TSBVI Coffee Hour: Canvas Accessibility 2/4/2021 >> February 4th, 2021. TSBVI. Canvas accessibility. Student and teacher perspective. >> . Good morning, everyone, we'll get started here in a couple of minutes, glad that you are here with us today. I'll make this announcement a couple of times, but as we -- as we always announce at the beginning, please make sure that in your chat box, that the little drop down menu says all panelists and attendees. That way if you have a question or a comment, everyone can see that. Okay? All panelists and attendees is what you want it to say in that little drop down menu. We'll get started in just a minute. If you would like to put in the chat where you're from, it's always fun to see where we've got folks. Where in Michigan, Elizabeth? Kentucky School for the Blind, Tennessee. Great facility, great campus, ah Oregon. Near Detroit. Nice. New Ca ney, Houston, welcome, welcome, Jackson, Mississippi, Theresa are you at Mississippi School for the Blind? Awesome. I love your superintendent. Donna, she's great. Okay. All right. Let's go ahead and get started. Start with some announcements, then I will turn the time over to John. So as I mentioned before, if you have a question or comment during the time that John is talking, please post it in the chat box. Make sure that the little drop down menu says all panelists and attendees and then we'll find some times to go back and answer those questions as appropriate. Your microphones and cameras are automatically muted. So you don't need to worry about them. The handout for today's session has been shared in the chat. For immediate viewing. Then also will be available for later viewing along with the recording of this session today, and our past Coffee Hour sessions. You can go to our Coffee Hour web page at TSBVI.edu/Coffee Hour. There's a link that says visit the Coffee Hour archives, you can find the recordings, transcripts, chat information from previous sessions. To obtain your CEUs, you will respond to the evaluation that will be smiled to you from our registration website ESCworks. The same site that you would have received your confirmation for today, but check your spam folder if you don't get it within the next couple of days, okay? I will give a closing code at the end of this session. No opening code. Just the closing code. And you will need that for the evaluation so that you can get your CEUs. All right. Well, we will stop the presentation -- start the presentation at 55 minutes to the hour to give you the closing code and announcements. In the meantime I am happy to introduce today's presenter John Rose, he's here at TSBVI in our short-term programs, I will let him introduce himself a little bit more. >> John: Thank you, Kate. Hello, everybody. My name is still John Rose. And I -- I work in the short-term programs departments as a teacher there. I -- we've been primarily teaching virtually, well, not primarily, in total, teaching virtually since the spring. And -- and working with students and -- and teachers. We work on math, technology and other Expanded Core Curriculum skills, basis on either class model or -- where students come for a class or we also do individualized instruction and distance learning. And summer programs. We have summer programs coming up, hopefully some of which may be in person. We'll see, we hope. So we're going to get down to Canvas accessibility today. Before we start, a caveat. I am not a Canvas expert. Nor am I a web accessibility expert. I'm just a teacher. [Laughter]. And I -- because of the -- primary because of the pandemic, a lot of the students who I have worked with have needed to access Canvas online using JAWS and so -- so I've kind of gained some knowledge and perspective, based on those experiences, that I'm just here to share with you. So -- so there may be some things I don't know. And there are -- in fact, there likely are a lot of things that I don't know. And -- and there may be some experiences that y'all have had that I have not. So -- so just wants to, you know -- want to, you know, provide that as a caveat, before you all start thinking I'm an expert at this. The way my presentation today is going to work, I'm going to go entirely through my presentation, it's about five slides, I think. I'm going to give you a quick presentation and then I'm going to do a load of demonstration. So I'm going to talk about student perspective in Canvas, I'm going to talk about teacher perspective in Canvas, and I'm going to -- I'm going to share a list of resources, all of this presentation material is in the handouts that is shared with y'all. I think you can get that in the chat. There is another -- another handout, that handout, the presentation handout, is a document, a Word document called Canvas Accessibility. Another handout called document accessibility, that handout is a list of things to keep in mind when creating documents with an eye for accessibility. And it's based on the -- on the webinar by Jim Allen that you can access through -- I believe, through outreach, but the link to that is also in -- in that document. [Laughter]. I'm trying to remember where the link was. So ... Canvas accessibility, a student and teacher perspective. Oops. All right. First, I'll talk a little bit about the student perspective using JAWS. And there are four primary things that -- that I've found in working with students in Canvas. The first is the skip to main content link. Skip to main content is a link that's available on most accessible or all accessible web pages. And it's a hidden link that is not something