DMP

For students with disabilities using adaptive/assistive technologies, barriers to access may still exist.

If you are having difficulties contact the Access Centre via
phone: 416-979-5290;
TDD/TTY: 416-979-5274;
fax: 416-979-5094;
email: accessfrontdesk@ryerson.ca;
or in person at POD 62B (Monday to Friday 8:30 a.m. - 4:30 p.m.)

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Web Accessibility Visit the Guide

Accessibility at Ryerson | Student Services: Access Centre | Resources

While the Web is used to provide our community with critical services and information, including educational content, barriers to access may still exist for users with disabilities who use assistive/adaptive technologies. Legislation such as the Accessibility for Ontarians with Disabilities Act (AODA) has been introduced to address these issues, and to establish goals for improvement of access.

While government agencies have led the way in setting benchmarks, developers of web-based content and educational programs have an equal responsibility to ensure accessibility. If you’re planning to make information from from your courses available on the web, it will need to be accessible to all of your students.

For more background and details on accessible HTML authoring techniques see the More Information on Web Accessibility resource list provided below.

Overview to Web Accessibility for Faculty:

Creating accessible web content is not as difficult as it might sound. With the help of adaptive technologies, users with disabilities can navigate a website with little difficulty, provided that the page was designed with accessibility in mind. The fundamentals of accessible web design and content development are generally good habits to learn in any case; adhering to them makes your site easier for all users to access.

Users with visual disabilities

The web presents obvious challenges for a person with a visual disability, given that it is a primarily text- and image-based medium. There are many different kinds of visual disabilities; some make it difficult for users to read small text, view anything in low contrast, or distinguish between certain colours. Other visual disabilities, such as blindness, prevent people from accessing any graphical components.

Challenge:

• Adaptive technologies such as screen reader software products present text information to users aurally. Some users might also make use of technology that interprets text as Braille. Designers must be attentive to the fact that these technologies can only interpret text into audio output - and not images of text. Since all users should be able to access the same information, any images require text equivalents so they can be understood by screen readers and other software that transform the content into alternative formats.

Strategy:

• Where actual text cannot be included in the web page, equivalents to visual components can be provided through the use of alternate text, titles, captions or long description tags. Again, it’s important to make sure that all information communicated using images, or video is also adequately explained using text.

Challenge:

• Image heavy and Flash-based websites are aesthetically appealing, but are difficult or often impossible to access using a screen reader.

Strategy:

• If your course’s website requires heavy use of images or Flash, an alternative resource with equivalent content will be necessary for students who to not have access to graphical content for any reason.

Challenge:

• Users with low vision might need a higher contrast level or larger font so as to be able to read text easily.

Strategy:

• Text that can be modified also help users develop their own comfort level for size and colour preferences. Use Cascading Style Sheets.
• If using diagrams or charts ensure that the information makes as much sense to a colourblind person who can’t distinguish between colours, or possibly see colours at all.

Accessible websites allow users with visual disabilities to access information independently and not have to rely on others for help.

Users with hearing disabilities

Audio and video content can be a great way to enhance or explain concepts, but a user with a hearing disability might not be able to access that content easily.

Challenge:

• Audio content is inaccessible to users with hearing disabilities.

Strategy:

• Provide a transcript of audio files.

Challenge:

• Video content with an audio track will be inaccessible to a user who is deaf or has a a hearing impairment.

Strategy:

• Captions present the narrative and/or audio components of a video can be coded into the media file and displayed in the player. Caption not only the dialogue and sound, but also any action that isn't self-explanatory. Plain text transcripts of the audio track may also be used.

Users with hearing disabilities can access the multimedia on your website if these steps are taken.

Users with physical disabilities

Some users have motor disabilities (that make it difficult or impossible for them to use a mouse or other pointing device. Fortunately, there are other ways to ensure that your site can be easily navigated.

Challenge:

• A user without use full use of his or her hands might have trouble navigating a website using a conventional mouse or pointing device

Strategy:

• A web accessible site will be navigable using the keyboard, onscreen keyboard and head mouse, or with other kinds of adaptive technology designed to help users with motor disabilities.

Challenge:

• A user with a motor disability may be able to use a mouse or a keyboard, but might lack fine motor control.

Strategy:

• It’s helpful to have links well marked and distinguishable from other content. Any actions that would involve a change in the user’s online experience (i.e. leaving the current page to open a new one) should give users a chance to ‘back out’ in case they didn't intend to perform that action.

Challenge:

• Users with physical disabilities may have difficulty in using a mouse and keyboard to fill in form information.

Strategy:

• Correct use of forms allows allows users of voice recognition software to enter text information by speaking. Correct “tab” or keyboard short cuts may also be helpful

These web accessibility measures allow users with motor disabilities to access information presented online.

Users with learning disabilities

Learning disabilities affect an individual’s ability to understand and process information. It’s important to remember that just as you might make special arrangements for students with learning disabilities in a face-to-face setting (i.e. extra time on tests, alternative formats), arrangements need to be made for your online course content as well.

Challenge:

• Users with learning disabilities might prefer to learn visually, as opposed to with text. Accommodation of a range of learning styles is valuable to all students.

Strategy:

• It might help to provide multimedia equivalents, interactive content or charts/diagrams that explain the information visually.

Challenge:

• Confusing site navigation may make it difficult for a user with a learning disability or Attention Deficit Disorder to concentrate.

Strategy:

• Site navigation should be straightforward and easy to understand. It should also be available in one place. A site map would be ideal.

Challenge:

• Some users may have trouble concentrating on large blocks of text.

Strategy:

• Break text content into smaller sections using images, white space and relevant headings. Straightforward summaries and conclusions would also be helpful.

Users with learning disabilities are able to obtain and use information from the web without relying on others for help – if the web content is accessible.

Resources at Ryerson

Ryerson’s Digital Media Projects Office provides several services related to web accessibility, including:

• Consultations on inclusive design
• Reviews of sites and applications for accessibility
• Adaptive software for testing
• Captioning software

Blackboard Accessibility Resources

Web Accessibility for web designers and developers (opens in a new window)

From the University of Toronto: "Accessible Course Design in Blackboard for Instructors"

More Information on Web Accessibility:

WebAIM: Web Accessibility in Mind
WebAIM is a non-profit organization that aims to educate and inform about web accessibility. Check here for details on techniques and strategies

Web Content Accessibility Guidelines 2.0
The W3 Web Content Accessibility Guidelines provide a comprehensive list of guidelines and corresponding techniques to ensure that a website is accessible to all users.