Word & PowerPoint
Did you know that Microsoft has a built in Accessibility Checker? Any shared documents should be checked for accessibility. If you are planning to convert your document to a PDF, it is always best to first check the original document for accessibility and then covert it to a PDF. For more information, please check out these resources from Microsoft:
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
AdobeDid you know that Adobe has a built in Accessibility tool? This can be found in the Tools tab. If you do not see the tool on the initial list, select “Show More” and click “Add” under the Accessibility tool. Any shared documents should be checked for accessibility. If you are converting your document to a PDF, it is always best to first check accessibility within the original document for accessibility and then convert it to a PDF. You can then use the Adobe Accessibility tool to view any corrections needed before sharing your PDF document.
For more information, please check out the Adobe Accessibility Checker.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Using Alternative TextImages need some sort of alternative text for individuals who have visual impairments, including color-blindness. Adding alternative text to an image is easy to do and likely less time consuming than removing the images and reformatting your document. Alt-text should be limited to about 100 characters, so you don’t need to write a novel. Different images will require different approaches. For example:
Not sure if you should use alternative text? Check out this alt text decision tree! For additional information, please check out Web AIM's article about Alternative Text.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Using HeadingsHeadings in a document or web page make a page look well-organized, give an at-a-glance view of the topics covered, help people navigate to various sections easily, and can auto-generate a table of contents for you. If you create your headings by enlarging the font, changing the font style and color, the text is still tagged in the app as “Normal” text. This is a “faux” heading. It looks like a heading, but doesn’t act like a heading.
Using the one-click formatting options for Headings from your toolbar tags the text as a Heading. (You read correctly. One-click!) This allows assistive technologies to read only the Headings on a page, allowing users to also benefit from that “at-a-glance” view of the topics and the ability to quickly navigate to the section they need. Otherwise, they would need to read the document in full until they get to the needed section. And don’t forget, if the Heading isn’t tagged correctly, Word can’t auto-generate that Table of Contents for you!
For more information, check out Microsoft's video training on how to create accessible Headings.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Captions Provide Equal AccessCaptioned media services is the process of embedding text on film as well as other types of media and has become a widely-used accommodation in postsecondary settings for deaf individuals. Captions are the textual representation of audio content in a video format, communicating spoken dialogue, sound effects, and speaker identification. Captions provide essential access for the more than 30 million Americans with a hearing loss. Research studies confirm that captions used on different media sources such as film, television, and online videos not only benefit deaf individuals but also emerging readers, ESL/ELL students, students with learning disabilities, individuals with ADD/ADHD, and many more.
Please review the document Why Captions Provide Equal Access for more information.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Using Meaningful LinksLink text should be unique within a page, should be meaningful when read out of context, and should help users to know something about their destination if they click on it. If you link to a website, article, or document, then instead of simply copy/pasting the URL, insert the link using an “insert link” tool and give the link a title, preferably the name of the website, article, or document.
Having a long web address in the middle of your content is not the most pleasant sight. Giving your link a title not only makes your document look more professional and organized, but it allows users of assistive technology to search a page for certain links more effectively. Imagine if you were searching a page for a link using a screen reader and all you heard was “Link: https:// and a bunch of numbers” or “Link: this article” or “Link: Click Here.” You never know where that link was taking you unless you read through the entire document or page again.
For more information, please visit Web AIM's Link Text and Appearance article.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Advertising Your Event When planning an event, we want to make sure that all attendees are engaged, learning, and having a great time! It is important to make sure attendees know about all the details of the event so they can prepare ahead of time. Advertising, invitation, and brochures should have an access statement that includes multiple forms of contact, such as, “Our goal is to make all materials and services accessible. If you need accommodations to participate, please contact (event coordinator name, phone number, email) at least 10 days in advance of the event."
Please contact Disability and Student Intervention Services at disabilitysupport@harford.edu to collaborate if you receive a request that you are unfamiliar with.
