Web Accessibility Network

Icons vs. Text

Icons can present complex information, meaning, and functionality in a very small amount of space. A browser's "Home" icon (typically an illustration of a house) readily conveys rather complex meaning and functionality - activating it will take you to the browser's defined home page. While such icons can be very useful, care must also be taken to ensure that the icon is understandable to the end user and reflects well-known conventions. The floppy disk icon, for example, is used for "Save", yet the real-world connection between saving a file and an actual floppy disk (something that is rarely seen and no longer produced) is not present for many people, particularly newcomers to the web and youth. Real text ("Home" or "Save") should be used in place of an icon, or perhaps in conjunction with an icon.

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Avoid Redundant Alternative Text

Images and related text are often paired together, such as a product image with the product name immediately below it, or a photograph with a caption. In instances where the text conveys the content of the image, the image should usually be given null or empty alternative text (alt=""). This avoids the redundancy of having a screen reader read the same information twice (once for the image alternative text and once for the caption or adjacent text).

If the image and the adjacent text are links to the same location, combine both the image and the text into one link and give the image null alternative text. This avoids redundancy, results in fewer links for the user to navigate, and results in fewer links for the user to navigate.

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Extraneous Alternative Text

Alternative text should convey the content and function of an image, but it should not be used to convey additional information that is not presented visually by the image. For example, file size, file format, copyright details, that a graphical link opens in a new window, link destination, price (on e-commerce sites), keywords for search engines, etc. should not be included in alternative text. If this content is important, it should be included in the page in a way (such as in nearby text) that makes it available to all users. If this information is not necessary, it should be removed or may be presented in the title attribute value (which is intended for this type of advisory information).

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Sensory Characteristics

Avoid relying on sensory characteristics, such as shape, size, or visual location. For example, "Click the green button" will not be useful to screen reader users or some users who are color blind. Instead, use "Click on the green button labeled 'submit'" or simply "Click the 'submit' button". Similarly, "Use the form on the right" could be changed to something more descriptive such as, "Use the search form on the right." Other examples include prompts such as "Click the larger button," "Select a state on the east coast on the map", "Instructions are included in the sidebar", etc. Purely auditory cues ("Click 'Continue' after you hear the beep") should also be avoided.

To access the Center for Disability Resources Library and its materials, please click this link

Adolescents With Autism Spend Free Time Using Solitary, Screen-Based Media

ScienceDaily (Jan. 25, 2012) — "Children with autism spectrum disorders (ASD) tend to be fascinated by screen-based technology. A new study by a University of Missouri researcher found that adolescents with autism spend the majority of their free time using non-social media, including television and video-games.
"Even though parents and clinicians have often observed that children with ASD tend to be preoccupied with screen-based media, ours is the first large-scale study to explore this issue," said Micah Mazurek, assistant professor in the School of Health Professions and the Thompson Center for Autism and Neurodevelopmental Disorders. "We found that 64 percent of adolescents with ASD spent most of their free time watching TV and playing video and computer games. These rates were much higher than among those with other types of disabilities. On the other hand, adolescents with ASD were less likely to spend time using email and social media."
The majority of youths with ASD (64.2 percent) spend most of their free time using solitary, or non-social, screen-based media (television and video games) while only 13.2 percent spend time on socially interactive media (email, internet chatting).
This is the first study to examine the prevalence of screen-based media use within a large nationally representative sample of youths with ASD. Data were compiled from the National Longitudinal Transition Study 2, a group of more than 1,000 adolescents enrolled in special education. The study includes youths with ASD, learning and intellectual disabilities, and speech and language impairments."

NOTE: To read the entire article, click on the title above.

To access the Center for Disability Resources Library and its materials, please click this link

Working Too Much Is Correlated With Two-Fold Increase in Likelihood of Depression

ScienceDaily (Jan. 25, 2012) — "The odds of a major depressive episode are more than double for those working 11 or more hours a day compared to those working seven to eight hours a day, according to a report is published in the Jan. 25 issue of the online journal PLoS ONE.
The authors, led by Marianna Virtanen of the Finnish Institute of Occupational Health and University College London, followed about 2000 middle aged British civil servants and found a robust association between overtime work and depression. This correlation was not affected when the analysis was adjusted for various possible confounders, including socio-demographics, lifestyle, and work-related factors.
There have been a number of previous studies on the subject, with varying results, but the researchers emphasize that it is hard to compare results across these studies because the cut-off for "overtime" work has not been standardized.
"Although occasionally working overtime may have benefits for the individual and society, it is important to recognize that working excessive hours is also associated with an increased risk of major depression," says Dr Virtanen."

NOTE: To learn more about the original research, click on the title above.

To access the Center for Disability Resources Library and its materials, please click this link

South Carolina Assistive Technology Expo

Make plans to attend all or part of a unique event in South Carolina!
Please pass this information on to others who might be interested.

South Carolina Assistive Technology Expo

Tuesday, March 13, 2012, 9 am – 4 pm
Brookland Banquet and Conference Center, West Columbia, S.C. 29169

Over 50 exhibits and 12 workshops are available for people to see and try cutting-edge products and services for people with all types of disabilities and age-related limitations.

Workshops will address topics about programs that help people obtain used equipment, apps used with hand-held devices that help people with visual, organizing, attention, memory and communication challenges, information technology accessibility including video captioning, assistive technology for young children, mobility solutions for people with significant physical challenges, funding resources, speech recognition technology and experiences of people who use assistive technology to live more independently. For more information email Janet Jendron.

Some workshops are of particular interest to IT professionals:

Session 1: 9:30 10:30 AM
104 Hand-held devices help everyone, including people with disabilities!
Demonstration of apps and features of the Apple iOS mobile operating system (e.g. iPhone, iPad tablet) as well as the Android mobile operating system (e.g. Droid phone, Xoom Tablet) plus other hand-held devices that help people with visual and motor impairments. How these apps help with employment and independent living. Many apps discussed will help people without disabilities, e.g.,people who can't use their hands for access while driving with their respective devices. Jed Elmaleh, PT MPT, CAPS, MSCS and Clay Jeffcoat, SCSDB

Session 2: 11:30 12:30
204 Video Captioning for Accessibility and Usability
Differentiating between closed captioning and descriptive audio. Designing for readability. Addressing the needs of users with visual and cognitive impairments. Choosing fonts and colors. Free and reasonably priced tools to use in video captioning for the web and educational purposes. Challenges in posting videos on the web. This session is for everyone who uses video, not just web designers. Mark Gamble, Media Specialist, SCVRD

Session 3: 2:00 3:00 PM
304 Creating Accessible Word, PowerPoint and PDF Documents
Important basic principles that everyone should know about making these documents accessible and usable to people who use screen readers, have cognitive and mobility challenges. Topics include document structure, headings, lists, tables, Alt Text, captions and what happens when Word and PowerPoint documents are converted to tagged PDFs. Overview of some tools that can help repair PDF documents. This session is for everyone who works with these types of documents, not just people who design for the web. Natalie Denning, SC.GOV; Steve Cook, SCCB; Matthew Polkowsky, DHEC

303 Speech Recognition
In-depth comparison of the most widely used speech recognition programs (Microsoft Speech Recognition, Dragon Naturally Speaking, Via Voice, Speak Q, and Dragon Dictate Apps for use with the iPad/iPhone/iTouch). Crucial factors that enhance the use of these programs. Challenges that might be faced. Skills necessary to use speech recognition and how to get started. Val Gioia and Mark Daniels, SCDE AT Specialists

To access the Center for Disability Resources Library and its materials, please click this link

PRO-Parents

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The Journey to Adulthood: What Parents Need to Know Sexuality Training For Parents/Staff of Youth With Disabilities Sponsored by: Sumter DDSN Presented By: PRO-Parents of SC Parents Reaching Out to Parents of South Carolina Tanya Inabinet Regional Education Coordinator __________________________________________ Wednesday January 25, 2012 10:00am-2:00pm Sumter County DDSN 775 Electric Ave Sumter, SC 29153 TOPICS: Conversations about uncomfortable subjects Help Youth understand and prepare for puberty Impact of some disabilities on Adolescent Development and Social Skills (Workshop contains adult content) Please call to register Call 1-800-759-4776 Or (803) 772-5688 FREE WORKSHOP/OPEN TO THE PUBLIC Please visit our website http://www.proparents.org/ for information & registration details