that the user with vision can see. But it's usually generally the first content on a page and a user who -- who uses a screen reader can click that link and it will jump all -- past all of the headings and everything else -- I'm sorry, all of the header materials, the sidebar material, everything on the page to go into the main contents on the page. And you'll -- we'll look at all of this later when I -- when I do the demonstration. I'm just going to go through this -- these first. The second thing is first letter navigation. By the way, these are all primarily general web navigation tips that I would -- I would talk about with any student who is using JAWS on any web page. And -- because Canvas is a web application, it -- it uses all of the same navigation strategies that you would use with -- with any web page, the -- the distinction being that -- that there's a lot of variability within Canvas. So sometimes it's not -- it's not clear exactly what -- or it's not -- not consistent where you are going, what you are navigating to. So -- so first letter navigation is another strategy. H for headings, B for buttons. The tab key will navigate by links on the page. Those are just some good things to remember when navigating the page that might help you get to where you are going faster. Another strategy is to use headings and links lists. That's the JAWS key, plus F6 for headings and the JAWS key plus F7 for links. The JAWS key can be either insert or caps lock, depending on how it's set up on the user's device. The fourth thing that we have found to be successful has been JAWS find, control plus F. This is generally helpful when -- once a student has -- has learned a little bit about the page and has an idea about where they want to go on that page. So these are just four strategies that I've found work -- that help students navigating Canvas using JAWS. And another point about this, that -- that is kind of a basic JAWS tip, is that any time a student first goes to Canvas page, typically what I'll do is I'll just have them press the down arrow. Which navigates forward by element on the page. And we will talk about each element as they come across it. So we'll discuss what that element is, how it appears on the web page, and -- and, you know, what they can find if they were to click on that link or what that means. Especially with new students -- students who are new to using Canvas. And any new pages that they find that they are not sure what they are. So the next side of this is the teacher perspective. And specifically I'm thinking of a -- of a subject teacher, English teacher, math teacher, just the general ed teacher, who has -- you know, been asked to use Canvas for their class. One of the great things about Canvas is that -- is that it is -- highly -- editable. You can do a lot of different things in Canvas. You can make your course appear pretty much however you want it to appear. You can import a lot of different apps into Canvas. You can upload many different types of documents. You can add media, links, photos, images, all kinds of stuff. So -- so for -- for teachers who have a student with visual impairments in their class, I would -- I would -- if I were the student or the TVI, I would want to talk to that teacher ideally in advance. To -- to ask them to consider accessibility when they -- when they are -- when they design their class. That might be a -- a bit of a hard conversation because a lot of teachers have already designed these classes in years past. So they may -- they may, you know -- have things that might not be accessible in them and May want to consider redesigning something like that. So it's not -- it does take some time. So designing with disability in mind will -- will ask that teachers use a document outline with clear headings and a consistent structure. And ask teachers to think about navigating a page using only the down arrow. If they were to just consider the -- if all they had to do to navigate the page was to just press down, would that go through all of the elements on the page? Are there any -- any tables on the page? Are there any images that appear on one far side or the other or inside -- in the middle of some text? Another thing is to add alt text images, charts, maps, and graphs. Primary thing to think about here, what is the image and what information is the image conveying? Is this an image that is necessary for the student to gain information in order to answer some questions? If it's not, it might not be necessary to add much description to it. If it is, then the teacher should add enough description so that the student with the visual impairment is able to get the same information from that -- from that image that -- that a student with vision is getting from that image. Then the third thing is that "Accessibility" is not necessarily accessible. So there's a check for accessibility feature in Canvas and I just would ask teachers to be careful using that because sometimes it will say, yep, everything's good, but it might not necessarily be good. So I'll show a little bit of all of this as we move forward into demonstration mode. Finally, or not finally, but next there is a list of resources here. Canvas provides a pretty good information as far as accessibility is concerned. So there are some links here about accessibility within Canvas. Creating accessible Canvas sites. The standards that Canvas -- accessible standards that Canvas employs. And this University of Colorado Canvas accessibility review is pretty good, but a lot of universities have these types of reviews out there. So