Using ListsWhen making a list, use the built-in list tool instead of typing "1 <enter>, 2 <enter>, 3 <enter>," etc. Doing this will format your list with the bullets of your choice, indents, and spacing. When formatted using the list tool, the list is tagged correctly, assistive technology will notify a user that there is a list with “X” number of items, and let the user know what list item they are on. Unlike headings where users can navigate through a document by having the headings read out to them, you can’t navigate a list using assistive technology. So, if you organize documents in outline form, consider converting your top level items to headings instead. This way your reader can quickly jump to the section they need.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Using TablesTables need to have column headers and/or row headers. Table Headers are different from the Headings you use for section titles. So, you can’t simply reformat the text as a heading, you will need to tag the cell as a header. In many apps, checking the header box or marking the cell as a header will do all the formatting for you, saving you a lot of time. Using column/row headers also allows those using assistive technology to know where they are at in the table. Without these headers, the table is read from left to right, top to bottom. There is generally no identification to which column you might be in. (Think of a linear list of data). When headers are used, the user is notified what row they are in, what column, the name of the column, and then the information that is in that cell. The formatting that might be taken in visually gets read out properly to those with visual impairments.
For more information, please check out these resources from Microsoft:
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Use the Microphone at Events The days of “I’ll just speak louder” are over! We must acknowledge and respect the needs of our colleagues, students, and visitors for amplification at college events as a matter of accessibility and collegiality. We often think of microphones as helping those who have trouble hearing, but they also remove barriers for people who have trouble processing and understanding. Microphone amplification can also be helpful for people with attention disorders, audio processing disabilities or cognitive disabilities.
Many of us assume that a microphone is provided simply so that the voice of the presenter makes it to the far reaches of the room; the back and far corners. Because of this, people who perceive themselves to have loud voices or be skillful at “projecting” will refuse the microphone with a statement like, “I’m loud enough as it is.” What we overlook is that assuming you will talk loud enough to reach the back of the room also assumes everyone’s hearing is within the “normal” limits. People who are hard of hearing will still not be able to hear adequately, even if the presenter is shouting. It often comes down to more than just the volume of the speaker. Some people may have trouble filtering out background noise. Using the microphone creates a more surround-sound effect, making it easier to distinguish from background noises.
Using a microphone during a presentation and providing a microphone for audience questions is probably one of the easiest ways to provide accessibility!
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Speech-to-text is assistive technology that enables human speech to be converted automatically into text. You may also hear it referred to as “voice to-text," “voice recognition,” or “speech recognition” technology. It is a tool that can help students who struggle with writing. Students can use dictation to write with their voices, instead of writing by hand or with a keyboard. The process of writing, editing, and revising their writing can all be done using their voice. This can be helpful for students with dysgraphia, dyslexia, and other learning and thinking differences that impact writing.
Did you know that Office 365 offers a free speech-to-text option? Dictate allows you to create content using just a microphone, your Office 365 account, and an internet connection. It is currently available in Microsoft Word, Outlook, OneNote, and Powerpoint. It's a quick and easy way to get your thoughts out, create drafts or outlines, and capture notes.
To learn more, check out these resources from Microsoft:
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Planning Accessible Events Ensuring access to meetings, exhibits, performances, tours, and other types of events requires forethought and preparation. It is our expectation that all meetings and events sponsored by Harford Community College are accessible to individuals with disabilities. Taking care to create an accessible event benefits not only individuals with visible or known disabilities, but also helps to ensure that all participants/attendees, including individuals with non-obvious disabilities, chronic health conditions, people of all ages, and all body types, are able to fully engage in the program.
Different types of events may also entail different approaches to accessibility. For example, some events are open to the public at large, with no pre-registration required. When planners have no idea who is going to show up, they must prepare for everyone. Other events are for specific, known audiences, and planners can respond to individual needs in a more focused way.
Please review the document Accessible Event Checklist for more information.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
What makes an office accessible to wheelchair users?
