DAVID WISEMAN: If you have not attended a seminar this week and you
 don't know me, my name it David Wiseman. Accompanying me today for the
 access biblt seminar is the accessibility products manager, Bob Regan.

 BOB REGAN: Hello, everybody. How is it going?

 DAVID WISEMAN: For those of you who don't know and wonder why there is
 a beautiful bright light in my face, we are putting this up on the Web
 for a webcast. If you asked to be able to see the seminar over and
 over again, you can tune into the website and catch this via a
 webcast. You can keep watching us over and over again in the privacy
 of your own home. We will start talking about the accessibility and
 Bob will be a overview every accessibility and we will talk about pits
 and dreams, for not only Dreamweaver but the most exciting piece of
 technology out there, for accessibility, Flash. We will talk about
 that today and how you can make accessible websites in Flash. Let's go
 start up with the corporate presentations. How many people here have
 seen the corporate presentation this week? It will be the best
 rendition of the corporate presentation you've ever seen. Let's go and
 talk about Macromedia. One of our big sidelines is what if the
 developers and designers and managers do more with less? What does
 that mean. We want to do projects with less resources and less amounts
 of time. We want you to learn to create websites and do it in a way
 that you'll be more efficient. So inside of writing all the code out
 in hand, you can use a product like Dreamweaver and they will get it
 up quicker in production with less resources. That's one of the things
 that we like to focus here at Macromedia. How can you do more and be
 able to do it in a more productive manner. So, right now, where do we
 stand? We have over 2 million customers here, using Macromedia
 products. Pretty good number, right? So, we're not just a company that
 has a few, one or two customer, we have over 2 million. If you look at
 that list of companies out there, you'll see that not only do we have
 people in the private sector, but we have a bunch of government
 examples as well. And Bob will talk about you about some of the
 different resources we have out there to talk about some of the things
 that are pertaining more to secretary. Some of the clients that we
 have that are building accessible websites using our products. You can
 see the wide range of customers that we have using our products. So
 who are we? We are a leading Internet software company and we build
 products for not only designer, but for developer as well. So we have
 a big user base. How many of you here use ColdFusion? One person out
 of 300,000 plus u in other wordss out there, only one made it today?

 There is another one over here.

 DAVID WISEMAN: We have at least 2. We have over 300,000 developers
 using ColdFusion. How about Dreamweaver? We get more than 70 percent
 of the room. I think that's actually an old statistic, because I know
 every time I ask that question, people at Macromedia seminars we have
 over 70 percent of the room that are Dreamweaver users. There are a
 lot of different resources out there, so there are other people using
 the product that you can talk to to get help with when it comes to
 using our products. So, that's the actual products for development.
 What about different things like our server based products as well as
 our player? How many of you use the Flash technology? Does anyone here
 not have the Flash on their desktop? I want to see if I can find
 somebody in the two percents. 98 percent of everyone out there has
 Flash on their desktop. That means you are using products available to
 everybody. So they are sitting on people's machine, you don't have to
 force them to download it. They have it. 98 percent of all people have
 the Flash Player. With the shock wave player, it uses of course what
 technology? Director? Did anyone say director? We have to interact.
 Make it fun for me. These are easy question, did I mention that we
 reward you when you answer questions. Don't you want to get up on the
 webcast and hear your loud voice loud and clear. We have over 200
 million users using that player as well. The Macromedia is big. We
 broke down the Macromedia experience into three basic levels. The
 first level we have the tool products. The tool products being
 products like Dreamweaver, UltraDev, things that help you build the
 application. We have of course a lot more products than that in the --
 and the main products are of course Dreamweaver and Flash. Server
 based products. How do you build it through a server to make it a
 dynamic Web Page? You may want to look into using one of our server
 based products. The most popular product that we have is ColdFusion.
 What is the name of the other one? We have Darren as well. We have two
 products that allow you to build dynamic content as well. On the
 client side we have the Flash Player and the shock wave player for
 playing back content. So the players installed. So once you buy it,
 you have the Flash Player because it's installed with window, and also
 installs in the Mac operating system. What options to you have to
 furtherMacromedia experience? What happens if you need help with the
 product? We offer support for the product. So if you need support on a
 product, we have a whole part of our site decided to supporting you
 with the products and heing you with the products and getting them to
 work for you. Different training options. We have Macromedia
 University, which is on line. So if you want to take classes in the
 privacy of your own home, go to Macromedia and take on line classes.
 We have a lot of different partners out there, who provides training
 as well. You may have seen one on the way in, the gentleman from
 remote site technologies, who provides some of the training for us
 here at Macromedia and we had Allen interactive here earlier. If you'd
 like to see further research about that, you can get that off of our
 website, under the training portion of our website, it will allow you
 to run a search for your trainers in your area. How many of you are
 members of an M Muser group? They are a great way for you to get out
 and see people in the community who are using our products as well. A
 lot of our user groups have a listserv that you can post questions to.
 So people can answer your questions for you. They get together around
 once a month and then you can have other people come present and teach
 you tricks, and you'll have a place to meet other users of our
 products. Developer resources, we have a whole part devoted to
 developer resources. Called the developer designer exchange on the Web
 site. You can get a link right there to the Macromedia exchange, where
 you have a bunch of different extensions for the product. So if you
 wanted to add to your Dreamweaver product, add to Flash, ColdFusion,
 you can go up on the exchange and download extensions to the product.
 How many people were aware of volume licensing? Hopefully everyone who
 is in the company that buys more than one company of our software is
 aware of volume licensing. What happens, whenever you by a certain
 quantity of our product, you are eligible for discounts. So if you are
 coming from both the educational end as well, we offer special pricing
 for volume as well as education. What are the benefits? A lot of
 different benefits to the products. The way this works out, not only
 do you benefit the user by providing content that is rich as well as
 what we are going to talk about today, providing accessible content.
 We will teach you how to production allows the user to benefit,
 because you use the Macromedia product and we will talk a lot about
 how accessibility plays into benefiting your end-user. Also,
 developers. Achieve benefits as well. Based on the fact that the
 developers are able to develop things quicker and have a more powerful
 tool to use for their development. A enterprises. You can save a lot
 of money running application servers as well as the product. Faster
 time, and save money as well. We have a lot of different partners out
 there that will allow you to not only get started with the training,
 teaching you how to build the products yourselves, as well as we have
 partners out there that will even build some of the applications for
 you, provide some consulting services. After today, if you think hey,
 maybe I can't do this on my own, talk to one of our partners and they
 will help you with building your site. Of course, we have strategic
 partnerships. How do these play into the whole picture. We realize
 that we can't do all the technology ourselves. So we look for
 strategic partners and a couple of the partners on there, IBM, and
 others, we use these individuals to help us extend our products so we
 incorporate some of their technology in with our, so we provide the
 best end products. We talk about some of our accessibility
 partnerships as well. We didn't do it on our own. We needed people to
 help us get to where we are so we have a lot of partnerships that we
 created to help us with this content. Yes, Microsoft is a big one for
 accessibility.

 BOB REGAN: Yes.

 DAVID WISEMAN: Bob will talk about that in a bit. A lot of of you will
 want to use some of our alliance partners for things like hosting. You
 may want to get the content up to the Web Page. We have a lot of
 partners that provide hosting, as well as solution providers, they
 will give you consulting services for the different solutions.
 Distribution, if you want to buy the product, we offer a lot of
 alliance partners that will do that. And we will talk to you about
 technology and the most popular one is training, learning how to use
 the product and learning how to get better with our product. I think
 this is the last slide we have. This breaks down for you all the
 different products that are available here at Macromedia. So, if you
 have any questions about any of these products, feel free, if it's not
 something about secretary, feel free to talk to me or some of our
 other sales engineers out there who will talk to you about any one of
 our products. Here is a list. Hopefully these look familiar to
 everyone. Hopefully you have one of these installed on the desktop,
 right? I'm glad to hear that you are at least using our products. So I
 want to talk about, there is a brief overview of who we are. Now,
 let's turn our presentation around and talk about accessibility in
 general. And get more specific about the whole secretary piece. And
 for that I'll bring up Bob. Bob is going to walk you through a bit of
 overview of accessibility and what pieces woof available for you in
 our secretary space.

 BOB REGAN: I'll tell you about my background and then I'll ask you
 questions. I'm curious, why are you here and what do you want to know?
 I find that in general, if you come to an accessibility seminar they
 have a specific question in mind. I want to make sure we find out what
 the questions are so we can answer them. My background is as a
 teacher. Elementary school teacher in New York City for about five
 years. And I went on to go work at the University of wis consin to do
 a doctorate. And I came across accessibility accidentally. The
 University of Wisconsin implemented a policy on Web content for people
 with disabilities a while back. And it fell to me to help train teach
 the faculty, the staff, everybody at the University of Wisconsin to
 understand what that meant. And so that became a real challenge. We
 found -- we went from saying, in teaching Dreamweaver, this was back
 in Dreamweaver 2. You don't need to know HTML. Just type the stuff up,
 save it and put it up on the server to saying well now you need to
 know a bit of HTML, and here is what you have to do with it. The
 University's standard was tough. It requires the use of cascading
 style sheets, it required the use of structural HTML. So it's a bit
 different than the Section 508 standards that you may have heard about
 already. So, then I came to Macromedia. And I think from that point
 on, we really tried to be very, very focused on how to teach
 professional designers, Web novice, what accessibility and and how to
 implement it with the greatest of ease. We have to think through that
 problem. The easier we make it for the developers, the more likely we
 will see a Web accessible for people with disabilities. And that's my
 approach and the company's approach to accessibility. Who are you and
 why are you here? How many people here work for the federal
 government? Not one person. That's a first in one of these seminars.
 How many people serve as vendors to the federal government, you try to
 sell stuff to the federal government? Just two. Okay. Your hand is
 half up. You're like one and a half. You're contracting? Okay. How
 many people here work for the State of Illinois or municipality? Okay.
 How many people here work in higher education? K-12? Okay. Who are the
 rest of you? How many people here are working in private sector,
 you're just... okay. All right. I'm going to pick on people and if you
 don't want me to pick on you, just say no thanks. How many people came
 here with a specific question? Let's start that way. All right.
 Gentleman here in the red, what is your specific question

 AUDIENCE: (inaudible).

