Enhancing Accessibility in Course Materials and Media Content
Explore strategies and resources for creating accessible course materials and media content to support students with disabilities. Learn about improving electronic information technology (EIT) accessibility, remediating documents, captioning videos, describing audio in films, and making social media inclusive. Get tips on providing text alternatives, optimizing hashtags for screen readers, and ensuring digital content is accessible for all.
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ACCESSIBLE COURSE MATERIALS Disability Support Services dss@loyola.edu
IMPROVING EIT ACCESSIBILITY Start with Electronic Accessibility for Students section under Faculty tab on DSS website. Getting Started section has six core skills to focus on. Headings and Document Structure Hyperlinks No! Read more about hyperlink best practices at http://webaim.org/techniques/hypertext/link_text. Yes!: Read more about hyperlink best practices. Video Captions and Transcripts Bullets and Numbered Lists Color and Contrast Image Alt-text
REMEDIATING DOCUMENTS Loyola/Notre Dame Library will remediate documents that are posted on a course Moodle site. (Any pdf posted in Moodle doesn t have to be on reserve in library). https://www.lndl.org/requests/digitization-assistance Youlanda Halterman = staff person in the library for questions about timeframes or the general process. YHalterman@loyola.edu Documents often posted as quickly as 24-48 hours.
FILMS AND VIDEOS Captioning: In course planning stage, check to see if movies/videos include a closed-captioned version. Amazon video Netflix iTunes Store Request Video Captioning Link on Loyola s accessibility website. 3 weeks lead time. Individual departments can consider using Rev.com or other services with quick turnaround times.
FILMS AND VIDEOS Audio description: Check to see if movies include a version with audio- description. American Council for the Blind updates a master list regularly. If it doesn t exist, contact DSS for assistance. We can train student employee to work with individual student.
ACCESSIBLE SOCIAL MEDIA: PROVIDE MEANINGFUL TEXT ALTERNATIVES FOR ALL IMAGES Twitter: Within your profile, go to Settings > Accessibility, and then check "Compose Image Descriptions" and save your changes. The next time you attach a photo or image to a tweet, you will have the opportunity to add a description. This is particularly important if the image includes meaningful text. Make sure to include important details (dates, times, locations) in the alt text or in the body of your tweet, or someone using a screen reader won t view it! Instagram and Facebook generate automatic alt text, which you should edit to make sure is accurate and meaningful. https://help.instagram.com/503708446705527 https://www.facebook.com/help/214124458607871?helpref=search&sr=2&query =alt%20text
ACCESSIBLE SOCIAL MEDIA: MAKE HASHTAGS SCREEN READER FRIENDLY Capitalize the first letter of each word in hashtags so that screen reader software can figure out how to pronounce each word separately. For example: #DisabilityRights instead of #Disabilityrights.
ACCESSIBLE SOCIAL MEDIA: ADDITIONAL RESOURCES Some great resources with additional info https://www.3playmedia.com/2019/03/14/making-social-media- more-accessible-to-people-with-disabilities/ https://www.afb.org/about-afb/what-we-do/afb-consulting/afb- accessibility-resources/afbs-social-media-accessibility https://accessibility.umn.edu/tutorials/accessible-social-media
ACCOMMODATION MEMO Generated by our Accommodation Management system, so don t seem as personal as they used to. But a close read will provide information regarding the student s needs for course materials and classroom access. Follow up with student s DSS advisor to obtain more information and clarification