PRO-Parents of South Carolina 652 Bush RIver Road Ste 203 Columbia, South Carolina 29210 This email was sent to: rectanya@aol.com Unsubscribe To access the Center for Disability Resources Library and its materials, please click this link

Consistent Navigation and Identification

Consistent Navigation and Identification

Consistency is important for web site accessibility and usability. WCAG 2.0 Success Criterion 3.2.3 (Level AA) requires that navigation elements that are repeated on web pages do not change order across pages. Success Criterion 3.2.4 (Level AA) requires that elements that have the same functionality across multiple web pages be consistently identified. For example, a search box at the top of the site should always appear in the same place and be labeled the same way.
Separate Content/Functionality from Visual Design

Accessibility of web page content and functionality occurs almost entirely in page markup (HTML). Cascading Style Sheets (CSS), on the other hand, should be used exclusively for defining page styling and visual design. While CSS can be used to improve visual design, accessibility, and usability, screen readers ignore nearly all styles. When page content or functionality are integrated into visual design and CSS (such as a CSS background image that presents content, or a styled button that presents no functional text), then this content is not available to screen reader users. Ensure that content and/or functionality are not lost when page styles are disabled.
Accessibility of User Flows

When implementing accessibility, the issues on the most visited or high profile pages are often the first to be addressed. While this is effective, also consider user flows or processes. For example, on an online shopping site, focus on making the entire checkout process accessible. While the final purchasing page of this critical process may not be as high profile or receive as much traffic, if it is inaccessible, the entire flow is essentially inaccessible. Unfortunately, the user may not realize this until they have spent considerable time on previous steps in this flow.
Cognitive Load vs. Functionality

Cognitive load is the amount of mental effort required to engage in a process. On a web page, clutter, animation, confusing content, background sounds, complex information, and other aspects of poor accessibility and usability increase cognitive load. Try to provide necessary functionality while minimizing cognitive load. This can be particularly difficult on site home pages where much functionality is provided, which generally results in a very high cognitive load. Good usability and accessibility techniques, often as identified in user testing, can help site authors maintain necessary functionality while decreasing the cognitive load.

To access the Center for Disability Resources Library and its materials, please click this link

Accessibility Tips from ATAP and WebAIM

Link Type Indicators
It is a good idea to inform users when a link goes to non-HTML content (such as a PDF file or Word document). It can be frustrating to activate a link and then realize that the link requires an external program or viewer. An icon (with appropriate alternative text) or text, such as "(PDF)", is sufficient. Because screen reader users commonly navigate by links, it is vital that the link type indicator icon or text be placed within the link, otherwise this information is readily available to sighted users, but not presented in the context of the link for screen reader users.

Accessibility User Testing
Instead of conducting accessibility testing with users with disabilities (asking users to identify accessibility issues), it is almost always more effective to do usability testing (asking users to evaluate overall usability) with users with disabilities. While accessibility testing can be used to identify instances of accessibility – poor alt text here and a missing label there, fixing all significant instances of inaccessibility and non-compliance still might result in a poor experience for users with disabilities. Basic user testing that includes users with disabilities has a focus on the broader user experience with a site, yet still can identify specific accessibility issues. User testing with individuals with disabilities should be part of a broader testing plan that involves compliance checklists, automated tests, manual testing, and assistive technology testing.

Do Not Require Unnecessary Form Data
One of the keys to creating highly accessible forms is to avoid as many errors as possible before the form is submitted. Ensure that forms are as simple and intuitive as possible, and don't require that a field be filled out if the content is not necessary (e.g., a telephone number to subscribe to an email discussion list). Errors can also be prevented by allowing informatoin to be entered in a number of logical formats. For example, allow a telephone number to be formatted: (123)456-7890, 123-456-7890, 123.456.7890, or 1234567890, as long as ten numerals are present. This data can easily be reformatted using scripting or database languages for further usage.

