BUYING ACCESSIBLE TECHNOLOGY

Accessible E&IT: Your Electronic Curb Cut

A Buyer’s Guide
Written by: Nicaise R. Dogbo

Copyright © 2004 – 2007 All rights reserved.

CMAT Consulting
Tel. (415) 602-6242
E-mail: info@cmatconsulting.com
URL : http :www.cmatconsulting.com

Table of Contents

Introduction
Computer Software Applications
Web-based Intranet and Internet Applications
Video and Multimedia Products
Telecommunication Products
Self Contained, Closed Products
Appendix: Sample Checklists
Buying Accessible Technology © 2004 - 2007

1.1 Introduction

Electronic and information technology (E&IT) present unprecedented opportunities for people
with disabilities, especially those who have difficulties accessing printed information. These
technologies, however, when used in classrooms, may also present new accessibility
challenges. School administrators unaware of accessibility issues or the availability of
alternative accessible technologies often inadvertently create
barriers for people with disabilities by procuring the wrong E&IT products for their classrooms.
For instance, when an educational software or an online application is not compatible with
screen reading programs, students with visual impairment are adversely affected. A multimedia
presentation with no captions can be a learning barrier to a person with hearing impairment.

Accessible E&IT such as software and electronic textbooks has benefits for other students as
well. These benefits are especially important for students learning English as a second
language and those with reading difficulties. It has been shown that when information is
presented in audio and visual form, performance on complex tasks is improved. Similarly,
combining visual and verbal information can lead to enhanced comprehension.

By adopting policies that promote the development and procurement of universally designed
E&IT, schools can further the goal of inclusion and diversity in the educational system and
enhance the learning experience of all of their students, including those with disabilities.

This guide was written to assist procurers and purchasers “BUY ACCESSIBLE”. It contains a
series of helpful accessibility evaluation tips and sample checklists. The test questions and
steps suggested in this manual are in-line with the goals and objectives of section 508 of the
rehabilitation act.

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Buying Accessible Technology © 2004 - 2007

1.2 Accessible Computer Software Applications

You should always conduct your own accessibility investigation before you purchase a software
package for your school. This way you will know whether or not the product you intend on
buying is accessible. Here are two simple steps to guide you through the process:

Step I.

Request a demo or timed evaluation copy of the software from the product vender or developer
in order to conduct your own evaluation.

Invite the vendor or product developer to your facility for an on-site demo presentation. Be sure
to arrange for a hands-on demo session.

Step II.

Evaluate the software product along the following accessibility functional performance criteria:

(1) Keyboard Accessible? Your students or members of your staff should be able to use all
of the essential features of the software application program with keyboard commands alone.
They should be able to start the program, complete their work and close it without having to use
the mouse or any other pointing device.

(2) Voice-Command Software Compatible? The software should be compatible and

operable with a voice-command driven user software interface. Your students or members of
your staff should be able to start the program, complete their work and close it using a voice-
input software interface.

(3) Screen Access Compatible? Your students or members of your staff who are blind or
visually impaired should be able to work independently using screen reading or magnifying
programs. The software should be compatible and interoperable with their screen access
programs and allow them to start and complete their work without sighted assistance.

(4) Important Notes: The software should not use * flashing or blinking text, objects, or other
elements having a flash or blink frequency greater than 2 Hz and lower than 55 Hz. *
Color-coding should not be used as the only means of conveying information, indicating an
action, prompting a response, or distinguishing a visual element.

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Buying Accessible Technology © 2004 - 2007

1.3 Accessible Web-based Intranet and Internet Applications

You should make sure that the individual(s) constructing your website has extensive knowledge
of design guidelines and standards prescribed by the W3C’s Web Accessibility Initiative and
section 508 of the rehabilitation act.
Evaluate how well your web-based intranet or internet applications conform to accessibility
requirements using the following criteria as a guide:

(1) Images and Non-Text Elements Accessible? A text equivalent for every non-text
elements, i.e. images and graphics should be provided via “alt tag”, “longdesc” or an element
content.

(2) Multimedia Accessible? Equivalent alternatives, i.e. audio description or captioning

should be provided and synchronized with any multimedia presentation.

(3) Color-Coding As The Only Means Of Conveying Information? Web pages should be
designed so that all information conveyed with color is also available without color.