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Using Accessible LanguageWords Matter! Use plain language, or accessible language. Providing clear assignment directions and emails improves comprehension and performance. Consider supplementing directions with visuals such as screenshots and icons for clarity. Structure content and communications in a way that supports comprehension—don’t bury important details in large paragraphs. Incorporate diagrams or illustrations to demonstrate points or concepts; use visual projections of content while engaged in lectures or discussions. This benefits all students!
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Acquiring Technology Technology is an ever evolving and integral component of our teaching and learning environment. We must make every effort to provide students the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as students without disabilities, with substantially equivalent ease of use. In making decisions about the purchase of new technology and materials, ask the following questions (developed by the Office for Civil Rights):
What educational opportunities and benefits does the College provide through the use of the technology?
How will the technology provide these opportunities and benefits?
Does the technology exist in a format that is accessible to individuals with disabilities?
If the technology is not accessible, can it be modified, or is there a different technological device available, so that students with disabilities can obtain the educational opportunities and benefits afforded by it in a timely, equally effective, and equally integrated manner?
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Hosting Accessible Online Meetings When hosting meetings or teaching classes using an online meeting platform, such as MS Teams, there are several issues to keep in mind in order to ensure the meeting is accessible to all participants. One of the most effective strategies for ensuring online meetings are accessible are not technical strategies. They involve simple practices such as the following:
Distribute slides and all other materials to attendees in advance.
Clearly state the meeting agenda up-front, including which features of the meeting tool will be used.
Ask meeting participants to state their name each time they speak.
Create pauses during and between activities, so students who are taking notes, students with slow Internet bandwidth, or students using captions or sign language interpreters can catch up.
Don’t say “click here” if demonstrating something on the shared screen. Not everyone can see what you’re referring to. Students might be blind or low vision, writing notes, looking at the textbook or dealing with a notification that popped up that they haven’t figured out how to turn off. Instead, specifically identify what you are clicking on.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu
Americans with Disabilities ActHarford Community College is proud to support the Americans with Disabilities Act (ADA) 31st Anniversary. On July 26th, we celebrate this important civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Alternative Format--Large Print Large print books are a standard way of providing accessibility to visually impaired readers, who have some degree of sight. Large print text is also useful for anyone needing extra clarity and emphasis in text, including people with certain cognitive conditions, young and elderly readers, and conventional readers using documents in low-light or other unusual conditions. However, most print pages cannot simply be enlarged to create a large-print version for visually impaired readers. For content with tables, technical diagrams, equations, or complex layouts, automated enlargement (while very inexpensive) produces material that is too large, improperly oriented, and otherwise unusable. Copier enlargement increases the size of the text and page elements, but can result in images being split across pages, sidebars and text boxes being placed out of logical reading order, and large cumbersome paper sizes. All of these factors reduce actual usability of the enlarged document, negatively affecting accessibility. The use of electronic editing and formatting produces large print documents of superior quality.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Accessible KeyboardsStandard keyboards are functional ways of interacting with your computer and other devices like tablets. However, these standard devices can pose difficulties for many people, especially users with physical, sensory, or cognitive challenges, but there are lots of other options available. The standard computer keyboard is designed to be used with two hands and has a number pad on the right-hand side, which obviously favors right-handed people.
Alternatives to the standard keyboard include:
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Accessible TechnologyAccessible technology is technology that has been designed in a way so that it can be accessed by all users. This includes electronic documents, websites, software, hardware, video, audio, and other technologies. People who interact with technology are extremely diverse. They have a wide variety of characteristics, and we cannot assume that they’re all using a traditional monitor for output, or keyboard and mouse for input. Consider these users:
Accessible technology works for all of these users, and countless others not mentioned.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Looking for short, simple, straight-forward playlist of guides for creating accessible social media content? Rooted in Rights has created videos that are approximately 1-2 minutes long and address the topics of transcripts, alternative text for images, audio description, and captions. Check the videos out: Accessibility is Cool - YouTube.
If you have any questions, please contact Disability and Student Intervention Services
at disabilitysupport@harford.edu.
