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Re: WebAIM-Forum Digest, Vol 181, Issue 13

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From: Pyatt, Elizabeth J
Date: Apr 16, 2020 7:03AM

Hello:

Having attended multiple language classes, I am familiar with the verb table issue. I agree with my colleagues that seeing the tables would help is with recommendations, but I do have some advice.

1. NEVER merge cells, even if the original table has one (see below). It looks like you are using a 2 col by 3 row approach, but it could change
a. For instance, if the first row is merged for the infinitive, convert that row to the caption.
b. If the last row is something like a participle, just leave that row unmerged.
c. If there are merged cells between tenses or verbs, split the tables.

If you don't do anything else besides this, screen reader accessibility will be significantly improved.

2. I would always put in row and column headers for everyone. Even sighted users could use the help to understand the table organization.

If the content editors don't agree, at least do it for the initial chapters. I would guess that is then all students would understand the table structures later on (especially when cells are unmerged).

https://accessibility.psu.edu/tables/

3. Technically, you can create hidden table headers with tricks like white text on a white background, but truthfully, I prefer option 2.

Really hope this helps.

Elizabeth

On Apr 15, 2020, at 2:00 PM, <EMAIL REMOVED> <mailto: <EMAIL REMOVED> > wrote:

On Tue, Apr 14, 2020 at 8:09 AM Laurie Kamrowski < <EMAIL REMOVED> <mailto: <EMAIL REMOVED> >>
wrote:

Hi everyone!

My school is creating our own text for our Spanish 101 class, and
distributing it for free for the students via Google Docs. We are
creating
15 separate files for each of the 15 weeks of class, and one of the
things
that we are covering is the conjugation of the stem-changing verbs. There
is a table of sorts that has long been established in teaching Spanish
called the boot table or the boot verbs.

My concern is over the cognitive accessibility. I am worried that every
week, if we are using the 'boot table', do I need to include the
explanation of the table every time that we use it? This is what I am
referring to:

//begin excerpt. This is the actual explanation text that I have created:
Stem-Changing Table Explanation

To properly explain these tables, imagine a table, two columns wide and
three rows deep and it consists of the six variants of each verb. The
first
column, from top to bottom, consists of the ‘I' form, the ‘you' form and
the ‘active' form. The second column, from top to bottom, consists of the
‘we' form, the ‘formal you' form, and the ‘they' form. The table would
look
like this:

Column 1

Column 2

I

We

You

You (Formal)

Active

They

If we were to only select the forms that will change, which is the entire
first column, and the only the bottom cell of the second column, the
resulting shape looks like a boot. To clarify, the only forms that change
stems are ‘I', ‘You', ‘Active', and ‘They'. The stem undergoes the change
only when stressed.

Column 1

Column 2

I

We

You

You (Formal)

Active

They

//End excerpt

I'm inserting that whole explanation into any file that has the 'boot
table' in it. It takes an entire page to place it, and I am worried that
it
may just get in the way and cause cognitive overload all by itself if it
appears in every file.

My possible solutions:

1. Leave it in every week, regardless.
2. Only include it in one week, trusting that the faculty will present
it.
This makes me nervous because while we have an amazingly dedicated
Spanish
professor who is developing this, we have also had adjunct faculty who
literally presented a blank moodle shell in an online only course (no
longer works for us, but it still lessened the quality of the education
that the students enrolled in that class received).
3. Compile the entire text into one single file, placing a link to the
explanation text every time it is called. I would have to have approval
from the professor to compile it.

Any ideas or input would be greatly appreciated.

Thank you for your time,

Laurie Kamrowski
She/Her/Hers
Accessibility Specialist
Mid Michigan College

=-=-=-=-=-=-=-=-=-=-=-=-Elizabeth J. Pyatt, Ph.D.
Accessibility IT Consultant
<EMAIL REMOVED> <mailto: <EMAIL REMOVED> >

The 300 Building, 112
304 West College Avenue
University Park, PA 16802
accessibility.psu.edu<http://accessibility.psu.edu>;