 BOB REGAN: You have to remind me to restate the question so I can get
 it over the microphone. We are webcasting it. The comment is you're
 designing a site for an architect tour firm where accessibility is
 important. You were wondering if it's okay to use tables for layout as
 opposed to just for data. The short answer, yes. Depending on the
 standard you're using. And we will get into a bit of what the
 different standards are. At the University of Wisconsin, the answer
 would have been no. But, under the Section 508 standards, or the
 standards, more limited accessibility standards, it would be fine.
 Okay. Somebody else? Tell me why you are here, what are the questions
 you've got? Over here.

 AUDIENCE: I'm here because I (inaudible).

 BOB REGAN: Great. Make sure you leave here with my card. The comment
 was webmaster for Bolingbrook is here and they want to make their
 website accessible. How do you do that? Let's set the stage a bit more
 and then we will get into details. What we are going to do today is we
 are going to do a little talk about what we have got for you in terms
 of learning more about accessibility. That's one of the biggest
 challenges I think a lot of people have. There are very few resources
 on the Web to really understand what accessibility is and more
 importantly, how exactly to do it. Tell me, step by step, can I do
 this? Can I do that? And we want to make sure that we point you to
 those types of examples. Second, we will talk a bit about Section 508
 and accessibility standards in general. So we heard W3 mentioned. I
 said Section 508 enough times to become redundant and we heard BOBI
 compliant and I'll make sure I hit those things and we will talk about
 what the subtleties are there just a bit. Next we will move on, and we
 will talk about accessibility and Dreamweaver. And accessibility and
 Flash MX. We are going to have a hands on. We will be building some
 stuff. We will take a look at some examples and Dave will walk us
 through that stuff. We are also going to have a question and answer
 session at the end that doesn't mean at any time you shouldn't feel
 free to interrupt. But remember I was a third grade teacher, so
 raising hands is always appreciated. Okay. Now, before we start, let
 me point you to some of the best resources. If you're going to
 memorize things, I'm going to try to limit it to just like no more
 than five things. The first thing I want you to memorize is this e-
 mail address. Wish-accessibility If you want to see something in an M
 Mproduct, if there is a question that you have related to
 accessibility within an M Mproduct, use that e-mail address. It's the
 best way to shape what is offered within the features of any of our
 tools much the more people that we get commenting about accessibility,
 the better our products will become. So I want to make sure, feedback
 for us, input is always a good thing. I personally respond to every e-
 mail that comes through here. And the advantages of using this as
 opposed to my private e-mail address is that other people within the
 could I see it as well. So we get a good sense and a lot of people
 thinking about secretary and thinking about how they can make each of
 our tools better. So the second thing, we have all of our wish lists,
 every product has its own wish list. So if you want to see something
 in Dreamweaver, you write to wish dash Dreamweaver at Macromedia.com.
 Every time I buy a copy of Dreamweaver, I want to a Pony, that would
 be written to wish wish-Dreamweaver. That was a joke.

 I hope the Dreamweaver team is not watching, they will have to start
 buying Ponies.

 BOB REGAN: We got a discount on volume Ponies. I want to point to some
 of our partner, accessibility is not a new field, but it's new for
 many of us. How many of you here have -- have known about
 accessibility for more than six months? (showing of hands.) Good group
 of people. For a lot of the folks that you're working with and for a
 lot of the rest of us, this is a new thing. The challenge of
 accessibility in all cases is understanding how to explain it for
 folks who -- for whom it's new. And at the same time to make sure
 you're doing the right thing. This is a very complicated field in
 comparison to just working with browsers. We generally think about two
 browsers when we are designing. There may be more. We know there are
 more, but designers are lazy and we tend to think about just two. The
 screen reader world, there are 13 major screen readers. And there are
 significant differences between the way each of them handle Web
 content. Beyond that, there are significant differences between the
 way different versions of those screen readers behave. And in a lot of
 cases, those screen readers don't like to coexist on the same machine.
 So, it's very important that we work with partners to make sure that
 we are passing along the best information possible to our customers.
 First of all, I want to point to jais son tailor from UsableNet. Say
 hello, jais son. There he is. And UsableNet worked very hard with us
 on developing validation tools that help our customers identify issues
 on the page and point them to solutions quickly. Web able, and I think
 they are in New Hampshire, a guy named Mike Passiello's group. They
 got us started providing secretary and also -- accessibility and also
 started on the other practices. The University of Wisconsin, Madison,
 where they stole me from and I think some of my former colleagues
 still think those Macromedia people, they are -- that's a great
 institution where accessibility has been an issue for a long long-
 time. And we work a lot with them on curricular issues. How do we
 explain this and put it into play in a way that is not phraseening for
 novice developers and keeps the professionals calm as well. The
 national center for accessible media probably spend the most time with
 them. They evaluate pretty much everything that we do, look at it,
 advise us, connect us to other members of the accessibility community.
 So, the second thing I want you to memorize. The first thing -- what
 was the first thing I wanted you to memorize? I've got to remember to
 get people to raise hands. I have stuff to give away. And you know,
 that is not something we normally get to do. We give away stuff. So,
 all right. The second thing -- oops. The second thing that I want you
 to memorize is Macromedia.com slash accessibility. This is the
 resource center at Macromedia, we try to put as much information as we
 can here to help you create accessible content. The resources here
 range from, in the accessibility resource center from white papers to
 extensions for all of our products that solve specific problems. For
 example, the UsableNet extension, 508 accessibility Suite for
 Dreamweaver, which we will look at today. We have training available.
 We have a free on line course that introduces the topic of
 accessibility and basic techniques in Dreamweaver. We have templates
 that help give you a quick place to start if you need to make an
 accessible site. We also have links to examples of accessible content.
 I think that's one of the most important things. Right now, if you go
 out and you try to find examples of accessible content, they're not
 the most exciting, most visually attractive sites you may have ever
 seen. But it doesn't have to be that way. Accessibility is not
 synonymous with boring. And I think that when we start to take a look
 at some of the examples that are out there today, you're going to
 notice that, as professional designers start to think more and more
 about accessibility, you're going to see that accessible sites can be
 just as rich, engaging, cool, edgey and hip as the stuff that we have
 seen prior to a real awareness of accessibility taking hold within the
 developer community. Finally, we have links to other resources. We
 want to make sure that we serve as a launching off point to connect
 you with first source information about accessibility, so that you're
 really able to fully leverage the accessibility within your site.
 Okay. So, now, let's talk a bit more about accessibility itself. We
 will start off with a quiz. And that is just because I used to be a
 teacher. And why don't we -- I'll give away some stuff. I'll give away
 a T-shirt for this one. This is a good one. I'll pick on somebody at
 random, who wants to answer this question. How many people in the
 United States have a disability? Okay. That was good. But wrong. Don't
 shut up. I'm going to -- this side of the room.

 He had his hand up first.

 BOB REGAN: Great. The gentleman in the back. Hello.

 AUDIENCE: 54 million.

 BOB REGAN: Technically, yes. But no, not what I'm looking for. Right
 in the front.

 AUDIENCE: Everybody.

 BOB REGAN: There you go. According to the UScensus, 54 million people
 roughly in the United States have a functional limitation of some
 kind. So as a matter of fact, sir, you get an Squeegie ball. 54
 million people in the Ustaitsz have a functional limitation of some
 kind. That's a little deceiving, because as we get older, the numbers
 go up. By age 75, 75 percent of the American population has a
 disability. The point is we should all be so lucky as to live long
 enough to have a disability of some kind. And I think when we start
 focusing on numbers, 54 million, it's about 20 percent of the US
 population. We think of it as a small group, it's not central. It's an
 outside group from the rest of the population. That's not true and
 that's not how we enthused think of accessibility. It's a core part of
 every community and we want to make sure when we approach
 accessibility we think of it in that way. One of the most common
 questions that we got at the University, how many blind students do we
 have anyway? Wrong question. The question you should be asking is how
 many more would we have if we were able to create an environment that
 was accessible and welcoming to students with accessibilities. And I
 think if we approach it in that way, we start to see -- it's a much
 more interesting and engaging process for designers and developers.
 So, let's talk a bit, I just have my standard accessibility speech. So
 if you're not watching, you're not paying close attention, what I'm
 standing on here is actually a soap box. So when we're talking about
 accessibility, we are not talking about access to NetScape. A lot of
 -- that would be one of the first things we would always get at the
 University of Wisconsin. Are they still a company? Yes. -- well, the
 answer is yes, they are. And second, that is not what we're talking
 about. We are talking about access to Web content for people with
 disabilities. And that takes a number of different forms. We are
 either talking about what we can do within the design itself, such as
 an example of color blindness. You wouldn't want to do something like
 press the red button to go forward and the green button to go back.
 That is not going to be helpful information. Or, in other cases, we
 are looking at making sure that the assistive technology used by
 people with disabilities will work well with the pagement and probably
 the most -- who can give me one example of an assistive technology?
 I'm thinking of something in particular that people always think of.
 Gentleman in the back?

 AUDIENCE: (inaudible).

