Tag Archives: accessibility

The Kindness in Thinking It Through

This past week has been a whirlwind of logistics and duct tape as we successfully launched the Access in Action conference. The speakers were amazing, and each one reinforced a shared idea: accessibility is less about grand gestures and compliance checklists and more about the everyday choices that make learning easier to participate in and engage with.

Late last week, I started to plan how to thank our speakers. I’ve always been a “thank-you card” person, so that felt like the most genuine way to express my gratitude. When I paused to think about how that gesture would actually be received, it became clear that I needed to adjust. One of our speakers is blind, so I need to make adjustments to the format, but not the intention.

Using a braille machine to create a thank-you note shouldn’t be something we frame as “going above and beyond”. Creating an accessible experience should be the expected minimum. If I’m going to make thank you cards for all my speakers, I’m going to make thank you cards for all of my speakers.

Kindness, at its core, isn’t about effort or novelty. It’s about taking a moment to reflect on how our actions land, and whether they fully and completely communicate the care we intend.

As a homeschool student, I vividly remember many, many trips to the Burton Barr Central Library, particularly for a lesson on Helen Keller. What left an impression with me wasn’t the lesson itself, but a small moment: a librarian taking the time to show my sister and I how the braille embosser worked and printing our names so we could feel them on the paper. It wasn’t presented as anything special, just someone noticing curiosity and responding with an act of kindness. I’ve remembered that moment for more than twenty years and that moment led to recognizing an opportunity to express gratitude in a more appropriate format.

My identical twin sister recently recommended Unreasonable Hospitality by Will Guidara. Although it’s rooted in the hospitality industry, I’ve been surprised by how closely it mirrors Higher Education. Both are service-driven spaces that succeed when people feel considered rather than processed. The book emphasizes how small acts of intentional kindness and proactive thinking can help others to feel seen, heard, and cared for in a way that creates a sense of belonging and leaves a lasting impression.

This act of kindness wasn’t complicated; it just required intention.

Finding a braille embosser was difficult, but it did require asking the right questions and making a few phone calls. With Burton Barr under renovation, I followed the trail to the Mesa Public Library, where a librarian and I learned to use the machine together and printed the note. I got to play with a really neat piece of technology (ask me sometime, this thing is COOL), and I now have a note for our speaker. Now that note is winging its way to Tony, and my handwritten thank-you cards are on the doorknobs of our other speakers. Mission accomplished.

This story isn’t about getting to learn a new technology (which was AWESOME) or hunting down a memory of my childhood (thought both were genuinely meaningful). It’s about demonstrating a commitment to kindness and recognizing when our practices don’t effectively serve our audience. It’s about recognizing that sometimes what might at first glance seem “unreasonable” or “above and beyond” is really just the minimum expression of demonstrating kindness and consideration.

I could have very easily sent an email or made a phone call. But the spirit of our conference is all about the choices and efforts we make in our interactions with students and each other to make our lives easier. To remove barriers and to remind those around us that they are valued members of our community… and that’s what this week’s act of kindness embodies.

Genuine gratitude isn’t about writing out the card with meaningful words, cursing my handwriting skills when my letters get sloppy, and delivering the cards to offices. The true act of gratitude lives in reflection. When we write a card, or send an IM, or tell someone “great work!” in passing, kindness shows up through intention, consideration, and the pause we take to think about how our message will be received.

So let me leave you with this thought:

Where in our lives can we pause to consider kindness? What small adjustment could help build a sense of belonging or show someone how much we value their role in our community?

In a world with so much unkindness surrounding us, it costs us nothing to practice kindness and be that light.

And maybe we’ll learn something new along the way… 

The Meeting of Accessibility and Generative Artificial Intelligence

Recently, I realized that I had been ignoring AI in favor of accessibility. I mean, a person only has so much brainspace, right? Then I started hearing a little buzzing about how others were starting to use AI to assist with their accessibility efforts, and I realized the two could be combined to save some time and make more challenging improvements related to accessibility. 

So here are a few ways I've been using my personal, paid Claude account to help me with the accessibility related to my courses:

  • HTML remediation for WCAG compliance. That's a mouthful to say that I pasted the HTML code from my Canvas pages into Claude with a prompt that asked it to correct the HTML code so that it was fully accessible. What Claude did was then to remove empty paragraphs, add screen reader text for links, fix heading structure and navigation elements, convert all caps text to proper case, and remove unnecessary inline styles and broken links. If I prompted carefully at the start of the chat, telling it I was going to give it page after page, it gave me HTML code back and wrote "Ready for the next page." It was easy to get into a groove of copy/paste/copy/paste. 
  • Transcript cleanup and video accessibility. Getting the video captions right with YouTube has never been so easy. Once the auto captions are complete, it's easy to copy the text of those, paste them into Claude, and ask that they be corrected for upper/lower case letters, punctuation, and spelling. Then it's simple to take the corrected version and paste it back in. There's no worry about VTT or SRT files. 
  • PDF to accessible format conversion. I do have a short story in one class. It's older and in the public domain, but I only have a scanned copy for students. I asked Claude to read the pdf and give it back to me in plain text. I then copied that into a Google Doc, used Grackle, and then created a link using "share" and "publish to the web." I then linked to that from my Canvas course. Students now have an accessible version of that story they can read. It also is a whole lot cleaner than that scanned version!
  • Writing a Pressbook. I had Claude create the first part of a Pressbook I'm working on. I asked for some styling and a particular font. I then asked it to create pages with that same styling for each section of content I give it. What I'm ending up with are parts of the book that all have the same styling regardless of where the content comes from. The book will look consistent. 
Right now, I'm really looking for ways that I can use AI as a tool to speed up what I have to do and to help me make all my course content fully accessible. AI doesn't always get it right, and I sometimes have to ask for a redo. The iteration is still faster than what I could do on my own, and Claude makes corrections to the HTML code, which I cannot do on my own without a lot of extra work. I am curious how others might be doing similar tasks. Let me know!


Facepalm of the Week

When I was a kid, my mom worked in “word processing” at a law firm during their transition from electric typewriters to computers. She often worked 14- to 16-hour days as the system administrator for the new computers. This left her exhausted, so she would spend a whole Saturday in make-up sleep. In my view, computers took my mom away from me. I hated them, and I vowed never to use them. My life being unending irony, I became a web and graphic designer, and later an Instructional Media Developer, who uses computers for every single aspect of my work.

What kept my mom at work for 16-hour days – the WANG.

One of the reasons for my transformation from computer hater to present-day technophile was the world wide web. My heart still expands into a balloon made of light at the thought of all the people of the world being able to share their experiences, find friendship across the world, communicate instantly, and build an amazing collective repository of knowledge – available, searchable by everyone else with a connection. I have friends all over the world I never could have met without the Internet.

I taught myself HTML (hypertext markup language) in 1994. I did this by using a Microsoft product called FrontPage to visually layout web pages. Then I opened the resulting HTML files in a text editor and picked apart how they worked. When I didn’t understand something, I turned to web searches for answers. I soon realized I needed to unlearn everything FrontPage taught me about HTML.

The ability to learn, unlearn, and relearn is critical.

Visual tools like FrontPage created multi-column layouts by inserting text content and images into a table. But the HTML markup for a table was intended to display tabular data. Using a table as a means to create a page layout destroyed the ability of people using assistive technology to access the information on the page. Using tables for layout said “the Internet is for everyone but you” to people who are blind. I couldn’t bear that thought. So I became a web accessibility advocate in 1996, and I’ve kept up with advances in making web content accessible ever since.

Accessibility is more and more on my mind these days, as higher education institutions are finally beginning to take web accessibility seriously. I’ve been presenting web accessibility workshops for faculty and staff since being hired at GCC. I’m currently helping a small team develop accessibility training for Maricopa faculty. I’ll present on web content accessibility at an Ask a Librarian workshop later this month. And yet I still have my own “duh” moments over my own failure of empathy for people with disabilities.

Illustration of a woman with her palm to her frowning face.For example, I gave a workshop earlier this week, and one of my attendees arrived in a wheelchair. I hadn’t set up the room to accommodate a person using a wheelchair. I quickly moved a chair out of the way to fix the problem. The situation made me realize the CTLE didn’t have a way for a person to request an accommodation when registering for one of our workshops. So I didn’t know in advance how to best prepare the room to provide an equally independent experience for all my participants. I felt bad, and I indulged in a hearty facepalm after my workshop ended. I’m disappointed in myself that I hadn’t naturally extended my awareness of online accessibility to an awareness of physical accessibility in a space I meant to be welcoming and inclusive.

How have I not thought to do this before now? Me, who’s been urging everyone who will listen to keep accessibility in mind for over 20 years? I realize I am still making my own transition from a designing for the web, to designing an in-person experience.

To address the CTLE’s workshop accommodation issue, I contacted Disability Resources & Services to see if there is any sort of standard accessibility/accommodation wording for event registrations. They told me since it’s for employees I’d need to talk to Human Resources. This made me laugh at humanity’s general tendency to compartmentalize.

I turned instead to my original source of help for accessibility: the Internet. I found some great resources on room set up and other event considerations.  I’ve adjusted the CTLE’s registration form so that participants can tell us about any accommodation that will help them fully participate in our events. I’ve already received a request for free pizza, and I expect I’ll receive a lot of other interesting suggestions for the sake of humor. And that’s okay because we’re doing the right thing by inviting any registrant to privately tell the CTLE what they need to have the best experience with us.

I feel like my facepalm moment this week is one more illustration of how inclusiveness is a practice. Empathy is a practice. I want to be part of a campus culture that is inclusive by design. That means I personally need to step outside myself as often as I can and imagine the experiences and needs of the people I collaborate with and the people I serve. And I need to encourage my colleagues to share their own needs and experiences so that my ability to imagine is multiplied by each of my relationships. With imagination and empathy, we can create a campus where everyone can learn, grow, and thrive.