students were served with a total of 48 book requests. In the spring 22 students were served with a total of 46 book requests. In the winter 6 students were served with a total of 4 book requests. In the summer 10 students were served with a total of 22 book requests. My alt text contains nothing more than what I can visually see.

Slide 72 graphs and charts, pie chart and data table. In this example I have a simple pie chart that has an accessible legend.

data, labels and colors that pass contrast ratios. But, more importantly.

that image is marked decorative, and I have a beautiful data table to the right of it which contains all of our data points that I use to build the pie chart. Now, clearly, this is a very simple example.

however, because we have all of our information in the data table. There's no reason we need to add duplicate information into the alternate text of my pie chart.

However, if my data table was not present. I would want to put that valuable information into the alternate text of my pie chart.

Okay, before we get into understanding file naming.

I see a couple of questions in here.

Marla said. I'd like my low vision students in accounting to be able to determine, for example, which of the lines indicate. For example, revenue total costs. I can see how this would also affect Econ and statistics in another type of question. They'll have to create a graph.

And we have. Let's see if I can open this image up.

Just want to validate. Can you see the image on my screen right now of this example. Bar chart. Perfect.

Thank you. All right. So I love this. This is totally like a real life example.

I'm just reading your comment again, for example, which of the lines indicate revenues or total costs?

What does the line from point A to Point B represent?

So what we would want as alternate text in there is, describe the line.

So the line A to B is flat.

right? And this is a great question for me.

cause I don't know this topic at all. So in this example, if you're looking to like.

get a representation of what the line is, you still have to tell me what the line is. So there's a purple line going from points. Whatever 2,000 3,000 are. Is that 2,500 or 2,600. Does it matter?

I don't know. But we want to show that the line A To B remains level from our point at 0 all the way over to 400 covers sold, you know why? Because that's what I can visually see.

And so you have to give me an explanation as to the visual element that's happening.

Similarly, what does the line from Point O to Point C represent? Well, if I close my eyes, can you? Can you explain to me, Professor, what the line is doing.

Just so I can explain to you what I think. The point is, you're trying to convey. So if we're showing that it's growing from 0 to 400 over time for loss and profit, like we still have to call that fact out, or you could try to provide more real data and then ask for a comparison of the data.

Let's see, there's a comment.

Sounds like a job. Totally.

Data point A is at 2,500 0 covers sold.

Data. Point B is that 2,500 covers and 500 covers sold something like that, Elijah. Totally. So it's like, you can still ask these questions. But we have to give enough context that if you were to, you know, explain it to someone over the phone that they can answer. It sounds, Marla. I love your idea. And it totally could possibly work. There's another image that you shared.

Okay, yeah. And this is one of those things like, you are totally putting some interesting graphics in here. But I would argue like this probably isn't gonna make or break a student if they're not able to visually articulate what's happening in the slide. So whatever you're trying to show here visually, I promise you there's another method, you could show it.

For example, there was probably a table that had to be used to create this data. And so if you simply provided a data table instead of this chart to allow for the student to compare, contrast and reiterate what's there? They would have no problem doing it.

And in addition to that.

I just want to mention that there are accessible tools that students can use to create charts and graphs.

but there are not accessible tools to convert inaccessible charts and images to assistive technology. It only goes one way.

Great question, though, and I hope this like somewhat answers your question.

I understand what you're what you're saying. We just have to think of another way that we can convey the same information.

And I also like, I sympathize with you because I know what you're asking, and you probably have a ton of content like this.

Just do your best, you know, and the best advice I would give you, too, is like, if a student's coming to you and saying like, Hey, I'm blind.

I can't see this, or I'm colorblind. I can't see this work with them, work with the, you know, accommodations or disability department.

ask questions, talk to the student, figure out what they need to prove to you that they know the content, because that's ultimately what you care about. Right, Marla, like you don't care if they can answer A, B or C. You want to know that they can determine what's in this chart. They could recognize the Breakeven point. Total sales, total cost. So we just have to think of another way that we can ask that student in an engaging, accessible way.

I digress, though. Let's keep going, love the question. Let's talk about understanding file, naming metadata and fonts. We are near the end of the presentation here.

but it's important. These are Wcag standards, file names. So this is the name of the file on your computer before you open it.

It's like when you go to search for it, using your file explorer. This is the name. So it should be clear and descriptive.

It helps everyone find the file quickly, and it's essential for screen reader users or students who have a whole bunch of Pdfs open. Right? So here's the best practice. Use descriptive names. For example, we have quarterly underscore report, underscore 2024 instead of what the original file name was. Report. One.

Avoid spaces, use underscores or hyphens instead, keep names short but meaningful, and under 30 characters.

Here's some more examples, agenda underscore tag underscore, o 6 underscore 2024.

We have camel hump casing for option, 2, which each new word has a capital letter, and they're all smushed together with no spacing word, accessibility, training.

And then we have another example. Oh, 6 underscore 2024 underscore minutes classified Senate.

Amy asked. Why use underscores versus spacing?

The best answer I can give you is that the blank spacing can sometimes cause trouble when navigating in that specific field, attribute a file name, sometimes behaves strangely with assistive technology, and the spacing again can cause it to read blank, which maybe tells the screen readers or something that they don't need to hear.

and this aligns with guidance from Wcag, which basically they make a recommendation to not use spacing or special characters, which would be something like.

