It is easiest to make materials accessible if you do so from the start. Below are a variety of step-by-step tutorials, in both written and video format, that will help guide you through creating or revising documents, presentations, multimedia files and other types of files. A brief list of outside resources and references are also provided under each title.
Tutorials in the sections below offer overviews of how to apply basic accessibility principles using tools in the software, including how to check for accessibility.
Adobe Acrobat (PDF)
Over the past few years we, as an institution, have focused on improving accessibility and using inclusive practices in virtual settings. As we move toward more and more in-person events, it is important to model inclusive practices in face-to-face settings, as well as virtual. Some simple practices can help create a better in-person presentation experience. These include:
- Using a microphone
- Describing images used
- Building in breaks
- Sharing slides electronically
Synchronous virtual meetings require planning in order to provide sufficient access to all participants. If not designed well, the cognitive load of video-conference meetings can be overwhelming for both participants and presenters. The following tips were developed in consideration of the wide range of disabilities that participants may or may not disclose and the wide range of technologies attendees may use. This includes:
- Steps to take prior to the meeting
- Best practices during the meeting
- Follow up after the meeting
The tutorials in this section cover creating and editing captions for videos that have already been generated through a video platform, lecture capture, mini-lectures, narrated slides, etc. All videos used as learning materials need to be captioned. Campus Technology Services has made a list of captioning service platforms.
As SUNY Oswego shifts to alternative modes of teaching, more students than ever stand to benefit from the captioning of video content. Providing the text as an alternate means of study can assist and reinforce the lecture. Transcripts can be helpful when people have difficulty focusing on audio due to a cognitive disability or distractions in their current home environment (children, family members, pets, etc). Due to the wide variety of bandwidth capabilities, it is good to provide low tech solutions including the transcript of the video. This aids people who have difficulty streaming videos because of network or economic limitations.
Accessibility should be considered when sending out general communications, such as emails. The email tutorial contains basic points of information to consider no matter what email software you are using. These include:
- Writing a clear subject line
- Using headings and paragraphs
- Adding alt text
- Writing descriptive hyperlinks
When social media content is accessible it works with assistive technologies like screen readers, personal voice assistants (e.g. Siri, Alexa, etc.), speech to text, etc. Accessible social media positively impacts cultural expectations and tells the audience they matter. While various social media platforms and applications may vary in terms of what modifications can be made, there are some basic steps you can take with your content to help improve accessibility. These include:
- Using clear language
- Adding alt text
- Captioning videos
- Properly using hashtags
- Using emojis sparingly
Deque University is a comprehensive online digital accessibility training platform that is available to all SUNY campuses.