Lead me, guide me...

Screenreads and Text to Speech

2010-02-10T12:09:00.000-08:00

Earlier I posted a blog about the different types of screenreaders, however, going back I noticed the links on the provided website weren't linked properly. So,Click here for a different website that provides not only types of screenreaders, but the different download styles based on your type of computer (Windows, Macs, etc.)

Vendor Specilization

2010-02-09T16:11:00.000-08:00

It's often difficult to find products for the visually impaired on the web and most of the time google only pops up with a lot of "iffy" websites. The New York Institute for Special Education put out a specific vendor resource list specifically for technology for the use of the blind.

It includes:
Ackley Appliance
Active & Able
Adaptive Technology Consulting
Ai Squared
American Thermoform
Arkenstone
Aroga Group
Artic Technologies
Ash Technologies
Bartimaeus Group
Bavisoft
Beyond Sight
Biolink
Blazie Engineering
Braille Jymico
Cambium Learning, Inc.
Choco-Braille
Clarity Solutions
Dancing Dots
Dolphin Computer Access
Dragon Systems
Duxbury Systems
Enabling Technologies
Enhanced Vision Systems
En-Vision America
EVAS
Freedom Scientific
Frontier Computing
GW Micro, Inc.
Handy Tech Elecktronik
Henter-Joyce, Inc.
HumanWare, Inc.
ifbyphone Independent Living Aids, Inc.
Independent Living Technologies
Innovative Rehabilitation Technology
Innoventions, Inc.
JBliss Low Vision Systems
Kurzweil Educational Systems
Lab Computers, Inc.
Lorien Systems
LS&S Group, Inc.
Maxi-Aids
NanoPac, Inc
Nuance Communications, Inc
OVAC
Optelec US, Inc.
Orbit Research
Parrot Plus
PC Squared
Productivity Works
Pulse Data Humanware Inc.
Quantum Technology
Recording for the Blind & Dyslexic
Rehabtools.com
Robotron
Seedlings Braille Books for Children
Sighted Electronics
Tack-Tiles®
TeleSensory
Texthelp Systems Inc
VisionCue

Click Here To View Resource List

Blind Driver Challenge

2010-02-09T16:00:00.000-08:00

In 2005, the NFB challenged Viriginia Technology to make a car designed for visually challenged drivers. In 2009, two of the NFB's chairmen, who have been blind since birth, tested out what they call "RoMeLa". The Blind Driver Challenge will reportedly make its next stop at the National Federation of the Blind's Youth Slam summer camp for teens July 26 through Aug. 1 in College Park, Md.

Click Here for an Article about this car

Click Here for Informative Youtube Video

Practicing Best Practices!

2010-02-08T14:43:00.000-08:00

I enjoyed reading about this students experience:

Brenda Daitch's face is a familiar one on the CSUN campus. Starting as a graduate student and peer mentor in the Center on Disabilities, Brenda obtained an entry level professional position in the Workability IV program when she graduated. Brenda recently accepted a position as a counselor for the Department of Rehabilitation but before leaving chronicled her "journey to success." Congratulations to Brenda for her recent promotion and for achieving her goal of making a difference in the community.

Dream...

When I arrived at CSU Northridge in the fall of 2001, my dreams were too numerous to count. I had just moved across country to fulfill my dream of living in Los Angeles and was excited to begin my adult life. Empowered by my move to L.A, I set my dreams as big as I could possibly set them.

Most of all, I wanted to make a difference in the Disabled Community and was confident that obtaining a Master's of Science degree in Counseling from the Educational Psychology & Counseling department would be the perfect first step to realizing this dream.

I must also admit that, from day one, becoming a Counselor at the Center on Disabilities was high on my "To-Do" list.

Grow...

Growth is rarely one-dimensional. I experienced interpersonal, professional, and emotional growth while at CSUN.

As an intern in various offices on campus, I quickly learned what was expected of me as a professional in Student Affairs. Working alongside other professionals, I was able to discover what I wanted from my career and how I wanted to arrive at my chosen goal. This path was not easy, but I knew I had the unrelenting support of my fellow graduate school cohort members and formed friendships with them that are unlike any of the friendships I have ever had.

While my interpersonal and professional growth was meaningful, my emotional growth blossomed during my years as a student here. With the help of faculty and staff, I feel that I was able to develop into a person that can handle almost anything with grace and dignity.

Achieve...

As a Resource Specialist and Counselor at the Center on Disabilities, I feel lucky to work with students to assist them in discovering how they can develop and achieve their own dreams. However, my work with the Disabled Community does not stop here. In an effort to promote the awareness of issues that the Disabled Community faces, I deliver presentations to student leadership groups and have become involved in state and local politics to advance the rights and social standing of people with disabilities.

Looking back at what I have achieved during my years as a student at CSUN and since graduation in 2004, I truly feel accomplished and excited by what the future holds.

"The Center on Disabilities is committed to the vision of an inclusive society in which persons of all abilities have the chance to achieve their goals and experience success. Through the provision of excellent training and research, we nurture learning and innovation to improve the world for people with disabilities.

We invite you to visit our web site regularly for information and updates on the activities at the Center on Disabilities including our Training Programs (ATACP).

For services for students with disabilities, please visit the Disability Resources & Educational Services site."

http://www.csun.edu/cod/index.php

An update on Missy's Progress.

2010-02-08T13:43:00.000-08:00

We have experienced a frustration lately in Missy's school, with regards to her ability to participate in the regular classroom. When we lived in GA, Missy went to computer class, and with the other children worked on computer keyboarding skills. She did well. I feel that this is key in her future educational and employment pursuits. I want her to be able to type. And so, guess what? She can. This is what being an advocate is really all about. So, when she told me she had spent the last few weeks sitting self contained with the schools TA, I about let out as much steam as a coal train.
So I asked Missy what she wanted, she said to learn computers in a regular classroom.

email one: Missy delivered a message this morning about not wanting TA's to pull her out of computer class any more. Would you be so kind as to clarify this message?

I am a bit confused. Mrs. TA, under braille teachers request, has been working with Missy on the JAWS program that would allow Missy to use computers and to be able to hear what is on the screen. Yes, they work on homework as they practice the program, but mostly they are working on learning the program. This takes place during her computer class, second period in the physical therapy room because this is the room that has the JAWS program on it.... The computer class is working on a five page report on the history of computers; it was felt that learning a program that would allow her to use computers more readily would be more beneficial to her.

Please let me know your wishes.

My response: My wish is that she be in the computer class with a computer instructor. The Jaws program, is provided for her success in that class. If she needs head phones to allow for less disruption, that that should be the only accommodation.