I don't know, plus symbols or a lot of the stuff you can't even put in there because your PC. Won't let you like. If you try to put a comma in your file name. It probably wouldn't let you.

So it's a direct recommendation from Wcag. That's why I would say that. Totally okay.

Slide 76. Why, metadata matters it provides essential information about the file.

and you want to add things like title subject keywords, and author read as underscores instead of hyphens. You can use both.

or hyphen. Is that the same? Is that the same thing as a dash?

Okay? Then, yeah. And, Kevin, you're not wrong, like it just depends on your operating system. The screen reader, you're using and the file type itself, all of those things go into factor. So let's talk about this metadata real quick, it's really easy to add, you just have to add it. So typically, you go like file properties, and you want to enter a title subject, author and keywords. Those are the requirements for Wcag. I have 2 examples on this slide, one from Powerpoint. Excuse me, one from Microsoft and the other from adobe.

It's just a simple fact of opening it and putting it in.

Slide 78. Why, fonts matter to reduce the reading load? Select familiar sans serif fonts, such as aerial or calibre, avoid using all cap letters in excessive italics or underlines. Screen readers will sometimes announce individual letters when they are capitalized.

This is a terrible font example. It has a bunch of curly letters, and can sometimes be misinterpreted by assistive technology, and this one the font underneath it has curly letters, and the letters are touching which is going to be a failure under Wcag.

Here's best practices for fonts. Use sans serif fonts. Ariel verdana. As an example for readability. Avoid using too many different fonts.

and the recommendation is to use a minimum font size of 12 point for body text across all platforms. There's exceptions to Powerpoint, and there are other exceptions like being able to zoom in up to 500 on certain devices.

yeah, all right.

I kind of have, like quite a bit more content. But we're running out of time, and I want to try to give you a couple of minutes, because I know you all have somewhere else to be at the top of the half hour here, so accessibility checkers don't rely on them. Okay, they do not guarantee compliance to any standard with Cag. Section 508, Ada Aoda. Hhs. The European Accessibility Act.

They're just made up. Okay, do not rely on them. I run accessibility checkers after I've done all of my hard work as a form to validate. I do not run the checker 1st and fix because it misses a bunch of stuff.

and I know I'm not displaying my slide correctly. But here's some limitations.

Yeah, they don't verify standards like Wcag, and they can skip stuff so they don't validate proper alt text.

They do not check. If there are any headings, the use of text boxes, lists, or link formatting, it doesn't check any of those elements. So make sure you review your content manually.

Alright. We still got a little more sorry guys, audio and video wcag requirements.

Audio only content, you just have to have a text alternative. Okay, so if you have an audio click.

a, podcast an important message to your students, that is just audio. You have to have a text alternative.

If you have video only content.

you have to provide a descriptive transcript. So a common one for this is film, a film class, maybe a black and white movie. I promise you, it needs to be audio described.

Because if you try watching a video with your eyes closed. That doesn't have any sound. I bet you won't get anything out of it. You would need something to follow along with. Right. That's where a transcript comes into play.

If you have audio and video kind of like me talking right now the level a requirement provide closed captioning for all pre-recorded multimedia.

and provide live captions for live multimedia.

Hello! And that's why our friends are here providing captioning and sign language interpreting which is amazing audio description. This is a big one. Provide audio description of key visual elements. For example, Shawn Jordison is a white male with no hair sitting in a chair with the accessibility Guy Logo behind him. That would be a form of audio description if I wanted you all to know what I look like. Or if I maybe cared about that, it's more important in educational content. Right? So if something happens on the screen and it's not heard, we need to provide what's called audio description.

And if you would like to learn more about accessibility, I cover tons of stuff on my Youtube channel, just search for the accessibility. Guy I've got like the stats aren't even accurate. More videos, more subscribers on there. And I cover very specific points of accessibility.

Alright, I've got more slides if we need them. But we're gonna stop there and thank you everyone for attending today. Thank you.

interpreters, all of you, for your hard work today.

And if there's any final words, Julia or Kevin, by all means thank you so much for your time today, guys and I'll see you soon.

Julia Anderson: Yeah, yeah, we just want to thank everybody, too, for coming. I really appreciate everybody's attendance. Great questions. We do have the accessibility bytes. And so those are happening every week. We really do appreciate Shawn, though, for this extra 1 1 shot for all of it.

We will be sending out those slides. We do have a canvas hub that we are creating, and so we will send that in the chat. Now you just need to self enroll, and then it'll be ready for you. And yeah, we're moving and grooving and hope everybody is learning a ton.

Shawn Jordison: Thank you. Everyone.

Julia Anderson: Great thanks, Shawn, appreciate you.

Resources

Presentation Slide Deck

Open the slide deck here for Accessibility No Matter the Platform -Overview Training

Learn more about the Title II ruling and why it matters, including:

Fact Sheet: New Rule on the Accessibility of Web Content and Mobile Apps

Our team also contributed to the creation of Accessibility Checklists shared at the state level. Much of the content of these checklists is covered within the Bytes Program but bookmark these files to have easily available and for quick reference.