Access Measures
Please do not utilize this resource without permission from the OED Education Program. To request permission, email [email protected].
At the start of the event, we start with an access check.
Office of Information Technology
Please do not utilize this resource without permission from the OED Education Program. To request permission, email [email protected].
At the start of the event, we start with an access check.
Welcome to Global Accessibility Awareness Day at the University of Minnesota. We are grateful you are with us today, or watching the recording afterwards.
The event is through individual Zoom webinars and meetings. You will need to register for each session. Each session will be recorded. If you cannot attend the session, please do not register for it so others are able to attend.
Invite us to an upcoming meeting. Members of the Digital Accessibility Community of Practice are available to give an overview of digital accessibility over Zoom.
Complete the presentation request form and we'll work with you to schedule a presentation for your team or department.
Request a Cultivate Inclusion Presentation
The University of Minnesota hosted an accessibility event to engage in conversation, thinking, and learning about access and inclusion on May 18, 2023. The event was put together by a volunteer group of dedicated University employees.
Include 1–3 citations supporting our recommendations from our preferred sources:
Don’t repeat information like legal implications; link to Legal Obligations page instead.
Don’t include how-to instructions; link to our preferred sources instead (see how-to instructions below).
Make headings actionable and positive, especially on the Core Skills and similar pages: Not “Techniques for Text Emphasis” or “Never Use Color Alone to Show Emphasis,” but something like, “Use Color with Another Cue for Text Emphasis.”
Use headline style capitalization for all heading levels. The Accessible U Committee consulted the following sources, and decided that choosing a style and being consistent is the most important, so chose headline style capitalization.
Include links to 1–3 step-by-step instructions for a particular technology:
The Accessible U website uses a mix of person-first or people-first (“people with disabilities”) and identity-first language (“disabled people”).
Currently there is no consensus for using person-first or identity-first language among various disability cultures. There may be a broad consensus within a group about which version of language to use, but individuals may have a preference for the alternative. Our overall aim for this website is to be as inclusive as possible.
The American Psychological Association (APA) style guide disability page provides this guiding principle, by which we abide:
“The overall principle for using disability language is to maintain the integrity (worth and dignity) of all individuals as human beings.”
We consult the Employer Assistance and Resources Network on Disability Inclusion Person First and Identity First Language page, and also use these identity-first phrases:
If you want to provide feedback on the use of language on this site, please send a message to [email protected].
Include a Summary on each page; they are configured to appear in search results.
Accessible Rich Internet Applications (ARIA) is a set of attributes that define ways to make web content and applications (especially those with JavaScript) more accessible to people with disabilities. But native HTML elements have built-in keyboard accessibility, roles, and states.
If you choose to use ARIA instead or in addition, you are responsible for mimicking the equivalent browser behavior in script. If you are not a developer, you will need one to implement ARIA.
ARIA tags can greatly enhance accessibility, usability, and navigability for screen reader and screen magnification users. Developers can use it to incorporate accessibility into both new and legacy pages.
ARIA supplements HTML so that interactions and widgets commonly used in applications can be passed to assistive technologies when there is no other mechanism.
HTML, when implemented correctly, conveys the semantic meaning of the content to people using assistive technology (such as screen readers) without any additional effort because it is already mapped to the accessibility APIs.
Use HTML elements.
Don't use ARIA when an HTML element is available.
Don't change native semantics unless it is essential.
ARIA overrides certain HTML attributes and functions. It also provides custom control semantics, but the control won't work as expected with a keyboard.
Use ARIA and JavaScript to make custom controls accessible with a keyboard.
Don't use role="presentation" or aria-hidden="true" on a focusable element.
The ARIA-hidden attribute is intended to hide the content or element from the accessibility APIs and the element that has ARIA-hidden set to true is not supposed to be interactive in any way. Defining either of these attributes on the visible focusable elements results in some users focusing on nothing.
Interactive elements such as but not limited to the following must have accessible names:
Without an accessible name, assistive technologies do not understand what the control does.
Do use varying techniques to provide accessible names, which vary from control to control.
Control | Technique |
---|---|
HTML links and buttons | The link text or button value becomes the accessible name. |
Input text fields | Associate a form control with its visible label either implicitly or explicitly. |
Custom widgets | Use ARIA-label or ARIA-labelledby. |
Don't include an interactive element with a visible label but no accessible name.
Accessibility is everyone's everyday work. Whatever roles you play—faculty, staff, student, and more—you can help create a more inclusive University. Make a commitment to start small, and continue learning and practicing.
You may also get information and support by attending or reviewing recordings of accessibility events.
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Join the Accessibility Ambassadors for a presentation by Susan Hagen of University Relations about making social media more accessible.
...
Join the Accessibility Ambassadors for a demonstration and discussion of screen readers by Accessibility Ambassador Khaled Musa from Academic...
Add alternative text, or “alt text,” to every meaningful image in digital content.
The Bakken Center enriches health and wellbeing by providing interprofessional education, delivering innovative engagement programs, and...
Campus Climate for Students with a Disability or Condition recording (41:02)
Additional slides were added to the presentation that reflect the student counts requested from the live audience.
Join the Accessibility Ambassadors on Thursday, May 28, for a presentation by accessibility ambassador Khaled Musa of Academic...
Learn about good practices for creating course sites that are both usable and accessible to the widest range of students, including...
Videos and teleconferencing are part of everyone’s daily life in a (nearly!) post-pandemic world. But videos by themselves often leave a...
CEI offers a variety of opportunities to deepen your learning and expand your practices on this topic and others. They include: ...
Join the Accessibility Ambassadors for a presentation by Jay Wilson and Corbett Laubignat of the Disability Resource Center.
Corbett and...
During the Global Accessibility Awareness Day conference, sessions will have live captioning. In order to improve the quality of this service, we ask everyone to speak slowly and clearly so the captioning service is able to accurately capture what you say.
Note: Do not use any built-in captioning options (such as Google Slides captioning or Microsoft Translator) while recording your presentation, as it will interfere with the automated captioning the conference will be using.
Community agreements have many names: participation guidelines, community expectations, group contract, code of conduct, etc. Regardless of the title, these documents aim to set the tone, address inter-relational dynamics, and establish shared understandings between members of a workgroup. In a learning community, like ours, these points of agreement provide the support needed to deepen our collective engagement and do the hard work.