Accessibility Tips: Sign Language Interpreters
When a deaf individual who uses sign language communicates with an individual who does not know sign language, a sign language interpreter may be warranted to assist with effective communication. Sign language interpreters are professionals who facilitate communication between deaf and hearing people in a wide variety of settings including, but not limited
to, education, medical, legal, employment, and more. Interpreting requires a high level of fluency in two or more languages, keen ability to focus on what is being said, broad-based world knowledge, and professional, ethical conduct. Interpreters cannot interpret what they do not understand. Interpreters serve all parties in the communication exchange. Although we often think of the deaf person as the requestor of interpreter services, the reality is that all parties have an equal and mutual need for the interpreter. Please review the document Sign Language Interpreting in the Classroom for more information.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
When we think of barriers to accessibility, most of us think of physical barriers - like a person who uses a wheelchair not being able to enter a public building because there is no ramp. However, the fact is, there are other kinds of barriers, like attitudinal. Attitudinal barriers are behaviors, perceptions and assumptions that discriminate against persons with disabilities. These barriers often emerge from a lack of understanding, which can lead people to ignore, to judge, or have misconceptions about a person with a disability.
Examples of attitudinal barriers include:
Many people are afraid that they will “do or say the wrong thing” around someone with a disability. They therefore avert their own discomfort by avoiding the individual with a disability. As with meeting a person from a different culture, frequent encounters can raise the comfort level. Unlike physical and systematic barriers, that often lead to illegal discrimination, attitudinal barriers cannot be overcome simply through laws. The best remedy is familiarity, getting people with and without disabilities to mingle as coworkers, students, and social acquaintances. In time, most of the attitudes will give way to comfort, respect, and friendship.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu
Interacting with People with Disabilities
When speaking with a person with a disability, talk directly to that person, not through his or her companion. This applies whether the person has a mobility impairment, a mental impairment, is blind or is deaf and uses an interpreter.
Extend common courtesies to people with disabilities as you would anyone else. Shake hands or hand over business cards. If the person cannot shake your hand or grasp your card, they will tell you. Do not be ashamed of your attempt.
If the customer has a speech impairment and you are having trouble understanding what he or she is saying, ask the person to repeat rather than pretend you understand. The former is respectful and leads to accurate communication; the latter is belittling and leads to embarrassment.
Offer assistance to a person with a disability but wait until your offer is accepted before you help. 
It is okay to feel nervous or uncomfortable around people with disabilities, and it’s okay to admit that. It is human to feel that way at first. When you encounter these situations, think “person” first instead of disability; you will eventually relax. Today, society’s understanding of disability is improving as we recognize “disability” as what occurs when a person’s functional needs are not addressed in his or her physical and social environment. By not considering disability a personal deficit or shortcoming, and instead thinking of it as a social responsibility in which all people can be supported to live independent and full lives, it becomes easier to recognize and address challenges that all people–including those with disabilities–experience.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Accessible Parking Spaces
HCC needs to make sure that individuals with disabilities can gain access and participate in all of our programs and services. Having accessible parking is one way to accomplish this. Each and every designated accessible parking space is valuable for persons with disabilities. It can mean having an easier time getting to class, running errands, and having energy to last through the rest of the day. However, it can be maddening to see people p
arking in these spaces who do not ‘look like they have a disability.’ Before you rush to judgement, make sure you think through any assumptions you might have about that person. Remember there are many conditions that qualify a person for an accessible parking placard that don’t have outwardly obvious symptoms. For example, serious illnesses like asthma, lupus, arthritis, and multiple sclerosis can all be extremely debilitating for a person, but their symptoms aren’t always plainly visible to others. Even though a person doesn’t need to use a wheelchair or a cane, they can still be just as deserving of an accessible parking placard. Before you assume a person getting out of the car “seems healthy,” remember that many people with “hidden illnesses” still warrant the use of an accessible parking placard.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Alternative Format: Electronic (e-text) Documents
