The Access E-Learning (AEL) tutorial is a service of the Georgia Tech Research on Accessible Distance Education project (GRADE) in partnership with IDET Communication Inc.(IDET). Access E-Learning is designed to be aesthetically pleasing, useful, and most of all accessible to the widest audience possible. To achieve these goals, the Access E-Learning tutorial was developed to follow the Web Content Accessibility Guidelines 1.0 (WCAG) and the Electronic and Information Technology Accessibility Standards (Section 508). Both sets of guidelines explain how to make web content accessible to people with disabilities as well as beneficial to all users.
To satisfy the WCAG and Section 508 web accessibility requirements, the Access E-Learning tutorial uses a variety of the following methods:
The WCAG was established by the Web Accessibility Initiative (WAI) of the World Wide Web Consortium (W3C). Within the WCAG, there are three priority checkpoints:
The Access E-Learning tutorial has Level "Triple-A" Conformance to the WCAG 1.0. This means all WCAG 1.0 Priority 1, 2, and 3 checkpoints are satisfied.
The WCAG 1.0 guidelines also define two major themes of accessible web design:
Section 508 was established through Section 508 of the Rehabilitation Act by the Architectural and Transportation Barriers Compliance Board (Access Board) of the U.S. Federal Government. 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 (AT Act) State Grant program are required to comply with Section 508 according to the Department of Education, which administers the AT Act.
The Section 508 Standards define the types of technology provided and set forth provisions that establish a minimum level of accessibility within four subparts:
Within Section 508 Subpart B (Technical Standards), the provisions for Web-based Intranet and Internet Information and Applications (1194.22) are specifically addressed in paragraphs (a) through (p). These sixteen provisions, which were based on the WCAG, must all be followed for a website to be in compliance with the Section 508 Standards.
The Access E-Learning tutorial is 508
Approved. This means all sixteen provisions are satisfied.
The Access E-Learning tutorial has been programmed to offer keyboard shortcuts for navigation (Previous page, Next page, Go to Navigation) and some frequently used links (Skip to Page Content, Feedback Form). In describing the "shortcut keys" below, the letter key and the corresponding letter within the link name have been listed in bold. For example: l to go to the User Login.
Please note there is variable support among browsers and systems for using these shortcuts. Currently, Internet Explorer 4.0 or above but NOT Netscape Navigator allows the user to select the appropriate "attention" key (this also varies but usually "Cmd" for Macintosh and "Alt" for Windows), then select the following letter:
However, since technology changes so rapidly, also realize that besides the above technique, there may be other systems which could use different shortcut methods, or perhaps even allow the "shortcut key" to be used by itself (without the need for the "attention" key).
An example of the HTML coding for a shortcut key using ACCESSKEY
attribute of the link to the Access E-Learning Site Map using the letter "m"
is as follows:
<a href="http://www.accesselearning.net/" title="Access E-Learning
Site Map(m)" target="_self" ACCESSKEY="m" >Site Map</a>
The Access E-Learning tutorial provides logical and consistent navigation. We have identified the target of all links, and ensured that linked text is brief and meaningful when read out of context. For example, to inform a user viewing a Resources page of more information, instead of "Click here", the linked text would say "View more Resources". Linked text like the "View" example, if read by itself, informs the user of what to expect and is helpful when scanning information. It also assists users whose technology can list all of a webpage's links and takes into consideration people who may be using alternative computer access technology ("click" is specific to a mouse).
We have made all navigation links location sensitive; that is, the current page is displayed as text to provide the user with an indication as to their current location within the structure of the Access E-Learning tutorial. However, please note some links such as "Skip to Page Content" and "End of Page" are invisible to some users of graphical browsers. These "hidden" links are programmed into the page as they are particularly helpful for people using non-graphical or text browsers and people using alternative computer access technology like screen readers and refreshable Braille displays.
We have provided a "Site Map" link, available from every page, to give users information about the general layout, modules and topics of the Access E-Learning tutorial. Additionally, we have also described in detail Access E-Learning and its accessibility features, on this page ("Accessibility of Access E-Learning"), which is available through the "Accessibility" link in the footer of every page. Furthermore, we have consistently provided users with navigation mechanisms and ways to bypass them, including Keyboard Shortcuts and consistently located: Buttons, Navigation between pages (horizontal navigation), and Navigation within a page (vertical navigation).
GRADE Project 
Feedback
Site Map 
, Exit Course
, and
Printer-Friendly 
are the five
buttons located in the upper right of each page below the tutorial title ("Access E-Learning").
In the top of each page, there is a drop-drown menu to provide handy access to each module in the tutorial.
 Disabilities  |
 Access Plan |
 Powerpoint |
 Video |
 Flash |
 Word |
 Excel |
 |
 HTML |
 Scripts/Java |
In general, selecting a linked button such as "Site Map", takes
you to the respective page. However, if you select the "Exit Course" linked
button, you will be returned to the login page of the Access E-Learning tutorial and your location
within the tutorial when you selected "Exit Course" will be recorded so next login
you can return to the point where you left off. Also, if have selected the "Printer-Friendly" link
the page is delivered in a format that can more readily be printed; to return to a web version that has left navigation and more visual effects,
select the "Web Version".