I -- I would encourage you to go look and find other accessibility reviews, because Canvas is used by a lot of universities. So they have done a lot of accessibility testing and user testing. There's a link to Canvas keyboard shortcuts and please note that some of these sections are not relevant for students. In fact, I have a student who has been using Canvas for well I think since the spring. And we've not used any of the Canvas keyboard shortcuts. He just hasn't had any reasons where it would make sense to use them. A lot of the shortcuts are provided by teachers with visual impairments to create Canvas sections, but not necessarily by students for navigating Canvas. And then a little short-term programs plug. We have an accessibility distance learning class called accessibility, what it means and why it matters. There's a distance learning course, which is a Google classroom course, for Texas students. But this is also available via YouTube through our STP online accounts. So you can view the videos that way if you are, you know -- if you don't want to take the distance learning course. And that is a -- a student focused class about -- about understanding accessibility. And -- and you can use it with your students as they kind of learn how to talk to their teachers about accessibility. And -- and why it matters to them. And, finally, there's a link to -- to my contact information. If you have any questions for me, feel free to email me. Or give me a call. And, also, a link to the short-term programs web page. Or tweet at us. We'll get you back. Okay. So I'm going to get into demonstration mode. And we're going to look at the student perspective first. I'm turning JAWS on, please let me know if -- if the audio is not coming through. >> It's coming through. >> Thanks. Okay. So -- so I'm already on my log-in spot here for my test students. So this is where -- where, you know -- I -- this is a -- this is a point I'm going to make right here, which is that I feel like every student that I have worked with accesses Canvas in a distinct way. There are some schools that have a portal to access Canvas. Some students are able to access it through the log-in area on the Canvasinfrastructure.com. I have no -- I have no suggestions or recommendations about this at the moment except that it -- a lot of the things that we've found about logging into Canvas is that it all differs per student. One strategy that has been beneficial in a couple of cases is that -- is logging in, clicking stay signed in, this -- >> Menu, leaving menus, main region [Screen reader]. There's a check box called stay signed in. If you check that -- >> Space, checked,. >> John: Then sign in and then create a shortcut on the desktop to that location, then you should at least get back to this point -- sometimes in -- the reason for that being that sometimes the portals that schools are using haven't been accessible for some students in some cases. So that was what we did to kind of get around that in those instances. So just a little tip. >> Log in button, space. >> John: I just pressed tab. >> Dashboard, same page links skip to content. Visited link dashboard, list of seven items, account button, account. >> John: I pressed control to tell JAWS to be quiet. Before that, on the sign in I -- >> Lettered [indiscernible] today's handout. [JAWS]. >> John: I pressed tab to navigate to the log-in button and space bar to log in. My JAWS is set to read automatically on the page, so it started reading down the page one element at a time. So if I were a new student to this -- to Canvas, I would just press down arrow, to -- to navigate this page just to see what all of these elements are. >> Visited link dashboard. >> John: So that's my dashboard, I'm just pressing down arrow now. My dashboard contains all of my classes. >> Courses button. >> John: Courses, I can press space bar to access courses. >> Space, you have been invited to join, courses trade dialogue, close button, to activate press space bar. >> John: This opens a tray with my courses in it, I can press down arrow again. >> List of two items, visited links, seventh grade science, link is inaccessible, list end, list of one items. >> John: Pressing down arrow there, then escape to close this. >> Escape, banner region, global navigation region, courses button, to active press space bar, courses button, to activate press space bar. >> John: Something a little crazy happened there, I'm not sure what it was, I'm going to press escape again. >> [JAWS]. >> Okay. So I'm back on my courses button. Navigating -- >> Link calendar. >> John: Calendar I've yet to use that with the students. The calendar in Canvas. The students who I've worked with haven't been at the stage where they are able to use that feature yet. >> Link in box. >> John: Same with in box. They generally use their school email. >> History button. >> John: History again, haven't used this with any students. >> Help button. >> John: Neither have we accessed help. So just giving you an idea that the down arrow navigates through the sidebar for Canvas when you first access the page. And I'm just going to keep going using down arrow, just to give you an idea of what this was like when you first open Canvas. Environment. >> List end. Main region. >> John: So main region is a good thing to -- it said list end and that means that this sidebar list has ended then it said main region. Means that it's moved over into the main region on the page, this primary content. >> You have been invited to join. >> John: This is some information for me finally, good. >> As a