(4) Loss Of Content When Style Sheets Are Disabled? Documents should be organized so
they are readable without requiring an associated style sheet.

(5) Row & Column Headers Identified For Data Tables? Row and column headers should
be identified for data tables. Markup should be used to associate data and header cells when
necessary.

(6) Frames Identified? Frames should be titled with text that facilitate their identification.

(7) Flickering Avoided? Web pages should be designed to avoid causing the screen to
flicker or keep the flickering frequency higher than 2Hz and lower than 55Hz.

(8) Loss Of Content When Scripts Are Disabled? When scripting languages are utilized to
display content or create interface elements, the information provided by the scripts should be
identified with functional text that can be read by assistive technology.

(9) Are Forms Accessible? Electronic forms that are designed to be completed on-line
should allow persons using assistive technology to access the information, fields, elements and
functionality required for completion and submission of the form.

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Buying Accessible Technology © 2004 - 2007

1.4 Accessible Video and Multimedia Products

When purchasing, renting or setting up a multimedia production / tool, you should always be
mindful of persons with sensory or cognitive disabilities, e.g. visual impairment, hearing
impairment, or dyslexia, and take steps to insure that your multimedia product is of the
accessible type. Here are some simple steps to guide you through the process:

Step I.

Arrange for a product demo either at your facility or at the vendor’s to allow you to assess the
accessibility features of the product.

Step II.

Evaluate the multimedia product along the following accessibility features:

(1) Content Audio Described? The multimedia production, e.g. instructional videos, should
include narration that describes the visuals, e.g. action, scene changes, graphics and on-
screen text. In other words, your students or members of your staff who are blind or visually
impaired should have equivalent access to the multimedia content, whether audio or visual.

(2) Content Captioned? The multimedia presentation, e.g. instructional videos should
include captions to insure that persons who are deaf or hard of hearing have equivalent access
to the audio component of the multimedia production.

(3) Audio-Visual Equipment Caption & SAP Compatible? Hardware which are used to
playback multimedia production, e.g. televisions and computers should be equipped with
caption decoder and SAP (Secondary Audio Program ) in order to appropriately receive and
play back captions and audio descriptions.

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Buying Accessible Technology © 2004 - 2007

1.5 Accessible Telecommunication Products

When buying telecommunication products which include voice communication functionality, e.g.
voice-mail messaging, auto-attendant, and interactive voice response systems, it is important to
insure that these systems meet accessibility requirements. Here are some simple steps to
guide you through the process:

Step I.

Arrange for a product demo either at your facility or at the vendor’s to allow you to assess the
accessibility features of the product.

Step II.

Evaluate the telecommunication systems along the following accessibility features:

(1) TTY Compatible? Your students or members of your staff who are deaf or
hard of hearing should be able to interface and operate the system using their TTYs.

(2) Timed Response Flexible? If the telecommunications systems requires a response from
a user within a time interval, it should give an alert when the time interval is about to run out,
and should provide sufficient time for the user to indicate that more time is needed.

(3) Display Accessible? If the telecommunication system has caller identification or similar
telecommunications functions, these should also be available for users of TTYs, and visually
impaired persons.

(4) Important Notes: Telecommunications products that allow a user to adjust the receive
volume should provide a function to automatically reset the volume to the
default level after every use. Interference to hearing technologies, e.g. hearing aids, cochlear
implants, etc, should be reduced to the lowest possible level.

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Buying Accessible Technology © 2004 - 2007

1.6 Accessible Self Contained, Closed Products

When purchasing office equipment, including but not limited to printers, fax machines and
photocopiers, you should be mindful of accessibility requirements for these products because
members of your current or future staff who have a disability should also be able to
independently utilize these machines when they need to. Here are some simple steps to assist
you in evaluating these products:

Does Unit Have Built-in Accessibility Features? Closed units should have built-in accessibility
features (see below). They should not require that external assistive technology devices be
attached in order to render them accessible. Self contained products should be fully operable
and usable by persons with disability at time of purchase.
-- Flexible auditory output should be provided where visual prompts and readout displays are
used.
-- Alternative input methods should be provided where touchscreen controls are used.
-- Color coding should not be used as the only means of conveying information.
-- When a timed response is required, the user shall be alerted and given sufficient time to
indicate more time is required.