Large Clickable Targets
Some mouse users have may have difficulty with fine motor control, so it is important that clickable targets be sufficiently large. Radio buttons and checkboxes should include properly-associated labels (using the element). Small icons or text, such as previous/next arrows or superscript links for footnotes, should be sufficiently large or combined with adjacent text into a single link.

AAC and Literacy

AAC and Literacy

Presenter: Kenneth P. Whitley, President, Key Technologies, Inc.

Date: Friday, February 10, 2012
Time:8:30am-10:30am
Location:
SC Assistive Technology Program
Poplar Building Conference Room
Midlands Center,
8301 Farrow Road,
Columbia, SC
Directions to the Conference Room
Cost: Free, but pre-registration is required.

This workshop is limited to 20 participants.

Description: A wide variety of AAC and Literacy devices will be shown. Typical users and practical features of the devices will be discussed. Participants will have opportunities for hands-on use and question-and-answer. The following AAC and Literacy devices will be demonstrated.

• Ablenet: QuickTalkers, Boost Video Magnifier, TalkTrac Wearable Communicator
• Attainment: GoTalk Express 32
• Freedom Scientific: WYNN 6
• Inclusive TLC: MyZone, Matrix Maker
• Jabbla: Mobi 2 w/Mind Express 4, Allora
• Saltillo: NOVA chat 7, SpeakOut
• Unlimiter: The VoicePen w/VoiceSymbol and VoiceInk
• Words+: Freedom Lite Convertible, Conversa Convertible
• Zygo: Zygo Voice Amplifier, Optimist-MMX-V2, DigiCom 2000

To register for this demonstration:

• Complete the online registration form

For questions, call Will McCain at (803) 935-5004 or Lydia Durham at (803) 935-5263 or 800-915-4522.

To access the Center for Disability Resources Library and its materials, please click this link

Web Accessibility Network

Voice Control Software and Image Alternative Text

To activate links on a page, users of voice control software, such as Dragon NaturallySpeaking, speak the visible link text. When an image is linked, the alternative text of that image can be spoken to activate that link. When an image presents graphical text, the alternative text of the image should match the visible text to ensure voice control software users can easily activate that link.

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Use True Text

True text has several advantages over graphical text and should be used whenever possible. True text is easier to read, especially if it is enlarged. The user can more easily customize the appearance of the text to make it more readable (changing color, size, font, etc.). File size is typically smaller for true text and it can be translated into other languages.

WCAG 2.0 Level AA requires that if the same presentation can be accomplished using true text, then you must use true text rather than an image of text. Level AAA requires that text cannot generally be used within images at all.

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Text Readability

Keep the following guidelines in mind for displaying text:

• Avoid very small text. This not only impacts some users with low vision, but many users with cognitive disabilities as well.
• While serif fonts (e.g., Times) are more readable when printed, both serif and sans-serif fonts are appropriate when displaying body text onscreen, as long as the font is clean and readable.
• Underlined text should be avoided, except to designate links.
• Minimize the number of different fonts used on a page. Two to three fonts is optimal.
• ALL CAPS should be used minimally. It is more difficult to read and is often interpreted as "shouting". Additionally, screen readers may read all-caps text letter by letter (like an acronym) rather than as full words.

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WCAG 2.0 and Reading Level

It is always a good idea to make content as readable and understandable as is suitable for the audience. For complex content (defined as that which requires a reading ability more advanced than the lower secondary education level), WCAG 2.0 Success Criterion 3.1.5 (Level AAA) requires that a more simplified and readable version of the content be provided. Much content cannot be made perfectly understandable at these levels (consider a college-level chemistry class, for example), thus it's a Level AAA success criterion. Regardless of the limitations for some content, for a page to be optimally accessible, it should be written so as to be easily readable and understandable to the target audience.

