slides/introduction-quals.html

+---
+layout: presentation
+title: Introduction and Syllabus
+description: Introductory slides about class structure
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Introduction & Syllabus
+
+{{site.classnum}}, {{site.quarter}}
+]
+
+---
+name: normal
+layout: true
+class:
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+
+---
+.left-column-half[
+# Jennifer Mankoff
+
+Pronouns: She/her
+
+[Make4All Lab](http://make4all.org)
+
+I use technology to improve inclusion in
+and accessibility of our digital future.
+
+- Accessibility technology
+- Fabrication
+- Improve inclusion and accessibility
+]
+
+.right-column-half[
+![:img Pictures of projects from the make4all lab including experiments with 3D printing materials; toolkits; capabilities; application; and understanding socio-technical system, 80%, width](img/accessibility/mankoff-projects.png)
+
+]
+
+---
+.left-column60[
+# Aashaka Desai
+Pronouns: she/her
+ 
+PhD Student in the Make4All lab. My research explores d/Deaf and hard-of-hearing communication technology, for example:
+- Speechreading Supports
+- Sign Language Dictionaries
+- Multilingual Captioning 
+
+I love anything langauge or languaging related! 
+]
+ 
+.right-column40[
+ 
+![:img an Indian woman with dark curly hair against a sunset, 120%,width]({{site.baseurl}}/assets/img/staff/desai.jpg)
+ 
+]
+
+---
+
+# Warm up
+
+<iframe src="https://embed.polleverywhere.com/free_text_polls/NTxtnIG1B8z48hRHmfpLy?controls=none&short_poll=true" width="800px" height="600px"></iframe>
+
+---
+# Let's get to know you!
+
+Discuss with at least two neighbors: 
+
+- Do you know whether your favorite app is accessible?
+- Why do you want to learn about accessibility
+
+---
+# Course learning goals:
+
+1. Disability Model Analysis
+2. Familiarity with a Range of Accessibility technologies
+3. Finding First-Person Accounts of Accessibility Tech
+4. Application of Positive Disability Principals to Research
+5. Accessible Document Creation
+6. Accessible Presenting
+7. Image Description
+8. Sharing Research Back: Plain Language Writing
+
+---
+# Course learning goals:
+
+How do we account for access in all of today's technologies?
+- Multi person systems
+- Mobile systems
+- Data Equity: Visualization and Machine Learning
+- Making Accessibility: Fabrication and IOT 
+- AR/VR 
+- ...
+
+---
+
+# Course learning goals:
+
+How does technology impact access in all the spaces where disabled people are present?
+- Intersectionality with Race, Gender & other identities
+- Sustainability
+- Housing, Unhoused, and Incarcerated 
+- Healthcare technology & reproductive justice
+- Higher Education
+- ...
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for today
+- What is Disability? 
+- Some Disability Law
+- What are some models of disability?
+- What is Accommodation?
+
+---
+![:img What is disability? Text is surrounded by diverse people,100%, width](img/accessibility/what-is-disability.png)
+
+---
+## Disability: A context-dependent .red[mismatch]
+
+.left-column50[
+**1980**
+![:img picture of a person,40%, width](img/accessibility/1980.png)
+
+**Disability as a personal attribute**
+"restriction or lack of ability ... within the range considered normal for a human being" (medical model: How do we *fix people*)
+
+]
+
+.left-column50[
+**1990s**
+![:img picture of a network of people,32%, width](img/accessibility/today.png) 
+
+**Disability as a social/environmental attribute**
+ "the interaction between features of a person's body and features of  the society in which they live" (social model: how do we *fix society*) 
+]
+
+---
+# Neither is quite right
+
+- Medical Model  (how do we *fix people*) 
+- Social Model (how do we *fix society*)
+
+Postmodern: Disability doesn't need to be fixed, but celebrated as part of human variation. Disability pride, disability culture, and disabled joy are all things to support and celebrate.
+
+---
+# Worldwide Stats
+
+1 Billion (~15%) of population [WHO'11]; <br>
+19% of USA [Census'12]
+
+
+| Visual                                                                                                 | Hearing                                                                             | Cognitive                                                                                                                         | Speech                                                                                                                                                             | Mobility                                                                                                                                            | NeuroDiverse                                                                                  | Chronic/Progressive | 
+|--------------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------|---|
+| ![:img Head shot of ray Charles in front of a microphone,100%,width](img/accessibility/raycharles.jpeg) | ![:img Head shot of Marlee Matlin signing,100%,width](img/accessibility/matlin.jpeg) | ![:img Head shot of Temple Grandin out in nature with her red tie blowing in the wind,80%,width](img/accessibility/grandin.jpeg)  | ![:img Picture of President Biden hugging Brayden Harrington-the 13 year old boy with whom he bonded over stuttering,100%,width](img/accessibility/biden.jpg)      | ![:img Picture of Ali Stroker; the first disabled woman to win a Tony Award; accepting her award, 100%, width](img/accessibility/stroker.jpeg)      | ![:img Picture of Catherine Zeta-Jones, 100%, width](img/accessibility/zeta-jones.jpeg) |  ![:img Head shot of Stephen Hawking in his wheelchair with a chalkboard covered in equations behind him,100%,width](img/accessibility/hawking.jpeg)  | 
+| Ray Charles                                                                                            | Marlee Matlin                                                                      | Temple Grandin                                                                                                                    | President Biden                                                                                                                                                    | Ali Stroker                                                                                                                                         | Catherine Zeta-Jones                                                                    | Prof. Stephen Hawking | 
+| <i>Colorblind<BR>Visually Impaired<BR>Blind </i>                                                              | <i>Hearing loss <BR> Deaf                                                           </i>| <i>Dyslexia <BR> Seizure <BR> Learning Disabilities <BR> Autism                                                                 </i> | <i>Stutter                                                                                                                                                    </i> | <i>Quadriplegia                                                                                                                                </i> | <i>Bipolar<BR>Anxiety<BR>PTSD<BR>Depression                                    </i>         | <i>Mix of Impairments</i>|
+
+---
+# Worldwide Stats
+
+1 Billion (~15%) of population [WHO] 
+19% of USA [Census'12]
+
+Rates of disability are increasing
+- Long COVID (mass disabling event)
+- Aging population
+- Situational Impairment
+- Increasing numbers of people with chronic illness (can span disability segments)
+
+
+---
+.left-column50[
+
+## Accommodation
+
+Accommodation is your right
+- Co-producing access for all participants in a space or event
+- Sometimes helped by software & media, some [free](https://depts.washington.edu/uwdrs/technology/) 
+- Legally mandated, but also so much more
+- Mandated by multiple laws (Why UW has a DRS office)
+- Ongoing and constant legal challenges, especially to the [ADA](http://www.webaim.org/coordination/law/us/ada)
+]
+--
+.right-column50[
+## Some US laws 
+- **Individuals with Disabilities Education Act** (IDEA, 1975): Free appropriate public education in the least restrictive environment to every child with a disability.
+- Section 503 of the **Rehab Act** (1973): Equal access to government services
+- **Americans with Disabilities Act** (1990): Equal access to all goods/services
+- 147 countries ratified the **UN convention on rights of PD** (2006)
+]
+
+???
+1996 ADA complaint against San José
+Use of PDF inaccessible to city commissioner 
+Web sites are a “service” and thus subject to the ADA
+Led to S. J. Web Page Disability Access Standard
+1999 Natn’l Fed. of the Blind against AOL
+Based on the interpretation of the Web as a place of public accommodation (ADA)
+Settled out of court
+2000: AOL agreed to make its browser accessible
+Many others (http://www.webaim.org/coordination/law/us/ada)
+
+---
+#  How is this class accessible? (1/3)
+
+Many disabilities benefit from flexibility in how time is spent
+
+--
+
+In our class this means: 
+
+- Competency based grading allows for flexibility in learning and timing
+- Up to 2 late days on every assignment without questions asked. 
+- Flexibility in how you participate in class
+
+---
+#  How is this class accessible? (2/3)
+
+Sometimes students with disabilities, such as chronic illness or mental health concerns (which are both very common disabilities among  college students) may need to participate in class remotely. 
+
+**Also** some disabled students may be at high risk for COVID, and should not have to worry that attending class could cause them to become ill.
+
+---
+#  How is this class accessible? (2/3)
+
+Sometimes students with disabilities, such as chronic illness or mental health concerns (which are both very common disabilities among  college students) may need to participate in class remotely. 
+
+In our class, this means:
+- We provide for hybrid participation
+- We provide masks and encourage masking in person
+- We attend class remotely if we have cold, flu, or suspected COVID symptoms
+
+---
+#  How is this class Hybrid?
+
+**Attendance is expected**, by everyone in the class (you should not *completely miss* more than 2 classes this quarter)
+
+However we count remote, asynchronous participation toward attendance. 
+
+**Remote attendance might be helpful** if:
+- You have cold or flu symptoms or suspect you have COVID
+- You have caregiving / family obligations that affect class or your commute to class
+- You have mental health concerns or any accessibility needs that are best met by being remote 
+
+**Use your "complete misses" wisely** e.g. You are traveling to CHI
+   
+---
+# How do I participate remotely?
+
+0. You find a zoom buddy 
+1. You *attend via Zoom* with the help of your zoom buddy
+2. You *contribute a discussion post to every small group discussion* linked to in the [class schedule/slides]({{site.baseurl}}/schedule)
+3. You fill out the *remote participation survey* portion of the [class participation survey](https://canvas.uw.edu/courses/1665828/assignments/8443511) 
+
+If you cannot attend live or synchronously by Zoom, participation means watching the recording and doing (2) and (3) above 
+
+---
+#  How is this class accessible? (3/3)
+
+We commit to mutually working together to make it accessible. 
+- DRS approval is required for some accommodations (specifically, those that are not available to the entire class). We can work you you and [DRS](https://depts.washington.edu/uwdrs/), you don't need to navigate this alone.
+- But many accommodations benefit most students. This is a form of *disability justice* because access to disability documentation and comfort with disclosure are both things that are inequitably distributed
+
+--
+
+In our class, this means that where possible, we provide those as a standard part of the class. To that end...
+
+---
+
+<iframe src="https://embed.polleverywhere.com/discourses/C4L35nDT4JXLiKzESi8s2?controls=none&short_poll=true" width="800px" height="600px"></iframe>
+
+---
+# Small Group Discussion
+
+How would you implement this in your lab or workplace? (post on our [Discussion Board]({{site.discussion}}))
+
+---
+# Other Important Facts about this Class
+
+- **Sharing**: Yes, but don't copy
+- **Plagiarism**: No
+- **Accessibility**: This course is designed to be accessible
+- **Inclusivity**: An important value in this class, and in HCI!
+- **Language**: I am Jen (preferred), or Dr. Mankoff or Prof. Mankoff
+- **Respect**: This class is a compact between us based on respect
+
+---
+# A Note on Academic Integrity
+
+**Academic Integrity**: A course value and requirement See our [Academic Conduct]({{site.baseurl}}/academic-conduct) page for more details
+
+Don't plagiarize. If you use someone else's text, quote them and reference them. 
+In addition to being expected based on UW policy, this is a form of [*Citational Justice*](https://dl.acm.org/doi/abs/10.1145/3411763.3450389)
+ and thus an important expression of disability  values in our class. Therefore
+
+Detour: ChatGPT rules ([Academic Conduct]({{site.baseurl}}/academic-conduct.html))
+
+---
+# Where to find what
+
+The class is on the [web]({{site.baseurl}}/index),
+  but we have used iframes to connect this to
+  [Canvas]({{site.canvas}}). We try to interlink
+  everything as much as possible.
+
+- Class discussions and all contact with instructors should happen
+either in office hours or through a [class discussion board]({{site.discussion}}) or [staff mailing list]({{site.staff_email}})
+- You can also request appointments for further help
+
+---
+#  Prerequisites
+
+- Programming is required the final project, which you define
+- As such, there are no specific language or platform requirements
+- Small programming exercises may also happen in class  using languages such as JavaScript and Python. Contact the instructors if you have any concerns about this.
+
+---
+# Grading
+
+Assignment completion and participation makes up 15% of your grade. This includes things like 
+- Whether you completed all parts of the assignments
+- Participation in discussion and exercises (self reported)
+- Participation in discussion outside of class (based on submissions to Ed)
+
+--
+However, the biggest part of your grade is your *competencies* (85%). 
+We use *competency based grading* because it prioritizes *accessibility* and *justice* and *flexibility* for students.
+
+---
+# What is competency-based grading?
+**Traditional grading** focuses on completion of required tasks
+
+| 80% projects | 10% effort | 10% participation |
+|--|--|
+| .red[learning goal 1] | .red[learning goal 1] | .red[learning goal 1] |
+| learning goal 2 | learning goal 2 | learning goal 2 |
+| learning goal 3 | learning goal 3 | learning goal 3 |
+| ... | ... | ...|
+
+
+---
+# What is competency-based grading?
+**Competency-based grading** focuses on evidence of progress and learning
+
+| learning goal 1 | learning goal 2 | learning goal 3 |
+|--|--|
+| .red[Evidence: HW assignment 1] | Evidence: HW assignment 1 | Evidence: HW assignment 2 | 
+| .red[Evidence: HW assignment 2] | Evidence: HW assignment 2 | Evidence: HW assignment 3 | 
+| .red[Evidence: HW assignment 4] | Evidence: HW assignment 3 | Evidence: HW assignment 4 | 
+| .red[Evidence: Discussion posts] | Evidence: Discussion posts | Evidence: Discussion posts |
+| ... | ... | ...|
+
+
+Teaching and learning are centered around *learning outcomes*. This changes how we plan, assess and grade the course.
+
+---
+# More detail on competencies
+
+Competencies are the core learning goals in this class. 
+
+If you learn them all well, you will do well in the class
+
+You will have multiple opportunities to show us you learned them
+
+You can find all of the competencies under "[Outcomes]({{site.canvas}}/outcomes)" on canvas
+
+---
+# How Competencies Translate to a 4.0 scale
+On any competency, you may be rated as below competent, competent or excellent
+
+Base grade: Number of Competents/2.5 + Number of Excellents/2
+Final grade: Base grade - (Number of non competents/2)
+
+Again, this is 85% of your total grade
+
+---
+# Expectations for Ongoing Work
+
+We generally expect you will to achieve competency by the second time you try something, and continue improving to excellence over the quarter. 
+- If you achieve excellence, and then stop doing a thing (such as providing alt text), your score may drop. 
+- Similarly, if you don't try to do something until the very end of the quarter, even if you do it really well, we may not rate you as highly on that competency. 
+
+---
+# Access is also for the teaching staff
+
+One additional note: Once you learn how to make the course more accessible to the teaching staff, we expect accessible documents for grading (e.g. you should always provide ALT text for your images and captioned videos).
+
+---
+# Example of Student  Competency  (1/2)
+
+
+- The presentation slide deck and your first homework are mostly accessible, however you forget to describe any images. As a result, you score "Not Competent" on image descriptions.
+
+--
+- On your next assignment you take special care with image descriptions. You are marked "Competent" but the TA has some advice on how to be write more specific and useful descriptions
+
+---
+# Example of Student  Competency (2/2)
+
+- You want to finish this, so the next time you include an image in a discussion post, you make sure to describe this, and ask the TA to review it. You followed their advice and you are marked "Excellent"
+
+--
+- Over the rest of the quarter, you continue to describe all your images, and maintain "Excellent" in this competency
+
+
+---
+
+# First Assignment: [AT Around Us]({{site.baseurl}}/assignments/finding-accessibility.html)
+
+.left-column50[
+- Find one computer access technology
+
+- Find one about "the world"
+
+- Find a description of it *by a disabled person who uses it* (first-person experience)
+
+]
+--
+.right-column50[
+- Try not to pick the same things as your classmates
+- Should include a *first person video* 
+- Should  try at least one out yourself
+- At least one should involve computers
+- No disability dongles!
+- Nothing too common (like glasses)
+]
+
+---
+# Example 1: AAC (who uses AAC?)
+
+Kit Autie is an AAC user and YouTube Creator.
+The video on the next slide shows the variety of options available over specific strengths
+Kit Autie also [describes why they use AAC and  ableist reactions they get when using it](https://www.youtube.com/watch?v=z3YQ9F4SFAQ)
+
+Limitations: "*Languaging*" is a multi-person activity in which people can co-create access (or create ableism around access)
+
+Costs have come way down!! (free with in-app purchases)
+
+---
+# Example 1 Video
+
+![:youtube A first person account of how Kit Autie uses AAC to communicate  with a few different types of AAC, Tp6YqFz-Ylo]
+
+---
+# Not a first person account (1)
+
+![:youtube A mom describes how she is teaching her child to communicate using  AAC at mealtimes, 9FzbX1z-JAM]
+
+Why is this not a first person account? 
+- The AAC user never addresses the audience
+- The  AAC user never comments on the experience of using it
+
+
+---
+# Not a first person account (2)
+![:youtube An advertisement for the Tobii Dynavox, tYgMfL-CnGo]
+
+Why is this not a first person account? 
+- It is highly scripted
+- It doesn't really review the device at hand
+
+---
+# Borderline
+
+![:youtube A first person account of reasons and factors using audible crosswalks, xPlsYhU1HBU?si=jiklQmTbCUQHRcNI&amp;start=126]
+
+- City-produced video with first person account (see 2:10)
+  - Limitations: Not universally available; Does not support DeafBlind 
+- Designed for people with visual impairments to cross the street
+
+---
+# Competencies for [AT Around Us]({{site.baseurl}}/assignments/finding-accessibility.html) 
+
+- Accessible presentation creation
+- Finding first person accounts by and for people with disabilities
+- Presenting accessibly to an audience with mixed disabilities
+- Familiarity with a range of accessibility technologies 
+
+Handin:
+- One accessible slide per AT (see [Class Discussion]({{site.discussion}}) for slide deck)
+- Reflection & List of Competencies on Canvas
+
+---
+# Field Trip: Other Assignments and Readings
+
+- Reading Questions
+- Reading Summaries (2 each, tied to assignments)
+- Project
+
+(possibly postone to Friday)
+Field trip: [Assignments]({{site.baseurl}}/assignments)
+
+

slides/introduction-ugrad.html

+---
+layout: presentation
+title: Syllabus --Week 1--
+description: Introductory slides about class structure
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Introduction & Syllabus
+
+{{site.classnum}}, {{site.quarter}}
+]
+
+---
+name: normal
+layout: true
+class:
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+
+---
+.left-column-half[
+# Jennifer Mankoff
+
+Pronouns: She/her
+
+[Make4All Lab](http://make4all.org)
+
+I use technology to improve inclusion in
+and accessibility of our digital future.
+
+- Assistive and health technology
+- Fabrication/Physical computing
+- Improve inclusion and accessibility
+]
+
+.right-column-half[
+![:img Pictures of projects from the make4all lab including experiments with 3D printing materials; toolkits; capabilities; application; and understanding socio-technical system, 80%, width](img/accessibility/mankoff-projects.png)
+
+]
+
+---
+.left-column60[
+# Venkatesh Potluri
+Pronouns: he/him
+ 
+PhD Student in the Make4All lab. I understand accessibility gaps experienced by blind or visually impaired software developers and address them by improving programming tools for domains such as:
+- Collaborative software development (https://blvi.dev/codewalk)
+- Data Science (https://blvi.dev/noteably-inaccessible-paper)
+- User Interface design (https://blvi.dev/uitap)
+
+
+]
+ 
+.right-column40[
+ 
+![:img a man with medium brown skin and short hare, 100%,width]({{site.baseurl}}/assets/img/staff/potluri.JPG)
+ 
+]
+
+---
+.left-column60[
+# Jesse Martinez
+Pronouns: he/him
+
+5th-year CSE PhD Student. 
+I'm a game designer & artist who researches how to make games and art more accessible and use games and art as accessibility tools.
+
+Current Interests:
+- Access-Hacking Games
+- ADHD Support via Games
+- Reality TV Competitions X Accessibility
+]
+ 
+.right-column40[
+ 
+![:img headshot of Jesse\: white man with short wavy dark brown hair; steel ear and eyebrow piercings and necklace; wearing a pink t-shirt and a denim jacket hoodie combo; standing in front of a brick wall, 100%,width]({{site.baseurl}}/assets/img/staff/martinez.jpg)
+ 
+]
+
+---
+
+.left-column-half[
+# Dhruv Khanna
+Pronouns: he/him
+
+2nd-year Masters in Information Management Student. I did my undergrad in Mechanical Engineering but shifted to Software Engineering after completing my undergrad.  
+
+]
+ 
+.right-column-half[
+ 
+![:img headshot of Dhruv\: brown man with long dark hair; wearing a navy blue turtle-neck sweater; sitting in front of a brick wall, 100%,width]({{site.baseurl}}/assets/img/staff/khanna.jpg)
+ 
+]
+
+---
+# Warm up
+
+<iframe src="https://embed.polleverywhere.com/free_text_polls/egLftcNzdrLaVD8sTqdrr?controls=none&short_poll=true" width="800px" height="600px"></iframe>
+
+---
+# Let's get to know you!
+
+Discuss with at least two neighbors: 
+
+- Do you know whether your favorite app is accessible?
+- Why do you want to learn about accessibility
+
+---
+# Course learning goals:
+
+## Access Basics
+How do we build accessible systems and interfaces?
+- Week 1: Ways of thinking about and designing for accessibility
+- Week 2: How we assess whether technology is accessible
+- Week 3: Accessible needfinding and evaluation
+
+---
+# Course learning goals:
+
+## Second Wave Accessibility
+How do we account for access in all of today's technologies?
+- Multi person systems
+- Mobile systems
+- Data Equity: Visualization and Machine Learning
+- Making Accessibility: Fabrication and IOT 
+- AR/VR 
+- ...
+
+---
+
+# Course learning goals:
+
+## Third Wave Accessibility
+How does technology impact access in all the spaces where disabled people are present?
+
+- Intersectionality with Race, Gender & other identities
+- Sustainability
+- Housing, Unhoused, and Incarcerated 
+- Healthcare technology & reproductive justice
+- Higher Education
+- ...
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for today
+
+- What is Disability? 
+- Some Disability Law and History
+- What are some models of disability?
+- What is Accommodation?
+
+---
+![:img What is disability? Text is surrounded by diverse people,100%, width](img/accessibility/what-is-disability.png)
+
+---
+## Disability: A context-dependent .red[mismatch]
+
+.left-column50[
+**1980**
+![:img picture of a person,40%, width](img/accessibility/1980.png)
+
+**Disability as a personal attribute**
+"restriction or lack of ability ... within the range considered normal for a human being" (medical model: How do we *fix people*)
+
+]
+
+.left-column50[
+**Today**
+![:img picture of a network of people,32%, width](img/accessibility/today.png) 
+
+**Disability as a social/environmental attribute**
+ "the interaction between features of a person's body and features of  the society in which they live" (social model: how do we *fix society*) 
+]
+
+---
+# Neither is quite right
+
+- Medical Model  (how do we *fix people*) 
+- Social Model (how do we *fix society*)
+
+Postmodern: Disability doesn't need to be fixed, but celebrated as part of human variation
+
+
+---
+# Worldwide Stats
+
+1 Billion (~15%) of population [WHO'11]; <br>
+19% of USA [Census'12]
+
+
+| Visual                                                                                                 | Hearing                                                                             | Cognitive                                                                                                                         | Speech                                                                                                                                                             | Mobility                                                                                                                                            | Neural                                                                                  |
+|--------------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------|
+| ![:img Head shot of ray Charles in front of a microphone,100%,width](img/accessibility/raycharles.jpeg) | ![:img Head shot of Marlee Matlin signing,100%,width](img/accessibility/matlin.jpeg) | ![:img Head shot of Temple Grandin out in nature with her red tie blowing in the wind,80%,width](img/accessibility/grandin.jpeg)  | ![:img Picture of President Biden hugging Brayden Harrington-the 13 year old boy with whom he bonded over stuttering,100%,width](img/accessibility/biden.jpg)      | ![:img Picture of Ali Stroker; the first disabled woman to win a Tony Award; accepting her award, 100%, width](img/accessibility/stroker.jpeg)      | ![:img Picture of Catherine Zeta-Jones, 100%, width](img/accessibility/zeta-jones.jpeg) |
+| Ray Charles                                                                                            | Marlee Matlin                                                                      | Temple Grandin                                                                                                                    | President Biden                                                                                                                                                    | Ali Stroker                                                                                                                                         | Catherine Zeta-Jones                                                                    |
+| <i>Colorblind<BR>Low Vision<BR>Blind </i>                                                              | <i>Hearing loss <BR> Deaf                                                           </i>| <i>Dyslexia <BR> Seizure <BR> Learning Disabilities <BR> Autism                                                                 </i> | <i>Stutter                                                                                                                                                    </i> | <i>Quadriplegia                                                                                                                                </i> | <i>Bipolar<BR>Anxiety<BR>PTSD<BR>Depression                                    </i>         |
+
+---
+# Worldwide Stats
+
+.left-column60[
+1 Billion (~15%) of population [WHO] 
+19% of USA [Census'12]
+
+Rates of disability are increasing
+- Aging population
+- Situational Impairment
+- Increasing numbers of people with chronic illness (can span disability segments)
+]
+.right-column40[
+| Parkinson's Disease                                                                                                                 | ALS                             |
+| --- | --- | 
+| ![:img Head shot of Michael J. Fox,100%,width](img/accessibility/fox.jpg) | ![:img Head shot of Stephen Hawking in his wheelchair with a chalkboard covered in equations behind him,100%,width](img/accessibility/hawking.jpeg) 
+| Michael J. Fox | Prof. Stephen Hawking | 
+| Parkinson’s affects <br>cognition, speech and mobility | ALS affects mobility and speech | 
+]
+
+---
+.left-column50[
+
+## Accommodation
+
+Accommodation is your right
+- Co-producing access for all participants in a space or event
+- Legally mandated, but also so much more
+- Mandated by multiple laws in Higher Education (That is why UW has a DRS office)
+- Ongoing and constant legal challenges, especially to the [ADA](http://www.webaim.org/coordination/law/us/ada)
+- In addition, 147 countries have ratified the **UN Convention on Rights of PD** (2006)
+
+]
+.right-column50[
+## Some US laws 
+- **Individuals with Disabilities Education Act** (IDEA, 1975): Free appropriate public education in the least restrictive environment to every child with a disability.
+- Section 503 of the **Rehab Act** (1973): Equal access to government services
+- **Americans with Disabilities Act** (1990): Equal access to all goods/services
+
+]
+
+???
+1996 ADA complaint against San José
+Use of PDF inaccessible to city commissioner 
+Web sites are a “service” and thus subject to the ADA
+Led to S. J. Web Page Disability Access Standard
+1999 Natn’l Fed. of the Blind against AOL
+Based on the interpretation of the Web as a place of public accommodation (ADA)
+Settled out of court
+2000: AOL agreed to make its browser accessible
+Many others (http://www.webaim.org/coordination/law/us/ada)
+
+---
+#  How is this class accessible? (1/3)
+
+Mental health concerns benefit from disability accommodations
+
+--
+
+In our class this means: 
+- we have tried to structure the class to support you (e.g. up to 2
+late days on every assignment without questions asked). If you need further accommodations
+for any reason, consider working with
+[DRS](https://depts.washington.edu/uwdrs/) as well as us.
+
+---
+#  How is this class accessible? (2/3)
+
+Sometimes students with disabilities, such as chronic illness or mental health concerns (which are both very common disabilities among  college students) may need to participate in class remotely. 
+
+**Also** some disabled students may be at high risk for COVID, and should not have to worry that attending class could cause them to become ill.
+
+--
+In our class, this means:
+- We provide for hybrid participation
+- We provide masks and encourage masking in person
+- We attend class remotely if we have cold, flu, or suspected COVID symptoms
+
+---
+#  How is this class Hybrid?
+
+**Attendance is expected**, by everyone in the class.
+
+However we allow remote participation *and work to ensure* that students who cannot do that, or are high risk, to have an equal experience. 
+
+**Remote attendance is expected** if:
+- You have cold or flu symptoms or suspect you have COVID
+- You have caregiving / family obligations that affect class or your commute to class
+- You have mental health concerns or any accessibility needs that are best met by being remote 
+   
+---
+# How do I participate remotely?
+
+1. You *attend via Zoom*
+2. You *contribute a discussion post to every small group discussion* linked to in the [class schedule/slides]({{site.baseurl}}/schedule)
+3. You fill out the *remote participation survey* portion of the [class participation survey](https://canvas.uw.edu/courses/1665828/assignments/8443511)
+
+If you cannot attend live or by Zoom, you still have to do (2) and (3) above. *In addition, you must pick a reading and post a summary of it* to the class discussion
+
+
+---
+#  How is this class accessible? (3/3)
+
+We commit to mutually working together to make it accessible. 
+- DRS approval is required for some accommodations (specifically, those that are not available to the entire class)
+- But many accommodations benefit most students. This is a form of *disability justice* because access to disability documentation and comfort with disclosure are both things that are inequitably distributed
+
+--
+
+In our class, this means that where possible, we provide those as a standard part of the class. To that end...
+
+---
+
+<iframe src="https://embed.polleverywhere.com/discourses/4aOz1mIMOPFKYqLY1hgD5?controls=none&short_poll=true" width="800px" height="600px"></iframe>
+
+---
+# Small Group Discussion
+What is a situation you use (or could use) an accommodation in without having a (permanent) disability-related need for it?
+
+???
+canceled this year:
+Summarize your discussion on our [Discussion Board]({{site.discussion}})
+
+---
+# Other Important Facts about this CLass
+
+- **Sharing**: Yes, but don't copy
+- **Plagiarism**: No
+- **Accessibility**: This course is designed to be accessible
+- **Inclusivity**: An important value in this class, and in HCI!
+- **Language**: I am Jen, or Dr. Mankoff
+- **Respect**: This class is a compact between us based on respect
+
+---
+# A Note on Academic Integrity
+
+**Academic Integrity**: A course value and requirement See our [Academic Conduct]({{site.baseurl}}/academic-conduct) page for more details
+
+Don't plagiarize. If you use someone else's text, quote them and reference them. 
+
+In addition to being expected based on UW policy, this is a form of [*Citational Justice*](nature.com/articles/d41586-022-00793-1)
+ and thus an important expression of disability justice values in our class. Therefore
+- If you plagiarize you will receive a 0 on participation for that assignment
+- If you plagiarize on any assignment, you will receive a non-competent on your disability justice competency 
+
+Detour: ChatGPT rules ([Academic Conduct]({{site.baseurl}}/academic-conduct.html))
+
+---
+# Grading
+
+Assignment completion is required. This is 10% of your grade. You have up to two late days *per assignment* for assignment completion, no questions asked. Also, this only looks at whether you did everything, not how well you did it.
+
+--
+Effort is also 10% of your grade. This includes 
+- Participation in discussion and exercises (self reported)
+- Participation in discussion outside of class (based on submissions to Ed)
+
+--
+However, the biggest part of your grade is your *competencies* (80%). 
+We use *competency based grading* because it prioritizes *accessibility* and *justice* and *flexibility* for students.
+
+---
+# What is competency-based grading?
+**Traditional grading** focuses on completion of required tasks
+
+| 80% projects | 10% effort | 10% participation |
+|--|--|
+| .red[learning goal 1] | .red[learning goal 1] | .red[learning goal 1] |
+| learning goal 2 | learning goal 2 | learning goal 2 |
+| learning goal 3 | learning goal 3 | learning goal 3 |
+| ... | ... | ...|
+
+
+---
+# What is competency-based grading?
+**Competency-based grading** focuses on evidence of progress and learning
+
+| learning goal 1 | learning goal 2 | learning goal 3 |
+|--|--|
+| .red[Evidence: HW assignment 1] | Evidence: HW assignment 1 | Evidence: HW assignment 2 | 
+| .red[Evidence: HW assignment 2] | Evidence: HW assignment 2 | Evidence: HW assignment 3 | 
+| .red[Evidence: HW assignment 4] | Evidence: HW assignment 3 | Evidence: HW assignment 4 | 
+| .red[Evidence: Discussion posts] | Evidence: Discussion posts | Evidence: Discussion posts |
+| ... | ... | ...|
+
+
+Teaching and learning are centered around *learning outcomes*. This changes how we plan, assess and grade the course.
+
+---
+# More detail on competencies
+
+- Competencies are the core learning goals in this class. 
+- If you learn them all well, you will do well in the class
+- You will have multiple opportunities to show us you learned them
+
+
+You can find all of the competencies under "[Outcomes](https://canvas.uw.edu/courses/1619674/outcomes)" on canvas
+
+They fall into three categories
+- Accessibility Compliance (e.g. accessibility checking)
+- Accessible Media and Documents (e.g. writing alt text, presenting accessibly)
+- Disability Awareness and Justice (How you pick problems and do disability centered design)
+
+---
+# How Competencies Translate to Grades
+On any competency, you may be rated as below competent, competent or excellent
+
+In each category (accessibility compliance; accessible media and documents; and disability awareness and justice) your grade is calculated based on how many "excellent" and "competent" scores you have
+ - all "excellents" in all categories is a 4.0.
+ - Only 1 "excellent" in all categories is a 3.2. 
+ - Even 1  "not competent" in any competency in a category is 3.2.
+ - More not competents drops your grade further
+ 
+After each category is graded, the categories are averaged.
+
+---
+# Example: Accessible Media and Documents
+
+- You do well on your first presentation -- you remember to speak slowly and describe your images. However you use a few acronyms and don't read entire quotes ("Competent")
+
+--
+
+- The presentation slide deck and your first homework are mostly accessible, however you forget to describe any images. As a result, you score "Not Competent" on image descriptions.
+
+--
+- On your next assignment you take special care with image descriptions. You are marked "Competent" but the TA has some advice on how to be write more specific and useful descriptions
+
+--
+- You want to finish this, so the next time you include an image in a discussion post, you make sure to describe this, and ask the TA to review it. You followed their advice and you are marked "Excellent"
+
+---
+# Where to find what
+
+The class is on the [web]({{site.baseurl}}/index),
+  but we have used iframes to connect this to
+  [Canvas]({{site.canvas}}). We try to interlink
+  everything as much as possible.
+
+- Class discussions and all contact with instructors should happen
+either in office hours or through a [class discussion board]({{site.discussion}}) or [staff mailing list]({{site.staff_email}})
+- You can also request appointments for further help
+
+---
+#  Programming Expectations
+
+- Programming is required the final project, which you define
+- As such, there are no specific language or platform requirements
+- Small programming exercises may also happen in class  using languages such as JavaScript and Python. Contact the instructors if you have any concerns about this.
+
+---
+# Weekly Rhythym
+
+**Monday**: Lecture & Reading Assigned (post a reflection by Wednesday)
+
+**Wednesday**: Lecture & **Homework assigned** (due Monday; locked Wednesday)
+
+**Thursday**: Section (start on homework/cover related issues)
+
+**Friday**: Lecture 
+
+---
+# Field Trip
+
+## [Assignments]({{site.baseurl}}/assignments)

slides/laser-cutting.html

+---
+layout: presentation
+title: Laser Cutting   --Week 6--
+description: Accessibility
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week 6, Brief Intro to Laser Cutting
+
+{{site.classnum}}, {{site.quarter}}
+]
+---
+name: normal
+layout: true
+class:
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+## Make sure captioning is turned on
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for today
+- Introducing your next assignment
+- Brief introduction to Laser Cutting 
+- Actually preparing an item to laser cut
+- How to make a laser cut object
+- Cover some uses of laser cutting for accessibility
+
+---
+# Next Assignment (1/3)
+
+1) Pick something you've implemented
+- Prefarably interactive (some sort of web or app based user interface)
+
+2) Pick a task to complete on it
+
+Reach out if you do not have an interactive tool
+- Ideally do this before class
+- We're trying to figure out whether we can spend any class time on this Friday, but don't count on it
+
+---
+# Next Assignment (2/3)
+3) Test it out with your accessibility technology
+   - Be clear about which accessibility aid or perceptual concern you will be addressing
+
+4) Fix the problem
+
+.footnote[If do-able and you need to be re-evaluated, you may *additionally* use automated testing and generate more UARs]
+
+---
+# Next Assignment (3/3)
+6) Write a 1 page document describing what you did (please see the assignment for details on what is required
+
+7) Make sure it is accessible, and not a PDF, and then submit it
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for today
+- Introducing your next assignment
+- **Brief introduction to Laser Cutting**
+- Actually preparing an item to laser cut
+
+---
+# Some key things to know about Laser Cutting
+
+We're using a [Glowforge](https://glowforge.com/). 
+- It takes SVGs as input
+- It can engrave, cut, etc
+- We're providing plywood, 3mm thick [double check with calipers]
+- We will not engrave during lab, it slows things down too much, but we may cut
+
+---
+# What can you do?
+
+.left-column40[
+![:img Illustration of cutting scoring and engraving first with those words and then with stars. Cutting cuts a hole; Scoring outlines something; and Engraving burns it into the wood, 70%, width](img/3dprinting/laser-Cut-Score-Engrave.png)
+]
+.right-column60[
+Cutting: Makes a hole. 
+- Any line can be cut
+
+Scoring: Doesn't cut all the way through. 
+- Again, any line. Use a different color
+
+Engraving: Burns. Can do greyscale.
+- Images.  Make sure they're not too dark. 
+- Add in a drawing program after Tinkercad
+]
+
+---
+# How we will create SVGS
+
+First create a design in TinkerCAD (or other CAD software if you know it well)
+- You should group everything together that is touching
+- Place it carefully. The base plane will determine what is part of the final SVG
+- We will not engrave during lab, it slows things down too much, but we may cut
+- Export it as SVG (demo)
+   - Include mm as units
+- Re-export *with images emedded* if you add them   
+
+---
+
+# Your process
+
+.left-column50[
+Measure thrice
+
+Make an svg
+
+Print it on paper
+
+Cut it out and check your measurements AGAIN
+]
+.right-column50[
+Decorate
+]
+
+---
+# Example: My bag holder
+
+![:img Screenshot of a bagholder in tinkercad titled Mankoff Bag Hanger - V1, 30%, width](img/3dprinting/bagholder-tinkercad.png)
+
+
+---
+# First print: On Paper
+
+![:img Initial design printed on paper is about the size of a single finger, 30%, width](img/3dprinting/tiny.jpg)
+
+
+---
+# Measuring
+
+![:img Calipers stretch the width of four fingers and show a measurement of about 76mm , 30%, width](img/3dprinting/measuring.jpg)
+
+---
+# Other Important Measurements
+
+The amount of wood removed by the laser cutter as it burns through the wood.
+
+Should always test for each new type of wood and wood thickness
+
+[Instructable](https://www.instructables.com/How-to-Adjust-for-Wood-Thickness-and-Kerf-on-a-Las/) on how to do this
+
+Only an issue if you're making a box or something else that has to assemble
+
+Use calipers to measure! 
+
+---
+# Reprinted on paper
+
+Reason? I used 76mm for the *outer* dimension instead of the *inner* one!
+![:img Another print on paper is still too small, 30%, width](img/3dprinting/measurement-error.jpg)
+
+---
+# Final print
+
+Do you see the problem with this design?<BR>
+![:img A laser cut bag holder big enough for a hand!, 30%, width](img/3dprinting/first-print.jpg)
+
+
+
+---
+# The End!
+
+---
+# Other software options
+
+[Adobe Illustrator](https://www.adobe.com/products/illustrator.html). Best for most tasks if you have it
+
+[AutoCAD](https://www.autodesk.com/products/autocad/overview?term=1-YEAR&tab=subscription) (free for students). Probably overkill
+
+[Inkscape](https://www.autodesk.com/products/autocad/overview?term=1-YEAR&tab=subscription) (free). Best free option
+

slides/plain-language.html

+---
+layout: presentation
+title: Text Simplification 
+description: Accessibility
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Week 2: Text Simplification
+
+{{site.classnum}}, {{site.quarter}}
+]
+---
+name: normal
+layout: true
+class:
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+## Make sure captioning is turned on
+
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for today
+- What is plain language
+- Understanding how to apply plain language principals to create plain language documents
+- Understanding when to use plain language
+
+---
+# Why Plain Language
+
+Helps make text accessible to the non-scientific public (including disabled people). 
+
+Can also directly help someone with an intellectual disability. 
+- [WCAG guidelines](https://www.w3.org/WAI/GL/WCAG3/2021/how-tos/clear-words/) state that text simplification also "benefit individuals who live with cognitive and learning disabilities, language impairments, memory impairments, and autism." 
+
+--
+Somewhat different requirements for these different audiences
+
+---
+# When to use Plain Language
+
+- May help with member checking (make sure that study participants or other interested parties can learn about your research)
+- Responsibility to share research you do *on* disabled people *with* disabled people (i.e. back to the public)
+- The  Plain Writing Act of 2010, described on [plainlanguage.gov](https://www.plainlanguage.gov/law/), "requires federal agencies use clear government communication that the public can understand and use."
+- Meets WCAG AAA standard ([SC 3.1.5](https://www.w3.org/TR/UNDERSTANDING-WCAG20/meaning-supplements.html)) 
+
+---
+# When Not to use Plain Language
+
+- Scientific paper submissions benefit from clear and concise and readable text, but this is different from text simplifiation
+- WCAG AAA is a very high standard to meet everywhere
+
+---
+
+# Text Simplification Guidelines 
+We are asking you to focus on this subset
+
+.left-column50[
+- Use simple words
+- Use positive language
+- Use short paragraphs
+- Use short sentences
+- Avoid jargon
+]
+.right-column50[
+- Use active voice
+- Use present tense
+- Use examples
+- Use headers
+- Use transition words
+]
+
+---
+
+# Use Simple Words
+- <q>as a means of</q>  &rarr;  <q>to</q>
+- <q>at the present time</q>  &rarr; <q>now</q>
+
+---
+
+# Use Positive Language
+- Avoid double negatives
+- <q>no fewer than</q> &rarr; <q>at least</q>
+
+---
+
+# Use Short Paragraphs and Sentences
+- Consider if a clause should become a new sentence
+
+---
+
+# Avoid Jargon
+- Sometimes the complex word isn't necessary
+- If you must use jargon, define it
+
+---
+
+# Use Active Voice
+- <q>The lake was polluted by the company</q> &rarr;  <q>The company polluted the lake</q>
+- A good check to see if you're using passive voice: are you using
+	- A form of <q>to be</q> (e.g., am, is, are, was, be, being, been)
+	- A verb ending in <q>-ed</q>
+
+---
+
+# Use Present Tense
+- Don't: <q>These sections describe types of information that would satisfy the application requirements of Circular A-110 as it would apply to this grant program.</q>
+- Do: <q>These sections tell you how to meet the requirements of Circular A-110 for this grant program.</q>
+
+---
+
+# Use Examples
+- Especially for more complicated topics
+
+
+---
+
+# Use Transition Words
+- Use words: <q>for instance,</q> <q>also,</q> <q>however,</q> <q>to summarize</q>
+- Echo previous ideas
+- Avoid ambiguous <q>this</q>
+
+
+---
+
+# Use Headers
+- Preferably, use headers that are built into platforms (e.g., Google Docs, Microsoft Word, EdStem)
+- If those are not available, styling text in bold or underlined can still help visual readers
+
+---
+
+# Text Simplification Resources
+- If you have any questions or want examples about any of these concepts, you can look at the [PlainLanguage.gov website](https://www.plainlanguage.gov/guidelines/).
+
+---
+
+# Text Simplification Competency (1/2)
+
+Please pick at least four guidelines to focus on from the following list and specify which four you picked. You can address more to reach a higher competency score. Follows best practices for plain language writing as described on the federal plain language website
+
+How this will be assessed: You should tell us when you use plain language writing, and ask us to assess. There will be multiple opportunities to do this during the quarter.
+---
+# Text Simplification Competency (2/2)
+
+- Use simple words
+- Use positive language
+- Use short paragraphs
+- Use short sentences
+- Avoid jargon
+- Use active voice
+- Use present tense
+- Use examples
+- Use headers
+- Use transition words 
+
+---
+# Plain Language Assignment
+
+Write a plain language abstract of a research paper abstract using text simplification (of an assigned reading)
+
+We'll pick papers on Friday

slides/presenting-accessibly.html

+---
+layout: presentation
+title: Document and Presentation Accessibility
+description: Information on how to present accessibly
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Document and Presentation Accessibility
+
+{{site.classnum}}, {{site.quarter}}
+]
+---
+name: normal
+layout: true
+class: 
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+## Make sure captioning is turned on
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for Today
+
+- Creating Accessible Presentations and Documents
+- Presenting Accessibly
+- Get comfortable with basic image  description (images, people)
+- Discussion of Readings
+
+Not on the list: [Making PDFs
+accessible](https://www.washington.edu/accesstech/documents/). We may
+offer an out-of-class tutorial though!
+
+---
+# First: When presenting live (1/2)
+- Speak slowly and clearly
+- Read entire quotes
+- Describe images and videos
+- Non-verbal content should be described (in the video, or by you)
+
+---
+# First: When presenting live (1/2)
+
+Also share your (accessible) slides at least 24 hrs ahead of the
+presentation 
+
+Today: Pay attention and raise your hand when I fail to do this! If you catch me, you get a surprise :).
+
+---
+# Document Basics (1/11)
+
+- Use structure properly
+   - Use header styles to correctly label things
+   - Don't skip header levels
+   - Headings should form an outline of the page content
+   - Use unique slide titles (makes navigation easier)
+   - Use lists to identify all content that can be described as a list of something
+   - Use tables used for content (not layout) and label their headers properly
+   
+???
+update styles to make them look good
+use 1/n for slide titles
+
+---
+# Document Basics (2/11)
+
+- Use structure properly
+- Color contrast
+
+.left-column50[
+WCAG Level AAA requires a contrast ratio of at least
+- .contrast71[7:1 for normal text] 
+- .contrast41[4.5:1 for large text (14t pt bold or larger)] 
+- .badcontrast[Avoid anything else!]
+]
+.right-column50[
+- [Colorzilla](https://chrome.google.com/webstore/detail/colorzilla/bhlhnicpbhignbdhedgjhgdocnmhomnp?hl=en) is an excellent tool for extracting the color value from any page element; 
+- WebAIM has a [contrast checker](https://webaim.org/resources/contrastchecker/#:~:text=WCAG%20Level%20AAA%20requires%20a,value%20from%20any%20page%20element)
+]
+
+???
+Choose colors that provide enough contrast between content and the background so that anyone with low-vision impairments and color deficiencies can perceive the content.
+
+---
+# Document Basics (3/11)
+
+<style>.times {font-family:Times !important;}</style>
+
+- Use structure properly
+- Color contrast
+- San serif fonts
+  - This is a san serif font
+  - .times[This is a serif font]
+
+???
+
+San serif is considered easier on the eyes for screen presentations; 
+
+Serif is easier for printed documents
+
+---
+# Document Basics (4/11)
+
+- Use structure properly
+- Color contrast
+- San serif fonts
+- Simplify language 
+  - Simplify your slide
+  - Embellish when you speak
+  - Avoid clutter
+
+---
+# What is clutter?
+
+Please, for the love of all that is good on this fine planet we call home, do not do this to your poor audience members
+
+They don’t deserve this! What did they do to you? They probably flew hundreds of miles and of all talks and things to do in this new place came to YOUR presentation. And what do you do? You greet them with this GIANT wall of text! How rude. It’s ugly to look at. It’s hard to read. It’s annoying as heck for me to type out this thing just to make a point!
+
+So please, don’t do this to your audience members. Be a responsible presenter. Practice your talks so you don’t have to read off the slide (or use speaker notes! also okay!). Break up your content so looking at your slides isn’t like getting smacked in the face with a wall of text.
+
+**But there are exceptions! (e.g., if you have a thick accent)**
+
+
+---
+# Document Basics (5/11)
+.left-column50[
+- Use structure properly
+- Color contrast
+- San serif fonts
+- Simplify language 
+- Don't use color or other visual characteristics to convey meaning 
+]
+.right-column50[
+<i class="red fa fa-times-circle fa-1x"  aria-hidden="true"></i> “required fields are in red”
+
+<i class="red fa fa-times-circle fa-1x "  aria-hidden="true"></i> Wrong: “click the circle on the right”
+
+<i class="green fa fa-check fa-1x"  aria-hidden="true"></i> Correct: "required fields are labeled 'Required' and colored red"
+]
+
+---
+# Document Basics (6/11)
+
+.left-column50[
+- Use structure properly
+- Color contrast
+- San serif fonts
+- Simplify language 
+- Don't use color or other visual characteristics to convey meaning 
+- Ensure that the tab and reading order are logical and intuitive
+]
+
+---
+# Document Basics (7/11)
+
+.left-column50[
+- Use structure properly
+- Color contrast
+- San serif fonts
+- Simplify language 
+- Don't use color or other visual characteristics to convey meaning 
+- Ensure that the tab and reading order are logical and intuitive
+]
+
+--
+.right-column50[
+- Links should be labeled appropriately, as described [here](https://www.washington.edu/accesstech/courses/canvas/links/). 
+]
+
+--
+.right-column50[
+Just kidding! as described on the [UW page explaining meaningful link text](https://www.washington.edu/accesstech/courses/canvas/links/)
+]
+
+---
+# Document Basics (8/11)
+
+.left-column50[
+- Use structure properly
+- Color contrast
+- San serif fonts
+- Simplify language 
+- Don't use color or other visual characteristics to convey meaning 
+- Ensure that the tab and reading order are logical and intuitive
+]
+
+.right-column50[
+- Links should be [labeled appropriately](https://www.washington.edu/accesstech/courses/canvas/links/). 
+- Provide a document title that describes its topic or purpose
+]
+
+---
+# Document Basics (9/11)
+
+.left-column50[
+- Use structure properly
+- Color contrast
+- San serif fonts
+- Simplify language 
+- Don't use color or other visual characteristics to convey meaning 
+- Ensure that the tab and reading order are logical and intuitive
+]
+.right-column50[
+- Links should be [labeled appropriately](https://www.washington.edu/accesstech/courses/canvas/links/). 
+- Provide a document title that describes its topic or purpose
+- Allow users to bypass blocks of content that are irrelevant or often repeated (e.g., bookmarks in a PDF)
+]
+
+---
+# Document Basics (10/11)
+
+.left-column50[
+- Use structure properly
+- Color contrast
+- San serif fonts
+- Simplify language 
+- Don't use color or other visual characteristics to convey meaning 
+- Ensure that the tab and reading order are logical and intuitive
+]
+
+.right-column50[
+- Links should be [labeled appropriately](https://www.washington.edu/accesstech/courses/canvas/links/). 
+- Provide a document title that describes its topic or purpose
+- Allow users to bypass blocks of content that are irrelevant or often repeated (e.g., bookmarks in a PDF)
+- Identify the language of the document (or individual parts of af multilingual document).
+]
+
+---
+# Document Basics (11/11)
+
+.left-column50[
+- Use structure properly
+- Color contrast
+- San serif fonts
+- Simplify language 
+- Don't use color or other visual characteristics to convey meaning 
+- Ensure that the tab and reading order are logical and intuitive
+]
+
+.right-column50[
+- Links should be [labeled appropriately](https://www.washington.edu/accesstech/courses/canvas/links/). 
+- Provide a document title that describes its topic or purpose
+- Allow users to bypass blocks of content that are irrelevant or often repeated (e.g., bookmarks in a PDF)
+- Identify the language of the document (or individual parts of af multilingual document).
+- Provide ALT text
+]
+
+---
+# How to Write ALT Text (1/2)
+Image descriptions should be concise, complete and accurate. You should use best practices to decide when to mention the background, describe people, and so on.
+
+---
+# How to Write ALT Text (1/2)
+
+Read up on some of these links when you are faced with specific description needs 
+.left-column50[
+- [Decorative and branding](https://dl.acm.org/doi/pdf/10.1145/3308558.3313605) 
+- Formatting and text styling
+- Images as links
+- [Diagrams](https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9028522&casa_token=zZw_rYBgu1AAAAAA:eozpbJ-vvMZjQNt8p6WU91X4uFumPs-yVuMn4PTPRjyMhtsVrprdIEe1JfYOCUdv8SFP_TGd9s965Q&tag=1)
+- [Visualizations](https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=9555469)
+- [Memes](https://dl.acm.org/doi/10.1145/3308561.3353792)
+- [GUIS](https://dl.acm.org/doi/10.1145/3411764.3445040)
+]
+.right-column50[
+- Animations/Videos (we'll talk more about this later today)
+- AR/VR ([Accessibility, Disabilities, and VR](https://educatorsinvr.com/2019/05/31/accessibility-disabilities-and-virtual-reality-solutions/))
+- [Comparison of IoS and Android Rich Interactions](https://dl.acm.org/doi/pdf/10.1145/2851613.2851680?casa_token=dOz4huS0TUkAAAAA:zv0PjZk3-T8Bb4X2SfNpdZFuqO2u9v1jpWn5fq0hKZ0se6t5g0oMKLfrAmhlyufcw_3AuJ-ABZ2yWQ)
+- ... 
+]
+
+???
+
+All of these require different strategies to describe them well. 
+
+Read up on some of these links when you are faced with specific description needs 
+
+---
+# How to Describe Identity (1/2)
+
+.left-column40[
+![:img Lezlie looks at us full front with curls down one size of her head and her long sleeve rolled up just on that side of a cowl neck wild abstract print shirt. Her smiling cheeks greet us., 90%, width](img/assessment/award.jpeg)
+]
+.right-column60[
+- Ok to mention race, gender, and disability status in that case
+- Otherwise use appearance (skin color, "person" instead of gender, AT use but not disability status)
+
+Original announcement: Dr. Lezlie Frye has won [an award] for .red[her] paper; alt text (probably) written with her input.
+]
+
+---
+# How to Describe Identity (1/2)
+
+.left-column40[
+![:img Lezlie looks at us full front with curls down one size of her head and her long sleeve rolled up just on that side of a cowl neck wild abstract print shirt. Her smiling cheeks greet us., 90%, width](img/assessment/award.jpeg)
+]
+.right-column60[
+
+.quote[Lezlie, a white woman, looks at us full front with curls down one size of her head and her long sleeve rolled up just on that side of a cowl neck wild abstract print shirt. Her smiling cheeks greet us.]
+]
+
+---
+# ALT Text with Identity Markers?
+
+.left-column40[
+![:img A Black; disabled; non-binary person with a face mask walks down a neighborhood street with one hand in their pocket and the other hand on their cane. They have a short mohawk and are wearing a jacket; shorts; tennis shoes; and glasses,100%, width](img/assessment/todescribe.png)]
+
+.right-column60[
+<iframe src="https://embed.polleverywhere.com/free_text_polls/htJZwY5gCkiqZql0ZyZyT?controls=none&short_poll=true" width="800px" height="600px"></iframe>
+]
+
+---
+# Bennet et al's description:
+
+.left-column40[
+![:img A Black; disabled; non-binary person with a face mask walks down a neighborhood street with one hand in their pocket and the other hand on their cane. They have a short mohawk and are wearing a jacket; shorts; tennis shoes; and glasses,100%, width](img/assessment/todescribe.png)]
+
+.right-column60[
+.quote[A Black; disabled; non-binary person with a face mask walks down a neighborhood street with one hand in their pocket and the other hand on their cane. They have a short mohawk and are wearing a jacket; shorts; tennis shoes; and glasses]
+]
+
+---
+# Some Presentation Specific Notes (1/4)
+
+- Describe images with equity in mind
+  - Can a BVI person follow your presentation and get the same information as someone without any visual impairment?
+
+---
+# Some Presentation Specific Notes (2/4)
+
+- Describe images with equity in mind
+- 9/10, you don’t need sound effects or visual effects
+
+---
+# Some Presentation Specific Notes (3/4)
+
+- Describe images with equity in mind
+- 9/10, you don’t need sound effects or visual effects
+- Make sure videos are accessible
+   - Videos should be captioned (at a minimum)
+   - Videos should be audio described (ideally)
+
+---
+# Some Presentation Specific Notes (4/4)
+
+- Describe images with equity in mind
+- 9/10, you don’t need sound effects or visual effects
+- Make sure videos are accessible
+- Leave space for captions
+
+
+---
+# In Class Exercise 
+- Work on a description of the image you brought. Be sure to address things like identity in a way that feels comfortable to you.
+- Share it with a neighbor, then show them the image. Get feedback
+- Swap and repeat. 
+- Post in the [class discussion board]({{site.discussio}})
+
+---
+# How to add ALT Text to various things
+
+- HTML ```img src=... alt="Girl in a jacket" width="500" height="600"'''
+- "Content Creation Platforms" (e.g. wordpress, twitter)
+- Google Slides & Powerpoint
+- Word Documents
+- Any other questions?
+
+---
+# "Homework" (do in class if possible)
+- Find an image of yourself online in a place you can edit*
+- Update it to have ALT text
+- If there is not an image of yourself that is editable, select someone else who is on a website you can edit or ask them to edit
+  - I suggest a faculty member from the UW CSE faculty page whose image does not include ALT text
+  - generate ALT text and check if they are ok with the description you generated.
+  - I will help update the page once they approve (for CSE faculty)