There are several navigation features in the Access E-Learning tutorial to indicate your current position and provide "directional links" to the previous page or the next page in the tutorial. These horizontal navigation features are located in the right navigation menu below the module name or at the end of a page's content just above the page feedback link at the bottom. These horizontal navigation features include:
Disabilities, Page 1 of 20.
A left-pointing arrow or "Previous Page" link takes you to the previous page in the tutorial.
A right-pointing arrow or "Next Page" link takes you to the next page in the tutorial.However, please note some supplemental pages in the Access E-Learning tutorial, such as "Copyright Notice" require you to use the "Back", "Go Back", or "Previous" function of your browser to return to the previous page from which you followed the link.
Several navigational features are provided within a page to help the user more directly access desired information. These vertical navigation features include:
Lastly, most navigation links (whether linked button, horizontal or vertical) are location sensitive; that is, the current page is displayed as text or the associated button is absent to provide the user with an indication of the current location within the structure of the Access E-Learning tutorial.
The Access E-Learning tutorial, aside from the text-based navigational structures,
has been designed to be all content and has avoided gratuitous use of graphic
elements to assist in faster downloading of the tutorial. When a graphic is
used, we have provided alternative text (ALT), which is a short,
literal description of what the image represents. This alternative text is displayed
in the browser of people using non-graphical or text browsers, users who may
have images "turned off", and other users who may have difficulty viewing the
graphics. Otherwise, for people using graphical browsers, such as Internet Explorer,
the alternative text appears when the pointer hovers over the graphic.
Additionally, for complex graphics, more detailed information is offered through
a long description (LONGDESC). However, as there is minimal support
for LONGDESC, a description link or d-link is used in conjunction
with the LONGDESC. In the Access E-Learning tutorial, besides the
LONGDESC, we have provided a caption of the image below its thumbnail-size
image as a link to the full-size image and its long description. Another way
to do a d-link is to display a [d] next to the graphic. This d-link can be programmed
to be "hidden" using cascading style sheets; this way it is invisible to users
of graphical browsers (usually for aesthetics) but will still be available to
people using non-graphical or text browsers and users who have images "turned
off" in their browser.
An example of the HTML coding for the alternative text and descriptions for an image is as follows:
<IMG src="logo.gif" ALT="Logo for 'At Your
Service' Course" LONGDESC="logodescription.htm" >
<a href="logodescription.htm" title="Image Description of At Your
Service Course Logo" >[d]</a>
To continue with this example and view text for a descriptive link, visit Image Description of 'At Your Service' Course Logo.
The Access E-Learning tutorial uses templates and a cascading style sheet (CSS) to achieve a consistent style of presentation across all pages and to facilitate separating the content from the layout or format. The CSS itself applies to each page and is used to specify such characteristics as color, font type, font size, and spacing for a particular feature, such as a page title. Thus, if a change of color is desired for the page title, altering the CSS for that change becomes reflected in all the pages with that feature. However, users can choose to use the Access E-Learning CSS, their own customized CSS, or "turn off" CSS altogether. Accordingly, we have ensured that the Access E-Learning tutorial is usable with the style sheets "turned off".
In addition, we have used the W3C CSS Validator to verify our CSS meets established specifications.
Furthermore, we have verified the coding integrity of the Access E-Learning tutorial has been maintained. Besides the web guidelines, the World Wide Web Consortium (W3C) defines specifications for using HyperText Markup Language (HTML), the general publishing language of the World Wide Web. We used the W3C HTML Validation Service to verify our webpages meet the established W3C HTML 4.01 Specification.
The Access E-Learning tutorial has been created and tested to be usable with alternative computer technology. We have tested the Access E-Learning tutorial on workstations utilizing popular screen reader technologies such as Jaws. Furthermore, we have tested the Access E-Learning tutorial in numerous operating systems (Windows, Macintosh, Linux) running different browsers under various combinations of conditions, such as sounds and/or images "turned on" or "turned off". The tested browsers include text-only browsers, such as Lynx, and various popular graphic browsers such as Internet Explorer, Netscape Navigator, Opera, and Mozilla. Additionally, the Access E-Learning tutorial has been designed and tested to be usable without a mouse, on small or low-resolution screens, with only voice or text output, and with alternative keyboards. We have also had people with color-blindness check the Access E-Learning tutorial to ensure important information is not conveyed with color, and that foreground and background colors provide sufficient contrast.
The Access E-Learning tutorial has tried to utilize clear and simple language appropriate to its content. We have divided large blocks of information into more manageable groups using such elements as paragraphs, lists, and headings. We have facilitated scanning of information by front-loading headings and paragraph text. In addition, on all of our forms, we have associated labels with their controls. Furthermore, where necessary, we have supplemented text with graphic elements to facilitate comprehension.
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