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Temple University Center for Research
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6.
Software should provide
textual information for conveying text content, text input,
caret location, and text attributes. Operating systems often
use text to convey to assistive technology devices what the
software is doing and where it is being done. If a software
program does not offer this information in text form,
students who use assistive technology devices may not be
able to use the program.
7. Programs should not override student's preset
contrast and color selections and other individual display
attributes. Visually impaired students often rely on color
and contrast to make the onscreen images comprehensible.
Many educational software titles use animation to appeal to
younger students, but animation may constitute a barrier for
visually impaired students if the program overrides preset
color and contrast settings.
8. If animation is used, the information
being conveyed should be represented in at least one
nonanimated form and should be synchronized to the onscreen
activities. Without narration or text, a student who is
blind cannot access onscreen information.
9. Color-coding alone should not be
used to indicate an operation, convey information, or
designate the status of an operation or control. A student
who is colorblind or otherwise visually impaired needs an
alternate form of identification such as text, narration, or
icons. A typical example of a color barrier is the use of
green to indicate "yes" and red to indicate "no." Colors can
be used but must be accompanied by the text to explain what
the code represents.
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10. If software permits the student to adjust
color and contrast settings, a wide variety of shades and
colors should be offered. Some students with visual
impairments or sensitivities find it necessary to alter the
color and contrast of images on screen to make the onscreen
information decipherable.
11. Software should
not use flashing or blinking text or objects that have a
flash frequency greater than 2Hz and lower than 55Hz. This
standard is important because some students have
photosensitive epilepsy and can have epileptic seizures
triggered by flashing light, images, or icons. If flashing
or blinking images are used, the software's product
information should be consulted or the manufacturer should
be contacted to insure that the frequency is within an
acceptable range.
12. Software that includes electronic forms
within the program should allow students to complete the
form by using assistive technology. Input fields,
directions, and cues should be accessible to screen readers
and or Braille devices.
These 12
standards are minimum requirements for the overall
accessibility of programs. When previewing programs, it may
be helpful to keep in mind particular disabilities. For
instance, a student who is deaf may be able to make use of
software that would otherwise be completely inaccessible to
a student who is blind. Overall, the concepts used to
develop these standards may be useful for both disabled and
nondisabled students, because the standards make the
software accessible, reinforce skills, and reduce the
overall physical strain of using an application over a long
period of time.
Conclusion
As more educators integrate technology into the classroom,
the Section 508 standards that are set forth in the
Rehabilitation Act of 1973, as amended, will become an
integral part of the purchasing and curriculum development
process. Although guidelines for educational software
accessibility are not currently mandated in the law, schools
can use these guidelines as a model to provide equitable
access to all. By incorporating these regulations into that
process, students with disabilities who would otherwise be
segregated from the modern classroom can enjoy inclusion,
while students without disabilities can benefit from
superior products.
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