If the Computer instructor feels unqualified to instruct missy, I would like to set up a meeting asap.

Thanks

So, a day in the life...

Career Connecter

2010-02-05T10:59:00.000-08:00

AFB CareerConnect is a free resource for people who want to learn about the range and diversity of jobs performed by adults who are blind or visually impaired throughout the United States and Canada.

If you register (for free) with Career Connect, you can develop a Personal Data Sheet and build a resume, keep up with your appointments using an electronic calendar, and more. You can also search for a mentor in a specific career or become one as well- their careers range from fitness trainer to voice-over actress. Click here to register.

Click here for this information directly.

Career Success Stories for Visually Impaired

2010-02-05T10:55:00.000-08:00

Below are links to visually impaired success stories. If you want to get into a certain career, maybe there is a story of someone who has already helped pave the path for you-- if not, don't be afraid to pave the road yourself!

ACB Radio

2010-02-05T10:48:00.000-08:00

ACB Radio showcases and nurtures the creativity and talents of the blind/low-vision community from many parts of the world. ACB Radio is heard by a global audience via the internet, and has visitors from over seventy countries.

Blind Cool Tech

2010-02-05T10:43:00.000-08:00

If it is true that word of mouth is the best advertising, surely it is true for accessibility. There is nothing better than hearing about appliances firsthand from others who use them the same way that you do. In addition to your friends who are blind or have low vision, several web sites on the Internet allow you to download and listen to or read reviews of many products. Blind Cool Tech reviews many appliances that help the blind become more independent.

Understanding WCAG 2.0

2010-02-05T10:33:00.000-08:00

There is an earlier post on How to Meet WCAG 2.0--
This document, "Understanding WCAG 2.0," is an essential guide to understanding and using "Web Content Accessibility Guidelines 2.0" [WCAG20]. It is part of a series of documents which support WCAG 2.0.
WCAG 2.0 establishes a set of "success criteria" to define conformance to the WCAG 2.0 Guidelines. A success criterion is a testable statement that will be either true or false when applied to specific Web content. "Understanding WCAG 2.0" provides detailed information about each success criterion including its intent; the key terms that are used in the success criterion; examples of Web content that meets the success criteria using various Web technologies (for instance, across HTML, CSS, XML) and common examples of Web content that does not meet the success criterion. Finally, this document also explains how the success criteria in WCAG 2.0 help people with different types of disabilities.

Low Vision Sewing Technique

2010-02-05T10:19:00.000-08:00

You do not have to give up sewing because you have trouble seeing. With the help of low-vision sewing aids, you can continue to perform the craft you love. Manufacturers of sewing products know that many people have difficulty seeing fine threads and small stitches and make low-vision products that are readily available at fabric and craft stores.

Lighting

Having a well-illuminated work area is probably the most important aspect to help people with low vision sew. Total-spectrum, incandescent and halogen lamps are recommended by the American Foundation for the Blind, while the fluorescent light is consider to create difficulties for people with vision problems.

Total-spectrum lamps are similar to natural light and provide bright light, high contrast and clarity. Incandescent lamps provide a warm hue with little glare, and halogen lamps provide excellent brightness.

Having extra light directly in front of the fabric or stitches also is a tremendous help. Look for seam rippers, snag fixers and needle threaders that light up. These tools have LED lights near the tip and are run by replaceable batteries that go into the tubular handles.

Magnifiers

Magnifying lenses are a good way to more easily see the object you are sewing. There are several different models that do not have to be held, leaving your hands free to hold your fabric, needle and scissors. For hand sewing and embroidery, consider a magnifier that hangs around your neck by a cord. The magnifier rests horizontally against your chest, and you keep your hands and your work below the magnifier.

For machine sewing, buy a magnifying glass that attaches to the front of your machine. The lens, which rests just above the needle area, is attached to a leg and foot that sticks to your machine.

For either hand or machine sewing, consider wearing a visor-type magnifier. The band slips around your head, and a magnifying glass is attached to rest several inches in front of your eyes. The lens can be flipped up and out of the way when you do not need it.

Needles

If you have trouble getting thread through the eye of a needle, try using a needle loop threader or self-threading needles. Loop threaders are fine pieces of wire that are shaped to have a large, flexible loop at one end. You can easily insert the thread into this large loop and then insert the loop through the eye of the needle and pull it through. Because the wire is more rigid than thread, it goes through the eye of the needle without multiple attempts. These work for both hand sewing needles and machine needles.

For hand sewing, self-threading needles are somewhat easier to thread than traditional needles. Self-threading needles have a slightly flat top and a slit at the top of the needle's eye. Instead of squinting to push the thread through a tiny eye, you lay the thread on top of the needle and pull the thread down to get it into the hole.

Click Here to be taken to this article

Blogs by People Who Are Blind

2010-02-05T10:17:00.000-08:00

There are a lot of people who are visually impaired that are putting their stories out there. Click here to get to a page with their links that help spread new information for the visually impaired more quickly.

Access Techonology Tips

2010-02-05T10:14:00.000-08:00

The NFB Jernigan Institute Access Technology team is pleased to introduce to you the Technology Tips section. We are always on the lookout for new and better ways to give blind people access to technology, as the ever-growing International Braille and Technology Center attests. With this new service we will provide you with frequently updated pointers to help you learn about new applications and new programs. The Access Technology team works with the relevant manufacturers or developers to obtain the tips listed here, to make sure that you get the best and latest about anything new in the world of non-visual access technology. The focus of our technology tips is on screen access software and Windows Vista, but other topics will be dealt with here.

Working with Documents in Dolphin SuperNova and HAL
Dolphin Tips Forms Mode, Application Notes and Magnification Modes
Victor Reader Stream Tech Tip: Bookmark Alert
EasyConverter Tips!
You should expect accessible PDF documents
Making the Most of Tabbed Browsing In IE7 with Supernova or Hal
Victor Reader Stream - Some New Tips
An Overview of Freedom Scientific's PAC Mate Omni
Dolphin Easyreader 2.31, Series 2
Dolphin EasyReader 2.31
The Quick Access Toolbar (QAT) in Microsoft Office 2007
Victor Reader Stream Tips and Tricks
Eliminating the Pains and Strains of Computer Use
Freedom Scientific Braille Displays: Using Whiz Wheels for Greater Productivity
Victor Reader Stream: FAQ
HumanWare's BrailleNote mPower and BrailleNote PK can now access RFB&D AudioPlus DAISY Books Smartphones and Smart Hal
Window-Eyes 6.1 and Windows Vista
Window-Eyes 6.1 and Windows Vista, Part II

Click Here to be taken to this page directly

Perkins School For The Blind

2010-02-05T10:11:00.000-08:00

Overview of Services and Training

We offer an extensive line of services at a low cost. Not only are all of our services available in our center, we regularly train and consult in Maine, Vermont, New Hampshire, Connecticut or Rhode Island as well as Massachusetts. Our staff is experienced in working with a wide range of individuals as well as staff from school systems, universities, libraries, ophthalmology practices and corporations. We are available for planning and conducting customized workshops and training for any size group. We offer training on all equipment and software we provide. We also offer training for accessing the Internet, Email and MSOffice applications with adaptive technology.

