ࡱ>   !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entryb.@p`@SlideShow``Main {PerfectOffice_MAIN&gc{s Original Slide Show  Oh+'Oh+'0X   ,Howard KramerhowardS53$C:\COREL\SUITE8\PROGRAMS\PRW      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~WPCgc ~ GH]]_HD[`WfWwW}W |"XXXX'3XXXX3' >Hm =B!(Sj.+48;=@{EWPC 1'12  I  .3  WebAccessandDesignforPersonswithDisabilities..2  A  .3  HowardKramer..2  A  .3  Coordinator,AssistiveTechnologyLab..2  A  .3  UniversityofColorado-Boulder,..2  A  .3  hkramer@colorado.edu..2  A  .3  ..2  A  .3  ZuhairMahd..2  A  .3  AssistiveTechnologist..2  A  .3  nattiq@nattiq.com1'  12  I  .3  DisabilityGroupsAddressed..2  A  .3  ԀVisuallyImpairedUsers..2  A  .3  ԀMobilityImpairedUsers..2  A  .3  ԀHearingImpairedUsers..2  A  .3  ԀCognitive/LearningDisabilities1' 12  I  .3  SpeechOutputTechnological&Terminology..2  A  .3  Ԁ SpeechSynthesizers&Screenreaders ..2  A  .3  ԀScannersandOCRsoftwareAllowedaccesstobothpaperdocumentsandcomputerizedtexttouserswithvisualimpairments̀1'"#12  I  .3  WhyMakeWebPagesAccessible..2  A  .3  UniversityEnvironment......2  a  .3  Registration,CourseContent,LibraryAccess/Research,AccesstoRecords..2  A  .3  Commerce......2  a  .3  54MillionAmericanswithdisabilities......2  a  .3  175Billionindiscretionaryincome......2  a  .3  Govtprojects-508requiresaccessibletechnology..2  A  .3  AccessibilityDesign=GoodDesign......2  a  .3  Clean,concise,consistency......2  a  .3  Correlationbetweeninaccessibilityandpoordesign......2  a  .3  Betterinterfaceforportabletechnology6, !62  I  .3  LegalIssues....2  1  .3  OCRrulingregardingaccessibilityofcommunications..2  A  .3  TitleIIoftheAmericanswithDisabilitiesAct(TitleII)requiresapubliccollegetotakeappropriatestepstoensurethatcommunicationswithpersonswithdisabilities"areaseffectiveascommunicationswithothers"[28C.F.R.35.160(a)].OCRhasrepeatedlyheldthat theterm"communication"inthiscontextmeansthetransferofinformation,including(butnotlimitedto)theverbalpresentationofalecturer,theprintedtextofabook,andtheresourcesoftheInternet. TitleIIfurtherstatesthat,indeterminingwhattypeofauxiliaryaidandserviceisnecessary,apubliccollegeshallgiveprimaryconsiderationtotherequestsoftheindividualwithadisability[28C.F.R.35.160(b)(2)].,",2  I  .3  O, \AZ"Arial RegularO@@@DeterminingAccessibilityO, \AZ"Arial RegularOxxxWAIprioritylevelsO, \AZ"Arial RegularO WAI-InternationalStandard `Lhttp://www.w3.org/TR/WAI-WEBCONTENT/checkpoint-list.htmlO, \AZ"Arial RegularOEachcheckpointhasaprioritylevelassignedbytheWorkingGroupbasedonthecheckpoint'simpactonaccessibility. S [Priority1] S AWebcontentdevelopermustsatisfythischeckpoint.Otherwise,oneormoregroupswillfinditimpossibletoaccessinformationinthedocument.SatisfyingthischeckpointisabasicrequirementforsomegroupstobeabletouseWebdocuments. S [Priority2] S AWebcontentdevelopershouldsatisfythischeckpoint.Otherwise,oneormoregroupswillfinditdifficulttoaccessinformationinthedocument.SatisfyingthischeckpointwillremovesignificantbarrierstoaccessingWebdocuments. S [Priority3] S AWebcontentdevelopermayaddressthischeckpoint.Otherwise,oneormoregroupswillfinditsomewhatdifficulttoaccessinformationinthedocument.SatisfyingthischeckpointwillimproveaccesstoWebdocuments. S Somecheckpointsspecifyaprioritylevelthatmaychangeundercertain(indicated)conditions.O, \AZ"Arial RegularO1' 12  I  .3  Section508-Access-BoardRegs..2  A  .3  TheLaw:Section508 In1998,CongressamendedtheRehabilitationActandstrengthenedprovisionscoveringaccesstoinformationintheFederalsector.Asamended, section508oftheRehabilitationActrequiresaccesstotheFederalgovernment'selectronicandinformationtechnology.ThelawcoversalltypesofelectronicandinformationtechnologyintheFederalsector andisnotlimitedtoassistivetechnologiesusedbypeoplewithdisabilities.ItappliestoallFederalagencieswhentheydevelop,procure,maintain,orusesuchtechnology.Federalagenciesmustensurethatthistechnologyisaccessibletoemployeesandthepublictotheextentitdoesnotposean"undueburden." ThelawdirectstheAccessBoardtodevelopaccessstandardsforthistechnologythatwillbecomepartoftheFederalprocurementregulations. ..2  A  .3   S Thescopeofsection508islimitedtotheFederalsector.Itdoesnotapplytotheprivatesector,nordoesitgenerallyimposerequirementsontherecipientsofFederalfunds.(However, StatesreceivingassistanceundertheAssistiveTechnologyActStateGrantprogramarerequiredtocomplywithsection508andtheBoardsstandards,accordingtotheDepartmentofEducation,whichadministerstheAct. TheDepartmentplanstoissueguidanceonhowthestandardsapplytotheStatesundertheAssistiveTechnologyAct.Forfurtherinformation,e-mailthe DepartmentofEducationorcall(202)205-5666(voice)or202-205-5516(TTY)).O, \AZ"Arial RegularO 1'12  I  .3  ....2  1  .3  AccessBoard508Guidelines-LegalStandard..2  A  .3  Section508AccessibilityStandardsforWebSites..2  A  .3  1194.22Web-basedintranetandinternetinformationandapplications...2  A  .3  (a) Atextequivalentforeverynon-textelementshallbeprovided(e.g.,via"alt","longdesc",orinelementcontent)...2  A  .3  ..2  A  .3  (b) Equivalentalternativesforanymultimediapresentationshallbesynchronizedwiththepresentation...2  A  .3  ..2  A  .3  (c) Webpagesshallbedesignedsothatallinformationconveyedwithcolorisalsoavailablewithoutcolor,forexamplefromcontextormarkup...2  A  .3  (d) Documentsshallbeorganizedsotheyarereadablewithoutrequiringanassociatedstylesheet...2  A  .3  (e) Redundanttextlinksshallbeprovidedforeachactiveregionofaserver-sideimagemap.1'12  I  .3  Ԁ508Contd..2  A  .3  (f) Client-sideimagemapsshallbeprovidedinsteadofserver-sideimagemapsexceptwheretheregionscannotbedefinedwithanavailablegeometricshape...2  A  .3  (g) Rowandcolumnheadersshallbeidentifiedfordatatables...2  A  .3  (h)Markupshallbeusedtoassociatedatacellsandheadercellsfordatatablesthathavetwoormorelogicallevelsofroworcolumnheaders...2  A  .3  (i) Framesshallbetitledwithtextthatfacilitatesframeidentificationandnavigation...2  A  .3  (j)Pagesshallbedesignedtoavoidcausingthescreentoflickerwithafrequencygreaterthan2Hzandlowerthan55Hz...2  A  .3  (k) Atext-onlypage,withequivalentinformationorfunctionality,shallbeprovidedtomakeawebsitecomplywiththeprovisionsofthispart,whencompliancecannotbeaccomplishedinanyotherway.Thecontentofthetext-onlypageshallbeupdatedwhenevertheprimarypagechanges.1' 12  I  .3  ....2  1  .3  508Contd..2  A  .3  (l) Whenpagesutilizescriptinglanguagestodisplaycontent,ortocreateinterfaceelements,theinformationprovidedbythescriptshallbeidentifiedwithfunctionaltextthatcanbereadbyassistivetechnology...2  A  .3  (m)Whenawebpagerequiresthatanapplet,plug-inorotherapplicationbepresentontheclientsystemtointerpretpagecontent,thepagemustprovidealinktoaplug-inorappletthatcomplieswith1194.21(a)through(l)...2  A  .3  (n)Whenelectronicformsaredesignedtobecompletedon-line,theformshallallowpeopleusingassistivetechnologytoaccesstheinformation,fieldelements,andfunctionalityrequiredforcompletionandsubmissionoftheform,includingalldirectionsandcues...2  A  .3  (o) Amethodshallbeprovidedthatpermitsuserstoskiprepetitivenavigationlinks...2  A  .3  (p)Whenatimedresponseisrequired,theusershallbealertedandgivensufficienttimetoindicatemoretimeisrequired.6, 62  I  .3  Featuresthatmakeawebpageinaccessible....2  1  .3  FollowWaiQuicktipsorSec.508toavoidtheseIssues..2  