student. >> John: I've been invited to join as a student. >> Link, heading Level 1 dashboard. >> John: Didn't tell me what. Okay. Well, that's great. >> Dashboard options, button menu, collapse, choose a course nickname or [indiscernible] science button collapsed. Choose a color or course nickname or move course card for [indiscernible] accessible, button collapsed. >> John: As I navigate through these things, as a teacher, I would talk to a student what each of these items is. So this is -- these are options for these class cards. You can access this -- this space bar. But to -- [JAWS] this is not really something that students are going to be messing with too much. It's just really superfluous to them. >> Escape, main region, is it -- >> John: but if they want to, they can. >> [Indiscernible] link nowments, is it accessible, actions is it accessible, main region end. >> Main region end. One thing that I've noticed there is that -- is that in that main region, we missed a little bit of stuff. And I'm not 100% sure why, it should navigate through each element every time I press down arrow, but we missed some stuff. And -- this type of thing, this happens, this is part of my instruction with students as we work together is trying to determine A, why it missed content and B how to access the content that it missed of. Now our focus is now over on the right-hand side of the screen, in this to do menu, I will keep pressing down arrow. >> Link, heading Level 2 to do, nothing for now. Link, heading Level 2 recent feedback, list of one items, nothing for now. List end. >> John: As I would discuss with the student, the focus is now on the right-hand side of the web page. And we've navigated through two headings. One is a to do heading, this will be -- become a list of items that the student needs to do. And a lot of times there will also be a link there where they can access that material. And then recent feedback, I -- I think is typically like feedback on grades and stuff like that. From teachers, but I'm for the 100% sure on that. Then there are a couple of buttons on this side, one is start a new course. Which a student can select if they have a course code. >> Start a new course button, link view grades. >> John: And view grades if they want to view grades that a teacher has put into the Canvas for them. >> Link by instructor. >> John: Now it's jumped to the bottom of the page. >> Link privacy policy, link acceptable use policy, link Facebook, link Twitter. >> John: These are just content at the bottom of the page for the -- really not that important unless you need to access the privacy policy, acceptable use policy or interested in connecting with Canvas on Facebook or Twitter. So the first thing that we talked about in the student perspective is this skip to main content idea. So -- so one -- one JAWS command to get to the top of the page is control home. >> Dashboard. >> And um -- I think I'm at the top of the page. So I'm going to press control home to get there. So I think I'm there. So I'm going to press down arrow. >> Same page link skip to content. >> John: Same page link, skip to content. So that's the first item on the page, I can press space. >> Space, main region. >> John: It jumps straight to my main region. That's really helpful for students who especially in some of the courses where there's a lot of content on the side of the page or at the top of the page. So now from here now I'm going to try down arrow again. >> Invitation. >> John: I have an invitation. >> You have been invited to join. Link is it accessible, is it accessible? >> John: If you will notice, the last time we navigated through this page just using down arrow, it didn't go to this link, is it accessible, is it accessible. So this time it -- when I did skip to main content, it did. So, again, this is part of this like -- like this process of learning these web pages and how -- how -- how JAWS is going to access them most effectively and efficiently. >> I'm not going to lie, it takes time to figure it out. >> Student, decline, accept button. >> I have been invited to join this class as a student, I have buttons on the page, decline and accept. So I'm going to choose accept because I want to join this class. >> Space. Main region, accept button, toivate press space bar, dashboard, page has seven regions, five headings, ... is it accessible, is it accessible, invitation accepted, welcome to is it accessible. Same page link skip to content ... >> John: Now we talked a little bit about -- about or I talked about first letter navigation. I just wants to show you now I can use headings here to read -- to see -- headings I have on this page. Dashboard is my Level 1 heading. This is where my classes are located. >> Seventh grade science visited heading Level 3 link. >> Each class is going to be a Level 3. Excuse me, a Level 3 headings. 