 BOB REGAN: Okay. IBM home page reader. Excellent. There is another
 Squeegie ball. Is that what it's called? It's a stress relieving tool.
 So you can be there and calm in the back row. The -- it's -- a general
 term would be a screen reader or speech browser. That is a tool often
 used by people who are blind to navigate a page. We are going to spend
 a lot of of time with the screen reader today and we do that for a
 couple reasons. Not because we want to prioritize people who are blind
 above other groups. But, when you get outside of a visual environment,
 when you start to step outside of that realm, we start to examine some
 of the things that we take for granted, some of the underlying
 assumptions of traditional Web design. When you're using a screen
 reader, you don't want to use a mouse, because if you can't see the
 cursor, what is the point in using a mouse? So we want to think about
 the keyboard as well. And in so doing, we also address some of the
 issues for people who have difficulty with fine motor control who
 might use a mouth stick or some other type of device to navigate the
 controls of the page. Now, one of the other things I want to make sure
 that everyone understands as you leave here is that there is no magic
 fix for accessibility. There are going to be a lot of people trying to
 sell you really expensive stuff that solves your accessibility issue.
 It's not going to happen. It's a dream. The human -- the human
 component of creating accessible sites is always going to be there.
 You'll have to use your brain. Commonsense is the final arbitor of
 what constitutes an accessible site. So we want to make sure that
 you're aware of that. And that there is some degree of education, some
 degree of understanding, some degree of thoughtfulness is going to
 have to guide your designs. There are a lot of tools out there that
 help simplify the tedious aspects of accessibility that help guide you
 to the areas that require your attention. And those types of things
 can be very very helpful. But, you should never walk away feeling like
 accessibility can ever be made automatic. I think that is one of the
 mistakes that a lot of managers tend to make. Oh, I have to spend
 01:05:29.165,000 and my accessibility fears are gone. No. Next, I
 think that we also want to understand how critical this issue is for
 people with disabilities. We are talking about opening doors that were
 never there before in ways that were never before possible. Even
 something as simple as reading a newspaper. Prior to this required
 either someone reading into tape, or a special version being made or
 somebody reading a page out loud. A friend of mine, Neil at the UW,
 talks about the fact that there is no middle man. Accessibility and
 accessible website allows him to read the New York Times every morning
 without relying on anybody else. And we think about this as the Web
 becomes a core component of the way we do education, the way we do
 government, the way we do business, that that type of independence is
 remarkable today. The other thing that I want to point to is that it
 doesn't just open doors, it holds them open. We take a certain degree
 of independence for granted. At least many of us do. As we get older,
 it becomes harder and harder to maintain that degree of independence.
 I think that we can look to technology to help just prop open some of
 the smaller issues. I think of somebody like my advisor at the
 University. Brilliant guy. The most -- I think his book was voted the
 most influential book in education this century. And he won't count
 himself among people with disabilities. But categorically he is. He
 has profound arthritis. He has a lot of difficulty using a mouse or
 sitting in front of his computer. But he is able to make small
 accommodations that allow him to continue to be productive. And write,
 and he has got a lot of years left in terms of his ability to
 contribute to the intellectual pursuit of education. But I think it
 will be a lot harder without the computer for him to continue to
 participate in that process. A question here?

 AUDIENCE: (inaudible).

 BOB REGAN: Let me talk about -- the question was that Section 508
 requires the use of Alt tags for government websites. Why isn't that
 the case for all websites? Why don't we see a standard established for
 every website in the United States or ever website internationally.
 I'll talk about policy in just a second. And I think that what we need
 to understand here, under Section 508 -- well, actually maybe now is a
 good time for me to talk about the history of accessibility and kind
 of what the policies are. First of all, the first real standards
 internationally was formed by a group called the W3C the World Wide
 Web consortium. This is the same group that standard idss HTML, XML,
 and a number of other applications. In 1996 they put together a group
 known as the Web accessibility initiative. There was a number of
 people that felt it was very very important and we started thinking
 about creating websites that we started thinking about how to make
 them accessible to people with disabilities. Out of that group came
 three sets of standards. The Web content accessibility standards,
 accessibility guidelines, are the basis of policies all over the
 world. That document was published in 1998, I want to say. 14 -- 16 --
 no. 14 guidelines. Each with a series of check points. One of which,
 for example, guideline A, talks about text, and checkpoint one is
 provide an Alt for every image, all of those check points are rated as
 priority 1, which are the things that you have to do to make the site
 accessible. Priority 2, which would be the things you really should
 do. And priority 3, which would be the things you might want to do if
 you have the resources and the time and the capability. Now, Section
 508 in the United States is a law requiring federal governments and
 contractors providing services to the federal government to insure
 that that material is accessible to a set of standards. Now, this is
 based on the W3C priority 1 checkpoint, not exactly the same. There is
 a slight difference between the two. It does not extend outside of the
 federal government at this point. However, you'll see a lot of states
 and local tease and educational institutions and systems adopt the 508
 standards as the basis of their own policy so the history at the
 University of Wisconsin was, at first, to adopt all priority 1 and
 priority 2 check points. This was -- this is why the UW standard was
 more rigorous. They eventually abandoned that standard, because the
 training that I was providing was insufficient, but I was one person
 and they had 45,000 people, against the full -- against, you know,
 what they -- sorry. The training was insufficient against the needs of
 the people that were trying to implement those standards. So what they
 ended up doing was adopting the Section 508 standards. Primarily
 because there is a lot more writing going on around Section 508 here
 in the United States. So Section 508 becomes a very very flew shal
 standard, both in the US, and internationally. Now, there are similar
 standards -- I see you.

 AUDIENCE: (inaudible).

 BOB REGAN: Okay. In other -- the question is, what about other
 countries? Other countries, Australia, Japan, Brazil, Indonesia and
 I'm deliberately not saying Europe yet, all have policies. The entire
 European union is required to have a policy as of December of last
 year, based on the W3C standards. In the United Kingdom, as well as in
 Canada, and this is a separate thing, they both adopted standards
 based on priority 1 and priority 2 check points. So the standards are
 much higher in Canada and the U.K.. So, in the United States, where we
 are at today is Section 508. And then each individual state,
 educational institution and so on, it's up to them to adopt their own
 standard. Your question relates to the Americans with Disabilities
 Act. Now, what about other laws? Are we required, as we build our own
 private website to make it accessible? No. You are not required.
 Should you? Yes. The main reason for doing this, forget laws, forget
 markets, forget everything else, this is the right thing to do. And I
 think that needs to be kept in the forefront. Now, I don't argue with
 people about accessibility, either. I try to find the argument that is
 going to work best for that particular person. So, in dealing with a
 company executive, either my own or somewhere else, we will talk about
 market value, we will talk about the fact that you're going to be
 reaching more customers, that have will become leverage to get access
 to the federal government. That this becomes a real feature for
 selling products to higher education and K-12 education. When talking
 to other folks, I might threaten lawsuits. You know, there are
 lawsuits that exist independent of Section 508, based on the spirit of
 the Americans with Disabilities Act. There is no requirement you
 provide Alt tags under the ADA. But there is a requirement that you
 provide equal services for people with disabilities as without. Under
 that general principle, we have seen lawsuits against a number of big
 companies here in the U.S. So, that is kind of where we are at. And
 every time that we see changes to this and every time we go forward
 with this in the US, in the adoption process, we are seeing Ripples
 internationally and a lot of people outside of the US know what
 Section 508 is, simply because of the influence it extends
 internationally. Question? Yes.

 AUDIENCE: (inaudible)

 BOB REGAN: He is pushing me again, why is that the case? Write your
 Congressman. That pressure has to come from the public. But I think
 the pressure is there. I think that the banking industry is trying to
 get out in front of this, in advance of any legislation. I think that
 higher education is a great example. They are trying to get out in
 front of it. There is a reauthorization of the individuals with
 disabilities education act planned for this summer. There is some
 thought as to whether or not it will be expanded to include standards
 specifically for websites. Now, the policy people are looking at their
 crystal balls saying will that happen? I don't know. But it's
 important, if this is an important issue for you, please let your
 public officials and your public representatives know about it.
 Because I think that it is increasing in importance. Okay. So, other
 questions before I move on? Yes?

 AUDIENCE: (inaudible).

 BOB REGAN: The question is, can you -- is there some way to say that
 this website is certified as accessible. The short answer is no. Never
 trust it. The longer answer is sure, there are things like the
 UsableNet to evaluate your website. We have had BOBI mentioned and
 what that does is an automatic check. And for that tool and in BOBI,
 they will point you to places where you need to look and make a
 decision yourself as to whether or not that website is accessible.
 Now, we will also do things at Macromedia, we will send it to outside
 resources to say tell us what you think. But, there is a human
 component to every aspect and the disability community is a complex
 one. Different than usability. In usability, we look at statistics
 saying where are the most people? What do most people do on this page?
 Accessibility is different. It flips upside down. It takes one person.
 I was at a conference and I had a frustrated mother grab me on a show
 floor and say my son can't do this with Flash. Help me with this. This
 is wrong. You have to deal with it. And she is right. It just takes
 that one person. So, I think that it's very likely that we can certify
 something, and miss the one person. And who is to say that the needs
 of that one person is less important than anybody else.

 AUDIENCE: (inaudible) my question was a little bit different. I can go
 to the website and know that (inaudible).

 BOB REGAN: The question again was is there someplace I can submit it
 and get a logo that says this is certified as accessible? Sure. There
 are places that are doing that. And that is becoming an increasingly
 common thing. I think that -- I just -- those things make me very
 nervous, because it's very hard to absolve yourself in an ongoing
 basis of accessibility. All it takes is someone for getting an alt tag
 one day and now you can see snowball things start to go wrong and the
 accessibility site can deteriorate. Whereas security on the other
 hand, well, we can assure security going forward. Accessibility going
 forward, it takes an ongoing commitment. Okay. I don't want to spend
 more time. I want to move forward and I want to go on to our --
 starting to get into the guidelines. We are going to move forward now
 and talk about home page reader. We will do a demonstration of home
 page reader and then get into Dreamweaver with Dave.