To access the Center for Disability Resources Library and its materials, please click this link

Study Could Lead to a Treatment for Angelman Syndrome

ScienceDaily (Dec. 21, 2011) — "Results of a new study from the University of North Carolina at Chapel Hill may help pave the way to a treatment for a neurogenetic disorder often misdiagnosed as cerebral palsy or autism.
Known as Angelman syndrome, or AS, its most characteristic feature is the absence or near absence of speech throughout the person's life. Occurring in one in 15,000 live births, other AS characteristics include intellectual and developmental delay, severe intellectual disability, seizures, sleep disturbance, motor and balance disorders. Individuals with the syndrome typically have a happy, excitable demeanor with frequent smiling, laughter, and hand flapping.
No effective therapies exist for AS, which arises from mutations or deletions of the gene Ube3a on chromosome 15. The Ube3a protein produced by the gene is a key component of a molecular pathway that is very important to all cells, especially brain neurons by helping them pass electrical or chemical signals to other neurons via the synapse.
Angelman syndrome is linked to mutations or deletions in the Ube3a gene inherited from the mother; thus, the maternal allele. In most tissues of the body, both the maternal and paternal alleles are expressed. But in rodents and humans, the paternal Ube3a allele is intact but silent, or dormant.
What apparently accounts for the dormancy of that allele is a strand of ribonucleic acid known as antisense RNA, which in terms of gene expression keeps paternal Ube3a silenced, or off. Once referred to as the genome's "dark matter," antisense RNA makes no functioning gene product, but works to repress expression of another gene by binding to its RNA.
"We wanted to determine if there could be a way to "awaken" the dormant allele and restore Ube3a expression in neurons," said neuroscientist Benjamin D. Philpot, PhD, associate professor of cell and molecular physiology, one of three senior investigators in the study and a member of the UNC Neuroscience Center.
In a report of the research published online Dec. 21, 2011 in the journal Nature, the interdisciplinary team of UNC scientists say they have found a way to "awaken" the paternal allele of Ube3a, which could lead to a potential treatment strategy for AS."
NOTE: To read the entire article, click on the title above.

To access the Center for Disability Resources Library and its materials, please click this link

SCATP AT Expo 2012

Tuesday, March 13, 2012
9 am – 4 pm
Brookland Banquet and Conference Center
1066 Sunset Boulevard
West Columbia, S.C. 29169
(803) 796-7525

FREE AND OPEN TO THE PUBLIC
NO PRE-REGISTRATION NECESSARY

Mark your calendars! The South Carolina Assistive Technology Program Expo is returning for another exciting year! Come see what's new in assistive technology and listen to free presentations by great speakers. Keep checking the web page for more details!

NOTE: To access the web page, where you can find additional information, click on the title above.

To access the Center for Disability Resources Library and its materials, please click this link

SC AT Exchange - New Listings

Please send this message to other interested people and encourage them to join the SC AT Exchange. The more people we have involved, the more equipment we can find for South Carolinians. Please note, too, that some of the items needed are low-tech items that would make a huge difference in an individual's ability to live independently.
We have a number of wheel chairs and scooters listed that can be obtained for only the price of batteries and we can help get the batteries installed. Please look at the list carefully and spread the word!
Note that we can try to help facilitate transportation of equipment, if that's needed. We can't promise anything, but it's always amazing who can step in to help! If you know you need and item and need help with transportation, email Janet Jendron at Janet.Jendron@uscmed.sc. edu

Below are new listings on our SC AT Exchange.
You must login (or create a new account if you are a new user) to see the contact information. If you have already logged in (or at least tried to) and still have questions please email Catherine Leigh Graham of call her at 803-434-3189. If you can’t get Catherine, email Janet Jendron or call her at (803) 446-2566.

Please visit the AT Exchange web page and find the contact information/details for these and other items. The Assistive Technology Exchange website includes many items listed for sale or free, as well as items that are needed. These items are not located at any one place or warehouse. These are all items that are currently owned by someone else who is willing to sell at a reduced price or even for free in some cases.
If you have questions, please don’t respond to this email, but contact BOTH Janet.Jendron@uscmed.sc.edu AND Catherine.Graham@usc.med.sc.edu