For people with print disabilities in need of alternative formats, accessible electronic data formats provide maximum versatility. Electronic data is produced in popular formats such as TXT, PDF, MS Word (DOS), and HTML, enabling users to work with their materials on the platform of their choice. The electronic version can be viewed on a computer screen, with varying levels of enlargement, color adjustment, and font changes, accommodating a wider variety of print disabilities. The ready availability of assistive technology for computers and smartphones means that the person can choose to receive their materials via electronic formats and use the appropriate output for their specific needs on their own personal devices. Using various software, displays, printers or embossers, an accessible data file can be printed out as braille, displayed as large print, in different colors or contrast, and read aloud at varying speeds with different voices. This enables the individual to customize their accommodations to maximize their comfort and learning efficiency.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Parking and the Access Aisle
An access aisle is the striped area next to an accessible parking space. An access aisle provides space for an individual with a disability to transfer between a vehicle in the accessible space and a mobility device, like a wheelchair or scooter. It is important to keep an access aisle clear so it can be used for its intended purpose. To comply with the law, an access aisle for a car parking space must be at least 5 feet wide. For a van, however, the access aisle must be at least 8 feet wide—though if a van-accessible parking space is at least 11 feet wide, the access aisle need be only 5 
feet wide. Many people with disabilities prefer the larger (11-foot wide) parking space option, as it helps to prevent people from illegally parking in the access aisle. This is a common complaint among users of van-accessible parking spaces—that they park their van and exit it successfully, but when it’s time to leave, someone has illegally parked in the larger access aisle. This can leave someone with a disability trapped until the illegally parked car moves.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
We have all used screenshots when writing procedures or providing ‘how to’ documentation. If you choose to use screen shots you still must outline the step-by-step instructions, conveying everything via text on the page organized by headings. Your screenshots need to be very simple and have accompanying Alt text, 120-140 characters in length conveying everything on that screenshot. Remember, any screenshots should be considered a bonus, for those who do benefit from a visual explanation, not to be relied on for the explanation and instructions.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Sidewalk Bumps?
You’ve probably noticed the raised, bumpy patterns where the sidewalk ends. You might also have wondered why they are there in the first place. For traction? Durability?
Those blister-like bumps, also known as “truncated domes and detectible warning pavers,” are a part of “tactile paving” (meaning: paving that can be felt). It helps the visually impaired detect when they are about to leave the sidewalk and enter the street. They can feel the change in texture on the ground below them and know to stop before proceeding to cross the street. For the visually impaired with some vision, the bright yellow or red coloring on those sidewalk bumps also helps to alert them that the sidewalk is coming to an end.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
You had the important conversations, made the necessary adjustments, and put in the time to educate your entire team about how they can better support any team members and students with disabilities. That’s it—you’re done, right?
Not exactly. You’ve definitely made some progress in making our workplace more accessible, but here’s the thing: You’ll never actually be finished with the process. New technologies will be introduced that are worth exploring, or new employees will join your team (and potentially require different accommodations). As with any other inclusion strategy that you put into place in your office, this isn’t a box that you can check and then count as an accomplishment. It’s an ever-evolving process that requires constant evaluation and conscious effort.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Visiting the Harford Community College campus is the best way to see what it's like to be a Harford student and a guest on our campus. Many tell us they are surprised at how beautiful and welcoming our campus is and how impressed they are once they see our facilities and learn about our programs and services. You can create a more accessible campus tour by incorporating the following suggestions into your tour plans:
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Accessible surveys come from combining an accessible survey builder with an accessible survey. Accessible surveys can be built in Microsoft Forms, Google Forms, SurveyMonkey, SurveyGizmo, and Qualtrics. If you choose one of these and make sure that the content you provide is accessible the result should be an accessible survey. A few quick tips are to avoid using any survey components based in Flash, make sure any videos have captions, make sure all graphics that convey information have descriptions, and provide generous timeouts).