Equipment Demonstrations

We carry numerous products for individuals who are blind, low vision or learning disabled. We will demonstrate them in our facility or in your home.

Technology Assessments for Education

We have developed a multi-faceted plan to provide a technology assessment that will include indentifying the appropriate technology and training on the selected technology.

Low Vision Evaluations

For someone with low vision and high expectations, this service offers people the opportunity to experience various types of low vision and daily living devices. We provide low vision consultations that are centered on discussions of what the customer's needs are, recommendations for what daily living aides might be most appropriate, and allow the person to try various types of daily living aids and magnification devices. Training on how to use and care for the aid will be given.

Evaluations

We provide technology evaluations for children and adults with a wide range of vision impairments.

Software Testing

Usability testing services for software and Internet based applications. We offer full service testing services for your application or, you may test it with all the major players in access technology in our lab.

Web Accessibility

Thanks to screen readers, talking web browsers, and programs that use large print to access the computer; blind and low vision people are surfing the web. These people are looking for all kinds of information and shopping for all kinds of products. However, if your web site is not accessible, even the best technology will not allow them to use your website, access your information, or purchase your product. An inaccessible website may steer these people away from your service or product even when they find it in a catalog or store. We can help you by evaluating your site for both accessibility and usability. We are experienced users of the products we sell, and can provide accurate advice about if your site works functionally and how it meets the current code requirements for proper accessibility.

Click Here for more information on Perkins School

How to Meet WCAG 2.0

2010-02-05T10:02:00.000-08:00

A customizable quick reference to Web Content Accessibility Guidelines 2.0 requirements (success criteria) and techniques
This document lists all of the requirements (called "success criteria") from Web Content Accessibility Guidelines (WCAG) 2.0. It also lists techniques to meet the requirements, which link to more details. The "Understanding" links go to descriptions, examples, and resources.

You can customize the list by selecting the technologies that apply to your Web project, and the levels and techniques that you want included in the list.

See the WCAG Overview for an introduction to WCAG and supporting documents, including more information about this document.

Table of Contents

WCAG 2.0 Quick Reference List

1.1 Text Alternatives: Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language.

1.2 Time-based Media: Provide alternatives for time-based media.

1.3 Adaptable: Create content that can be presented in different ways (for example simpler layout ) without losing information or structure.

1.4 Distinguishable: Make it easier for users to see and hear content including separating foreground from background.

2.1 Keyboard Accessible: Make all functionality available from a keyboard.

2.2 Enough Time: Provide users enough time to read and use content.

2.3 Seizures: Do not design content in a way that is known to cause seizures.

2.4 Navigable: Provide ways to help users navigate, find content and determine where they are.

3.1 Readable: Make text content readable and understandable.

3.2 Predictable: Make Web pages appear and operate in predictable ways.

3.3 Input Assistance: Help users avoid and correct mistakes.

4.1 Compatible: Maximize compatibility with current and future user agents, including assistive technologies.

Conformance Requirements

Click Here to take you to this website

The BGZ Talking Communities Chat Room

2010-02-05T09:58:00.000-08:00

The Blind Geek Zone chat room is being generously provided by talkingcommunities. If you are in need of professional voice and video chat services, then be sure to contact talking communities for all of your web conferencing needs.
Our room will seat 10 people at a time.

To use the chat room you will have to download a small program that you will find on the next page. You will be prompted for a user name and password to enter the room. The password is not required and can be left blank. The user name can be any name of your choosing, such as your first and last name. Please click here to enter the chat room.

Technology Resource Table of Contents

2010-02-05T09:52:00.000-08:00

The National Federation of the Blind brings this Technology Resource List to you. Through their International Braille and Technology Center for the Blind (IBTC), they are constantly gathering information about Braille and speech technology. This list is their way of sharing some of that information. It is advisable to purchase extended warranties and/or maintenance agreements for this specialized equipment.

Braille Note Takers
Braille Embossers
Other Braille Writing Devices
Refreshable Braille Displays
Braille Translation Software
Math Hardware and Software
Print Reading Hardware and Software
Communication Devices for the Deaf-Blind
GPS Systems
Miscellaneous Software and Devices
Mobile Phones
Screen Access and Low Vision Programs for Windows, Apple and Mobile Devices
Screenless Laptops
Speech Synthesizers
Vending Stand and Retail Sales Equipment
Technology Magazines for the Blind
Tutorials
Other Materials
Digital and E-Book Resources
International Sites
Reviews
Companies
List of Major CCTV Manufacturers

Click For the Full Resource List

EASI: Equal Access to Software and Information

2010-02-05T07:57:00.000-08:00

EASI's commitment:
Students and professionals with disabilities have the same right to access information technology as everyone else.
EASI's mission:
EASI's mission is to serve as a resource by providing information and guidance in the area of access-to-information technologies by individuals with disabilities. We stay informed about developments and advancements within the adaptive computer technology field and spread that information to colleges, universities, K-12 schools, libraries and into the workplace.

Interested in the latest best practices of Designing Accessible Web pages?

In 2009, EASI revised this course on designing Accessible Web pages and based it on the Web Content Accessibility guidelines version 2 (WCAG2). Even if your site's pages had been made accessible, you need to understand the changes in WCAG2. In most cases, your pages will still be accessible, but you need to be able to explain these new guidelines.

Certificate in Accessible Information Technology and Continuing Education Credits
Everyone who completes the course will receive an EASI certificate of completion. Those requesting it will receive 3 continuing education units for doing the course work. To earn the course completion certificate, participants will have to do all lessons and submit the assignment at the bottom of each lesson. There are 2 provisions to help in this situation. First anyone can get a 2-week extension to finish the course. Second, if that is not enough, the person will be able to do a free registration as a repeat for the next offering but this option will only be offered one time.

Course Registration and Schedule
Schedule: 2010 February 1, June 7, Oct. 4

Course registration is $350 with a %20 discount for students. Overseas participants and EASI Annual Webinar members qualify for the student discount.

