Google Slides Accessibility

Google Slides is a popular tool for creating slide show presentations. Below are some topics that support accessibility in Google Slides. 

  • Headings & Structure 
  • Images
  • Hyperlinks
  • Exporting to PowerPoint

Structure 

The structure of the content can provide an organizational and navigational framework for individuals to understand the informational hierarchy and relationship between different sections of content. These structural elements can help determine the organization and logical reading order of the presentation for an individual using assistive technologies. Google Slides provides three features, which assist with content structure: Slide Themes, Slide Layouts, and Slide Title.

More information can be found on the Structure page.

Slide Title 

The Slide Title is used to provide a heading for the slide’s content. Slide titles should be unique and descriptive to help users navigate to specific content on the slides. 

In Google Slides, each slide title should be unique.

Slide Layout 

The Slide Layout provides templates with content regions in a predefined layout. Using a predefined slide layout will help ensure that the slide has the correct heading structure, numbered and bulleted list styles, and reading order.

In the toolbar, select Layout. Select the desired layout. 

Google Slides option to select a Layout.
In the Google Slides Layout gallery, select a desired layout.

Managing Reading Order

Google Slides Arrange button.

If creating separate text boxes that are not part of a preset layout, any of this content may not be in the correct reading order. When placing content manually onto a blank slide, you will need to assess and manage the reading order using the Arrange button in the toolbar.

In Google Slides, select Arrange, then Order, to open the reading order options.
  1. Tab through the slide to see the reading order.
  2. To change the reading order, select on Arrange > Order.
    1. Send Backward will raise the element to a higher reading order (ex., from 3 to 2).
    2. Bring Forward will lower the element to a lower reading order (ex., from 3 to 4).
  3. Test the reading order with the Tab key again.

Although most Slide Layouts and Slide Themes contain slide titles – you may see a blank slide. To provide logical reading order, please note that every slide should have a Slide Title.

Images

Images that support the content require a text description (also called “alternate text”) to communicate the purpose and/or content of the image. Image descriptions should be short and communicate the main purpose of the image. If a longer description of the image is necessary to fully explain its content, consider alternate strategies outlined on the Images page.

To add the alternate text:

  1. Select the image. Right-click.
  2. Select Alt text.
  3. In the Alt Text window, write the alt text in the Description field. 
  4. Selec OK
In Google Slides, select the image and right-click, then select Alt text from the menu.  The Alt Text window will open.  Write the alt text in the Description box.

For additional guidance on writing effective text descriptions (i.e., alt text), please review the Images page.

Hyperlinks

Documents containing hyperlinks to websites or other online resources can be improved by including hyperlink text that is understood by the reader. For instance, using the full hyperlink URL may not make sense to the reader without some context. 

  1. Highlight the descriptive word or phrase that will become the hyperlink.
  2. Select Insert Link button in the rich content editor.
  3. Write the hyperlink in the Link field and select Apply. 
In Google Slides, select the desired link text, then select the Insert Link button, and place the URL in the Link box.

Exporting to Other Formats 

Export to PowerPoint

If you plan to distribute your presentation to others as an MS PowerPoint, download the Google Slides as a PowerPoint Presentation and then run the Accessibility Checker from within PowerPoint. This can help identify any potential accessibility issues and prompt you for corrections.

Download Google Slides as a PowerPoint Presentation. 

  1. Select File.
  2. Select Download.
  3. Select Microsoft PowerPoint (.pptx) 
To download in a different format in Google Slides, select File, then Download.

STEM Concept

Assessment Barriers

Online assessments need to ensure that math equations in students’ responses are accessible to assistive technology (AT) software applications. Students who rely on assistive technology might need to submit assessments in alternate formats. 

 Tests & Quizzes

When a test or quiz is created in an online environment, it is important that all elements are labeled and the directions are clear.

Checkboxes and radio buttons in the response area need to indicate when a selection is checked or not checked.