A  .3  imageswithoutalternativetext..2  A  .3  lackofalternativetextforimagemaphot-spots..2  A  .3  UseofJavaappletsandActiveX..2  A  .3  uncaptionedaudioorundescribedvideo..2  A  .3  lackofalternativeinformationforuserswhocannotaccessframesorscripts..2  A  .3  siteswithpoorcolorcontrastO, \AZ"Arial RegularO6, 62  I  .3  Guidelinesformakingwebpagesaccessible....2  1  .3  GeneralPageLayout..2  A  .3  Maintainasimpleandconsistentlayout..2  A  .3  keepbackgroundssimple;makesurethereisenoughcontrast..2  A  .3  UsestandardHTML..2  A  .3  Designreasonablylargebuttons..2  A  .3  Avoiduseofnon-descriptivelinkssuchas clickhere:0  $ :2  I  .3  Thinklikeascreenreader....2  1  .3  StartofHands-onExercisesSourcesfortutorials:..2  A  .3  ThinklikeascreenreaderO, \AZ"Arial RegularO1'  12  I  .3  Webpagetesting..2  A  .3  Testyourpagewithvariousbrowsers..2  A  .3  Useatleastonetextbasedbrowseroruseascreenreader(below)..2  A  .3  Attheveryleast,turnoffpicturestoviewthepage..2  A  .3  UseavalidatorsuchasBobbyand/orWave..2  A  .3  UseascreenreaderO, \AZ"Arial RegularO1'   12  I  .3  Resources..2  A  .3  Webaccessinitiativequickguidelines....2  1  .3  www.w3.org/wai..2  A  .3  On-linetutorial....2  1  .3  www.w3.org/wai/wcag-curric..2  A  .3  www.rit.edu/~easi..2  A  .3  AccessibleMedia....2  1  .3  www.wgbh.org/ncam..2  A  .3  www.resna.org..2  A  .3  www.cast.org/bobby..2  A  .3  www.colorado.edu/webcom/access..2  A  .3  www.jimthatcher.com 6, 62  I  .3  AccessingHigherGround....2  1  .3  AssistiveTechnologyinHigherEducation..2  A  .3  ԀNovember12-14,2003..2  A  .3  ԀHands-onsessiononWebAccess..2  A  .3  ԀDistanceLearning..2  A  .3  ԀUniversityofColorado,BoulderCampus..2  A  .3  Ԁwww.colorado.edu/sacs/ATconference VO BG'EI!_rxCTaXBackground BlankBackground 3 TitleBulleted ListTextOrg ChartData ChartCombinationWPCT}C:P\\TIN-3'XXXXKKKK5/ @1 'Q; ? 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OCR has repeatedly held that the term "communication" in this context means the transfer of information, including (but not limited to) the verbal presentation of a lecturer, the printed text of a book, and the resources of the Internet. Title II further states that, in determining what type of auxiliary aid and service is necessary, a public college shall give primary consideration to the requests of the individual with a disability [28 C.F.R. 35.160(b)(2)]. Determining Accessibility WAI priority levels WAI - International Standard http://www.w3.org/TR/WAI-WEBCONTENT/checkpoint-list.html Each checkpoint has a priority level assigned by the Working Group based on the checkpoint's impact on accessibility. [Priority 1] A Web content developer must satisfy this checkpoint. Otherwise, one or more groups will find it impossible to access information in the document. Satisfying this checkpoint is a basic requirement for some groups to be able to use Web documents. [Priority 2] A Web content developer should satisfy this checkpoint. Otherwise, one or more groups will find it difficult to access information in the document. Satisfying this checkpoint will remove significant barriers to accessing Web documents. [Priority 3] A Web content developer may address this checkpoint. Otherwise, one or more groups will find it somewhat difficult to access information in the document. Satisfying this checkpoint will improve access to Web documents. Some checkpoints specify a priority level that may change under certain (indicated) conditions. Section 508 - Access-Board Regs The Law: Section 508In 1998, Congress amended the Rehabilitation Act and strengthened provisions