FAQ:
Removing Barriers from Information TechnologyThis resource offers faculty a quick reference on information technology and typical classroom accommodations that can be made in the educational setting. It is not all-inclusive; additional information may be obtained through the Disability Services Office located in the David W. Sink, Jr. building of the Blue Ridge Community College Flat Rock Campus or by calling 828-694-1813 (voice), 800-735-2962 (tty relay).
Information technology (IT) is any equipment or interconnected system or subsystem of equipment used to acquire, store, manage, display, or transmit information. The term information technology includes computers, software, websites, and computer equipment such as monitors and printers.
Assistive technology (AT) is any technology designed to help an individual with a disability perform functions that most other people in the general population can perform.
Many individuals with disabilities use assistive technology (AT) to access information technology (IT). However, if the information or educational technology is not designed to be compatible with assistive technology, or if it is unable to be used in other ways, that information technology is considered inaccessible. Accessible information technology is usable by everyone, including individuals with disabilities.
Education-based Information Technology (EBIT) refers to any information technology that is used by either students or employees of an educational entity. EBIT includes electronic books (E-text), the World Wide Web as instructional technology, interactive multimedia, on-line communication tools, simulations and processes. More precisely, EBIT is learning "with" technology and not "from" it.
Copiers with controls outside of the reach range of an individual who uses a wheelchair.
Computer labs on the second floor of a building that does not have an elevator.
Educational software that requires the use of a mouse and does not provide keyboard shortcuts, and therefore cannot be used by individuals who use only a keyboard or other alternative technology to access a computer.
Campus websites with unlabeled or improperly labeled graphics which cannot be used by individuals who are blind or have low vision.
Multimedia files without captioning which cannot be used by individuals who are deaf or hard of hearing.
There are many examples in society of innovations that were originally intended for individuals with disabilities, but that have provided access benefits to all people. For example:
Similarly, accessible educational materials and webcourses benefit individuals with disabilities, but additionally benefit all users.
Providing text alternatives to visual content (e.g., ALT tags for images) benefits anyone who does not have immediate access to graphics. While this group includes individuals who are blind or have low vision, it also includes those sighted users who surf the Internet using text-based browsers such as Lynx. Text based browsers have a loyal following because they provide quick and efficient access to web content. Also, despite the increasing availability of high bandwidth access technologies, 80 percent of home Internet users still connect via a regular dial-up telephone line. Slow loading graphics can seriously impede dial-up users; in fact, many who use graphical browsers such as Internet Explorer often disable the display of graphics in their browser to decrease download times. Similarly, users of handheld computing devices often disable graphics in their browsers to facilitate quicker downloads, conserve memory, or ensure a better view in their device's small browser window. There is also a growing market for voice-enabled websites and web portal systems, which provide text-to-speech web access via telephone, as well as speech-based web browsers designed for use in automobiles.
Providing text alternatives to audio content (e.g., captioning and text transcript for multimedia) benefits anyone with limited or no access to sound output. This includes individuals who are deaf or hard of hearing, but additionally includes anyone trying to access the content in a noisy environment, and people with missing, broken, or otherwise inadequate sound hardware. Captioned multimedia also allows the content to be indexed and archived so that it is fully searchable.
Avoiding the use of color to convey essential information ensures that the information is accessible to those who cannot reliably discriminate between colors. This group includes individuals with color blindness but also includes people using monochrome monitors and handheld computing devices with grayscale screens.
Using high contrast foreground/background colors benefits those who are blind or have low vision, but also provides greater readability for all users by reducing squinting and eye fatigue.
Avoiding flashing animations is necessary because animations that blink on and off at frequencies between 2Hz end 55Hz can trigger seizures in individuals with seizure disorders who are susceptible. Additionally, flashing animations, tend to annoy or distract most users.
Using relative rather than absolute units (e.g., percentages not pixels) ensures that content fits well regardless of resolution. Users with and without disabilities have an ever-increasing choice of resolution settings with modern computer equipment. Content should be designed to scale reliably, regardless of the display devices or settings that are used.
Clarifying natural language usage (e.g., specifying whether the language of your content is English, Spanish, or some other language) benefits users of a screenreader, such as individuals who are blind, have low vision, or have a learning or cognitive disability. Also, this allows search engines to more accurately index the content by language.
Providing a clear, simple design (e.g., consistent and intuitive navigational mechanism) benefits various users with disabilities, but also results in a website where users can easily and efficiently find the information that they seek. Clearly, this is a benefit to all users.
Accessible software applications always give users more than one way of accomplishing a task. They use established standards for displaying menus and prompts that can be interpreted by assistive technology. They allow users to use the mouse alone, the keyboard alone, or a combination of the two. They rely on more than color to convey information. Instructions, user guides, and other documentation are available in alternate formats, such as large print, Braille, and electronic text.
Accessible multimedia products (videotapes, CDs, DVDs, or the World Wide Web) include synchronized text captions for spoken information and other audio content and provide synchronized audio descriptions for visual content. They offer more than one way to input commands or respond to prompts. For instance, individuals who are deaf or hard of hearing cannot listen to instructions from a CD. Individuals who are blind or have low vision cannot select a picture using a mouse because they cannot see what is on the computer screen. Providing captions and keyboard commands for all functions of the software allows individuals with disabilities to participate. Descriptive narration and audio navigation (talking menus) are also essential to enable those who are blind or have low vision to access videos and DVDs independently.
Accessible websites are designed to be useable by individuals with a broad range of abilities and disabilities; they are designed so that all users can navigate the site, access content, and participate in interactive web activities. Accessible websites provide a text equivalent (typically a description) for all non-text elements, such as audio, video, graphics, animation, graphical buttons, and image maps. This allows those who cannot see the screen to access the information with a screenreader that can read the description of the picture, but cannot "read" a picture.
Accessible copy machines can be operated in more than one way using keypads, touch screens, or voice recognition. Height and position can be adjusted so that controls are within easy reach and the display can be viewed easily. Document feeders are located at desk height, putting them within reach.
Blue Ridge Community College
Disability Services Office
Flat Rock Campus, Room 127 - David W. Sink Jr. Building
828-694-1813 (voice) 
800-735-2962 (tty relay)
Accessibility meets:
