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PostThe intent of this Success Criterion is to enable people who are deaf or hard of hearing to watch synchronized media presentations. Captions provide the part of the content available via the audio track. Captions not only include dialogue, but identify who is speaking and include non-speech information conveyed through sound, including meaningful sound effects. It is acknowledged that at the present time there may be difficulty in creating captions for time-sensitive material and this may result in the author being faced with the choice of delaying the information until captions are available, or publishing time-sensitive content that is inaccessible to the deaf, at least for the interval until captions are available. Over time, the tools for captioning as well as building the captioning into the delivery process can shorten or eliminate such delays. Captions are not needed when the synchronized media is, itself, an alternate presentation of information that is also presented via text on the Web page. For example, if information on a page is accompanied by a synchronized media presentation that presents no more information than is already presented in text, but is easier for people with cognitive, language, or learning disabilities to understand, then it would not need to be captioned since the information is already presented on the page in text or in text alternatives (e.g., for images).By: JenniferTuesday, Nov 26, 2024CULTURE AND SOCIETY
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OpportunityOrganizational Supports for ADHD StudentsCulture of Collaboration Number of Directions: Give a minimal number of directions or steps at a time.If necessary, have students repeat the directions to the teacher or a peer partner. Form of Directions: Provide written directions or steps, or a visual model of acompleted project. Teach students how to refer to these items as reminders ofprocess steps to complete tasks. This strategy is particularly helpful for long-termprojects. Written AssignmentsMany students with ADHD have particular challenges with written work due to finemotorskills difficulties, motor planning issues, and difficulty alternating their attentionfrom a book to their written responses. Students with ADHD may also need assistance breaking a larger task or project into smaller, more workable units. The following strategies can be used to address these needs.By: Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occurFriday, Nov 22, 2024CULTURE AND SOCIETY+1
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OpportunityOrganizational Supports for ADHD StudentsCulture of Collaboration Number of Directions: Give a minimal number of directions or steps at a time.If necessary, have students repeat the directions to the teacher or a peer partner. Form of Directions: Provide written directions or steps, or a visual model of acompleted project. Teach students how to refer to these items as reminders ofprocess steps to complete tasks. This strategy is particularly helpful for long-termprojects. Written AssignmentsMany students with ADHD have particular challenges with written work due to finemotorskills difficulties, motor planning issues, and difficulty alternating their attentionfrom a book to their written responses. Students with ADHD may also need assistance breaking a larger task or project into smaller, more workable units. The following strategies can be used to address these needs.By: Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occurFriday, Nov 22, 2024CULTURE AND SOCIETY
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OpportunityUsers with low vision who view content under magnification will be better able to view content on hoThe intent of this condition is to ensure that additional content which may appear on hover of a target may also be hovered itself. Content which appears on hover can be difficult or impossible to perceive if a user is required to keep their mouse pointer over the trigger. When the added content is large, magnified views may mean that the user needs to scroll or pan to completely view it, which is impossible unless the user is able to move their pointer off the trigger without the additional content disappearing. Another common situation is when large pointers have been selected via platform settings or assistive technology. Here, the pointer can obscure a significant area of the additional content. A technique to view the content fully in both situations is to move the mouse pointer directly from the trigger onto the new content. This capability also offers significant advantages for users who utilize screen reader feedback on mouse interactions. This condition generally implies that the additional content overlaps or is positioned adjacent to the target.By: Vijayalaxmi Santosh MhetreTuesday, Nov 12, 2024WATER, ENERGY, AND THE ENVIRONMENT+2
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ArticleThe additional content remains visible until the hover or focus trigger is removed, the user dismissAdditional content that appears and disappears in coordination with keyboard focus or pointer hover often leads to accessibility issues. Reasons for such issues include: the user may not have intended to trigger the interaction the user may not know new content has appeared the new content may intefere with a user's ability to do a task Examples of such interactions can include custom tooltips, sub-menus and other nonmodal popups which display on hover and focus. The intent of this success criterion is to ensure that authors who cause additional content to appear and disappear in this manner must design the interaction in such a way that users can: perceive the additional content AND dismiss it without disrupting their page experience. There are usually more predictable and accessible means of adding content to the page, which authors are recommended to employ. If an author does choose to make additional content appear and disappear in coordination with hover and keyboard focus, this success criterion specifies three conditions that must be met: dismissable hoverable persistent Each of these is discussed in a separate section.By: Vijayalaxmi Santosh MhetreTuesday, Nov 12, 2024CULTURE AND SOCIETY
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PostPrimer text from the College of William & Mary. https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf Many students with ADHD have significant difficulties with organization. They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment. Clear rules and advanced planning are keys to success for teachers of students with ADHD. The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently. Assignment Notebook: Provide the student with an assignment notebook to help organize homework and seatwork. Color-Coded Folders: Provide the student with color-coded folders to help organize assignments for different academic subjects.By: Edwin CastelTuesday, Nov 26, 2024EDUCATION
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PostSchool interventions should include a team approach across multiple settings, consisting of both preventive and intervention strategies. Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur. Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).By: Edwin CastelFriday, Nov 8, 2024YOUTH EMPOWERMENT
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