covering access to information in the Federal sector. As amended, section 508 of the Rehabilitation Act requires access to the Federal government's electronic and information technology. The law covers all types of electronic and information technology in the Federal sector and is not limited to assistive technologies used by people with disabilities. It applies to all Federal agencies when they develop, procure, maintain, or use such technology. Federal agencies must ensure that this technology is accessible to employees and the public to the extent it does not pose an "undue burden." The law directs the Access Board to develop access standards for this technology that will become part of the Federal procurement regulations. The scope of section 508 is limited to the Federal sector. It does not apply to the private sector, nor does it generally impose requirements on the recipients of Federal funds. (However, States receiving assistance under the Assistive Technology Act State Grant program are required to comply with section 508 and the Boards standards, according to the Department of Education, which administers the Act. The Department plans to issue guidance on how the standards apply to the States under the Assistive Technology Act. For further information, e-mail the Department of Education or call (202) 205-5666 (voice) or 202-205-5516 (TTY)). Access Board 508 Guidelines - Legal Standard Section 508 Accessibility Standards for Web Sites  1194.22 Web-based intranet and internet information and applications. (a) A text equivalent for every non-text element shall be provided (e.g., via "alt", "longdesc", or in element content). (b) Equivalent alternatives for any multimedia presentation shall be synchronized with the presentation. (c) Web pages shall be designed so that all information conveyed with color is also available without color, for example from context or markup. (d) Documents shall be organized so they are readable without requiring an associated style sheet. (e) Redundant text links shall be provided for each active region of a server-side image map. 508 Contd (f) Client-side image maps shall be provided instead of server-side image maps except where the regions cannot be defined with an available geometric shape. (g) Row and column headers shall be identified for data tables. (h) Markup shall be used to associate data cells and header cells for data tables that have two or more logical levels of row or column headers. (i) Frames shall be titled with text that facilitates frame identification and navigation. (j) Pages shall be designed to avoid causing the screen to flicker with a frequency greater than 2 Hz and lower than 55 Hz. (k) A text-only page, with equivalent information or functionality, shall be provided to make a web site comply with the provisions of this part, when compliance cannot be accomplished in any other way. The content of the text-only page shall be updated whenever the primary page changes. 508 Contd (l) When pages utilize scripting languages to display content, or to create interface elements, the information provided by the script shall be identified with functional text that can be read by assistive technology. (m) When a web page requires that an applet, plug-in or other application be present on the client system to interpret page content, the page must provide a link to a plug- in or applet that complies with 1194.21(a) through (l). (n) When electronic forms are designed to be completed on-line, the form shall allow people using assistive technology to access the information, field elements, and functionality required for completion and submission of the form, including all directions and cues. (o) A method shall be provided that permits users to skip repetitive navigation links. (p) When a timed response is required, the user shall be alerted and given sufficient time to indicate more time is required. Features that make a web page inaccessible Follow Wai Quicktips or Sec. 508 to avoid these Issues images without alternative text lack of alternative text for imagemap hot-spots Use of Java applets and Active X uncaptioned audio or undescribed video lack of alternative information for users who cannot access frames or scripts sites with poor color contrast Guidelines for making web pages accessible General Page Layout Maintain a simple and consistent layout keep backgrounds simple; make sure there is enough contrast Use standard HTML Design reasonably large buttons Avoid use of non-descriptive links such as click here Think like a screenreader Start of Hands-on Exercises Sources for tutorials: Think like a screenreader Web page testing Test your page with various browsers Use at least one text based browser or use a screenreader (below) At the very least, turn off pictures to view the page Use a validator such as Bobby and/or Wave Use a screenreader Resources Web access initiative quick guidelines www.w3.org/wai On-line tutorial www.w3.org/wai/wcag-curric www.rit.edu/~easi Accessible Media www.wgbh.org/ncam www.resna.org www.cast.org/bobby www.colorado.edu/webcom/access www.jimthatcher.com Accessing Higher Ground Assistive Technology in Higher Education November 12 - 14, 2003 Hands-on session on Web Access Distance Learning University of Colorado, Boulder Campus www.colorado.edu/sacs/ATconference%.s F!8!)+p@8GMY\6" Ց) å7 %(#L` jC }!3*%@CZ`kTo av?y +D!UWPCq XX81%XX81%(3'XXXX,,,,9""&u/"2u/"C , \AZ"Arial Regular +YC , \AZ"Arial Regular +#C , \AZ"Arial Regular +#C , \AZ"Arial Regular +#C , \AZ"Arial Regular +#C , \AZ"Arial Regular +#)?  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Z9׿aQ 4 @ @ @ @ @ @ f" dddddd$  u /".)*+%'13 + :/ O, \AZ"Arial RegularO        @a /!!!!!!aO, \AZ"Arial RegularO@@@        @ނ        @  /  O, \AZ"Arial RegularO@@@        @ނ0M..November12-14,2003fO, \AZ"Arial RegularO@@@        @  /  O, \AZ"Arial RegularO@@@        @ނ0M..Hands-onsessiononWebAccessfO, \AZ"Arial RegularO@@@        @  /  O, \AZ"Arial RegularO@@@        @ނ0M..DistanceLearningfO, \AZ"Arial RegularO@@@        @  /  O, \AZ"Arial RegularO@@@        @ނ0M..UniversityofColorado,BoulderCampusfO, \AZ"Arial RegularO@@@        @  /  O, \AZ"Arial RegularO@@@        @ނ0M..www.colorado.edu/sacs/ATconferenceWPC#XX81%XX81%3'XXXX,,,,9"2+R/#2R/#C , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LY)?  9׿aQ 4 @ @ @ @ @ @ f" dddddd$  R/#.%`L13Y / /#O, \AZ"Arial RegularO     `L   @Y  Q QO, \AZ"Arial RegularO AccessingHigherGround.+%19׿3aQ `R//RWPCXX81%XX81%3'XXXX,,,,9"=/2/C , \AZ"Arial Regular +#p#C , \AZ"Arial Regular +#p#C , \AZ"Arial Regular +#p#C , \AZ"Arial Regular +#p#C , \AZ"Arial Regular +#p#C , \AZ"Arial Regular +#p#)?  9׿aQ 4 @ @ @ @ @ @ f" dddddd$   /.+%#1p3# 5F/O, \AZ"Arial RegularO     #   @p#  Q QO, \AZ"Arial RegularOAssistiveTechnologyinHigherEducationWPCXX81%XX81%e3'XXXX,,,,9Tj"&u/" u/"  u/"-.)*+%'153Y +:/O, \AZ"Arial RegularO        @Y  Q QO, \AZ"Arial RegularO@@@Ex.NameWPCXX81%XX81%R3'XXXX,,,,9"O2#R/#2R/#C , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LY)?  9׿aQ 4 @ @ @ @ @ @ f" dddddd$   OR/#%`L M/ /#O, \AZ"Arial RegularO     `L   @Y  Q QO, \AZ"Arial RegularO Section508-Access-BoardRegs.