 DAVID WISEMAN: Thanks Bob. I'll come back and reclaim my computer. I
 need to plug the audio cord in here quickly. How many people here
 worked with assistive technology, such as home page reader? A couple.
 This will be a fun experience for those of you who haven't had a
 chance to actually hear what an assistive technology sounds like. All
 right. So, this is the technology that I'm going to demo first is the
 IBM home page reader. What we will do is open up one of the pages that
 I have on my computer through the browser using home page reader, so
 you can get an idea of what it's going to be like for somebody who
 would come to our site using this type of technology. I'll turn on my
 volume.

 Computer: Forward. Open. Open. Type of Web address. Open. Press --.

 DAVID WISEMAN: I'll open up the index page here. I'm using my mouse,
 which is of course a no-no.

 Computer: Object. Object. Coast home. Search. Skip to features. Scuba
 diver examined in court --.

 DAVID WISEMAN: So for those of you who never heard assistive
 technology, I just wanted you to get an idea of what it's like to
 listen to a screen reader when it goes through the page. Before I talk
 about the environment, I just wanted everyone to put themselves in the
 shoes of somebody when they come to this site, using this type of
 technology. As Bob mentioned before, the first thing that we have to
 take intok is the fact that I wouldn't use my mouse at all. If I
 couldn't see my screen, like Bob said, using a mouse is pretty much
 not going to let me -- help me at all. Did you notice anything that
 was interesting about what it was doing when it read through the
 information? Anyone?

 AUDIENCE: (inaudible).

 DAVID WISEMAN: One of the most -- one of the first things that most
 people recognize, when you go through an assistive technology, when it
 comes across the link, the gender changes for the actual device. So
 when we came across the link, the first thing it said was it changed
 from male to demale so I would know I'm on a link. So for somebody who
 is coming to our page as an audio cue, they will not see that there is
 an underlined piece, that it's a link that you're going to. They have
 to listen for an audio cue queue. You have to notice that one of the
 nice things about it, it's a split Pane. It allows me to see the page
 itself but if you look in the bottom, you can see the code that it's
 reading through. So the way assistive technology works when it reads
 through your pages, it reads from top to bottom, left to ride. So all
 of the information that somebody is going to get when they come to
 your site is all based on where it is in the code. It has nothing to
 do with the way it fits visually. So if you create a page in frames,
 will it come in the forward in which you see it on the page? No. It's
 going to come in whatever order you've written the code. These are
 things that are important to remember whenever they go through the
 page. I'll let it play again for another second.

 Computer: Paid to look at the complexities of this -- you will need
 more medical. Joint forces with the local college --.

 DAVID WISEMAN: I'll play it at the speed that someone would play it on
 our page, whenever they come to this page using the technology. It's
 about what, one fifth of sp this speed when somebody comes to the
 page.

 BOB REGAN: It's pretty slow.

 DAVID WISEMAN: So when somebody comes to the page it will be faster.
 So if they are reading the code, there is no good way unless you tell
 it to skip through the page to move from one area to the right. You
 have to read the code, top to bottom, left to right. You have to move
 through the redundant pieces of code. Do you want to go through the
 entire navigation every time they come to the page? You have to
 consider how somebody will November gate through the page as well.
 Question?

 AUDIENCE: (inaudible).

 Computer: Let's have some fun.

 DAVID WISEMAN: The question was what are the clicks as the page loads.
 Press F5 and reload it.

 Computer: Contact, search, skip to features.

 Check out the new business --.

 DAVID WISEMAN: If you reload the page, it will work. That right there?
 That click right there? That does not mean -- I think that click right
 there was telling you that it's starting off at the top of the page,
 that we have a new page.

 That's the first time I got that question.

 I don't know offhand. I wanted to get you used to the environment. Now
 we want to take a step back and teach you a couple ways to develop a
 page so that it's going to work very well with this type of assistive
 technology. Question?

 AUDIENCE: (inaudible).

 That's a great question. So you come across a link and you're blind,
 knowing that the screen reader is going through quickly, it's not
 always easy to hit the enter key when you're on the link. There are
 controls that allow you to go back and go word to word, I can stop it
 when I hear the link, hit my back key and it goes back. So there are
 controls built into the screen reader that allow to you navigate. The
 same way, when you navigate through a Web Page, you get used to your
 environment. And someone using assistive technology, they get used to
 the keys. So once they hear the gender change and they want to go
 back, there are controls that they use to get back to that spot.
 Question?

 AUDIENCE: (inaudible).

 DAVID WISEMAN: I'll let Bob take that one.

 BOB REGAN: Java script is, in general, I don't want to say it's a no
 no. But, in most screen readers, they don't handle Java script well
 historically. It's getting better. And the later versions of screen
 readers are better at handling Java script. I would still say the
 implementations are quirky, but you want to be very careful to make
 sure that any information you are providing veia Java skript, you are
 providing it in a form where it's not necessary. I think it's
 important that at this point that you are duplicating that.

 AUDIENCE: (inaudible).

 BOB REGAN: If you'd like, the question was, I developed an entire site
 that relies on Java script. Why don't you send me an e-mail and I'll
 look at it and I can give you pointers on where the issues might be.

 DAVID WISEMAN: One more question?

 AUDIENCE: (inaudible).

 BOB REGAN: No. The type -- detection of a screen reader is really
 really a complicated thing. It's not easy to do using, you know, like
 Java script techniques to sniff out browsers and browser versions.
 It's possible using Flash to detect whether or not someone is -- has
 MSA A installed on their machine, when I'll explain later and whether
 or not they are using a browser that is access accessing that MSA A
 information. That's as close as we will come right now to the screen
 reader section. But there are other assistive technologies that you
 want to be aware of as well. For example, a lot of the issues that we
 traditionally associate with screen readers, just keyboard access to
 different controls, there is no way we would be able to check that.
 Because it relies on operating system level standard windows,
 Macintosh and other platform controls. So.

 Now that everyone has an idea of what it's like to come to a page, we
 will play it back and forth using home page reader at first and then
 talk about how it's going to render some of the functionality that we
 add to the page. Then we will move on to another device a bit later,
 when we talk about Flash. So let's open up Dreamweaver now and talk a
 bit about how we can make it a more accessible page. I'll just open up
 Dreamweaver. And we will open up a very similar, that actual page
 right there, that we were just working with. We will start from pretty
 much the ground up. Deciding on how we can make this page more
 accessible. Because I didn't put in a lot of accessibility into that
 page as it stood. So this is just a net page right here. So what we
 have right off the bat is a simple page. We had a Flash movie, we will
 talk about how to handle Flash this afternoon. But what is the first
 object that someone might see when they come to our page that we might
 want to deal with, in terms of accessibility? How about this image
 right here? Coming across that the first thing, the first thing I know
 when I come to a page right now is the first thing I see is that we
 have an image on this page that we have do something with. Because you
 are coming through using assistive technology, all it will read to us
 is the fact that it's an image. That's not what we want for the end-
 user, it's not descriptive. So the technique that we use to handle
 this is the alt tag. So, if I created an alt tag for this image, it's
 conveying a bit of information, but it's not conveying a lot of
 information. What would be a good alt tag that I can use for this
 particular image? Anyone have any suggestions, any ideas? Scuba diver
 sweeping the bottom of the ocean? How about if I just said image? What
 if I said scuba diver looking at green corral at the bottom of the
 ocean, green background, he has blonde hair flowing in the water.

 Hoo long.

 DAVID WISEMAN: You have to find a happy medium between giving
 information and too much information. What if I come back, this is my
 home page, and every time I came back to this page, I have to listen
 to that information. We want to keep the alt tag brief and to the
 point. And then we say try to keep them under 50 characters. So the
 way you'll add an alt tag in Dreamweaver is through the property
 inspector. You'll notice that there is a field called the alt tag
 field. As the gentleman in the back a good alt tag for this is scuba
 diver looking at corral. So it's to the point, it's brief. It has the
 right amount of information. To add that alt tag, I have to type it
 into my property inspector. If I previewed my page using F12 you'll
 notice that we now in fact have -- refresh the page. Maybe I should
 save the page. That worked well. My alt tag got it right. Scuba diver
 looking at -- it figures that would happen when we are broadcasting
 via the Web, right? I'll just click off it and click back off it. We
 have it. Now if we preview the page, you'll notice when I rollover, we
 have an alt tag. So right avenue the back, we know things about alt
 tags. It helps somebody, they will hear the world image and now they
 know that it's a scuba diver looking at the corral. But what if I
 didn't know what the image was myself? I in fact could gain a lot of
 information by looking at the alt tag. Or if you are in the situation
 where you have a 288 modem? Anyone have a slow connection feed here?
 What happens if this is a -- you have a slow connection speed?

 336.

 DAVID WISEMAN: What happens when you come to the website and all the
 images don't have alt tag, but they link you out to another part of
 the site? How fres straighting to you get waiting for the images to
 load? So as Bob mentioned, something important is parts of
 accessibility are not just there for somebody who needs accessibility.
 It can help all of us. You are developing techniques that can help
 everyone, not just somebody coming to the site who might have a
 disability.

 AUDIENCE: (inaudible).

 DAVID WISEMAN: Yes. Do you want to elaborate on that?

 BOB REGAN: As you're building an image map and hot spots within that
 image map, you are able to provide text, you know, the alt field, aelt
 text for each hot spot in an image map. They need to be treated
 aspirate links by the screen reader.

 AUDIENCE: Also, (inaudible).

 BOB REGAN: It gets trickier, the question works can you provide alt
 text for sounds? There is not -- a standard way of delivering sound.
 There is a number of different ways for delivering sound, influencing
 Flash, quick time, reel, wave files and so on. Within Flash, quick
 time and reel, there are ways of providing text equivalents, if you
 are just link to go a wave file, there there is no capacity to provide
 the text. You have to embed the text in the page and make it clear
 what is being delivered in some way. Does that make sense? Okay. Other
 questions?