How do you know if your survey vendor is accessible? You can either:
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
People may experience some hearing loss as they age that could affect their ability to communicate and enjoy life. Hearing loss is the most recognizable age-related disability in older adults. Unfortunately, many adults with hearing loss feel isolated or left out and may choose to avoid participating at all. Hearing loss may also affect access to important information from educators, health care providers or legal professionals. While you may think that declining hearing is just a part of getting older, this condition may be significant enough to be a disability under the ADA. Under the ADA, the term “disability” refers to a physical or mental condition that limits one or more major life activities. The ADA offers protections to millions of individuals with disabilities and has increased accessibility so that individuals with disabilities can continue to take part in community life. Along with providing resources like transcripts and captions, clarity in your content can make a profound difference for users with hearing loss and auditory disabilities.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
In a prior accessibility tip, we covered the importance of providing captions to media. A frequently asked questions is, “If auto-captions are available on a video, does it need to be re-captioned to quality standards?" Auto-captioning software can aid in the development of captioned media, but it is not considered equitable access as a stand-alone option for deaf students. In fact, poor quality, non-time-synced captions can cause more confusion and misunderstanding to the reader.
Elements of Quality Captions for Accessibility 
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Ever thought or said, “I wish I could understand better when I attend meetings,” or “I’m not sure what the instructor said about the upcoming test.” Effective communication is an important part of the ADA. Under the ADA, the term “effective communication” means that information must be as clear and understandable to people with disabilities as it is for people who do not have disabilities. Clear communication is important because it allows full participation and equal access to activities, services, and events in your community. People have different needs for communication in different settings. For example, in brief or simple face-to-face exchanges, written notes may be effective when a person with significant hearing loss asks for a copy of a form to fill out. Using a smart phone might work fine to write and exchange messages with a pharmacist when requesting a prescription. However, complex or lengthy exchanges (for example, when participating in classroom, meetings or other learn
ing environments) may require more sophisticated strategies involving auxiliary aids and services. Under the ADA, you can request auxiliary aids and services that will enhance your ability to participate in your community.
For more information about ALD and ALS, check out The National Association of the Deaf’s website.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
It is the policy of Harford Community College to prohibit all pets from all campus buildings offices, laboratories and athletic fields with the exception of service animals, animals used as bona-fide instructional aids or animals used for contracted entertainment purposes. Service animals are defined as dogs that are individually trained to do work or perform tasks for people with disabilities. Other species of animals, whether 
wild or domestic, trained or untrained, are not considered service animals. Examples of work or tasks include guiding people who are blind, alerting people who are deaf, pulling a wheelchair, alerting and protecting a person who is having a seizure, reminding a person with mental illness to take prescribed medications, calming a person with Post Traumatic Stress Disorder (PTSD) during an anxiety attack, or performing other duties. Service animals are working animals, not pets. The work or task a dog has been trained to provide must be directly related to the person’s disability. Dogs whose sole function is to provide crime deterrent effects or provide comfort, companionship, well-being, or emotional support do not qualify as service animals under the ADA.
Individuals with disabilities can bring their service animals into all areas of public facilities and private businesses where members of the public, program participants, clients, customers, patrons, or invitees are allowed. A service animal must be under the control of its handler. Under the ADA, service animals must be harnessed, leashed, or tethered, unless the individual’s disability prevents using these devices or these devices interfere with the service animal's safe, effective performance of tasks. In that case, the individual must maintain control of the animal through voice, signal, or other effective controls. A service animal can be excluded from a facility if its presence interferes with legitimate safety requirements of the facility.
To determine if an animal is a service animal, we may ask two questions:
Is this animal required because of a disability?
What work or task has this animal been trained to perform?