When open answer fields are provided in online tests, the response area should ensure that screen readers can access what students are entering as they compose their answers, as well as the ability to read back to them the completed entry. When the entry field allows math expressions to be entered, then an accessible math entry technique should be available. The math entry process should allow at least two accessible entry techniques, which may include an accessible navigable math entry palette, the use of easily discoverable keyboard shortcuts, direct braille entry via a refreshable braille display, and/or commonly used qwerty code entry conventions, such as AsciiMath or LaTeX input.   

In the case of traditional “paper and pencil” tests, students with handwriting issues (e.g., dysgraphia, CP, upper mobility impairment) may not be able to legibly write math equations on paper. In such cases, human scribes may need to be provided. Alternatively, the student might need to complete the test using an accessible computer entry method, which may include an onscreen math palette that works with standard or adapted mice (e.g., track ball, head mouse, eye gaze), or speech input enabled math editors like MathTalk  or EquatIO.

 Papers and Lab Reports

While mathematics classes rarely have the equivalent of research papers, some proofs may require extensive literary elaboration along with mathematical formulas. On the other hand, research papers in the sciences are very common and may require the student to create hundreds of math expressions as well as various types of graphs.

Lab reports for physics labs and chemistry are another case where the student will need to create a large number of math expressions. Chemical equations are very similar in the way that linear math expressions are laid out and also require the student to use an editing tool to create chemical formulas.

 Homework

There is an inherent communication problem that arises around the ability of sighted teachers and blind students to use the same formats.

Blind students may be used to doing math on a braille notetaker, but that doesn’t provide the teacher with a format that results in displayed math notation.

Recommended Software: MathType 

MathType is a software designed to help type and hand-write mathematical notation to include quality math equations in documents and digital content easily. MathType is available for desktop, web (Google Docs), and Microsoft Word on iPad.

Some key features include:

  • Save frequently used equations and symbols in customizable toolbars
  • Setup personal keyboard shortcuts
  • Copy or convert to LaTeX
  • Automatic spacing that conforms to international mathematics typesetting conventions
  • Integrated with Microsoft Word, PowerPoint, and Apple Pages
  • Edit all formulas created with Microsoft Equation 3.0, as well as Microsoft’s OMML equation editor
  • Export and import MathML, making it easy to integrate into many publishing workflows using XML
  • Save or export equations as images for applications that support only images
  • Choose font, color, and size according to your preferences or style guide
  • Use any standard keyboard input method to input non-Latin based characters & accepts international keyboards
  • Directly integrates with Word and Duxbury Braille Translator (DBT) to create documents with mathematical braille

Additional MathType Resources: 

MathPlayer

When creating math expressions in MathType with Microsoft Word or PowerPoint, MathPlayer will allow you to immediately hear how a math expression will be read without having to use a screen reader. This is especially useful when someone is just beginning to use MathType, because there may be more than one way of authoring a math expression which may look right visually, but not necessarily convey the same semantics and thus produce different speech. MathPlayer is also needed if you are going to try to read the Word or PowerPoint document later with the NVDA screen reader. MathPlayer also provides for speech output when MathType has been used to export an HTML document containing MathML expressions.

One thing to note is that although MathPlayer runs in either the 64-bit or 32-bit Windows Operating System, it does not support the 64-bit version of Word. There are only a few instances where users will have the 64-bit version of Office installed on their PC (the 32-bit version is suggested for most users regardless of what Windows operating system is used), so this is unlikely to be an issue. Nonetheless, MathPlayer is not essential to the math production process and won’t impact the ability to use MathType in cases where the 64-bit version of Office has been installed.

Desmos

desmos logo

 Desmos is an advanced graphing calculator implemented as a web application and a mobile application written in JavaScript.

Graphs can be created ahead of time and embedded directly into Canvas. 