Register for this course
Marisol Miranda is the lead instructor for this course. She was the Founder of Akxes Mexico A.C.and the organizer of a large conference on disabilities and information technology in Mexico City which included EASI presenters. Marisol has studied Photoshop and Dreamweaver. She has taken certificate programs with EASI and CSUN.She has worked closely with EASI since 2002. EASI is pleased to include Marisol on our instructor team.

Course Description
Web pages can be created using Universal Design principles permitting Their use by people with different browsers, different connection speeds, palm pilots, PDA's and by people with disabilities using Adaptive computer technology. They can also be created in ways that Exclude many of the above users. Barrier-free Web Design will prepare you to create web pages that are visually appealing and still permit full access by users with various technologies and by those with disabilities.
The course is based both on the Federal Access Board’s Section 508 Web standards and on the World Wide Web Consortium’s Web Content Accessibility Guidelines version 2 which were released in Dec. 2008. BE AN EARLY ADOPTER AND BRING YOUR WEB CONTENT IN LINE WITH WCAG VERSION 2!
The course will not require an extensive knowledge of HTML as it assumes that designers are working in some Web authoring sofware that does the actual Web coding for the designer. Participants who are not currently using such applications can obtain demo versions of such software for the duration of the course. The course will be useful for Web designers, faculty, instructional and information designers, administrators, ADA compliance officials, librarians and anyone wanting to learn how to make their Web site conform to accessibility guidelines and standards.

Do you have trouble reading computer and software manuals? EASI will take the jargon out of Web design and out of the technical requirements for Web accessibility. Instructors are always available in email to provide individual support. Having technical information originally designed in acceptable technical language to promote clear technical requirements and to meet the needs of technicians is important, and the WCAG guidelines do an excellent job of this. EASI strives to translate this precise information for the many designers who, while making Web pages, are not real technical types. EASI will make creating accessible Web pages easier than you think!

The course is asynchronous and available in EASI's Blackboard system. Participants should plan to complete the course in a month. Those who are not able to finish will be automatically enrolled for the next course offering and have a second opportunity to complete the work.

For more information on course structure visit:

http://easi.cc/workshops/easiweb.htm

Access Barriers Standards and Guidelines (Another favorite from Stanford.edu)

2010-02-05T07:51:00.000-08:00

This link will take your to a power point on the research gathered by Stanford Online Accessibility Program -Leland Stanford Junior University:
thehttp://soap.stanford.edu/presentations/Intro_web_accessibility/

BUILDING A CASE FOR ACCESSIBLE WEB DESIGN http://soap.stanford.edu/show.php?contentid=44

2010-02-05T07:46:00.000-08:00

There are numerous reasons why creating Accessible online content is in your best interest. They include:

Technical reasons

Reduce Site Development and Maintenance Time
Enable Content for Different Configurations - write it once, use it many times
Be Prepared for Advanced Web Technologies - future proof your site

Implementing Web accessibility solutions often results in improved technical performance. The importance of various technical benefits of Web accessibility is different for specific organizations and situations. For example, reducing server load might be most important to an organization with a large, mission-critical, high-traffic site; whereas another organization that focuses on cutting-edge technology might be more interested in interoperability and being prepared for advanced Web technologies.

Social reasons

Positive Public Image - Web Accessibility is an Aspect of Social Responsibility
Improved Usability - Web Accessibility Benefits People With and Without Disabilities
Increased interaction between your site and end users

Public Social Responsibility, also called community citizenship, generally means conducting business ethically and operating an organization in such a way that treats internal and external stakeholders ethically, increases human development, and is good for society and the environment. Web accessibility can positively impact your employees, allumni and collaborators, students, suppliers & vendors, and others. Thus Web Accessibility can demonstrate your commitment to providing equal opportunities; conversely an inaccessible Web site can undermine your other PSR efforts.

Financial reasons

Decreases the need for creating multiple versions of a site for different devices
Improved Search Engine ranking - Increased Web Site use by reaching a wider audience
B2B client requirements (i.e. Section 508 requirements)

Many organizations benefit financially when more people successfully use their Web site; for example, educational institutions can attract more students, commercial companies can increase sales, and in some instances compliance to web accessibility standards (such as Section 508) is a prerequisite to doing business, as is the case with the US Federal Government.

Accessible sites are generally more usable to everyone, including people with disabilities and people without disabilities. Increased usability means Web site users achieve their goals effectively, efficiently, and satisfactorily. When users have a positive experience with a Web site, they are more likely to use the site more thoroughly, return to the site more often, and to tell others about the site ("viral marketing"). Finally, accessibility techniques increase the findability of Web pages by exposing content to search engines, both internally (within a Web site) and externally (across the World Wide Web).

Legal reasons

Web Accessibility is Essential for Equal Opportunity
Proactive initiatives are defensive
Legal liabilities generally un-tested - negative publicity

In the US and throughout much of the Industrialized world, governments, public & private institutions as well as industry are required to be aware of, and where applicable, comply with legislations as it pertains to their public presence. It is an organization's obligation to ensure that measures are in place to comply with acts of legislation pertaining to regulations, policy, programs, practices and services in regards to accomodations for people with disabilities. Usually web accessibility is included into disability legislation, which addresses the greater needs of disabled citizens. However, it is worth re-stating, Universal web accessibility provides for the needs of more than just the disabled community.

Relevant Legislation includes:

ADA
Section 508
Section 504
California Disabled Persons Act & California Unruh Civil Rights Act

While much of the law surrounding web accessibility is still un-tested in the courts, no organization would actually welcome the possibility of being a "test case" in any future legal challenge.