 DAVID WISEMAN: Question?

 AUDIENCE: (inaudible)

 It's not consistent. And I think that in general what I tell people to
 do is pay attention to the flow of the content as it's being read. In
 the same way that we make a lot of decisions about the visual
 presentation, we will be forced to make decisions about the auditory
 presentation. David made the point well. We used to see this at the
 University. People provided tons of information in the alt tags, you
 would get a lot of things, like picture of Bascum hall, students
 sitting on the front lawn. Where really, admissionings would have been
 just fine. That was the function of that image. I think providing the
 word button, home button, probably not necessary, because it's going
 to identify itself as a link. You can only identify links anyway.
 Graphics, it depends on the screen reader. And so I think I would pay
 more attention to the flow of the text and not worry so much. Because
 it's -- there is no way to control what this device use will be.

 AUDIENCE: (inaudible).

 DAVID WISEMAN: Some do, and some don't. Bob spends more time in the
 assistive technology. As Bob said, it's not -- it vary basically.
 There are 13 different technologies out there. A couple of them do,
 not all of them do. So as Bob said, you really have to pay attention
 to who your target audience is and how it flows in the content. Take a
 question from you?

 AUDIENCE: (inaudible).

 DAVID WISEMAN: We are going to get into that in a moment. So if you
 hold off in a Second, I'll talk about long descriptions in a moment.
 Take one more question and then we will carry on.

 AUDIENCE: Is there any technology that outputs to Braille (inaudible).

 BOB REGAN: Yes. There are Braille printers. I think that the caution
 is, if you ever printed a website on a laser printer, the same issues
 are going to appear plivemt you're going to have the same types of,
 you know, content might not be in the right order. It might be kind of
 a mess to sort through, when working in Braille. But that is not
 unique to Braille. That is a problem with, you know the tension
 between the visual presentation and the printed version of a website.

 DAVID WISEMAN: So okay. Now what happens if I come out to this area
 and put in a image to make sure we have room between my scuba diver
 and the next column. What would be a good way for me to handle a
 spacer image on the page? How do you handle the alt tag for that?
 Correct. You want to put in a blank space in your alt tag, because if
 you don't, what is going to happen is it's going to read the word
 image. That is not a very useful piece of information for somebody
 coming to your page. You want to make sure any time you use spacer
 images or images that don't portray relevant information, you provide
 a space. I just come down, hit the space bar once and then it will not
 be rendered by the particular device.

 AUDIENCE: Regarding that, (inaudible) why would it not automatically
 put Ain an alt tag right away? (inaudible).

 DAVID WISEMAN: The question is, why doesn't Dreamweaver do it
 automatically already? The two best answers I have for you, one, there
 is an extension out there for Dreamweaver, I'll show it to you in a
 second, if I tried to do an insert image. If you download this
 extension, it is called the accessible image object. What it do, it
 automatically asks you if you want to put in an alt tag in the short
 description, you can add it in a long description. So right there,
 it's reminding you that hey, you want to take care of this particular
 piece, you have a visual queue that you may want to do this as well.
 That is a way to handle that for now. As far as having you do it for
 everything in the future, that's something that you can definitely put
 into the wish list, to Bob, and hopefully Bob will --.

 BOB REGAN: The only thing I would caution you is that you don't want
 automatic aelt. I like the idea of prompting a user to use an alt tag.
 You don't with a to do it automatically. Because you want it meanful.
 You wouldn't want to set every alt tag in the whole page to be a
 space. Then the whole site could turn out to be nothing. You could
 reduce all the content to the page to a big silence.

 AUDIENCE: I understand that. (inaudible).

 BOB REGAN: Feel free to write me and we will add that on the wish list
 and I think that's on my list, and I -- you're right. Absolutely.

 DAVID WISEMAN: And for now, this is one way at least you'll get
 prompted every time so you know you have to make a decision on it.
 Question back there?

 AUDIENCE: (inaudible).

 DAVID WISEMAN: There are some options that you can use. I'm sure Bob
 will be the first one to tell you, when you use find and replace, be
 careful that you know what you're doing, so you don't get the scenario
 that Bob just mentioned, where you end up killing valuable information
 because you mass produced your alt tag.

 BOB REGAN: That is definitely a good caution and at the same time it's
 good advice. I think that the comment was, the gentleman is using find
 and replace to look for places where there is a missing alt tag. I
 will do that quite a bit myself, where I'll search for the spacer.GI F
 file as the source of an image. Then I'll make sure that the alt is
 set to a specific value for that. Now, there are cautions even beyond
 that, but, find and replace under accessibility is your friend.

 DAVID WISEMAN: Anyway. So we talked about -- that is one way to deal
 with a long description. And let's say we wanted to put in more
 information for this particular piece. So the alt tag isn't something
 that is meant to be -- it's meant to be descriptive, but it's not
 meant to give you a complete idea of what is going on. It's supposed
 to be something quick. An an idea of what that image is if you took a
 quick glance at that image yourself. So what if you want to portray a
 figure with a lot of information that is crucial to your page? You
 want to be able to go into more detail for this. What are some of the
 techniques that we would use? One of them, as the gentleman over there
 mentioned, was the ability to do a long description. If I use my
 insert image object, there are two ways I can do it, I can code it in
 the code. Or if I wanted to, I could very simply go ahead and link out
 to a long description image through my actual insert image object.
 Another thing -- so that takes care of something like the long
 description. Another technique of course is creating a link to a
 detail page. So if you wanted to, right here, I could create a link to
 another page, where this information would be portrayed. One of the
 most common ways to do is this simply put a "D" -- an ID on your page,
 link out to another page, it's called detail.html. So, I can link out
 -- I have HTM. I can hardly seen my screen with that bright light. So
 a very common practice is to link out to a detail page. So when
 somebody hears the alt tag for this image and then they hear a link
 coming right afterwards, they know that through a "D" link there is
 another page with more information to be had for this particular page.
 So I'm linking it off to another page. When we get to that other page,
 it's just another detail page in my site... one called detail. I'll
 create one. I can come create a new page. And we can save this as
 "detail." Detail.htm. Now I can simply create a longer description for
 this. So I can say scuba diver is viewing the very rare brown corral
 found in the Indian ocean. Because maybe being able to look at that, I
 can tell from the visual clues that this is, in fact, a specific thing
 that pertaining tains to the article. So I know that I don't want to
 put it necessarily in the alt tag, because it's too much information.
 I want to know that they are looking at the brown corral from the
 Indian ocean. This is a lot more important if you are using a figure.
 So this isn't the best example of when you would use it. But it's a
 simple way to add further information to the particular image itself.
 Question, ma'am?

 AUDIENCE: (inaudible).

 DAVID WISEMAN: Faes kind of -- it's kind of come up as a convention.

 BOB REGAN: The only requirement under 508 or W3 standards is to
 provide a text equivalent. If you've got something that is longer than
 50 characters, you probably want to move on to a long description. And
 because the long desk attribute is not well supposed yet, the "D" link
 is a work around to help provide longer descriptions to assistive
 technologies when the more convenient long desk attribute isn't
 supported. We are on the cusp of where we want to start thinking about
 doing away with the D link. We are not quite there yet, but almost
 there.

 AUDIENCE: (inaudible).

 BOB REGAN: Yes. And I think that some of the other things you can do.
 It doesn't have to be a D. You can use the traditional metaphor of a
 caption underneath an image. Figure one, and just do that. And that
 will accomplish the same thing.

 DAVID WISEMAN: And we were talking earlier, if you are tricky, there
 are ways that you can hide it through style sheets to make it
 invisible to someone viewing your site.

 BOB REGAN: We have a lot more questions. I won't go home until all of
 your questions are answered. So please don't feel like you'll lose
 your chance to ask questions.

 DAVID WISEMAN: Let's test this. I have a really important concept that
 I want to get through. You know that we have the alt image for this
 particular image right here. And then the dynamic link takes you to
 the other page. For someone coming to the page, if the alt description
 isn't long enough, they come across the D link and it takes them out
 to this page. Once they heard what is going on for that image, they
 can browse back to the original page, much the way we could if we use
 the Web browser. It's a way to add more information on a particular
 image. So if you are trying to translate information via images you
 have to provide a text equivalent for that image. This is how you'll
 provide that accurate information that they are needing. So this is
 one of the simple ways to handle information on the site. What if you
 want to portray information from a data table. How many people here
 are using data tables on their site? (showing of hands.) Junior. Quite
 a few. It's a nice group of rules that go along with creating data
 tables. And I want to bring back home page reader and I want to open
 up a page that has data tables, so everyone can get an idea of what
 it's like if you're producing information through data tables.

 BOB REGAN: While you do that, I want to go back to your question
 earlier, which was can I use tables to lay out a page? There are two
 -- typically two uses of tables in design. One is to use to just hold
 the pictures and the layout of your page. The other is to present, you
 know he, traditional tabular data. The W3C does encourage the use of
 cascading style sheets to control the layout of your page. And there
 are a lots of example sites being built to show how layerers can be
 used to control the layout of a page. I don't think many designers are
 ready to make that leap. It's a priority 2 checkpoint within the W3C
 standard. It's not part of Section 508. And it would only be in Canada
 and the U.K. that you would be required to do that. The old days scene
 reader had a harder time with data tables than they do today. So it's
 okay, but you want to pay attention to the order in which the content
 is read.

 DAVID WISEMAN: Let's listen to a table that is conveying information
 through a screen reader.

 Computer: Position never. Skip menu. Contact. Search. Schedule, may
 through September. Asterisk, there will be two moon night trips.
 Twilight, ceiling.