Pandoc

Pandoc logo 

While not needed to author STEM materials in their native formats, Pandoc is a useful application in circumstances where one desires to write content in one format and then export to another end product format. Pandoc is a free-to-use line-command tool that supports accessible math input and output formats including LaTeX, MathML, and MathJax. The strength of Pandoc is that it is very versatile and can be built into a very precise automated conversion process. On the other hand, it has a steep learning curve and will require a significant time investment to perfect the conversion process. It may, however, be a time-saving solution in the long run in some instances – for example, when math faculty create an extensive amount of content using LaTeX.

InftyReader

InftyReader logo

InftyReader is an Optical Character Recognition (OCR) application that recognizes and translates scientific documents (including math symbols) into LaTeX, MathML and XHTML.

WordToEpub

Daisy Consortium logo

Using Microsoft Word and WordToEPUB, you can convert documents to the latest EPUB 3 format. EPUB is a wonderful format for reading publications on laptops, tablets, and smartphones, and it includes features such as rich navigation and great accessibility. The EPUB files created with this tool can be used in a wide variety of reading apps on any platform, with the ability to personalize visual features such as colors, font, text size, and layout. Many reading apps have other useful features such as read aloud, the ability to add comments and bookmarks, and support for electronic braille.

GrindEQ

GrindEQ logo

GrindEQ converts MathType to OML or LaTex to Word (Word equation editor).

This program is ideal for converting equations from MathML to OML equations. This program is best suited for creating EPUB files using WordToEPUB. 

Central Access Reader

CAR logo

Central Access Reader (CAR) is a free, open-source, text-to-speech application designed specifically for students with print-related disabilities. CAR reads Word docs and pasted text using the voice installed on your computer. CAR has an intuitive interface and many customizable features.

 Thorium

Thorium logo

Thorium is an accessible EPUB reader that can interact with math content that has been created from OML objects using the WordToEPUB toolbar.

MathML & the student experience 

Using MathML provides not only equal access to math content for students with disabilities but provides all students access to rich math content with support for enhanced learning delivery modes.

Equations authored in MathML can be displayed onscreen with highlighting that moves in sync with synthetic speech, providing students with multi-modal visual and aural learning support. MathML also provides the capacity to allow students to visually and aurally “walk through” various parts of an extended equation at their own pace. These capabilities will aid all students as they learn math concepts.

MathML, a standardized digital design feature, provides unrestricted comparable access to math for people with – and without – disabilities. Finally, the universal design features of math content authored with MathML will provide enhanced learning benefits to all students.

MathML is intended to facilitate the use and re-use of mathematical and scientific content on the Web and for other applications such as computer algebra systems, print typesetting, and voice synthesis. MathML can be used to encode both the presentation of mathematical notation for high-quality visual display and mathematical content, and for applications where the semantics play more of a key role, such as scientific software or voice synthesis.

Determine when to use the Rich Content Editor

When possible, use the rich content editor for instructional content. 

For example, use Canvas math equation editor for instructional content. Instructors should use Canvas’ math editor for instructional lectures and tutorials.

Header usage and organizing the content into shorter portions helps students navigate different aspects of the equation. It is extremely helpful to provide textual descriptions explaining the content and context of equations before and after a math problem. Providing detailed explanations before and after a math problem helps reinforce and summarize important concepts. 

Below is an example of how one would introduce and organize math content on a Canvas page.

Canvas page that provides additional textual description of how to solve a mathematical equation step-by-step.

Use an accessible MS Word doc for problem sets

For large problem sets that require students to interact with equations, create an accessible MS Word document.

Mathematical Content

Microsoft Word documents that contain math equations using the MathType Equation Editor can be converted into other formats while retaining the accessibility functionality of the mathematical content. At this time, MS Word documents must be saved as DOCX and use the MathType Equation Editor to input the math equations. 

Alternatively, you can input equations using LaTeX, but these equations will need to be converted to MathType Equations before the document can be used with assistive technologies or submitted to the SCRIBE platform.

MathType window in Microsoft Word.

Complex Data & Graphs Concept

Complex Images

Complex images contain substantial information – more than can be conveyed in a short phrase or sentence. These are typically:

  • graphs and charts, including flow charts and organizational charts;
  • diagrams and illustrations where the page text relies on the user being able to understand the image;
  • maps showing locations or other information such as weather systems.