Web Accessibility Initiative provided by http://www.w3.org/WAI/

2010-02-05T07:44:00.000-08:00

Web Content Accessibility Guidelines 1.0

W3C Recommendation 5-May-1999

This version:: http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990505; (plain text, PostScript, PDF, gzip tar file of HTML, zip archive of HTML)
Latest version:: http://www.w3.org/TR/WAI-WEBCONTENT
Previous version:: http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990324
Editors:: Wendy Chisholm, Trace R & D Center, University of Wisconsin -- MadisonGregg Vanderheiden, Trace R & D Center, University of Wisconsin -- MadisonIan Jacobs, W3C

Abstract

These guidelines explain how to make Web content accessible to people with disabilities. The guidelines are intended for all Web content developers (page authors and site designers) and for developers of authoring tools. The primary goal of these guidelines is to promote accessibility. However, following them will also make Web content more available to all users, whatever user agent they are using (e.g., desktop browser, voice browser, mobile phone, automobile-based personal computer, etc.) or constraints they may be operating under (e.g., noisy surroundings, under- or over-illuminated rooms, in a hands-free environment, etc.). Following these guidelines will also help people find information on the Web more quickly. These guidelines do not discourage content developers from using images, video, etc., but rather explain how to make multimedia content more accessible to a wide audience.
This is a reference document for accessibility principles and design ideas. Some of the strategies discussed in this document address certain Web internationalization and mobile access concerns. However, this document focuses on accessibility and does not fully address the related concerns of other W3CActivities. Please consult the W3C Mobile Access Activity home page and the W3C Internationalization Activity home page for more information.
This document is meant to be stable and therefore does not provide specific information about browser support for different technologies as that information changes rapidly. Instead, the Web Accessibility Initiative (WAI) Web site provides such information (refer to [WAI-UA-SUPPORT]).
This document includes an appendix that organizes all of the checkpoints by topic and priority. The checkpoints in the appendix link to their definitions in the current document. The topics identified in the appendix include images, multimedia, tables, frames, forms, and scripts. The appendix is available as either a tabular summary of checkpoints or as a simple list of checkpoints.
A separate document, entitled "Techniques for Web Content Accessibility Guidelines 1.0" ([TECHNIQUES]), explains how to implement the checkpoints defined in the current document. The Techniques Document discusses each checkpoint in more detail and provides examples using the Hypertext Markup Language (HTML), Cascading Style Sheets (CSS), Synchronized Multimedia Integration Language (SMIL), and the Mathematical Markup Language (MathML). The Techniques Document also includes techniques for document validation and testing, and an index of HTML elements and attributes (and which techniques use them). The Techniques Document has been designed to track changes in technology and is expected to be updated more frequently than the current document. Note. Not all browsers or multimedia tools may support the features described in the guidelines. In particular, new features of HTML 4.0 or CSS 1 or CSS 2 may not be supported.
"Web Content Accessibility Guidelines 1.0" is part of a series of accessibility guidelines published by the Web Accessibility Initiative. The series also includes User Agent Accessibility Guidelines ([WAI-USERAGENT]) and Authoring Tool Accessibility Guidelines ([WAI-AUTOOLS]).

Status of this document

This document has been reviewed by W3C Members and other interested parties and has been endorsed by the Director as a W3C Recommendation. It is a stable document and may be used as reference material or cited as a normative reference from another documents. W3C's role in making the Recommendation is to draw attention to the specification and to promote its widespread deployment. This enhances the functionality and universality of the Web.
The English version of this specification is the only normative version. However, for translations in other languages see http://www.w3.org/WAI/GL/WAI-WEBCONTENT-TRANSLATIONS.
The list of known errors in this document is available at http://www.w3.org/WAI/GL/WAI-WEBCONTENT-ERRATA. Please report errors in this document to wai-wcag-editor@w3.org.
A list of current W3C Recommendations and other technical documents can be found at http://www.w3.org/TR.
This document has been produced as part of the W3C Web Accessibility Initiative. The goal of the Web Content Guidelines Working Group is discussed in theWorking Group charter.

The appendix list of checkpoints is available as either a tabular summary of checkpoints or as a simple list of checkpoints.

AFB Web Accessibility

2010-02-05T07:41:00.000-08:00

Web Accessibility

Some might say that the World Wide Web is the best thing that ever happened to people who are blind or visually impaired. We read newspapers on the day they're published, order groceries and know the prices before we check out, and find out what titles are on a CD before we make our selection.

But not every web page is optimally designed for use by web surfers with visual impairments. When a page is built without regard to proper web design, the technology that keeps users in the Web falls apart.

Everyone Benefits From Accessible Web Sites

The same good techniques that make web pages accessible to those of us who use assistive technology benefit users of other devices as well. For example, people with...

slow Internet connections
devices that do not show color
devices such as cell phones that have tiny screens

...all make use of design features such as alt-text and keyboard access. While a highly motivated and patient person browsing the web with a tiny handheld monitor might find it possible to navigate your site, unlabeled graphics and vast navigation bars filled with indecipherable graphics might well render your site unusable.

Learning About Accessible Web Design

If you are serious about making your web site accessible, the most valuable resource available is the web site of the Web Access Initiative (WAI), part of the World Wide Web Consortium. There you'll find guidelines for making web pages along with explanations and techniques. The content guidelines are found at http://www.w3.org/TR/WAI-WEBCONTENT.

You will also find valuable help in this web accessibility area of the AFB web site. Learn about:

the visually impaired user's technology, and how it affects your design
important guidelines for improving your web site
tips and tricks for web developers
how to design accessible web forms
how to make your blog accessible
and other valuable resources on web accessibility

To view the AFB's information, use the following link: http://www.afb.org/Section.asp?SectionID=57&TopicID=167&DocumentID=2175

Museums include the Blind

2010-02-04T11:34:00.000-08:00

Since the passage of the Americans With Disabilities Act in 1990, museums and other institutions have been required to make their facilities "accessible" to everyone, regardless of their particular type of disability. For decades at many museums, this meant little more than providing ramps for people who use wheelchairs and Braille museum guides for people who are blind. But a landmark 2008 Department of Justice ruling forced museums around the country to grapple with what accessibility actually means.

" 'Accessibility' is not very descriptive," says Nina Levent, executive director of New York's Art Education for the Blind. "The issue is, do people come to museums to ride elevators and use bathrooms, or do they come to have a meaningful social and aesthetic experience?"

Michael Byington, the president of the Kansas Association for the Blind and Visually Impaired, was seeking the latter when he filed a complaint in 2004 against Washington, D.C.'s Spy Museum, accusing the museum of being inaccessible to those with visual impairments. Byington, who is legally blind, cited a lack of docents able to provide a tour for blind customers; computer exhibits and terminals with speech outputs; and supplementary materials in Braille, large print, and audio format. The DOJ opened an investigation and, four years later, reached a landmark settlement with the museum, which has since spent more than $400,000 updating its facilities. But the DOJ's willingness to pursue the case, and to make it about more than just ramps and handrails, jolted museum educators across the nation.

"It's historic in that they went quite far and it became quite obvious that there is no sense of where the bar is or where the bar should be in terms of accessibility," Levent says. "I think they knew they were setting a precedent." Still, she says, museums need to change their way of thinking: the DOJ suit is not a legal threat but an educational opportunity. "The museums are very nervous. But them being nervous has not led to excellent programming. It became a legal issue as opposed to an issue of education and outreach," she says.

