In this video, Lucy Greco, UC Berkeley's Web Accessibility Evangelist, shows the differences between an inaccessible and an accessible PDF document.
Hello, my name is Lucy Greco.
I am UC Berkeley's Web Accessibility Evangelist.
UC Berkeley strives to make all of its content
as accessible as possible to everyone.
This means that students with or without disabilities should be able to access content equally and effectively.
Today I'm going to show you what it means to have
an accessible document for your online courses.
I'd like to start by showing you what
happens when a blind or visually
impaired student tries to access a
document that has not been remediated
for accessibility. This document was
created by scanning it at a photocopier
and saving the resulting PDF without any
(Screen Reader) folder view, Acrobat Reader DC, Accessibility-QuickStart-Canvas_v2-unremediated.PDF. 7 of 9.
(Lucy Greco) that voice you're hearing is my screen reader. A screen reader is a piece of software
that lets a blind or visually impaired person
access information on a computer screen
whenever and wherever and however they need to.
(beeps) (Screen Reader) Content preparation progress dialog. Please wait while Accessibility-QuickStart-Canvas_
v2-unremediated.PDF Adobe Acrobat Reader DC.
Alert: empty document.
This document appears to be empty. It may be a scanned image that needs OCR
or it may be a malformed document.
(Lucy) So what you heard there was a series of beeps telling me
that the computer was working and then
the voice said "content preparation."
It did a little bit of work and then
brought up the document. Then you heard
something that said "Alert. This document
appears to be empty," but you saw that the
document is not empty. You see that there is text in this. This is what happens
when you go to the photocopier and just save as PDF.
This is just an image of the
document. There is no real text for a
blind student to interact with. At this
point in time, a blind student in your
class needs to go to the Disabled Students Program
and ask them
to remediate the files for them. This can
take up to several weeks and may put
your student behind in the class.
Next I'd like to show you what it looks like
when this document has been remediated.
(computer is working, loading next document)
(Screen Reader) Edit. BRCOE Accessibility Quick Start Guide Adobe Acrobat Reader DC. AV page
view text frame. Loading document. Heading level 1,
page 1: BRCOE Accessibility
Quick Start Guide. Heading level 2:
Accessibility. Accessible means a person
with a disability is afforded the opportunity
to acquire the same
information, engage in the same
interactions, and enjoy the same services
as a person without a disability, in an
equally effective and equally integrated
manner, with substantially equivalent
ease of use. The person with a di--(paused)
(Lucy) So here you noticed when the document opened,
it actually read the title of the document,
which is the BRCOE Accessibility Quick Start Guide,
and then began to read the content.
We also heard it say "heading level 1"
and that was the title.
And then "heading level 2."
A blind student is able to move through a document by
going heading by heading. So, say the material they have, they only need to
read a certain section of.
If that section has been marked off with a
heading, they can move to it very quickly.
Let me demonstrate.
I will go to the top of the document,
(Screen Reader) Heading level 1: BRCOE Accessibility
Quick Start Guide.
(Lucy) And there you have your heading level 1.
I can hit the letter H to move to the next heading:
(Screen Reader) Accessibility heading level 2.
(Lucy) There is the first heading level 2, and that's similar to having, in a book, chapter 1.1, so forth.
(Screen Reader) Headings: heading level 2.
(Lucy) So chapter 1.2 there, another heading level 2.
(Screen Reader) Overview: heading level 3.
(Lucy) And there we have a 1.1.1, or in this case,
it would be 1.2.1, because
it's a subheading of that heading level 2.
(Screen Reader) Best Practices: heading level 3.
(Lucy) And so on. I can move through the entire
document just going by heading, and then
if this is what I want to read,
I can just tell it to read from here.
(Screen Reader) Heading level 1: BRCOE Access--
(Lucy) I moved back to the top of the document.
One of the other things a blind student could look for
is lists in a document.
All I have to do is hit the letter L:
(Screen Reader) List with four items. Bullet
(Lucy) And you'll see it told me a list with four items.
And so now I might want to read those
individual items so I can hit "i":
(Screen Reader) Bullet: Adhere to the correct order of headings and do not skip heading levels, e.g.
go from an h2 to a (skip)
Bullet: Canvas automatically adds an h1 tag to every
page. Content (skip) Bullet: Use headings to divide blocks of text into manageable
sections. By br-- (pause)
(Lucy): And so forth. So I can move through the list
item by item, I can jump list by list,
I can jump heading by heading.
This document is a fully structured document.
I could also go page by page.
How do you do this? How do you make
your documents become this kind of document?
Well, the simple answer is, if you can, find the document in the library.
Our librarians are an excellent resource to help you find any content that we actually have in our library,
and they can help you determine
if your content is accessible or is not.
Secondly, if you have a document that is only available on paper, please use the scanners in the library.
These scanners can scan to an accessible Word file
or an accessible PDF file with text in it.
Please check with the librarians for more information.
Lastly, if you have a document that you
have created yourself,
please create those documents in Microsoft Word
and use the Microsoft Word styling tools.
There are several resources on campus to help you
and you will find links to those in the notes to this video.
Thank you for watching,
and thank you for making your content as accessible
as possible for all Berkeley students.