Tag accessibility

508 Compliance

508 Compliance and Accessibility

eLearning specifically and education, in general, must be accessible to everyone. The news, public interest stories, books, social media, employment opportunities, and online courses are all hosted online. It has become an inconvenience to use a paper copy. Since this is the medium of choice for information, it is even more critical that everyone has access to the best of their abilities. Making our website and eLearning content accessible may increase search engine optimization and the audiences we can reach, but that should not be the primary motivation. Learn how to take steps to make your online content more accessible so it meets 508 compliance guides.

Guidelines for 508 compliance

An excellent resource for guidelines for accessibility standards is W3.org The World Web Consortium (W3C) develops recommendations that are reviewed by the Accessible Platform Architects  Working Group.  These guidelines are called the Web Content Accessibility Guidelines (WCAG). 

Where to start:

  • First, make use of headings to break up your content. Using headers is something I frequently forget!
  • Use short phrases to describe images and buttons.
  • Describe the data that is found in tables and graphs. Using text makes this information available to screen readers.
  • For audio content, a transcript should be included on your website or eLearning. The authoring tool that I use most often to create eLearning modules, Articulate Storyline 360, has made this much easier by introducing text to speech, closed captions, and a handy place to include a transcript in the Articulate Storyline Player.
  • Make sure that your color choice and text style are easy to read for people with low vision or color blindness. Check the contrast ratio at WebAIM Contrast Checker. W3.org has detailed information on each of the standards.
  • One standard that I need to remind myself of constantly is that the user must have adequate time to read the content. As a fast reader, I tend not to allow enough time for individual pop-ups to be read. 
Strobe lights.

There used to be a mall in Cincinnati, Ohio, which had video games and an arcade right inside one of the entrances. You had no warning as you entered the mall and were assaulted with flashing lights, strobe lights, loud noises, and other sights and sounds of an arcade. People with epilepsy and as yet undiagnosed seizure disorders were having seizures as they walked in the door. How is this pertinent? As gamification increases in elearning, we need to be careful not to cause seizures by including flashing lights and other content that may cause photosensitive reactions. 


Ready to check your website or eLearning for 508 compliance?

checklist
  • Make sure that you choose a font that is easy to read and of adequate size. 
  • Have adequate contrast between color blocks and text blocks and consider color blindness. Red-green color blindness is the most common. Check your color contrast.
  • Use alternative-text for all images, buttons, tables, and graphs.
  • Make sure that all content is accessible with a keyboard alone, i.e., a mouse is not needed.
  • Avoid flashing lights or pages that flicker at more than 2 Hz or less than 55 Hz.
  • Make sure there is a transcript for all audio content and audio content for all text or at least able to be read with a screen reader. 
  • Make sure all of your headings have a meaningful hierarchy.
  • All forms that need to be filled in should have text labels. 
  • Have user controls to start, stop, and replay the audio.
  • Make sure that your closed captions are accurate and well-timed. Auto-generated ones are usually not.
  • Consider users with mobility issues when designing your menu or when including large headers.
  • PDFs must be available in another form. They are not accessible to screen readers.
  • Use a tool to check your website for accessibility.
  • The screen reader will read nothing that is not initially on the page when it launches.
  • Drop-down menus are not accessible on a screen reader.

508 Compliance

Section 508 is part of the Rehabilitation Act of 1973, which requires all federal agencies and their contractors to make sure that their electronic content is available and accessible to all.  The United States Access Board, where you can find the complete list of standards, is found here.

According to the Access Board, all public-facing content must comply with 508 compliance. For non-public-facing content, they require 508 compliance for content in the following eight categories:

  1. Emergency notifications
  2. Initial or final decisions adjudicating an administrative claim or proceeding
  3. Internal or external program or policy announcements
  4. Notices of benefits, program eligibility, employment opportunities, or personnel actions
  5. Formal acknowledgment of receipt
  6. Survey questionnaires
  7. Templates and forms
  8. Educational and training materials

Job Interviews for People with Disabilities

Did you read the story about the young man with a disability who opened a coffee shop because he could get no one to hire him? Can you even imagine the contributions a person with that level of grit and determination could contribute to your business? The numbers cited vary, but consistently the studies indicate that the percentage of Americans with disabilities who are unemployed is very high. At this time of the year, where giving to others is a focus and a New Year brings the promise of new beginnings, I thought I would bring this topic up for discussion and advice. I work with several young people with disabilities and here are some of my experiences.

Stumbling blocks to college for people with disabilities

Computer screen

One young man I know has always wanted to work in the field of computer science. He was diagnosed with Asperger’s at a young age. He and his parents decided to go against the advice to move him to a public school so he could get additional help with his studies, and against advice to put him in reading lab and low-level math courses. Why? Because if they did, he would be tracked into the lowest level courses through-out his education, and there would be very little chance of him getting a college education. Remember, his dream is to work in the field of computer science.

He graduated from high school, an achievement in itself, and scored the minimally acceptable ACT score to get into college. He worked tirelessly to pass his computer science courses. Some he took twice and a few three times, but he made it. He went to the tutoring center, attended his professor’s office hours, and had many of his textbooks read out loud to him, but he made it!

At one point, this young man was not sure he would finish college as there were a few higher-level computer science courses that he struggled to pass. He decided to get an Associate’s degree, finish his BA in Computer Science, and maintain his part-time job at a local grocery store. He completed both degrees in the past year.

This post is the story of one young man, but he represents thousands of young men and women with and without disabilities who have this level of determination to succeed.

Interviewing with communication challenges

Communication struggles

Like many recent graduates, this young man with a passion for computer science is working hard to get a job in his field. However, there is a problem. His disability makes it harder for him to communicate than the average person. He will have a hard time expressing his passion in an interview. His answers to your questions will probably be short. His nervousness will compound his communication struggles.

Delayed responses

Have you ever been in a conversation with someone whose response takes 15 or even 30 seconds longer than you are comfortable with? Imagine being a busy recruiter or a hiring manager, and your candidate seems slow to answer. You may think the candidate is bored or disinterested, but it may be that his or her brain takes an extra few seconds to process the question.

Inability to read nonverbal cues

In addition to being a little slower in their conversation skills, a second thing I have noticed when working with young people with disabilities is that some believe everything you say and interpret it very concretely. One young man had a recruiter call him about a possible job opening for which he would be qualified. They spoke on the phone, and the recruiter said she would call back after receiving this young man’s resume. The young man sat by the phone for four days believing that the recruiter would call. It is a week later, and the recruiter never called back. Many people with Autism Spectrum Disorder (ASD) cannot interpret facial expressions or make meaning out of conversation other than the actual words spoken. This recruiter’s tone may have implied that she was not interested, but the young man would not be able to receive that message. Telling him that he was not a viable candidate hurts for a minute or even a day. Not telling him leaves hope that hurts indefinitely.

“A child is only as disabled as their environment and the beliefs of the people around them.” —Bala Pillai DPT, PCS

Customer service training on disabilities

As an instructional designer, with a medical and educational background, one company that prides itself on customer service asked me what course I would recommend they develop next for their employees. I suggested a course on communicating with people with disabilities for their call center employees. I wonder if they ever developed the course?

Should you disclose a disability to an employer?

As the New Year brings new opportunities, please feel free to reach out to me if I can help you or anyone you know with a disability. I can help with educational questions and share my experiences with you, but unfortunately, I cannot help with questions about employment. As you have read in this article, I have no solutions, do you?

Should an applicant disclose their disability? Should an employer be able to offer a lower salary to an otherwise great applicant who cannot work as fast as his or her colleagues?