Include Headers

Q: Include Headers

Adding a meaningful Name (e.g., Week 1 Assignment) to a content area makes it searchable for screen reader users. This also ensures that it is easily identified by other students in the course. Why is this important? Headers provide critical structure in your Blackboard course; chunking content so that students who use screen reading applications can navigate to specific content areas. Blackboard makes this easy! When you create an item or add a new content area, simply provide a name. ADDITIONAL GUIDANCE FOR HEADERS: Headers should be used in a logical order starting with Header 1 (H1), H2, H3, etc. Headers should not jump from H1 to H3. Headings should be used throughout all Modules. Each Module should follow the same heading setup: H1 – H3, etc.

Text-to-speech (TTS) aids, e-readers, and audiobooks improve reading fluency and comprehension by allowing students with reading challenges to focus more on the content and less on the actual mechanics of reading.

The ATI offers a number of options to support students with challenges related to reading. The most commonly used solutions are as follows:

TTS Resources
Immersive Reader

Free TTS tool built into Word, OneNote, Outlook, Microsoft Teams, and the Edge browser.

Natural Reader

Cloud-based TTS solution supports auditory learners, students with learning disabilities, students with autism, and those where English is a second language.

Read&Write (Texthelp)

Supports different learning styles (Example: Auditory & Visual), reading comprehension, writing & studying skills, English as a second language (ESL), and research.

Snap&Read (Don Johnston)

TTS tool for Google Chrome, mobile devices (i.e., iPad), and more.
Organize notes, record lectures, type or write notes, to improve note taking skills, retention, and comprehension by allowing students to focus more on the course lecture content and less time taking notes.

The ATI offers a number of options to support students with notetaking. The most commonly used solutions are as follows:

Notetaking & Organizational Resources
Glean

Cloud-based note-taking platform (app versions are available on Android and iOS devices)

Microsoft OneNote

Note-taking and organization tool included in Microsoft 365

Livescribe Smartpens

Effectively and efficiently record audio and written notes during a lecture, class, or group discussion

Otter.ai

Note-taking tool that uses live transcription along with the recording of audio.
Writing aids assist students with planning and organizing tasks that support the writing process. Students with executive functioning challenges may struggle with sequencing of tasks, organization, planning, and cognitive flexibility. Deficits in these areas can oftentimes lead to paralysis when it comes to writing.

The ATI offers some options to support students with challenges related to writing. The most commonly used solutions are as follows:

Writing Aids
Read&Write (Texthelp)

This reading and writing tool supports spelling and grammar support, creating vocabularies, word prediction, and more.

Co:Writer Universal

Co:Writer gives students a set of writing support tools that include word prediction, language support, and speech recognition.
The ATI offers a number of options to support students with visual impairments. This includes, but is not limited to, screen readers, screen magnification software, CCTVS, etc.

The most commonly used solutions are as follows:
Screen Readers

Screen readers support students, faculty, and staff who are blind or have low vision.

Magnification/CCTVs

CCTV’s or video magnifiers are devices with a camera and video display used to increase the reading size of documents or objects.

Tactile Graphics

Tactile graphics are raised surface representations of non-textual information, such as graphs, maps, or diagrams, allowing those who are visually impaired to better understand the content.

e-Readers

Portable devices that read electronic documents (i.e., ePUB, Word, PDF, etc.).
The ATI offers a number of options to support deaf and hard of hearing students. This includes, but is not limited to, FM amplification tools, live captioning support, and post-production captioning and transcription for public-facing and instructional video content.

Additional information can be accessed below:
FM Systems

Personal FM systems are completely battery-powered and can be taken anywhere. The user simply gives the wireless transmitter to any presenter, instructor, work associate, or friend who they wish to hear.

Live Captioning/CART Services

Live captioning/CART services support deaf/hard of hearing individuals with participation in live meetings and events.

Closed Captioning for Videos

ATI provides post-production captioning and transcription services for instructional videos and videos hosted on public-facing websites.
The Mason CARES guide offers instructors assistance with creating accessible instructional content. This resource provides guidance on making the learning platform more accessible, creating accessible instructional resources (i.e., documents, audio, video), making web conferencing sessions more user-friendly, and posting accessible social media content.