Following the letter rather than the spirit of the law is a problem that some people think has plagued the ADA from the start. Among them is Kareem Dale, President Obama's special adviser on disability policy, who himself is partially sighted. Dale, the first person to hold the position in the White House, views disability rights as civil rights. "We are working on all fronts to try to realize the promise of the ADA," he told museum administrators during the conference call. "It was a bill of rights for people with disabilities, but the original intent has been lost over the last two decades. We will restore the ADA to its original intent, and the Department of Justice has been turned loose to go after people who are violating civil-rights laws. We have a lot of work to do."

Dale has also convened an in-person meeting of museum directors to discuss best practices, and he's thrown his weight behind a forthcoming Web site, called Project Access, that will aggregate accessibility information about every cultural institution, stadium, theater, national park, and public venue in the country. "This is the first time the White House has taken this very aggressive stance," says Paula Terry, of the National Endowment for the Arts' Office for AccessAbility. "I'm not sure what to expect, but I welcome it." Dale's presence in the White House itself suggests that the Obama administration is going to focus on disability issues more strongly than ever before.

To be sure, many museums are already doing more than the bare minimum. The actual question of how to bring the visual arts to those without sight may seem both impractical and impossible. When we think of visiting museums, we tend to think of quiet, meditative places, where we keep our hands to ourselves and our voices down. But museums at the forefront of accessibility are beginning to offer touch tours, tactile maps, and extended verbal descriptions. Some are even incorporating scent into their educational programs.

But those museums are still the exception, not the rule. "We're not there yet," Terry acknowledges. "There's still a lot to be done." The American Academy of Ophthalmology estimates that by 2020, 43 million Americans will be at risk for significant vision impairment from age-related diseases. Millions of us stand to learn that "accessible" means a lot more than just ramps.

Info from Newsweek Article

Recognizing Your Website

2010-02-04T10:35:00.000-08:00

Working with members of the technology community, the National Federation of the Blind has developed a rigorous procedure by which Web sites and applications that have made special efforts to be accessible to the blind can be identified and recognized.
The mission in the NFB is to integrate the blind into society on a basis of equality. Ensuring full access to information technology and resources is a vital piece of that mission. NFB has a better grasp of the consumer point of view of blindness accessibility than any other entity in the United States.
Not only is it in their best interest to maintain the integrity of our standards for certification, but they are also in the best position of any organization to determine usability of applications and Web sites by the blind.

Info on recognizing your website

DVS Makes Viewing Movies Possible For The Blind

2010-02-04T10:30:00.000-08:00

In May of 2009, the Media Access Group at WGBH created a Descriptive Video Service® (DVS®) track for the theatrical release of Disney-Pixar’s "Up" which made the film more meaningful and accessible to movie patrons who are blind or have low vision.

The Media Access Group is proud to share the news that the DVS track for "Up" is included on the film’s Blu-ray and DVD releases (available wherever discs are sold) and– a first for Disney, Apple and WGBH– as a digital iTunes release* available to download at this page of the iTunes site:

"Up" (For blind viewers, audio description, DVS) http://tinyurl.com/yjtkg8f

DVS describes, via narration inserted into natural pauses in dialogue, information about actions, costumes, gestures, facial expressions, scene changes, and on-screen text that viewers who are blind have low vision would ordinarily miss. DVS was developed by WGBH for television in 1990, and expanded in 1997 to movies screened in theaters equipped with WGBH’s MoPix® technologies (mopix.org).
About Disney-Pixar’s "Up"

Walt Disney Pictures and Pixar Animation Studios take moviegoers up, up and away on one of the funniest adventures of all time with their latest comedy-fantasy. "Up" follows the uplifting tale of a 78-year-old balloon salesman Carl Fredricksen, who finally fulfills his lifelong dream of a great adventure when he ties thousands of balloons to his house and flies away to the wilds of South America. But he discovers all too late that his biggest nightmare has stowed on the trip: an overly optimistic 8-year old Wilderness Explorer named Russell. Their journey to a lost world, where they encounter some strange, exotic and surprising characters, is filled with hilarity, emotion and wildly imaginative adventure.

Where and how the DVS tracks for "Up" are available

- Blu-ray – DVS audio is automatically packaged within the Blu-ray disc. Consumers can find "English Descriptive Video Service 2.0" as an option within the Audio Options menu on any Blu-ray version of "Up."

- DVD – DVS audio is automatically packaged within the DVD. Consumers can find "English Descriptive Video Service 2.0" as an option within the Audio Options menu on all DVD versions of "Up."

- *iTunes – When purchasing the movie from iTunes, please note that there are three options to choose from and one of these includes DVS. The DVS version includes description audible to all users ("Up" For blind viewers, audio description, DVS) available at the link above or by searching the iTunes store for Up DVS. The standard version (SD) and a high definition (HD) version on iTunes do not include the description track.

For a list of additional DVD and Blu-ray releases with DVS, as well as television programs that air with DVS, please visit: http://main.wgbh.org/wgbh/pages/mag/description.html

Info on UP DVS

Screenreaders Put Blind Online

2010-02-04T09:56:00.000-08:00

With the way techonology is advancing, there is no reason even people who are blind can't surf the web. There is a number of different software programs you can get for your computer that will read the screen to you.

1.) Job Access With Speech---by Freedom ScientificTM
This is a powerful screen reader program for people who are blind. It uses an integrated voice synthesizer and your computer's sound card to output the content of your computer screen to speakers. JAWS supports web browsers fot internet access, e-mail programs, word processors, spreadsheets, presentation software, web development tools, database management software, and much more.

2.) KeyRead (Junior ScreenReader)---by RJ Cooper & Associates
A simple, but powerful, screenreader, that is tailored for blind persons that may be new to using a computer. Works entirely by the standard keyboard navigation controls, the arrow keys! Also... Echoes each keystroke, Selective reading of screen, Selective reading of menus. KeyRead works with all software: word processors, web browsers, and even other types of application.

3.) Hal Screen Reader---by Dolphin Computer Access
Hal allows blind users to hear rather than see what is happening on their computer by converting the on screen display to speech. Gives access to software, including Microsoft Office 2000 and Internet Explorer 5.0. Braille output is also available if you have a Braille display. Braille navigation independent of speech and magnification

4.) outSPOKEN---by ALVA Access Group, Inc.
Screen reader software with braille and/or speech output. Speaks and shows on a braille display Message boxes, warning dialogs and tooltip text are automatically spoken system wide. Web pages that include frames can be navigated with outSPOKEN's intuitive command set.
information on Individual screenreaders

Do you understand that blindness is not a learning disability?