 What is the initial problem right here? It's not only too farx it's
 reading through the code though. What happens when it reads through
 the code? It tells us quickly what each of the various columns are,
 May, June, July, August, September. But they be it goes down to the
 next row, it should be Friday, but what happens if we move from one
 column to the next. We don't know that, that we moved from one column
 to the next. I don't know what is being offered on Friday in May. What
 are the tours that we are offering? How will I convey that information
 to somebody who is not able to visually see the columns and rose on
 the page? There is a nice work around for the solution. If you use an
 assistive technology like IBM home page reader, there is a table mode
 that I can use. Let me get it playing again.

 Table navigation mode. Rose 3, column 2.

 DAVID WISEMAN: There is a table view mode. It tells me what kind of
 table I'm looking at. Notice if I go from Saturday in June to the next
 --.

 Computer:. (talking).

 DAVID WISEMAN: When when I move around, it tells me that I know where
 I am based on -- every time I move down a row, it tells moo I moved
 from one row. I know that I moved over from another column to now May.
 So, every time you move a row or column. It's going to actually tell
 me that I've moved somewhere. So I can follow along now with that
 piece of information. It's a very simple trick. It's going to be one
 of the first tricks I'll show you. But this only works if we are
 conveying information with -- with the pieces like May and Friday. We
 are only trying to convey information for two different columns. The
 relationship is not very complex. If we had a more complex
 relationship, like sets say a schedule for a bus or train. We are not
 going to be able to get away with this technique. So I'll show you
 another tech fek nek for more complex -- technique for more complex
 tables. We have to do coding again to get the code to work with the
 table here. So we will close this down for a second and we will lock
 that same page in Dreamweaver. And this is where coding for
 accessibility becomes a lot of fun. Especially when you have a very
 large table. There is no -- as Bob said, there is no good magic fix to
 get you up and running quickly. I'm sure Jason will be able to talk to
 you about lists and how this helps you create tables. So there are
 tools out there. But there is in fact coding that needs to be done in
 order to create this table. So how do we do this? So the first thing I
 have is I have a column right here for May. So this is the first bit
 of information that I want to portray as a column. The first one I
 want to portray is in fact the day. The first thing I need to do to
 get this to work in a table mode with my scene reader, I have to turn
 this into a header. So in the property inspector in Dreamweaver, I can
 change this into a header. Now I changed this from being a table
 attribute to a header. Have you worked with a quick time editor in
 Dreamweaver. You can simply now add in information to this header. So
 what I want to do with this now is I want to add in an attribute
 calledscopy. And then it's going to be a column. So the HTML code for
 this is isscopy equals column. COL. So what I've done now is I told
 the screen reader when it's in table mode, it will know that this is
 in fact a column, it will know. So when I move from one column to the
 next, it knows where all of the columns are. Now I have to do this for
 every single one of my columns. I'll only do a couple, just so you all
 get the idea. I want to turn into into a header. I have to come out
 here and sayscopy equals column. So I have to actually hand code in
 for every single one of my column, so that screen reader knows when it
 gets to one of the columns, where it is within the table and knows
 that it's in a particular column. The next thing I need to do here is
 I need to go ahead and get my various different rows. So I have to
 tell the screen reader that Friday is part of a row. So the same way
 that I did the actual column, now I have to change this into a header
 as well. We want to make sure I have it highlighted. I change this
 into a header. For this now I want to sayscopy equals row. -- say
 scope equals row. Now we will have it affect where by -- if I label
 all of the different rows and column, when we go through table mode
 in-home page reader, now it knows where you are in the table. So it
 allows somebody who comes to the site to have an experience that will
 allow them to know exactly where they are in the table. So the
 information in the table is now useful. It's not just information that
 is read off very quickly. So if we don't do this, it will read the way
 it read when we were in table mode in the page reader. Now that we
 have done the attributes to the rows and column, it allows them to
 know when they moved from one row to the next and column to the next
 column. It's not a hard trick. What if we have a more complex table
 with more pieces of information, is this going to work for us, just
 telling somebody what column and row they are in? No, we have to do
 another trick for this. Let me just move this down. Are you clear on
 how that works? I want to make sure you all know that before we move
 on. It seems like an easy trick for everyone, right? It's important
 that you do this, someone at least will be able to follow along with
 the data table. If I come down the page a bit, though, I have a bit of
 a more complex table here. I'm trying to convey information to you
 based on not only a day, a Friday, or maybe the day is Saturday, but
 various different groups. We have a group A and a group B that are
 leaving different tours. So this is just no longer a simple example of
 a day in a column of May. Now we are trying to convey May and Friday,
 we are trying to tell you what group they are in. Now I have to find a
 way to become more specific with the data that we are trying to
 convey. So when we are in the table mode we have to handle this
 differently. When we handle more complex tables with more elements in
 it, now we have to convert this piece, I'll highlight the piece here,
 and create it back to a header. And then come into the quick time
 editor and now for this, I'll create an ID for this. So I want to
 create an ID for this particular field. I want to say the ID equals,
 and it will equal for this particular field, day. If I could type...
 that would be very easy. Now I've created an ID for my field right
 here in the header. So there is an all ID for each and every one of
 these. Now I have to come into the may field as well, highlight this,
 give this an ID, make sure it's a header. And I want to give this an
 ID as well. So the ID here is going to be equal to May. So, we know
 that we have the various different IDs for each and every single one
 of our columns. How do we handle all of the fields? I want to put in
 an ID for all of the pieces of information, such as may, Friday, and
 group A. I need to continue on to the Friday. Select the Friday, make
 this a header, give this an ID of Friday. It will tell the screen
 reader that each of these are in the ID field. So this pertains to
 more information. So we will just call this one Friday. And I've got
 to do the same thing here for my group A. This is already a header. We
 will give this an ID equal to group A. So, that is how we handle all
 the basic fields that portray the initial pieces of information. So
 the month, the day, the different group. Now what we want to do,
 though, is how will we handle all the various individual columns. Each
 one of these columns pertains to a variety of different IDs. So I have
 to tell somebody exactly where they are in the table. So whenever we
 get to the space called medulloland birm. I want to highlight this
 area here and change this back over to a header as well. And actually,
 I don't want to change it to a header, I'm sorry. I want to go into
 the quick tag header and I want to Shay what pertains to this teld? So
 I need syntax here called header e qauchlt and here is where you'll
 tell it exactly all the different header toss read for the particular
 column. So the headers that we want to read for this are going to be
 May, space, Friday, space, group A. So what is going to happen
 whenever the speech browser gets to this particular area, it will lead
 may, Friday, group A, and then it's going to say meadow land. So I
 have to handle each of the fields and tell it what headers pertain to
 the feel. So I have to define the headers with the ID, but I have to
 define all of the header fields with what pertains to this. So these
 have to match up. And now, whenever they come through on the screen
 reader, it's going to actually read through to you every single one of
 those fields.

 BOB REGAN: It doesn't get much more complicated than that. That is
 about as complicated as accessibility can get. And I think that, you
 know, it really is a lot easier when you're using a visual tool to
 help you understand exactly how to code it.

 DAVID WISEMAN: So, is that fun? Everyone excited now, they go back to
 their desk and start adding in table attributes? The point is it may
 not be the most fun pooes piece, but it's something that is
 functional, and there is no magic piece for this particular area.
 Question, sir?

 AUDIENCE: (inaudible).

 DAVID WISEMAN: It's actually a good question. What if I want to tie
 this into ColdFusion, I want to tie this into dynamic table? Well,
 that element for the TD tag, I can put in information from my database
 that I can pull for that. This is just HTML. If you make it dynamic,
 you just make these variable. So I just need to store that information
 in the database and everybody single one of these would be a variable
 and it would work fine. So bringing it to a dynamic level would make
 it more efficient than having to code in all the information yourself.
 Question, sir?

 AUDIENCE: (inaudible).

 BOB REGAN: The access attribute is a way of grouping IDs. So, for
 example, if this case you'll notice it says access equals day. Or
 access equals month. And what that does is it provides a way of
 grouping all of the months IDs, and all of the day IDs, and then there
 is a third access in this example of group, if we look there, there
 should be access equals group. Depending on --.

 DAVID WISEMAN: Access equals tour.

 BOB REGAN: Access equals tour. So that way, we are able to collect all
 this together. That information, depending on the assistive
 technology, may or may not be available to the user. That is the
 cleanest HTML, the most thorough mark up you can provide for a set of
 table data, at least that I'd want to spend time working with. I think
 at this point we want to invite Jason tailor from UsableNet to come
 up. He will raffle something up. It's time for sugar and calf fine --
 caffeine.

 DAVID WISEMAN: You will come up in one minute, Jason. Now that we
 spent time creating the page, what is it that UsableNet helps us do in
 Dreamweaver. Now that we built a page and I want to make sure it's
 accessible, some people were saying how do I know that my page is
 access accessible before I set it up. UsableNet created something
 called the accessibility Suite. It's up there on the Macromedia
 exchange. It's completely free. It can be downloaded from the
 exchange. And actually it will become part of your product. So you see
 now we have an accessibility panel. If I want to look at this page, I
 can do an e vaul wait and fix. You'll notice right off the bat that I
 can create a variety of different reports, to report on different
 features within the accessibility piece. How many people like to write
 lots of reports? If you work for the government, I'm sure they love
 reports. What have you been doing, what is the very quick way for you
 to do reports? So one of the reports that we want to do is the 508
 report. So I want to do an evaluate and fix on the 508. If I want to,
 I can customize the report. Let's say I don't want to see everything
 about the various different images. So if I don't want to see images
 about the alt tag, I can tell it not to run that particular piece. So
 I can customize my report if I want to, using UsableNet. There are a
 lot of very nice ways that I can customize this report. Once I have it
 customized, I can easily run my report. You'll notice what it tells me
 is it will tell me some of the different pieces of information that I
 might want to look out for when I create my site. So one of the first
 things it's telling me, and I can turn this off if I wanted to, hey,
 you want to make sure that the image that you have, that the alt tag
 does in fact pertain to the actual image that you're looking at. If I
 want to take a look at my alt tag, I can double click on it and it
 actually brings me to the piece of code that it has in question. This
 piece is just a reminder to make sure that your alt tag is in fact
 useful. I can turn that feature on and off. But I have a lot of
 features that I can look through and this tells me every place that I
 failed and it tells me what I need to work on. As I fix things, the
 report should get smaut smaller and smaller, until you have no report.
 You can give your boss two reports run from the same page and then
 that shows that you did make a page that is conforming to 508. This is
 good when you're in the development environment. What happens if you
 have a page sitting there on the Web server and you are trying to
 scope out the project before you build your site? If you want to see
 how much work you have ahead of you. And Jaoon, with the UsableNet,
 they have a product that allows you to test a live site right from the
 site being live and create these reports for you, and tell you what
 work you need to do on your site. As well as the product that he will
 be raffling off, it has a lot of features that allows you to create
 accessible sites easier. So I'll invite Jason up to give away lists.
 So did you drap your card in his Bowl?