Needed Items
891 w/c lift for a truck
910 Pediatric Stroller
911 Large Lift Chair
913 Lift Chair
914 Grab Bar for Tub
915 Grab Bar for Tub
916 4 Wheel Scooter
919 Shower Chair w/ Back
920 Small Shower Chair
921 Shower Chair w/ Back
922 Shower Chair
923 Heavy Duty Shower Chair
924 Heavy Duty Shower Chair
925 W/C Lift For Vehicle
926 W/C Lift for Vehicle
928 Shower Chair w/ Wheels
933 Lift Chair
935 Portable Ramp
936 Lift Chair
955 Ceiling Lift
977 adapted tricycle or bike
1023 a hospital/medical bed
1054 Full electric hospital bed
1057 6 way transfer seat
1058 Lift Chair

Available Items – Free
942 Orthopedic Hinged Leg Brace Columbia, SC
943 Pneumatic Foot Brace Columbia, SC
945 Ortho-Med Heavy Duty Commode Columbia, SC
952 Crutches and Cane Columbia, SC
957 PolarCare 300 Cold Therapy Cooler Columbia, SC
961 Grip N' Puff Switch Columbia, SC
962 Plate Switch Columbia, SC
966 String Switch Columbia, SC
967 Tread Switch Columbia, SC
973 Pulmo-Aide Compressor Nebulizer Columbia, SC
976 Manual Walker Columbia, SC
980 SureHands Lift System Columbia, SC
1031 Cases of syringes for gtube feeding West Columbia, SC
1033 SportNeb Nebulizer Pump Columbia, SC
1034 Youth Diapers Columbia, SC
1042 Reclining Pediatric Wheelchair Columbia, SC
1044 Universal Corner Chair Columbia, SC
1049 Physio-Roll Therapy Ball Columbia, SC
1056 Transport Wheelchair Blythewood, SC
1059 Bag of Hemostats Columbia, SC
1063 Invacare Pronto 91 Sure Step Power Wheelchair Blythewood, SC
1064 Rascal 318 power wheelchair Blythewood, SC

Available items – for sale or best offer
939 Pride Maxima 3 Wheel Scooter Blythewood, SC
940 Invacare Storm TDX3 Power Wheelchair Blythewood, SC
954 Maxima 4 Wheel Scooter Williamston, SC
956 Bioness L300 Greenville, SC
978 Scooter Hilton Head Island, SC
1001 Ensure Bone Health Milk Eastover, SC
1002 Ensure Plus Eastover, SC
1003 11 AirLife Prefill Nebulizer Kit Eastover, SC
1004 11 Cannister for Suction Machine Eastover, SC
1005 11 Neotech Little Sucker Eastover, SC
1006 11 Airlife Pediatric Trach Mask Eastover, SC
1007 11 Saline Eastover, SC
1008 11 Farrel Bag Eastover, SC
1009 11 Trach Care Tray cleaner Kit Eastover, SC
1010 11 Airlife Trach "T" adapter Eastover, SC
1011 11 Trach Collar Eastover, SC
1012 11 Large cloth bib Eastover, SC
1013 11 Large cloth bed pads Eastover, SC
1014 11 Suction Sponge & toothbrush Eastover, SC
1015 11 ReliaMed Flat Piston Irrigation Syringes Eastover, SC
1016 11 Plastipak Syringe Eastover, SC
1017 Kimba Ottobock Wheelchair Moore, SC
1021 accessible van Hillsville, VA
1043 Standing frame Greenville, SC
1060 Pride LX12 Power wheelchair Blythewood, SC
1061 Folding Power E & J Navigator Wheelchair Blythewood, SC
1062 Rascal 305 Scooter Blythewood, SC
1065 Hoveround MPV5 Blythewood, SC
1066 Jazzy 1104 Power Wheelchair Blythewood, SC
1067 Jet 3 Power wheelchair Blythewood, SC
1069 lenovo laptop with jaws Queens Village, NY
1070 Pediatric Stander Woodruff, SC

To access the Center for Disability Resources Library and its materials, please click this link

Accessibility Tips from ATAP and WebAim

Low Vision Custom Color Settings

Some users with low vision can see content more easily if the default colors are inverted (white text on a black background), customized user styles are applied (blue text on a yellow background, for example), or a custom color scheme is used. This can be done using the operating system, with screen magnification software, or with user style sheets in a web browser. To ensure web accessibility for these users, make sure your page colors have sufficient contrast, that color is not used as the only means of conveying information or meaning, and that colors are specified for page elements (typically using CSS to at least define the page foreground and background colors).