+%19׿3aQ `NR//RWPCJXX81%XX81%R3'XXXX,,,,9"L3/N23/NC , \AZ"Arial Regular +YC , \AZ"Arial Regular +#C , \AZ"Arial Regular +#C , \AZ"Arial Regular +#C , \AZ"Arial Regular +#C , \AZ"Arial Regular +#)?  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Z9׿aQ 4 @ @ @ @ @ @ f" dddddd$  a/.)*+%'13 `4>/O, \AZ"Arial RegularO        @a /!!!!!!aO, \AZ"Arial RegularO        @ނ        @  /  O, \AZ"Arial RegularO        @ނ0M..        @ނ(l)        @ނWhenpagesutilizescriptinglanguagestodisplaycontent,ortocreateinterfaceelements,theinformationprovidedbythescriptshallbeidentifiedwithfunctionaltextthatcanbereadbyassistivetechnology.fO, \AZ"Arial RegularO        @  /  O, \AZ"Arial RegularO        @ނ0M..(m)Whenawebpagerequiresthatanapplet,plug-inorotherapplicationbepresentontheclientsystemtointerpretpagecontent,thepagemustprovidealinktoaplug-inorappletthatcomplieswith1194.21(a)through(l).fO, \AZ"Arial RegularO        @  /  O, \AZ"Arial RegularO        @ނ0M..(n)Whenelectronicformsaredesignedtobecompletedon-line,theformshallallowpeopleusingassistivetechnologytoaccesstheinformation,fieldelements,andfunctionalityrequiredforcompletionandsubmissionoftheform,includingalldirectionsandcues.fO, \AZ"Arial RegularO        @  /  O, \AZ"Arial RegularO        @ނ0M..        @ނ(o)        @ނAmethodshallbeprovidedthatpermitsuserstoskiprepetitivenavigationlinks.fO, \AZ"Arial RegularO        @  /  O, \AZ"Arial RegularO        @ނ0M..(p)Whenatimedresponseisrequired,theusershallbealertedandgivensufficienttimetoindicatemoretimeisrequired.WPCXX81%XX81%g3'XXXX,,,,9"fN/2/C , \AZ"Arial Regular +##C , \AZ"Arial Regular +##C , \AZ"Arial Regular +##C , \AZ"Arial Regular +##C , \AZ"Arial Regular +##C , \AZ"Arial Regular +##)?  9׿aQ 4 @ @ @ @ @ @ f" dddddd$   f/.%#3# e5F/O, \AZ"Arial RegularO     #   @#  Q QO, \AZ"Arial RegularO508ContdWPCiXX81%XX81%K3'XXXX,,,,9"HLF81/(2F81/(C , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LY)?  9׿aQ 4 @ @ @ @ @ @ f" dddddd$   HF81/(.)*+%`L'13Y F}0'O, \AZ"Arial RegularO     `L   @Y  Q QO, \AZ"Arial RegularO O, \AZ"Arial RegularO@@@DeterminingAccessibilityO, \AZ"Arial RegularOxxxWAIprioritylevelsO, \AZ"Arial RegularO        @YWAI-InternationalStandard     `L   @Yhttp://www.w3.org/TR/WAI-WEBCONTENT/checkpoint-list.htmlO, \AZ"Arial RegularOEachcheckpointhasaprioritylevelassignedbytheWorkingGroupbasedonthecheckpoint'simpactonaccessibility. 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Z9׿aQ 4 @ @ @ @ @ @ f" dddddd$  >~/%.)*+%'13Y =4>/%jO, \AZ"Arial RegularO        @Y  Q QO, \AZ"Arial RegularOTitleIIoftheAmericanswithDisabilitiesAct(TitleII)requiresapubliccollegetotakeappropriatestepstoensurethatcommunicationswithpersonswithdisabilities"areaseffectiveascommunicationswithothers"[28C.F.R.35.160(a)].OCRhasrepeatedlyheldthat        @Ytheterm"communication"inthiscontextmeansthetransferofinformation,including(butnotlimitedto)theverbalpresentationofalecturer,theprintedtextofabook,andtheresourcesoftheInternet.        @YTitleIIfurtherstatesthat,indeterminingwhattypeofauxiliaryaidandserviceisnecessary,apubliccollegeshallgiveprimaryconsiderationtotherequestsoftheindividualwithadisability[28C.F.R.35.160(b)(2)].WPC)XX81%XX81%=3'XXXX,,,,9":2)R/#2R/#C , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LYC , \AZ"Arial Regular +`LY)?  9׿aQ 4 @ @ @ @ @ @ f" dddddd$  :R/#.%`L13Y 8/ /#O, \AZ"Arial RegularO     `L   @Y  Q QO, \AZ"Arial RegularO WhyMakeWebPagesAccessible.+%19׿3aQ `9R//RWPCB!XX81%XX81%=3'XXXX,,,,9"7qx/0Bx/0C @@, \AZ"Arial Regular +ނC xx, \AZ"Arial Regular +#C , \AZ"Arial Regular +#C , \AZ"Arial Regular +#C , \AZ"Arial Regular +#C , \AZ"Arial Regular +#9/!!!!!!  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