7th grade science, that's the one that I was going to and -- in just a minute. Hopefully. Man, that goes fast. >> Is it accessible, heading Level 3 link. >> John: Then my new class, is it accessible? >> To do heading Level 2. >> John: So I have my to do heading over here on the right-hand side. We have navigated through this earlier. If you will notice, using headings jumps me quickly through these options, I can go straight to my dashboard, class, to do. Then there's my recent feedback heading Level 2. I can push shift H to go backwards. Say oops I want too far, shift H to go back to the to do, then down arrow. >> List of one items. >> Oops, I've got an item in there. >> Link using JAWS. >> Using JAWS. >> Is it accessible. >> John: My is it accessible class. >> list of one item ... >> John: All right. So this is due -- is that when it was due? That was two days ago. Huh. I don't know. I did this really quickly, so -- so who knows. So what I would like to do is quickly hopefully quickly look at a class. Because that's -- that's really an important thing here. So let's press shift H to get back -- oh, another -- you know what, I'll do it this way. JAWS find. So I know my classes are science, and is it accessible. I'm going to find my science class, I just want to jump to it so I can press control F. >> Virtual find, JAWS find dialogue, find [indiscernible] edit convo ... >> John: Thank you, to use JAWS finds and I will type science. I said enter. It said graphing [indiscernible] and gave me a sound, why is that? Oh, well because my focus was over here on the far right-hand side, so in a linear structure, my focus was -- was -- farther toward the end. When it did a find, it just did the find forward and stopped at the end and did not -- it did -- it graphed to the top. Now it's at the top. Now I can find again and see if I can find it. >> Virtual find. JAWS find dialogue, find [indiscernible] convo, ... alt plus W. >> John: If you will notice, there's a direction, selection in here, which is forward and reverse. So I can tab through this dialogue bar. >> Context specific history check box checked. [JAWS]. >> John: If I knew that I was on to do and I knew science was from that, I could have selected reverse. But it's -- >> Direction reverse radio button checked. Direction forward radio button checked. One of two, to change the selection [indiscernible] to activate press space bar -- >> John: It's almost just as quick to press control F and enter again if, you know -- >> Space. Visited heading Level 3 link seventh grade science. >> Visited heading Level 3 link seventh grade science. So there I am. If I want to make sure I can press -- [JAWS] then back up to seventh grade science, so I know my focus is there. So I'm going to press space bar. >> Space. Main region. Seventh grade science. Seventh grade science 7th heading Level 3 link visited. >> John: Just a heads up about -- if you start a -- a trial version or if your school has a Canvas sandbox or anything like that, this is a class that I imported from Canvas commons, Canvas has a huge selection of -- of classes that you can import and use that are just -- just commons classes, available for anybody to use. So I just imported this into my Canvas and to use it as a -- as a test case for -- for JAWS. And I've looked at some of it, but some of it I haven't looked at as a student. So what we're going to do is I'm just going to navigate this and see what some of the challenges are that a student might find if they joined this science class. So I'm going to work a little quickly. So -- so be aware. There's only one thing that I -- that I will mention that I haven't yet is the headings and links list, which I will do now. JAWS key plus F6 for headings. >> Heading list dialogue, heading list view, seventh grade science, one, one of 12, to use to items use the arrow keys. >> John: I'm going to pretend that I have navigated this home page once already. And I -- I know that where I need to be is my introduction. So -- so the -- the introduction starts with an I. So in the headings list, I can just press I. >> I. Introduction, welcome to seventh grade science and safety, two. Three of 12. >> John: And navigate to that heading by either pressing tab to the move to heading button, which I encourage students to -- to navigate the dialogue box and press space bar on the button. But most students don't listen to me. And they just press the enter key. >> Enter. Heading Level 2 introduction, welcome to 7th grade science and safety. >> It works just fine. I -- I choose my battles. So -- so I'm on my introduction here. And I'm just going to navigate forward. >> Introduction, welcome to seventh grade science. List of eight items. >> John: My introduction list of eight items. >> Visited link, external URL ... >> John: Okay. Welcome to seventh grade science class. I'm going to -- [Multiple voices] welcome to seventh grade science and safety. Welcome to seventh grade science class link. >> Major has one frame ... list of four items, visited link seven. Modules, modules. >> John: All right. I know at the top of the page because that's in write JAWS opens up to. I'm going to skip to main content here. >> Welcome to seventh grade science class. Same page link skip to content, space, main region. >> John: All right, here's my main region. I really don't know what this is. Because, you know, I'm -- I'm a Braille reader, so I'm going to down arrow. >> Heading Level 1, welcome to seventh grade science class, list of two items ... >> Links to an external site. That's suspicious. That probably means that this teacher has put an external app or site in here. >> Take me home button. Sign up, log in, share button, get help, more button menu heading Level 1 seventh grade science class. >> John: I have heard that already. I heard a lot of stuff in there that I don't really know what it is. A graphic that wasn't labeled, log-in stuff, no idea what this is. As a student you really need a lot of instruction as far as, you know, somebody saying, hey, this is a -- this is the teacher has imported a padlet into Canvas that's -- that's parts of which might be accessible and parts of which might not. So, you know, how much time we want to spend on this is -- we could this is a whole lesson right here. >> [JAWS]. >> John: We're going through all of