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Accessibility, Compliance, and Discrimination

Accessibility is about the user experience. Because a web site can always be more accessible, accessibility is best viewed as being a continuum. Web accessibility guidelines and standards (such as Section 508 and WCAG) provide useful measures along that continuum. Discrimination laws (such as the Americans with Disabilities Act or Section 504 of the Rehabilitation Act), however, generally do not define web accessibility, but instead clarify that web sites should not discriminate based on disability. Because standards and guidelines do not address all aspects of web accessibility, it is possible for a site to comply with a set of guidelines, yet remain very inaccessible to some users and potentially discriminatory. This is particularly true with very minimal standards such as Section 508. For these reasons, it is best to get a true understanding of accessibility and how end users access and use the web. Standards and guidelines should be used as tools and measures of accessibility, but the ultimate goal should not merely be compliance, but to provide an efficient, friendly, and accessible user experience regardless of disability.

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Evaluating Web Accessibility with WAVE

WAVE is a free web accessibility evaluation tool found at http://wave.webaim.org/. Rather than providing a complex technical report, WAVE shows the original web page with embedded icons and indicators that reveal the accessibility of that page. This presentation facilitates manual evaluation of web accessibility. A Firefox toolbar version of WAVE allows evaluation of web content directly within the browser - thus allowing sensitive, password protected, dynamic, or intranet pages to be easily evaluated. Because WAVE performs evaluation after page styles (CSS) has been applied and (in the toolbar) after scripting has been processed, WAVE provides a very accurate representation of true end user accessibility.

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Evaluating Alternative Text

When evaluating the alternative text of images, remember that the alternative text (whether in the image's alt attribute or in adjacent text) should convey the content and function of an image. Asking the question, "If the image could not be used, what text would replace the image?" is often a good way to determine appropriate alternative text. First, view the alternative text along with the image. Is the alternative text equivalent to the content of the image? Second, disable images and view the alternative text in place of the image and consider if the alternative text makes sense in its context and reading position within the page.

To access the Center for Disability Resources Library and its materials, please click this link

ATAC Meeting January 17th at the SC State Library

The SC Assistive Technology Advisory Committee is meeting at the SC State Library on Tuesday, January 17 from 9:30 am to 12 noon.

If you’re interested in being on this committee or know someone who might be interested, please contact me a Janet.Jendron@uscmed.sc.edu and I can fill you in on what the Committee does. We have a definite focus on IT and Web accessibility for state agencies and other entities.

Our new web site is launched and in development!
http://accessibility.sc.gov/Pages/default.aspx

I’d also like to call your attention to the web accessibility resources on SCATP’s website.

Janet Jendron
SC Assistive Technology Program
SC Assistive Technology Advisory Committee
Chair, Web Accessibility Committee

NOTE: Click on the title above to read more about web accessiblility.

To access the Center for Disability Resources Library and its materials, please click this link

Columbia Parkinson's Support Group

Meeting Reminder

Date: January 15, 2012

Topic: "What you need to know about Elder Care Law" This meeting will be very informative for Parkinson patients, their caregivers/care partners, and anyone else "regardless" of age. Even if you already have your legal affairs taken care of, you may learn other information that is of interest to you.

Time: 3:00 pm - 4:00 pm With time after the meeting for additional discussion and socialization

Speaker: Sarah L. Clingman, Attorney at Law

Sarah Clingman is a certified specialist in Elder Law, as certified by the National Elder Law Foundation. The firm's practice is limited to Elder Law, including Guardianship & Conservatorship, Estate and Special Needs planning, probate, estate administration, fiduciary administration, and issues impacting the elderly, disabled, and special needs client or a family member. She is a member of the Board of Directors of the South Carolina chapter of the National Academy of Elder Law Attorneys and a past president.

SPECIAL NOTE: Temporary Meeting Room Change for January Only

Use this link http://tinyurl.com/7sb9pv9 to obtain a copy of a map for the Lexington Medical Center.