Consider the following resources in your course development process:
Blackboard Resources

Tips and resources to make your online courses more accessible.

Blackboard Ally for Instructors

Blackboard Ally is a tool that is built into Blackboard. It automatically checks your course for accessibility issues.

Web Conferences (i.e., Zoom, Bb Collaborate)

Tips and resources for making your Zoom and Bb Collaborate sessions more accessible

Accessible Documents

Learn how to make your Word, PPT, and PDF docs more accessible.

Instructional Videos

Learn how to make your video and audio content more accessible.

Social Media Accessibility

Learn how to make your social media posts more accessible.

Web Accessibility Standards

Learn how to make your websites and web-based apps more accessible.
ATI offers resources for students, faculty, and staff to create and ensure equal access inside the classroom, on campus, and at home. One-on-one and group training on AT may be requested using our Request Services Form.

Choose from the options below to learn more about the different types of AT solutions available:
What is Assistive Technology?

Learn more about assistive technology and how it helps individuals with disabilities.

AT Assessments & Referrals

The ATI provides informal assistive technology (AT) assessments for faculty, staff, and students who may need the use of assistive technology.

Library AT Labs

Assistive technology can be accessed at any of Mason's campus library locations.

Blackboard Ally for Students

Blackboard Ally allows students to download document formats that fit their individual needs...learn more!

Tools for Reading

AT tools and resources to support your reading needs.

Tools for Notetaking

Audio-recording tools and smartpens to support your note-taking needs.

Tools for Writing

AT tools to support your writing needs.

Options for Typing with your Voice

AT tools to assist you converting voice dictation into text.

Tools for Individuals with Visual Impairments

More information on screen readers, screen magnification, and tactile graphics.

Tools for Deaf or Hard of Hearing Individuals

Learn more about FM systems, post-production captions, and CART services

Accessibility Tools for Mac & iOS

Learn more about Apple's built-in accessibility options.

Accessibility Tools for Windows

Learn more about the accessibility options built into Windows and Microsoft 365.
Information and Communications Technology (ICT) Accessibility Standards include guidelines to ensure that all electronic information, resources and services provided by Mason are accessible to people with disabilities. This includes, websites, online learning systems, software and hardware applications, telecommunications, desktop and portable computers.

The following information provides guidance on how to create accessible components for web and software applications in accordance with Section 508 of the Rehabilitation Act opens a new window and Web Content Accessibility Guidelines (WCAG) 2.1 opens a new window. For additional information about meeting accessibility requirements, please contact the IT Accessibility Coordinator.

Major components included in accessibility guidelines include:
Creating Accessible Images

Learn how to add alternative text descriptions for meaningful images.

Creating Accessible Hyperlinks

Learning how to create accessible hyperlinks.

Creating Accessible Navigation

Learn how to add accessible navigational elements like headings, breadcrumbs, and skip navigation links.

Creating Accessible Form Fields

Learn how to make form fields accessible.

Creating Accessible Tables

Learn how to make HTML tables accessible.

Creating Accessible Video & Multimedia

Learn how to create accessible audio and video content.

Creating Accessible Documents

Learn how to create accessible Word, PPT, and PDF documents.

Making Text Content Accessible

Learn about text content considerations like color contrast and page language.

Adding a meaningful Name (e.g., Week 1 Assignment) to a content area makes it searchable for screen reader users. This also ensures that it is easily identified by other students in the course.

Why is this important?

Headers provide critical structure in your Blackboard course; chunking content so that students who use screen reading applications can navigate to specific content areas. Blackboard makes this easy! When you create an item or add a new content area, simply provide a name.

ADDITIONAL GUIDANCE FOR HEADERS: Headers should be used in a logical order starting with Header 1 (H1), H2, H3, etc. Headers should not jump from H1 to H3. Headings should be used throughout all Modules. Each Module should follow the same heading setup: H1 – H3, etc.