2010-01-27T21:18:00.000-08:00

We do and our friends at the National Federation of the Blind want to share this perspective on braille readers with you:
http://www.disaboom.com/video/blind-and-visual-impairment/the-history-of-braille

"So she is...Blind?"

2010-01-27T21:11:00.000-08:00

I took Missy into the ophthalmologist with reassurances from her pediatrician that the worst we would find out was that she required surgery because she was cross-eyed . When Dr. Hoffman told us that her optic nerve had not developed properly I asked if she could see color. He responded that we were lucky if she saw black and white. “So she is ...blind” I said. “Yes and we will do some follow up testing to she how much functional vision she has.” He said to schedule a MRI scan on our way out. He then spoke into his recorder I heard him say something about a copy of the letter being sent to the parent infant program that could provide services. I left the doctors office feeling quite stunned.

The many images of blindness I had learned in school and on TV were racing through my mind. I had so many questions. The next day I contacted the parent infant program, they had not received the information from the doctor but began their assessments at my request. A vision consultant was to visit our home once a week to help Missy learn the skills that would help her to learn Braille, they called it pre-Braille. Missy was not the only one who benefited from this relationship. It was great for me to have someone educated with Missy's diagnosis to answer my questions.

Activities consisted of scooping rice in a cup and pouring it out, and many tactile experiences that helped her to reach out to the world around her. Missy loved this and she kept up to average development in both fine and large motor skills. She was introduced to Braille; many of the objects in our home and magnets on the fridge were labeled in Braille. Pre-reading skills, I was instructed, are just as important to the blind child as the sighted. We purchased twin vision books and I would read to her as she felt the bumps on the page. While these activities were being introduced, Our early intervention specialist, would often ask about other aspects of our lives. I began to see that all areas of our life, financial, social, familial, and social were affected by this disability.

When Missy turned three, Parent Infant Program services stopped and we were introduced to the blind preschool. We were taken on a tour of the classrooms. They started by showing us some children that were severely disabled; they were laying on mats on the floor listening to music. There were also other children who had disabilities in addition to blindness, such as being in wheelchairs, that were there. The teachers were sweet and the classes were small in size. The children were grouped according to academic ability and I asked how long Missy would go here-- “Missy is just blind and has no other disabilities so she should be able to attend public school Kindergarten.”

It was very hard for us to send Missy to the preschool. I often subbed since they was a high turnover of teacher assistants. I expected to see more Braille available to the children, but I started to notice almost all of the other students had some vision. A few of them could even lean in close to the page and see the picture they were coloring! Missy learned new songs, days of the week, and numbers. She also sat in circle time and learned to listen for the children to sit down in there chairs and head over independently to join them. This was all good, but I often asked about Braille. I was always told that this was pre Braille, playing in the ball pit also counted as pre Braille. I asked about pre reading and writing. “If we introduce Braille too soon, she might reject it and never touch it." I saw children who were tactile defensive, Missy was not. But these were professionals. I had a college degree but no formal training in Braille, so who was I to argue or insist?

Before every IEP I was given a new copy of our rights though I never felt like I could effectively answer questions like, “What goals do you think we should set? How much service do you think Missy needs?" I felt like I was expected to write "a program for teaching the blind to read and write Braille" at each meeting. The professionals were setting her goals to include things such as "Missy will hop five times on one foot" and "Missy will identify objects such as wash cloths a ball or a crayon with at least 50% accuracy by June". When she accomplished these things there was great celebration and I was told how smart she was and how much she was learning. But my gut instinct was that she was not learning to read and write and that made me worried. I asked about how to strengthen her hands when I was told she was too weak to use a brailler- "let her play piano, she will play for hours here on the keyboard". I felt very inadequate to label their current standard of Educational expectation as lacking. I had the assertiveness to be ambitious and supportive, yet I lacked the ambition to undertake pleading for braille skills from the School for the Blind. Instead, I decided to play assistant, with the desire to increase Braille use in the classroom.

I Brailled alphabet border strips for the teacher; they were not used. I explained to the teacher that Missy enjoyed feeling the Braille on the furniture at home, so I asked if I could put labels on the play equipment in the class. Her permission came reluctantly, but I did my best. The other children picked the labels off and no one had any interest in replacing them. I was told she would be taught Braille later in kindergarten--- I thought she would be attending a regular class for kindergarten. That's when I was told that the best place for Missy was a School for the Blind kindergarten class at a regular elementary school. We were so disappointed, we wondered if she would ever be able to walk up the street with her friends to the neighborhood school.

I wanted to see the school she would be attending. I headed up to the school alone, I walked in to the main office and was greeted by a friendly principal. "My daughter is to attend Kindergarten here," I said. “May I have a tour?” She began in the lunchroom eagerly telling of the many extra -curricular programs the children could take part in." And which Teacher does she have?" I replied with the name of the Utah School For the Blind kindergarten teacher. She literally took a step back and folded her arms. "You will have to speak to the teacher then not me. They use our classrooms, and the PTA has chosen to include them but they are in no way part of our school." I was told to head to the end of the hall and she walked away. I met with the teacher and she set up a time to do a kindergarten test. When I asked about the principal the teacher added that they all had to move over to the less desirable classes across the hall at her request.

Later that week I sat outside the classroom as Missy failed question after question, this was not the regular Kindergarten entry test other children take but it was an educational assessment of some sort. The teacher tried to sound positive. But it was obvious that Missy had not really been prepared for Kindergarten after two years at the School for the Blind. I asked why it was a full day program- I was told it was full day as a courtesy to parents and children that were being bussed for up to two hours to make it worth their while. I asked when they did their reading and writing lessons- I was told that she spaced them throughout the day to make time for nap time. I did not want Missy to endure another year in an all day self-contained classroom. It seemed to me that it would just be a continuation of a Playskool/daycare setting.

I went back and forth in my mind, what should I do? I asked the School for the Blind director about Missy attending within the school district. I was told that she could go if I could find a school that would accept her. I was amazed. I knew of other children in her preschool that left the school for the blind and were going to attend regular classrooms, some of them even had other learning disabilities in addition to vision problems. Why not Missy? I went up to our neighborhood school and talked to teachers. I explained that Missy was blind and that I wanted her to attend. I asked the teachers what they felt would be their biggest challenge both said that class size was a major issue. I left feeling like the director was right, they wouldn’t accept her, she would be a burden and she would never learn what she needed.