We suggest that you print out a copy of the LMC map, and then follow the directions below. Come to the North Tower Entrance of LMC Hospital. If you come in at the light where the Emergency Department (a.k.a. ER) is located – you would go to the four way stop, go straight, pass the ER/ED, down the hill and park in either the parking lots "F" or "G" as indicated on the map. Go in the "North Tower Entrance", take the elevators down to the Lower Lever, and go to Classroom 1.

Just in case - The employees/volunteers at the North Tower Entrance -or- at the main hospital entrance will also be able to give you directions. Just tell them that you want to go to the North Tower Entrance and Classroom 1 in the Lower Level of that building.

Don't Forget To Visit Our Website Often - http://www.columbiaparkinsonsupportgroup.org/

Visit our NEWS FOR YOU web page, which has "new" news and information that may be of interest to you http://www.columbiaparkinsonsupportgroup.org/news.htm

The 2012 MEETING & EVENTS CALENDAR web page at
http://www.columbiaparkinsonsupportgroup.or/meet_calendar_2012.htm is updated often with new events, seminars, symposiums, and of course our meeting information.

Please Volunteer - We Need You! Our support group is operated and run by volunteers who are Parkinson patients themselves, caregivers / care partners of Parkinson patients, or people who have an interest in and support Parkinson's disease. We can always use volunteers. Please contact us if you have other experience or skills that you think can be used by our group.

"Thank You" Karen Basso for volunteering to be our Newspaper / Media PR contact.

"Thank You" Bob & Barb Nickel, and Joe Gilbert for volunteering to be greeters at our meetings.

Greeters - We still need additional "greeters", so that the greeters can alternate meetings. At the beginning of our meetings, you would greet meeting attendees at the door, and make people feel welcome, encouraging them to sign-in.

Program Committee Member - Currently Carol and Dottie have been doing the program planning, but we can use some help on the Program Committee. As a member of the program committee, you will have the opportunity to meet some really nice people who have an interest in or interface with the Parkinson's community in many different ways. We already have the year 2012 booked up for speakers, so you will have a "whole year" to work with Dottie and Carol and become familiar planning programs. Ability to send/receive Email is needed. Please note that you won't be doing this by yourself, Dottie and Carol will continue to be involved with the committee.

To access the Center for Disability Resources Library and its materials, please click this link

Support and Resource Group for Students and Parents & Educators of Students with Learning Differences

Support and Resource Group for Students and Parents & Educators of Students with Learning Differences

What: Support and Resource Group meetings

When: Second Tuesday of the month at 7:30 pm

Where: Glenforest School (see below for directions)

The next meeting will be on Tuesday, January 10th, 2012.

We will discuss fostering metacognition – understanding how you think, knowing your learning style, and helping students use this information to their advantage during their education. It will be a very open environment in which everyone will be welcome to share their experiences and any strategies they have found useful.

Directions to Glenforest School: Take I – 26 to US-378 W toward Lexington (Exit 110).

If you are on I26 E, turn right onto 378 W toward Lexington.

If you are on I26 W, turn left onto 378 W toward Lexington.

Turn left onto Harbor Drive. (The 1st red light on 378 W).

Glenforest School at 1041 Harbor Drive is on the right.

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Elizabeth Myers

Educational Initiatives Consultant

Landmark College Institute for Research and Training elizabethmyers@landmark.edu

(803) 635-3355

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To access the Center for Disability Resources Library and its materials, please click this link

Free Assistive Technology Workshops!

FREE! Assistive Technology Workshops Facilitated by SC Department of Education Assistive Technology Specialists

Columbia workshops:

January 17: Intel Reader

Pee Dee workshop:

January 17: Boardmaker Basics

Upstate workshop:

January 26: Free Literacy and Study Supports

Coastal workshop:

January 26: Switch Basics

Lowcountry workshop:

January 11: Free Literacy and Study Aids

All of these workshops are free of charge, but require pre-registration. Registration information can be found in the description of each workshop. Note that the registration procedures differ depending on the workshop.

To see more information about the Columbia workshops, go to the SCATP training page. To see details of workshops presented by the SC Assistive Technology Specialists in other areas of the state, go to the ATS training page at the SCATP website.

To access the Center for Disability Resources Library and its materials, please click this link