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Paul Merrell

Web video accessibility from EmbedPlus on 2011-08-11 ( from July to Se... - 0 views

    For those who care about Web accessibility, here is an opportunity to provide feedback on some accessibility tools for one of the most widely-used web services. The message deserves wide distribution. The contact email address is on the linked page. 

    The linked tool set should also be of interest to those doing mashups or embedding YouTube videos in web pages.

    Hi all,

    I'm the co-developer a YouTube third-party tool called EmbedPlus. It enhances the standard YouTube player with many features that aren't inherently supported. We've been getting lots of feedback regarding the accessibility benefits of some of these features like movable zoom, slow motion, and even third-party annotations.

    As the tool continues to grow in popularity, the importance of its accessibility rises. I decided to do some research and found the WAI Interest group to be a major proponent of accessibility on the web. If anyone has time to take a look at EmbedPlus and share feedback that could help improve the tool, please do.

    Here's the link:

    Thank you in advance,

Paul Merrell

Last Call Working Draft -- W3C Authoring Tool Accessibility Guidelines (ATAG) 2.0 - 0 views

    • This is a Working Draft of the Authoring Tool Accessibility Guidelines (ATAG) version 2.0. This document includes recommendations for assisting authoring tool developers to make the authoring tools that they develop more accessible to people with disabilities, including blindness and low vision, deafness and hearing loss, learning disabilities, cognitive limitations, motor difficulties, speech difficulties, and others.

      Accessibility, from an authoring tool perspective, includes addressing the needs of two (potentially overlapping) user groups with disabilities:

    • Examples of authoring tools: ATAG 2.0 applies to a wide variety of web content generating applications, including, but not limited to:
      • web page authoring tools (e.g., WYSIWYG HTML editors)
      • software for directly editing source code (see note below)
      • software for converting to web content technologies (e.g., "Save as HTML" features in office suites)
      • integrated development environments (e.g., for web application development)
      • software that generates web content on the basis of templates, scripts, command-line input or "wizard"-type processes
      • software for rapidly updating portions of web pages (e.g., blogging, wikis, online forums)
      • software for generating/managing entire web sites (e.g., content management systems, courseware tools, content aggregators)
      • email clients that send messages in web content technologies
      • multimedia authoring tools
      • debugging tools for web content
      • software for creating mobile web applications
    • Web-based and non-web-based: ATAG 2.0 applies equally to authoring tools of web content that are web-based, non-web-based or a combination (e.g., a non-web-based markup editor with a web-based help system, a web-based content management system with a non-web-based file uploader client).
    • Real-time publishing: ATAG 2.0 applies to authoring tools with workflows that involve real-time publishing of web content (e.g., some collaborative tools). For these authoring tools, conformance to Part B of ATAG 2.0 may involve some combination of real-time accessibility supports and additional accessibility supports available after the real-time authoring session (e.g., the ability to add captions for audio that was initially published in real-time). For more information, see the Implementing ATAG 2.0 - Appendix E: Real-time content production.
    • Text Editors: ATAG 2.0 is not intended to apply to simple text editors that can be used to edit source content, but that include no support for the production of any particular web content technology. In contrast, ATAG 2.0 can apply to more sophisticated source content editors that support the production of specific web content technologies (e.g., with syntax checking, markup prediction, etc.).
    Link is the latest version link so page should update when this specification graduates to a W3C recommendation.
Paul Merrell

Joint - Dear Colleague Letter: Electronic Book Readers - 1 views

  • U.S. Department of Justice
    Civil Rights Division

    U.S. Department of Education
    Office for Civil Rights

    June 29, 2010
    Dear College or University President:
    We write to express concern on the part of the Department of Justice and the Department of Education that colleges and universities are using electronic book readers that are not accessible to students who are blind or have low vision and to seek your help in ensuring that this emerging technology is used in classroom settings in a manner that is permissible under federal law. A serious problem with some of these devices is that they lack an accessible text-to-speech function. Requiring use of an emerging technology in a classroom environment when the technology is inaccessible to an entire population of individuals with disabilities - individuals with visual disabilities - is discrimination prohibited by the Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973 (Section 504) unless those individuals are provided accommodations or modifications that permit them to receive all the educational benefits provided by the technology in an equally effective and equally integrated manner.
    The Department of Justice recently entered into settlement agreements with colleges and universities that used the Kindle DX, an inaccessible, electronic book reader, in the classroom as part of a pilot study with, Inc. In summary, the universities agreed not to purchase, require, or recommend use of the Kindle DX, or any other dedicated electronic book reader, unless or until the device is fully accessible to individuals who are blind or have low vision, or the universities provide reasonable accommodation or modification so that a student can acquire the same information, engage in the same interactions, and enjoy the same services as sighted students with substantially equivalent ease of use. The texts of these agreements may be viewed on the Department of Justice's ADA Web site, (To find these settlemen
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