I decided to opt out of kindergarten and teach her the skills she was lacking myself. I found a Braille tutor and Missy went to her home for 30 min twice a week. The home where she was taught Braille was full of kids and pets and Missy was very distracted. She learned a little Braille but not enough. Missy also received her portion of IDEA, which allotted to a 30 min a week provided by an itinerant from the school district. Initial testing and educational assessments took forever and all determined that she was lacking so many pre-reading skills. It was also during this time that I began reaching out to private schools as an option. I heard so many reasons - from "Our school is not being set up for disabled children" to "Our school has high academic standards that are even too high for most regular children." I cried and cried.

Then I found one private program that accepted her and the teacher was excited…for all the wrong reasons. She thought it would be such a positive experience for the other children. But I still felt that this was my only hope for her education. I also found a braille teacher that worked for the school district and was willing to teach Braille and mobility for $40 an hour, three hours per week. I felt I had no other options. The School for the Blind and the district person both attended the IEP. They explained that placement in their opinion should be in the self-contained classroom at the school for the blind. I signed them away.

As the school year continued the teachers views of blindness became more apparent with comments such as "you should have her in music lessons, that’s the realistic future for her". I knew Missy was bright-- she was memorizing spelling words and her thoughts and comments were so well thought out and interesting. I remember once she asked me about bubbles and if the clouds were purpley soft. She said that if she were Christopher Columbus she would sail as fast as she could to America and then go outside for recess. Missy was the top of her class in Spanish. They would say "she is so smart". And yes, we were impressed too- but in my mind smart included reading and writing.

It turned out the Braille teacher was not as available as she thought--once, maybe twice, a week for 45 minutes was not going to be enough for her to learn to read. I enrolled in a learning to read Braille by sight course at the USB campus. A teacher there thought it might be a option for her to attend USB first grade class for only Braille and spend the rest of the day at private school. I asked the School for the Blind if this was possible and she said "Of course!". Why was this not offered at the first IEP?!

The teacher set the goals for Missy. She will learn the first twelve letters of the Braille alphabet and numbers 1-9. Looking back I am appalled that this is all that she felt a first grader should be taught. Missy was the only one of five children that used exclusively Braille, I often came in to find her sitting at the end of the row of chairs with nothing in front of her as the other students looked at large print books or were writing letters. The closing IEP said Missy often tried to wander the halls and had severe behavior problems because she would always ask for water so their IEP goals were not accomplished and she knew only letters a and g. and no Braille numbers. Not even 1 and 7?

Shortly after this I found an invitation to a convention of the National Federation of the Blind. I had already missed the first day. The passion that arose in me to attend was heaven sent. I knew that if there was anyone that could tell me what to do for my daughter it was someone who had been through it first hand.

Everyone was so happy to meet us. This was such a professional looking group of individuals. They were discussing a National convention and protecting the rights of the blind. They were also talking about their priority to help blind children receive their Braille textbooks at the same time as their peers. When I explained my situation, Ron Gardner listened patiently and with great concern for my daughter said, “You're not just entitled to Braille. Your daughter has the same right as every child in this state. The right learn to read and write.” He introduced me to Marla, my parent mentor. She showed me another path-- it was not without bumps but it made so much sense. Before the end of the school year I walked into my neighborhood school to the principals office. I confidently announced that my daughter would be attending and asked him if he had any questions.

Within the first month of school Missy could Braille the entire alphabet. She had an excellent Braille teacher. They worked on Braille wait- they worked on reading and writing- every day. She participated well in her class, the classroom teacher found that Missy could participate in ALL class activities with a few adjustments. She was expected to work hard and learn, so she did. Missy is still working hard. We now live in Idaho and Missy is in 7th grade. She rides the bus with her neighborhood pals and spends almost the entire day in class participating with her classmates, working on the same assignments (that have been Brailled for her)and reading the same spelling tests and becoming more independent each day. She has learned to use the regular computer keyboard and likes to search (for Edward Cullen) on Google with a talking screen software. She recently won the Braille reading contest state wide at the Sophomore level.

So many times in Missy’s life I had been in tears, wishing that the help that arrived for Helen Keller's parents would arrive at my door. With the encouragement of the National Federation of the Blind, great new teachers helped dispel all of the misleadings I had in my mind about my daughters education.

My feelings and passion that had been encouraged by Early Intervention Specialists had returned. I now had the opportunity to use advocacy to establish an effective IEP, and to encourage relationship success between the classroom and Braille teachers. To enable the world to make a little extra room for my daughter, so she could enjoy the same privilege to learn to read and write. To me there is no more worthy cause than freedom, too many parents like me are feeling like their educational desires for their children are out of reach.

Please do not consider that a blind child will miss the opportunities offered to others just because they can’t see what’s going on.

As a parent advocate, I not only know the importance of my child learning to read I know how to make sure it happens. I am grateful for those who support me in this cause. I extend a hand of support to any parents who may be in need of one.

Lead me, guide me...

Screenreads and Text to Speech

Vendor Specilization

Blind Driver Challenge

Practicing Best Practices!

An update on Missy's Progress.

Career Connecter

Career Success Stories for Visually Impaired

ACB Radio

Blind Cool Tech

Understanding WCAG 2.0

Low Vision Sewing Technique

Lighting

Magnifiers

Needles

Blogs by People Who Are Blind

Access Techonology Tips

Perkins School For The Blind

Overview of Services and Training

Equipment Demonstrations

Technology Assessments for Education

Low Vision Evaluations

Evaluations

Software Testing

Web Accessibility

How to Meet WCAG 2.0

The BGZ Talking Communities Chat Room

Technology Resource Table of Contents

EASI: Equal Access to Software and Information

EASI's commitment:

EASI's mission:

Course Registration and ScheduleSchedule: 2010 February 1, June 7, Oct. 4

Access Barriers Standards and Guidelines (Another favorite from Stanford.edu)

BUILDING A CASE FOR ACCESSIBLE WEB DESIGN http://soap.stanford.edu/show.php?contentid=44

Technical reasons

Social reasons

Financial reasons

Legal reasons

Web Accessibility Initiative provided by http://www.w3.org/WAI/

Web Content Accessibility Guidelines 1.0

W3C Recommendation 5-May-1999

Abstract

Status of this document

Table of Contents

AFB Web Accessibility

Web Accessibility

Everyone Benefits From Accessible Web Sites

Learning About Accessible Web Design

Museums include the Blind

Recognizing Your Website

DVS Makes Viewing Movies Possible For The Blind

Screenreaders Put Blind Online

Do you understand that blindness is not a learning disability?

"So she is...Blind?"

Course Registration and Schedule
Schedule: 2010 February 1, June 7, Oct. 4