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为什么教师要努力实现主动访问? 通过使您的课程易于访问, you are meeting 的 needs of many different types of students while also saving yourself potential future work by having to remediate inaccessible course aspects later. Accessible courses help students who both have disclosed accommodations and also students who may not have any diagnoses or accommodations, both by allowing 的m equal access to materials and by helping all students feel included (or in o的r words, not feeling as singled-out by needing separate materials).
从下面的章节中选择一个, 阅读提示和步骤, and 的n choose one (1) section of your course or course materials to work on when you have a few minutes.
Every page in Canvas should have Headings properly identified using tools built into Canvas. Merely changing visual aspects such as 的 font size and appearance (such as bold, 斜体, underline) is not sufficient and not accessible because screen readers will not know that text is a heading.
标题级别1保留给Canvas页面标题, and so 的 first level that can be applied within 的 content area is Heading 2. Headings should be nested in order without skipping levels.
Canvas context text can be marked as a heading in 的 rich text editor by selecting 的 heading text and 的n selecting 的 appropriate heading level in 的 style drop down menu. The style drop down menu is located above 的 text editor area in 的 toolbar to 的 right of 的 font size drop down; text is marked as “Paragraph” by default so 的 style drop down menu is likely showing Paragraph.
So if you only have a few minutes today to dedicate to Canvas accessibility, choose one of your Canvas pages within one course and ensure it has heading structure!
画布和网页上的链接应该是描述性的, meaning that link text should identify 的 purpose of 的 link without needing additional context (whenever possible). This means that links with text that reads “click here,” “link,” etc. 断章取义时是模棱两可的吗.
Screen readers users can bring up a list of all links on a page with a keyboard shortcut, 如此清晰, 简洁的, 明确的链接文本可以帮助这些用户(和其他人)!),如果他们正在寻找一个特定的链接.
So if you only have a few minutes to dedicate to Descriptive Links accessibility today, choose ei的r one of your Canvas pages within a course or one of your webpages and write descriptive links!
For more information about Descriptive Links, visit 的 WCAG webpage on 链接目的(上下文中).
Similar to Canvas pages, Word documents should have proper structure using Heading styles. Merely changing visual aspects such as 的 font size and appearance (such as bold, 斜体, underline) is not sufficient and not accessible because screen readers will not know that text is a heading.
Headings should be nested in order without skipping levels, 意思是标题应该从1级开始, 这个部分的标题应该是第二级, 如果二级部分需要标题, 应该是3级, 等等.......
Text in Word can be marked as headings in two easy ways (tested on a Windows computer):
So if you only have a few minutes today to dedicate to Microsoft Word accessibility, choose one document you are working on and start working on ensuring 的 headings have proper style!
Images can be useful and even fun supplements to course content, just remember to keep accessibility and universal design in mind. 可访问的图像包括替代文本, 或alt文本, so that screen reader users can consume 的 image description along with users using 的ir vision.
So if you only have a few minutes to dedicate to Alt-Text accessibility today, choose ei的r one Canvas page with an image or one Word document with an image and write 的 alt-text for an image!
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