these student posts as I'm pressing down arrow. That's fine, I'm going to learn a few things about some students, but I have really no idea what to do here. So only with a little bit of instruction, I might know to press B for button. To hear add post button. I can press space bar. >> Space read only, welcome to seventh grade science class frame, button, take me home ... >> John: I can type, I heard that pop to know that I'm in an edit box, so now I can type something. [JAWS]. [JAWS]. I can upload a photo. >> Is it accessible, enter. >> John: Whoops. >> Enter, escape, upload --] JAWS] >> John: For clue what I'm doing right here. Okay. It's -- I think it's in there, I don't really know, I need help. So you can kind of see how some of these things that are put in here can be challenging. For students. I'm going to do a JAWS find to go home. >> Virtual find, to activate press space bar, tablet, you are beautiful Google Chrome. Courses navigation menu, navigation region, home, page has six readings, one heading, 13 links, welcome to seventh grade science class, external URL ... [JAWS]. >> I would love to demonstrate all of the accessibility challenges that can come with -- with posting -- a variety of things that you can post in Canvas. What I'm hoping that I'm able to show you right now is that a student can navigate these regions and can access some of these places and items. For example -- >> External visited link -- [JAWS]. >> John: There's an acrostic. One more and then we will move on. >> Introduction, welcome to seventh grade science and safety. >> John: For example, this is a -- a Google slide that is input into Canvas, which is great if you have vision and you can just press the -- the forward arrow or the play to -- to -- to look at it. If you are a student with visual impairments, you have to know that this is a Google slide, which it's not clear, [JAWS]. Screen reader support enabled. >> John: This says screen reader support enabled, which is good, but I don't know what the screen reader support enabled is for. >> Previous left words arrow button none available ... [JAWS]. >> Slide 1, so must be -- maybe a slide show. >> Separate or unavailable, blank, turn on the laser pointer, full screen control ... [JAWS]. >> John: Slide 104. Just a heads up for everybody out there who has ever used JAWS and anything, this was not working earlier. This did not do this the first time I practiced with it. So it's now actually accessing the page, the focus is actually moving to the page. >> Opening up slide one of four, scientific acrostic cover sheet graphic. >> So it's not reading -- scientific cover sheet alert. You may complete this activity digitally or do it ... [JAWS]. >> I was hoping to find that Canvas was easier to use than -- >> John: Yes, I was hoping to find that, too. It can be. All right. So let's talk about that now from a teacher angle. A lot of the challenges on the student side primarily come when teachers put in contents that makes canvas less accessible. Content that the student doesn't know this is a Google slide and they can download as a PowerPoint and access it that way, they really -- it's really challenging for them. So -- it's very specific as to each assignment. Which -- which, you know, they need help with. So they -- and, you know, classes move so quickly that it's hard to help a student with every single assignment. So what I would like to look at now, I'm going to turn JAWS off. I know we all are probably like thank you. [JAWS]. >> John: So I have another is it accessible page. I just want to talk about this from the teacher side. I have kind of set up this class. It's just a little basic class. And I have this module in here, let's see how good your JAWS skills really are. I have a home page. And so I'm -- I'm a teacher going in here. So I've got this home page and I've got this image at the top. And I just want to talk about some of the accessibility in mind ideas. So -- so with accessibility in mind, I can have an outline, a document outline, where I have a header, I have subheaders and I have styles, you know, the document is styled well, it's accessible for the most part. And in this case, though, I just want to kind of briefly talk about some of the ways that you can easily kind of make things more accessible for students. So -- so the first thing I'm going to edit, so I'm just going to go in here and kind of show you the back side of this. Oops. Oh, here we go. So um Canvas works with this rich text editor. And -- and so you have all of these options, similar to -- as to what you would have in a Microsoft Word document or a Google doc or other online [indiscernible] documents. So I have this image at the top. One accessibility question is: Is this image really even necessary for the contents? I would say no. So -- so in image options, I can add alt text. So if I did think it was necessary, I can describe the image here in my alt text. If I don't think it's necessary, I can just call this a decorative image and I can click decorative image and it will not -- not appear or read -- it will be skipped in the navigation. So I'm just going to click done on that. And it does this minimizes it quite a bit, so I'm not sure exactly why. So now I have some nice bold text here. This is my heading. The challenge with this is that it looks really good, but if you will notice at the top, this is still paragraph text. So what I want this to be is a heading Level 2. So I want to go into my style and make it a heading 2 so that it will be accessible for the screen reader. And then I have my -- my paragraph text