#PSU WEBTOOLS SOFTWARE#

If your interface includes updated information (e.g.Ensure that all functionality available on a mouse is available on a keyboard.See complete set of recommendations at the HTML Guide.Use tools to enhance the creation MathML equations for STEM content.When using frames and iframes, use the TITLE attribute to indicate the name of the frame.Make sure online forms comply with accessibility standards including use of labels for different fields and accessible error messages.Use skip navigation strategies to ensure that users on a keyboard (including those on a screen reader) can skip repetitive navigation.Color contrast can be used with other indicators. Avoid using color contrast alone in presenting content.Follow guidelines for creating legible content including sufficient color contrast.Ensure that reading order is the same with CSS styles disabled.Hover/rollover effects that work with a mouse should also work with keyboard focus.For data tables, use table captions and table headers to increase screen reader usability.Use headings, distinct link text and ARIA landmarks to facilitate navigation on a screen reader.All HTML pages should have a unique title.Dropdown menus can also be problematic for people with some cognitive disorders. Many users on a screenreader or who have motion disorders may find floating menus problematic. When using dropdown/floating menus, provide a text-based navigation as well.

#PSU WEBTOOLS SOFTWARE#

See the Software link for accessibility recommendations relating to other tools such as Sites at Penn State, VoiceThread, Adobe Connect and others.

Follow recommended guidelines for Canvas including creating content with the Rich Content Editor, providing accessible video and documents and providing appropriate time extensions for students needing accommodation.

If you want to upload a PowerPoint file, then make sure the color scheme has suffienct contrast, all graphics are labeled and all audio is transcribed.

Video and audio files should be captioned/transcribed for those who cannot hear the content.Moving content can be disorienting for users with certain types of cognitive disorders. Avoid autoplay for videos and animations over five seconds.If your content includes an animation, make sure that itвЂ™s necessary for the content and that the flicker rate is lower than 2 Hz (Hertz) and greater than 55 Hz вЂ“ animations within these frequencies may trigger epileptic seizures.

For math equations, follow guidelines for creating MathML compatible formats for math equations.Charts should also be designed to be understandable in black and white. For complex images such as a chart, map or other diagrams, ALT text can be supplemented by extended text descriptions.Use image ALT Text to quickly describe images for those who cannot see it.Ensure that non-English content is properly tagged.PDFs can be made accessible, but the process is very complex, so it is often quicker to provide content in an alternative form. Provide alternatives for PDFs such as Word, HTML or text.If you use data tables, be sure to label the table and columns and avoid merging cells.Make sure font face and size conform to recommended legibility standards.Use color schemes in PowerPoint and Web pages with sufficient color contrast.an outline) has multiple levels, make sure each level uses a different numbering scheme. For lists (numbered and with bullets), make sure to use the bullet tools to create them.Ensure that link text indicates specific destinations (i.e.Use semantic headings to divide long documents into navigable sections.Note: Most recommendations can be implemented in Microsoft Office, Canvas, Word Press/Sites at Penn State as well as Web pages. This Quick Accessibility Checklist is meant to help faculty and staff who want to develop or modify Web-based course material, lectures, and assignments in an accessible way.

Psu webtools