These questions may not be asked if the need for the service animal is obvious (e.g., the dog is guiding an individual who is blind or is pulling a person’s wheelchair). We may not ask about the nature or extent of an individual’s disability or require documentation, such as proof that the animal has been certified, trained or licensed as a service animal, or require the animal to wear an identifying vest.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Treat people with disabilities with the same respect and consideration with which you treat others. Here are some helpful hints when it comes to delivering a presentation, hosting an exhibit, and otherwise relating to people with disabilities:
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Have you ever opened a document or website and realized that the font is too small to read? Instead of straining your eyes or navigating to the toolbar, you can simply use a keyboard shortcut. To zoom in, press the Ctrl key and the + key. Tap the + key until it is zoomed in to your preferred level. To zoom out, press the Ctrl key and the – key. This can also be done by with your mouse if your mouse has a scroll wheel. Simply press the Ctrl key and move the scroll wheel forward to zoom in or backwards to zoom out.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
College sponsored trips contribute to student learning and engagement at HCC. Trips give our student
s the chance to learn in different ways by visiting new places. Typical types of trips are to museums, theatres, places of worship, and sports venues. In all of these places, students can learn from experts in different fields, such as tour guides, theatre professionals, or sports coaches. College sponsored trips also bring students together as a group and can be meaningful for their social development. Not all students are exposed to these cultural, athletic, or social activities outside of college. Therefore, all students should have access to field trips. When planning a trip please find out the accessible features of the location, such as, ramps, lifts or elevators whenever there are stairs; automatic doors; wide doorways at entrances to buildings and common areas; accessible public washrooms; barrier-free paths of travel into and through buildings; accessible seating in auditoriums; and accessible pools and change rooms. In addition, you should make sure the location includes accessible programming and services. Many venues offer services that make their events or programs accessible to people with various disabilities. For example, theatres may offer performances with American Sign Language (ASL) interpretation, live description, or touch tours. Similarly, some museums offer ASL-interpreted or tactile tours. You should contact venues to find out if they can arrange these or other services for students during their trip. Likewise, some amusement parks offer accessible attractions. You can find out if a park has rides or other attractions that will be accessible for the students. You have the opportunity to create experiences that are not just accessible, but welcoming to all. While there is a lot to consider, any progress toward inclusion is a success!
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
When referencing disability, naming it explicitly is important. Guidance from the Association on Higher Education and Disability (AHEAD) informs us that as we continue to evolve, grow and embrace equity and diversity we embrace the word “disability” and actively avoid the use of outmoded euphemisms such as “special needs,” “physically or mentally challenged,” differently- or alternatively-abled, etc.
There are two prevalent ways that we identify with disability in language: person-first and identity-first. Both options have implications for how we think about disability and both are appropriate.
Person-first language distances the person from the disability, ostensibly to separate the person from the negative connotations and stigma with which we have all been socialized. As professionals, many of us have been taught that person-first language is preferable, and some disabled individuals choose to identify as a person first, based on their personal orientation to disability. Example: I am a student with a disability. I am separate from the stereotypes and stigma you associate with disability.
Identity-first language challenges negative connotations by claiming disability directly. Identity-first language references the variety that exists in how our bodies and brains work with a myriad of conditions that exist, and the role of inaccessible or oppressive systems, structures, or environments in making someone disabled. Example: I am disabled, queer, and Latinx. I have an impairment, and I am disabled by societal barriers.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Accessible doors welcome everyone – and they’re required by law. While the Americans with Disabilities Act (ADA) doesn’t require an automatic operator for a door to be considered accessible, using automatic doors is a great way to ensure accessibility for a wide range of people. All of our buildings have at least one accessible door opener. Accessible door openers, or auto door openers, are a great asset to any building, as they provide automatic access for the elderly, people with disabilities, and more. Each day we take for granted the ease of opening the door due to the precision automation of the accessible door opener. However, as soon as it stops working, we notice very quickly. When you notice an accessible door is not functioning properly, please submit a work order through KACE, located on OwlNet, under the Work life tab.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Images that contain animation can be used as long as they don’t cause the screen to flash more than 3 times per second. Otherwise, they can trigger seizures in some individuals.