and then I have a -- then I have my point here, this is my first point that I want to make. It's still paragraph text. Even though it's bolded, that's great for somebody who is looking at it, but if you are a user with visual impairments or you need to Braille this for any reason, you want this to be a subheading, so I'm going to make it a heading 3 here. The same with point 2. And then I come up to some more nice bold text here, and I want to make this my heading 3 again. So this is a new heading 3, just to kind of give you an idea of the type of organization that's going to be best for a screen reader on the back end for the teacher perspective. I have another -- another heading 3, I have this -- I have this beautiful table here, the challenge with this -- with these types of tables is that when JAWS, when you press a down arrow, JAWS reads from left to right and top to bottom. So it's going to read fourth six weeks, fifth six weeks, sixth six weeks. Then the next line, week of January 18, week of 25, et cetera. This looks like a good organizational structure, but for a JAWS user, it's a challenge. And for students who I've worked with who have this type of setup in their teachers' Canvas, they use the JAWS find to locate the month name. And then navigate using the arrow keys to find the correct month, the date that they are looking for. So ideally, you can just take this out and make it a -- like a list, you know, with -- with subheadings. You could say fourth six weeks, and make this a heading Level 3, and then just do a basic list where you have week of dah-dah-dah. And then that's going to be smaller. All right? So -- so then I have a link here which is intro to accessibility, that's -- that's fine but I -- but I want to make this another heading. So just to kind of give you an idea of the back end structure, so -- so this now is -- will be a relatively accessible document or web environment for a user with a screen reader. Minus the table, of course. I just didn't do that -- all that work here. And so -- so that's just something for teachers who are creating these sites to consider on the front end or when they get a student and redesigning something with that student in mind. I'm going to return to my modules. Then look at -- at -- let's see assignments. All right. So -- so let's look at this and now the first thing that I want to do is I want to look at my -- this edit -- I have a similar situation here. Where is my -- oh, here it is. It takes a little while. So this is a -- this is an image, I can use image options to either describe it or call it a decorative image, which I'm going to do. In this case, and then document accessibility. This should be a heading. Then I have some paragraph text, read the document below, answer the questions. I have imported a doc and a PDF in this case. The one thing to remember about PDFs is that they should be -- OCR compatible images and -- images in Ph.D's are challenges, but OCR compatibility is getting better with the OCR with JAWS feature. I know that I'm out of time. If there are any like pertinent questions that I can answer, I wish that I had way more time to talk about this. It's really -- it's really involved and there are just so many details. I'm sorry I didn't get to everything. All right, everyone recommend give you your code for today. I will give you brief closing announcements. The code that you will need for today when you receive your evaluations in the email, is 020421. I'll put that in the chat as well, 020421. Thanks, someone else put that there, too. Don't lose that. You will need that code. And please join us on Monday, for coaching versus consulting. What's the difference, with Marina McCormick on February 8th. On February 11th, next Thursday, we have story time creating meaningful experience stories with your students with TSBVI's outreach's own Deanna Peterson and Kathi Garza. Check our Coffee Hour website, I just put in a in the chat for upcoming registration information. Just one more time to obtain your CEUs, you will respond to the evaluation that will be emailed to you, you will enter the code, one more time, 020421. And that CEU certificate will automatically generate upon completion of the evaluation. At that -- at that TSBVI.edu/coffeehour site is where you can find the archive for this session and previous Coffee Hour sessions as well. We do ask, there are a couple of comments boxes on the evaluation, any information that you would like to share with us, a box to share -- specific comments to our presenter and then also a box for additional comments that you would like to share with the planning committee. Let us know if days and times are working, let us know if you have suggestions for topics, especially as we look at starting to schedule for next school year. It would be really great to know. Lastly I do want to issue a special invitation, I will put that information in the chat, but the -- towards the end of April, April 22nd and 23rd, is the mental health symposium for students who are deaf or deafblind. This is hosted by the Texas mental health initiative. For deaf youth and then TSBVI outreach is partnering as well. So I'm just putting that information in the chat if any of you are interested in attending that. It would be great and it will be virtual. All right, well, thank you, everyone. That is it for today. Let us know if you have any questions, just one more time, that code 020421. And we'll see you on Monday. And special thanks to John Rose again, thank you so much, John. [End of webinar]. >> Thank you, thanks, John. >> I have to go.