Intro self, background Personal interest in this area: My students. Advocate by building community support and shared responsibility for inclusive environments. It’s professional, inclusive, and happens to be compliant. Agenda: Strategies for live, dynamic presentations Best practices in accessible handouts Considerations for multimedia accessibility
People are only as disabled as the limitations imposed upon them.
We all have different conceptualizations of disability. Talk about different types of disabilities, how information in different ways caters to people with different learning styles. Different ways of access.
80% of information is visual! There may be people listening to this webinar and I want to ensure no information is missed. Nonvisual access is not restricted to just people who are blind or visually impaired.
People typically communicate by sketching, demonstrating, gesturing. Examples: “It’s done like THIS” (motioning) “I’d like you to think of it like THAT” (gesturing) “It’s over THERE” (pointing)
Today’s agenda: Flexible access to handouts Multiple representations of content (UDL = Multiple means of representing content, demonstrating learning, and engagement)
Strategic communication: Small nuances in language can be effective and be the difference in building an inclusive environment. Who: Everyone appreciates a name refresher, helps build community within audience What: When polling audience, ask for auditory feedback. Snaps, yays. Report audience responses. Where: Attunes everyone’s attention
Having said that: Sensory vocabulary is ok!
Nonvisual language cues also helps a direct any audience person’s attention more specifically.
Leverage specific communication to focus audience’s attention. Relates to posted images of text on social media, too.
Can write a post that naturally incorporates and image description too, rather than isolating it on a separate line. For example, on food blog…
Considerations for personal access to information: Use of own devices, manipulate own accessibility options. Flexible learning media. Auditory, Visual, Tactile Minimal censorship, although this can vary depending on purpose of a certain media. Equitable = usability
Options are as good as the media itself is accessible. What does that mean?
Good design is inclusive!
Taken from DCMP
older term: Audio description
Most things are accessible by simple description. Decide what form accessible materials should take depending on how information is best represented. Engage all members of a community
And of course compliant.
UDL = Multiple means of representation, learning, and engagement.
Much cheaper than remediation.
How to Give an Accessible Presentation - Yue-Ting Siu
Making Your MW2015
Museums and the Web
March 26th, 2015
Yue-Ting Siu, TVI
Preamble of the UN Convention on the
Rights of Persons with Disabilities
"Disability results from the interaction
between persons with impairments and
attitudinal and environmental barriers that
hinder their full and effective participation in
society on an equal basis with others".
Who does accessibility benefit?
12-19% of population
(U.S. Disability Statistics, Census Bureau, 2012)
• Strategic communication
• Customized access
• Multimodal representations
• Principles of Universal Design
• Who – Identify speakers
• What – Nonvisual responses, auditory
polling, text, images
• Where – Specific directional cues
This, That, and There
(Hudson, 1997, p.59)
• “This is our agenda today.”
• “Do you agree with that?
(gesturing toward a
• “We’ll start over here
(pointing at a participant).”
• “You can submit your
• “Today’s agenda will
cover…(read your list).”
• “Jeremy, do you agree with
• “We’ll start with the first seat
on my left in the first row.”
• “You can submit your feedback
by clicking this link… (read the
1. Describe pictures on your slides –
Segue into talking points
2. Describe data displays –
Parse for everyone’s main takeaway
3. Read or present all text –
Incorporate live, or transcribe images of text
Accessibility is personal!
Ideal access to information =
Microsoft Word, Powerpoints, on the web
Three Key Steps: Observe, Analyze, and Communicate
Step 1. Describe what you see and don’t infer
● Identify elements of the work by segments-- objects,
people, setting, arrangement
● Descriptive Elements-- Color, Shape, Line, Texture….
● Use Vivid Language
● Do not try to fill every pause
Step 2. Analyze/understand the work to be
● What is happening, what is emphasized, what are
● Goal/Purpose: Object/scene to be described
Descriptions Guidelines (cont’d)
Step 3. Communicate
● Clear, Precise Thoughts
● Orderly Flow (General to Specific)
● Concise, Prioritize Description
● Vivid/Descriptive Words
★ Eliminate extra information/language
● Consistent vocabulary
Use present tense (walks vs. walking)
• Raised line drawings (tactile graphics)
• Modeling with 3D objects
• Sonification (Chart ML)
It benefits everyone!
• Sets the tone
• Born digital, born accessible
• Cost effective
• http://webaim.org (web, .doc, .pdf, .ppt)
• 3D printing for accessible media bit.ly/iste-3dprinting
• Handbook for Museums and Educators for Accessible
• DCMP Description Key (Guidelines for K-12)
• Guidelines for describing STEM images