In these cases, a two-part text alternative is required. The first part is the short description to identify the image and, where appropriate, indicate the location of the long description. The second part is the long description – a textual representation of the essential information conveyed by the image. The following examples show different approaches that can be used to provide such short and long descriptions.

Accompanying text (Long Description) 

There are situations where the composition of an image is important and needs to be provided in the long description. For example, the sequence of colors used and the relative heights of the columns in a bar chart may be relevant information about the structure of the chart, in addition to the actual values and trends that it depicts.

Remember that complex images can be difficult to understand by many people – in particular people with learning disabilities and people with low vision. Long descriptions benefit many people, and it is good practice to make them available to everyone, for example, as part of the main content. It may also be possible to reduce unnecessary complexity in your images and make them easier to understand for everyone.

It is also good practice to refer to and summarize more complex images from the accompanying text. For example, a reference such as “The following graph shows that visitors were lost in the first quarter, but the numbers recovered in the second quarter” helps to point out the relevant information that the image is intended to present.

Web Accessibility Initiative. (2019, July 27). Complex Images. W3. https://www.w3.org/WAI/tutorials/images/complex/

Example: Description containing structured information

Long description of the pie graph above

Overview

The pie graph shows the various reasons for inaccessibility including in the order of popularity:

  1. Lack of awareness 
  2. Lack of skills/knowledge 
  3. Look/feel/functionality 
  4. Lack of budget/resources

Which of the following do you think is the primary reason that many developers do not create accessible websites?

Values

Numerical values presented on the image:

Response# of Respondents% of Respondents 
Lack of awareness of web accessibility 103143.0%
Lack of web accessibility skills or knowledge63826.6%
Fear that accessibility will hinder the look, feel, or functionality 48720.3%
Lack of budget or resources to make it accessible24210.1%
Response Number and Percentage of Respondents

Presentation

Write text from the image directly on the Canvas page and add pie graphs and charts. See Accessible Version of Reasons for Inaccessibility to review example on a Canvas page.

Free Online Canvas conference, Friday 10/25

Can innovate - Friday October 25, 2019

The online Can-Innovate Conference is coming soon – Friday, October 25, 9 am – 5 pm. This event features a variety of sessions about online teaching, course design, and the use of Canvas, by and for California Community College faculty and staff. It’s completely free; you do need to register for the sessions that interest you in advance to be able to attend online from anywhere.

MiraCosta’s C3 Teaching and Learning Center will also be hosting viewing throughout the day with refreshments provided, so feel free to check out the program and drop in anytime – no registration required. The C3TLC is on the second floor of the Oceanside Library, rooms 1252 and 1253B. We also have Canvas giveaways – bags, pens, notepads, and stickers – for those who stop by the C3TLC during the event.

Participation either way is, of course, Flex-eligible. I hope you are able to identify at least one session of interest and attend! [Of special note perhaps – Karen Turpin and I are co-presenting with CVC-OEI during the closing 4 pm session, showcasing MiraCosta’s Student Support Hub that we’ve added to Canvas this year.]

Jim Julius, Ed.D.
Faculty Director, Online Education

Arc Demo and Conversation for MiraCosta Faculty (Thursday, April 23 at 6pm)

Hello Faculty Colleagues,

As we wrap up the semester and our pilot period for our new video management system, Arc, we want to share an opportunity to learn more about this tool. 

The folks at Arc have agreed to host a demo/conversation designed for our faculty at MiraCosta. The session will include:

1. A quick overview of the product and Arc basics.
2. One to two features a faculty member can implement now at the end of the semester and/or soon in preparation for Summer and Fall courses.
3. An update on status of quizzes in ARC. Where are they now? What new features were integrated this semester since we started the pilot in January? 

Join us on Thursday, April 25 at 6 pm. ( Click here to enter the meeting )

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