 (inaudible) just to give you an idea, has anyone ever used BOBI. It
 basically does what BOBI does but it does it in (inaudible) now,
 100,000 people downloaded this and there are more users every day. We
 (inaudible) (inaudible) (inaudible).

 So really, this is an add on to Dreamweaver and it's a new product.
 (inaudible) the other is we take your detail and then we actually run
 a user on line service, we will run it on any website you want us to
 run and then we will give you a free report on your website. There are
 details in the back. We will contact you so you can actual let get a
 report on your website. If you are --.

 Can we send them out to your site, Jaoson?

 Yes. There is a website, go to UsableNet.com and we will run a report
 on any website.

 Okay. Thank you. So we already got that. So for those of you who might
 be tuning in, if you weren't able to hear Jasos, you can run the
 report from the UsableNet.com. You can check out that website and they
 will run the report for you as well. So there is a way to get in touch
 with Jason for those of you who were not here. We will give you a
 break much check your voice mail or whatever. And then we will come
 back and talk about the most exciting thing of the day. Flash. If you
 have questions, come see us at the break. (brek.) (break.)

 Good thing I put on sun block before I came here this afternoon. No
 one thought that was funny. But they thought it was funny enough to
 make fun of me.

 Computer: Text 2. Table navigation mode.

 That is good? So, I want to pick the lucky winner of Rick. I closed my
 eye. The lucky winner is Robert Matoh. Robert, congratulations. You're
 on your way to creating more accessible websites. So if you want more
 information about this. As we said before, Jason can be found and he
 can be found at UsableNet.com. So if you have more in maigs that you
 want. Give them a contact at UsableNet. Hope if I fully we are up and
 running. But I don't see a red light. Tear tear I want to talk about
 the most exciting piece of technology now, Flash MX. I think Bob is
 going to kick it ouf and tell us about the technology.

 BOB REGAN: First of all, we want to talk about flerb Flash MX and
 accessibility issues related to Flash MX. We just released the latest
 version. One of the greatest challenges that we wanted to overcome in
 Flash, was that in the previous versionings, the content was not
 available to screen readers at all. If you came to a piece of content
 in screen reader, you heard nothing. Now, with this release of the
 Flash Player 6, we have the ability to communicate with screen
 readers, yook Microsoft active accessibility. How many of you heard on
 Microsoft active accessibility? A couple of people. One of them is an
 Macromedia employee. So what it does is it serves as a go-between from
 the Flash Player to the screen reader. So, what MSA will do or at
 least the Flash Player will do is move the content from the Flash file
 on to the MSA data tree. It works just like a database. It's up to the
 assistive technology, such as a screen reader to come from the other
 side and pick up that content. Now, as of today, in order to take
 advantage of this improvement, you need the following things. You need
 Flash Player 6. Second, you need to have window -- GW microwooin
 windowized version 4.2. This is the first screen reader to take
 advantage of this improvement. Will this be the only screen reader to
 take advantage of this improvement? No. We are working very, very hard
 to expand that support across other tools. Window eyes. It's from GW
 micro. Now, who can tell me what the most popular screen reader is?
 This is the one of one has heard of:jaws. Now, the question I've been
 waiting for, no one has asked this question. The last time David and I
 gave a seminar, somebody asked the question I think before David had
 said hi. When is jaws coming out?

 DAVID WISEMAN: No one won a T-shirt. We said the first person to ask
 that question got a T-shirt.

 BOB REGAN: Did I give you a T-shirt? Yes. You don't get a T-shirt,
 just one. Your wife wants one? Give your wife that one, you can have a
 squeeze ball. There you go. Soon, I keep thinking of that famous, one
 of the later works of that great actor, what is his name? Orson wells,
 you know, we will sell no wine before our time. Well, the software
 event there is we will release no product before its time. So, soon.
 They are working on it. They are working very hard. Very important
 that we expand support for the Flash Player. So to recap, you need the
 following. You need the Flash Player 6, window eyes 4.2. Now, that is
 only on the windows operating system. And I want to make sure I
 address that as well. Because the Mack folks are always like what
 about Macintosh?! Macintosh? The bad news there is there are 13 major
 screen readers, depend depending on who who you ask, only one is a
 Macintosh screen reader, and that only works for OS9. It doesn't work
 for OS 10. So there are not a huge number of people with disabilities
 who are working on the Macintosh side. That's where we have to put our
 first efforts is where the people with disabilities are first. But the
 issue then becomes, for people who are developing on the Macintosh,
 you're going to need to pay attention to this issue. You're probably
 going to need to find a machine somewhere that can run window eyes,
 and evaluate and test your site every so often on the PC side. Until
 there is a solution on the Macintosh. So we are working on it. As best
 we can. All of the feature, to build accessible content that are
 available on the PC side are also available on the Mack. Testing,
 however, has to be done on the PC side at this point. A couple
 questions. I see quite a few questions. Start here, we will go around
 the room.

 AUDIENCE: You said windows operating system. Is that any windows
 operating system?

 BOB REGAN: The question was: What versions of windows. 98, 2000. Me,
 and XP. I honestly don't remember -- I don't think 95 is going to
 work. And I know DOS isn't going to do it. Question in the back?

 AUDIENCE: (inaudible).

 BOB REGAN: The question is: Are there browser limitations? As a matter
 of fact, there are. You need Internet Explorer. This player, the
 player that we are working with, is the active X player, it takes
 advantage of MSA A, the only one. And that works -- the only browser
 to take advantage of MSA A, rather, is the Internet Explorer browser.
 So we are relying on that technology to communicate. But we are also
 looking at expanding support in that area as well. Question over here?

 AUDIENCE: (inaudible).

 BOB REGAN: Outspoken? And it's made by Alvero. But I really, really
 want to check that, because I probably just totally misspelled it. Oh
 questions? Okay, so what we are going to take a look at today is we
 are going to take a look at how to handle building accessible content
 within Flash MX. And what kinds of issues come up and what stroot jes
 exist for handling them. So I think that -- strategies exist for
 handling them. I think this is going to be fun. P one thing that we
 will do differently in this section from the previous, we will use
 window eyes, not the home page reader. Window eyes is an excellent
 screen reader. It's a bit different than home page reader. It's part
 of the operating system. It voices any part of the operating system
 where you are, whereas home page reader is really a browser. It will
 work only with Web Pages or with text files in note pad. So it's a
 little bit different. Those of you that are very visual people, and I
 say this as a third grade teacher, visual learner, you want to be
 aware of the fact that it can be a little disorienting. So if you find
 yourself confused or frustrated, I want you to do two things. Take
 your hand off the mouse. Don't touch the mouse. It's very important.
 Because it's not designed to work well with the mouse. And it will
 start chatting and talking, and you'll start going whoa, like when my
 daughter starts playing with the skrooes ball and the dog and it just
 seems like chaos. The other thing I want you to do is just remember,
 it's not visual. Get your compose sure back and start over. It will be
 a reminder to Dave as well as he launches into this.

 DAVID WISEMAN: Don't put more restrictions on me by saying don't use
 the mouse. The truth of the matter is stums you've got to use the
 mouse. Let me turn this O. and let's go to launch our browser.

 Computer: Loading page, load time.

 DAVID WISEMAN: I'll cheat a bit, just to get me to the right area.
 I'll open up this page.

 Computer: Loading page, button key, button government, button
 overview, button sign.

 That is pretty much reading through the content very much the same way
 we read through the content when we were working before using home
 page reader, right? What do you think the difference is here? If I
 come down here, and I right click. What does all this content using?
 Flash. The entire page here is actually Flash. So the biggest
 difference, by this entire page, it was done using Flash. So, we are
 not just reading HTML anymore, this is exciting. Before, if you tried
 to do this, all of the information would be a big blank. Nothing would
 be read to youment you wouldn't be able to understand what was going
 on in the page at all. But as I just proved, if you use window eyes
 with the new version of Flash MX in the Flash 6 player, we can list
 zone to the Flash information. If I tell it to keep reading... you
 notice all the buttons?

 Computer: Button government, button overview, implementation. X20 --.