Miscellaneous

Products which have mechanically operated controls or keys should comply with the following:
(1) Are Controls & Keys Perceivable? Controls and keys should be tactilely discernible. In
cases where this applies, the status of all locking or toggle controls or keys should be visually
discernible, and discernible either through touch or sound.

(2) Are Controls & Keys Operable? Controls and keys should be operable with one hand
and should not require tight grasping, pinching, or twisting of the wrist.

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Buying Accessible Technology © 2004 - 2007

Self Contained, Closed product Accessibility Checklist

This checklist should help you evaluate the extent to which your office equipment (including —
but not limited to — printers, fax machines, and copiers)
is accessible.

Equipment Type:
Manufacturer:
Model:

Question YES NO N/A

1. If the unit has an adjustable receive volume, does it also provide a

function that reset the volume level back to the default value after every use?
2. Are any displays — including liquid crystal displays — readable by
persons who are in a seated position, such as those who use wheelchairs?
3. Is flexible auditory output provided where visual prompts and readout
displays are used?
4. Is the force required to operate active controls no greater than 5 LB?
5. Can users confirm their selections? For instance, if a person has limited
fine motor control, such as a person who has a palsy, it is helpful for him or
her to have the opportunity to confirm selections — such as "number of
copies" selected — before the operation begins.
6. Are controls and operating mechanisms operable with one hand and
without tight grasping, pinching, or twisting of the wrist?
7. Is color coding used as the only means of conveying information?
8. Are controls or keys tactilely discernible? In case where this applies, is the
status of all locking or toggle controls or keys visually discernible and
discernible through touch or sound?
9. Does unit provide alternate input methods where touchscreen controls are
used?
10. Is the system timed response flexible? In other words, does it alert the
user when time is about to run out and give them an option to indicate that
more time is needed?

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Buying Accessible Technology © 2004 - 2007

Computer Software & On-Line Application Accessibility Checklist

This checklist should help you evaluate the extent to which your computer software and on-line
application is accessible.

Equipment Type:
Manufacturer:
Model:

Question YES NO N/A

1. Can the user work and interact with the software using keyboard alone?
2. Is the software compatible with and operable using voice command
interface, e.g. Dragon Naturally Speaking?
3. Is the software compatible with and operable using screen access
programs, e.g. screen magnifiers, screen readers?
4. Is the software using flashing or blanking text, objects or other elements
with a flash or blank frequency greater than 2Hz and lower than 55Hz?
5. Is the software using color-coding as the only means of conveying
information, indicating an action, prompting a response or distinguishing a
visual element?

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Buying Accessible Technology © 2004 - 2007

Video and Multimedia Tools Accessibility Checklist

This checklist should help you evaluate the extent to which your video and multimedia tools are
accessible.

Equipment Type:
Manufacturer:
Model:

Question YES NO N/A

1. Does the multimedia presentation include narration that describes the

visuals?
2. Does the multimedia production include captions?
3. Does the multimedia production equipment have caption decoder and
Secondary Audio Program (SAP) for appropriately playing back captions and
audio descriptions?
4. Is the multimedia using flashing or blanking text, objects or other
elements with a flash or blank frequency greater than 2Hz and lower than
55Hz?
5. Are controls or keys tactilely discernible? In case where this applies, is the
status of all locking or toggle controls or keys visually discernible and
discernible through touch or sound?

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Buying Accessible Technology © 2004 - 2007

Telecommunication Product Accessibility Checklist

This checklist should help you evaluate the extent to which your telecommunication equipment
(including — but not limited to — voice-mail messaging, auto-attendant, and interactive voice
response systems) is accessible.

Equipment Type:
Manufacturer:
Model:

Question YES NO N/A

1. Can the user operate and interface the telecommunication system using
their TTYs?
2. Is the telecomm system timed response flexible? In other words, does it
alert the user when time is about to run out and give them an option to
indicate that more time is needed?
3. Are features like caller Id or other cues that are provided in a visual
manner also available to users of TTYs and visually impaired persons?
4. If the telecomm product has an adjustable receive volume, does it also
provide a function that reset the volume level back to the default value after
every use?
5. Was the telecommunication product design such that interference with
hearing technologies, e.g. hearing aids, cochlear implants, etc, is reduced to
the lowest possible level?

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