Slideshows and carousels are popular on modern sites, but self-animating carousels are inaccessible. Additionally, all users, regardless of ability, prefer the option to control the flow and navigation of rotating images. It is best to include “previous” and “next” controls as well as with “play” and “pause” buttons for accessibility.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
When using bold or italics for emphasis in a document, consider using the style “strong”. It is in the styles group along with normal, heading 1, heading 2…. A screen reader does not add emphasis to bold or italics, but will if you use strong. In appearance, strong is set to a default bold. However, you can modify the styles to whatever you would like. To learn how to apply and modify your styles go to this page, scroll down to “to modify a link” and use the instructions to set the styles to your preferences.
As a general rule, if you add color, bold, italics, or underline for emphasis in a document, consider selecting just one method of conveying emphasis. Around 5% of the population is color blind, and around 2.3% of the population has a visual disability. The color can be problematic for a person who is color blind, and none of those methods of emphasis are conveyed through a screen reader.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
The accessibility of an infographic has a direct impact on its potential reach. This increasingly popular method of information sharing can be inaccessible to people with a disability. Creating an accessible infographic will not only make it easier
for someone with a disability to view the information presented, it can also increase the ability for your content to be indexed by search engines. An infographic might be better as a set of components, copy elements, and accessible graphs, rather than a large image with overwhelming alternate text. If you must use an image at least provide a brief description in the alternate text and provide more information in context, either as a caption or in the text area adjacent to or below the image.
To learn more about accessible infographics, check out the resources below from California State University, Northridge (CSUN) Universal Design Center:
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
Many employers are aware of the Americans with Disabilities Act (ADA) and are interested in employing students with disabilities. Career counselors, cooperative education staff, and internship coordinators can work with employers to make successful placements for students with disabilities. The following suggestions may assist you in working with employers as you place students with disabilities:
The career services staff, employer, and student should work together to determine what accommodations are needed and who will provide them for the student. In some cases, it will be necessary for Harford to provide the accommodation. In others, the employer will do so.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu.
People with disabilities are — first and foremost — people. There are societal assumptions that tend to view people with disabilities as a one-dimensional group who all have the same needs, interests and opinions. People with disabilities reflect the same diversity that exists in the rest of society, including varying social, economic, cultural, family and educational characteristics. The viewpoints expressed by an individual with a disability are not representative of those of all people with disabilities. People with disabilities are people who have individual abilities, interests and needs. For the most part, they are ordinary individuals seeking to live ordinary lives. People with disabilities are moms, dads, sons, daughters, sisters, brothers, friends, neighbors, coworkers, students and teachers. About 54 million Americans — one out of every five individuals — have a disability. Their contributions enrich our communities and society as they live, work and share their lives.
In general, society and the media have two extremely polarizing views on people with disabilities. They are viewed as either remarkable and heroic or victims and pitiful. Since disability falls on a wide range of a spectrum, these stereotypes are very limiting and can lead to severe repercussions for the disabled community and their views of themselves. It is important to recognize that a disability is not a challenge to be overcome, and don’t say people succeed in spite of a disability. Ordinary things and accomplishments do not become extraordinary just because they are done by a person with a disability. What is extraordinary are the lengths people with disabilities have to go through and the barriers they have to overcome to do the most ordinary things. Just like any other social identity, each person’s experience and abilities are very different from the next person when it comes to disability.
If you have any questions, please contact Disability and Student Intervention Services at disabilitysupport@harford.edu
If you will be using video or video clips as part of your class or an instructional tool for student services, it is always best to use videos that are captioned, rather than waiting until it is required for an individual student. Captions increase comprehension and retention for all students, not just students who are deaf or hard of hearing students or students who have auditory processing difficulties. If your video is not captioned, consider being proactive and making a Caption Request through Harford Accommodate by selecting the “Submit Caption Request” button. You will need to include the Title of the Video, Course, Date Needed, and the link to the video in the submission. Disability and Student Intervention Services (DSIS) then coordinates the captioning of this video.
If you have any questions or do not have access to Harford Accommodate, please contact DSIS at disabilitysupport@harford.edu.