Design and Implementation of Web-Enabled Teaching Tools by Mary Hricko PDF

By Mary Hricko

ISBN-10: 1591401070

ISBN-13: 9781591401070

ISBN-10: 1591401151

ISBN-13: 9781591401155

Because the multifaceted atmosphere of the net maintains to conform, internet accessibility has develop into an incredible factor when it comes to supplying potent conversation to the general public. even supposing net accessibility instructions exist, there are a few educational associations and parts of that experience now not constructed instructions to make sure that net files are obtainable. the first target of layout and Implementation of Web-Enabled educating instruments is to discover the myriad of matters concerning net accessibility, particularly concentrating on these components that conceal the layout and implementation of web-enabled educating instruments.

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4. Documents shall be organized so they are readable without requiring an associated style sheet. 5. Redundant text links shall be provided for each active region of a server-side image map. 6. Client-side image maps shall be provided instead of server-side image maps, except where the regions cannot be defined with an available geometric shape. 7. Row and column headers shall be identified for data tables. 8. Markup shall be used to associate data cells and header cells for data tables that have two or more logical levels of row or column headers.

1996). Letter Docket No. 09-95-2206. San Francisco, CA: Department of Education Office for Civil Rights (OCR). htm. Oppenheim, C. and Selby, K. (1999). Access to information on the world wide Web for blind and visually impaired people. Aslib Proceedings, 51(10), November/December, 335. Paciello, M. G. (2000). Web accessibility to people with disabilities. Lawrence, KS: CMP Books. Paciello, M. G. (1997). People with disabilities can’t access the Web! Retrieved Oct. html. Paciello, M. G. (1996a).

All institutions of higher education should establish a steering committee to review existing campus policies for disability services at their institution and make revisions to address the technical specifications and requirements of Section 508. These policies should specifically address provisions to be made not only for oncampus use of electronic and information technology, but also, and more importantly, in the university’s distance education program. Already, several institutions have developed extensive policy statements and guidelines for accessibility in distance education, but it is very important to ensure that along with these guidelines, institutions map out a detailed plan of implementation.

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Design and Implementation of Web-Enabled Teaching Tools by Mary Hricko


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