 DAVID WISEMAN: You'll notice that it red the button, it also read the
 text. It's able to read the various different images that I have out
 there. So if I want to use any of the images, I can tag my images and
 I'm able to take advantage of putting in the images. This was all done
 in Flash. Like in alt tag, you are able to accomplish that similar
 functionality in Flash. I'm able to use buttons, why are they great? I
 have a nice button scheme here that looks similar to the nice Java
 script rollover buttons that people were creating. But what was the
 problem with gentleman Java script? It doesn't work well with the
 assistive technology. I can accomplish this using something like
 Flash. The other thing you'll notice is that Flash also was able to
 read through the text that we have out here on the screenment I'll
 show you how it's done. Is it impressive to anyone? Anybody use Flash.
 Let's see how easy it is to develop in Flash. Let me put him on mute.
 He likes to talk through everything. I've got to be honest, I can't
 listen to it the entire time. Let me open up Flash here. We will just
 open up the Flash browser right here. How many people here used Flash
 MX. If you came earlier this week and you got a chance to see Flash
 MX. If you haven't seen it, this will take about 10 seconds to explain
 to you. If you are the first Flash user, you'll notice when we open up
 the product, they changed the entire interface for Flash. It's
 different than it was in Flash 5. We have a whole new look and feel
 with the collapsible panels in MX, that allows you you have to an
 easier development environment. You'll notice something similar to
 what we had in a lot of the other products like Dreamweaver, we have a
 property inspector now in Flash. So if you haven't used this product
 yet, getting familiar with the new MX environment is important. So I
 just wanted to show it. Now I'll talk about creating accessible
 content in Flash. Now that we know what the environment is like, I
 want to create accessible content in Flash. There is not a lot in the
 page, it's just simply going to be an empty page with a little blue
 background here. The first thing I want to do is teach you how to
 create accessible content using Flash. How would I create accessible
 Flash text in Flash? Pretty simple. I want to make this accessible
 much the way we can with any of the other pieces in Flash. I can
 change around the way this looks so we can have this all on one line.
 This is the wrong tool I picked. But I want you to get back here. So I
 can actually come through here with my text editor here. And drag this
 up. So we have it all on one line. How do I make this accessible now?
 Anyone one have any guesses? Do I have to do anything special to my
 text? Actually, you're recall wrong. I don't have to do anything.
 Watch this. If I go ahead and publish this out. I go to the published
 settings. What I want to do is publish this out. This publishes out to
 my C drive. And I want to publish out the HTML page as well. And I
 want to go ahead and save my lists. Say okay. So if we come into the C
 drive now, I have that one top empty up here. We will turn back on
 our....

 Computer: Loading page. Load time, motor company --.

 DAVID WISEMAN: Did I have to do something special in Flash to make
 that text work? What is the first thing you noticed? Any text that you
 create in Flash is, in fact, automatically written out to your
 Microsoft active accessibility. And this can then be interpreted
 through the Flash 6 player being passed over to the screen reader
 which we are using now, which is window eyes. Question, ma'am?

 AUDIENCE: (inaudible).

 DAVID WISEMAN: It will take any type of text. Once Flash pushes out
 the text, it's text feed written out to you in Flash. I love how --
 she is excited already and we haven't shown half the staff.

 BOB REGAN: I want to add another point. The improvements here have
 been made in the player. What you're seeing here, if were done in
 Flash 4 or Flash 5, that would also be true. So in existing Flash
 content, that is very heavily text based, it's going to read fairly
 nicely? nicely.

 DAVID WISEMAN: The only thing you want to do is, to add to Bob's
 point, you want to publish it out as Flash 6, so it has a detection
 script to look for the Flash 6 player.

 BOB REGAN: Yes, that's right.

 DAVID WISEMAN: But in the environment where you have a Flash 6 player,
 if it was published out in Flash 4, it would work. But you may want to
 publish it out to check to make sure they have a Flash 6 player. Is
 that another question, sir?

 AUDIENCE: (inaudible).

 DAVID WISEMAN: It's that's a good question. What happens if this were
 something like an image. You are actually getting ahead of us. This is
 just basic text. I wanted to show I don't have to do anything to make
 text work through the new Flash 6 player, to render it out through
 assistive technology. It's impressive. If you have this and you have
 Flash 4 and 5 content on your site, they can view it with the Flash 6
 player. We will put him back on mute again so he can go back to sleep
 for a while. So what happens if we have something like a symbol? I'll
 open up my library here. In my library, one of the nice things about
 the new development environment, I can actually move my library over.
 I have this graphic lo government I created a graphical symbol here
 that I want to pull out into my development environment. So how am I
 going to handle this now to make this an accessible object? What I'm
 showing you the motor company logo. Much the same way if I had an
 image, much like here, I need a text equivalent. So I want to create a
 text equivalent to tell somebody how this is going to work. So if I
 come into my window here we actually added in a new accessibility
 panel. This accessibility panel, what we can do is add in a
 description for what that particular image is. Now I can say that this
 image is in fact, our corporate logo. But that still doesn't answer
 your question. So what I have done is I've ad pended something to a
 movie clip which is an image. But if you look in the top area right
 here, there is something called make shot objects accessible. So if I
 had text in the movie clip, if I said make the chat accessible,
 anything that was in the clip would be rendered out and made
 accessible to the player. So that's how I control whether or not
 something in the movie clip is accessible through the text. So by
 selecting that optionf there is text in here, I can make that text
 accessible. I don't have anything in here, so I don't have to worry
 about having that selection. So now I have a way to add information to
 this. Question?

 DAVID WISEMAN: How do you handle things if text is broken apart. It
 handles it as different graphic symbols. Now they become things that
 are not rendered as text anymore. Once you break apart text, it will
 not read it as just text.

 AUDIENCE: (inaudible) each letter would become its own symbol. You
 break it apart so there is no longer any reputation. It's just not
 going to read other text. But if you break it to another level, each
 letter is its own individual image, so dwre, in fact, it will be read.
 So I can add a long description to this particular piece. So, for this
 particular example, I don't want -- we will have an example later
 where we do have a long description. But let's test this now. Let me
 publish this out. Let's do a file publish. We will go back out and see
 how this works, with the artistic device. We will turn him back on
 again. Wake him up.

 Computer: Loading page, corporate logo.

 DAVID WISEMAN: It read for me the description that we put in for the
 image. Much the way as you load an alt tag, now there is a way to add
 a text alternative to the image that you have on the screen. In order
 to make this work for the image, you have to have the image as a movie
 clip, not a graphical symbol. You can only add it to a movie clip, not
 a graphical symbol. I want you all to know that, because I don't want
 you to add it as a graphical symbol and then try to figure out why it
 doesn't work. Back to sleep. I need to give it a friendly name.

 BOB REGAN: I think that one is called Matthew.

 DAVID WISEMAN: So now we have handled the first two initial piece,
 which is text and images. How do I handle something like a
 navigational scheme. What if I want to use a button? How do I handle
 the various buttons in Flash. Let me close out of this screen right
 here. Let's open up another one. If I want to, I can snap it in here.
 Move the accessibility panel over here. Let's open up this pagement
 and the one I want to open up is called NAVMP. If I look in the
 library for this page, what I have built is I have some buttons in
 here. So all these are are just simple buttons. If I opened it up by
 double clicking on it in the library, it's just a button. I didn't
 bother to create all the other states. But I haven't done anything to
 this button. It's just a plain old button created in Flash. So I just
 named the buttons whatever I wanted to name them. There is no
 specialness to these buttons whatsoever. So I want to bring these out
 on to my screen. We can just align them up a bit. And this is where
 you can see how good of a designer I can be. So we will just bring it
 up. Right here. We have two more. And we will just bring on a research
 button. I just brought the buttons to the screen. How do I go about
 making these accessible now. What do I have to do to make the buttons
 accessible? Anyone want to take a guess? Do I have to make them a
 movie clip? No. Actually. I don't. Buttons and movie clips can both be
 made accessible. I'll show you how hard it is to make a button
 accessible to a screen reader. Ready? File. Publish settings. Go
 ahead. And give it our directory name again. C:/... is anyone getting
 the fact of how hard it is to make it accessible? Publish this out.
 Say okay. Let's go back in. Turn Matthew back on. And we will call it
 Navbar. Turn Matthew back on.

 Computer: HTML. Loading page. Load time. Button viewer, button order
 sz, button research, bottom.

 DAVID WISEMAN: What did I have to do? Nothing, Flash automatically
 recognizes buttons. So if I want to, I can go back to the top... back
 to the top of my page.

 Computer: Button insider, button orders, button research.

 DAVID WISEMAN: I can even navigate my buttons one right after another
 if I want to. So if I want to handle a navigation scheme I can use the
 arrow to navigate from one button to another. I can press on a
 different button as well, if I had something built in there as the
 action, it would work as the enter key as well. I don't have to do
 anything to get the buttons to work. What Flash will do is recognize
 the text that is inside the button and read that out as part of the
 button itself. Question, ma'am?

 AUDIENCE: (inaudible).

 DAVID WISEMAN: All I'm doing is saying make this Flash movie into an
 HTML file so I can publish it. Publish the settings is something that
 you'd do for a movie. There is the development file, which is where
 I'm building the Flash. But in order for Flash to work through the
 player, you have to publish it out to an S WS file. That's a file that
 the browser can use. There is a development product. And then the
 finished product. So I was saying take the file that we built and make
 sure it's published out so we can use it for the next piece.

 BOB REGAN: The other thing that we are seeing here on the page. You
 see this yellow indicator. What this does is it gives you a visual
 queue as to where Flash is paying attention to. If you are -- if
 you're familiar with using Internet Explorer on either the Mac or PC,
 the same type of indication exists as a dotted line around the button
 or as a green underline. As you press your tab button you move between
 things on the page. This is a good tool for somebody who is not using
 a screen reader but might have a fiscal impairment that prevents them
 from using a mouse. It tracks the focus of the system so that they
 know which button will be activated when they press the enter key. So,
 another good test of the accessibility of the content is to press the
 tab and enter keys, and navigate around your page, as well as your
 Flash content using the key strokes.

 DAVID WISEMAN: We are focusing a lot on how does Flash work well with
 a screen reader. So, how is Flash able to read the content? What if
 someone could view the content but they may have a slight visual
 impairment and the font that we chose is rather small. If I right
 click on this, I can zoom in, it automatically makes the content
 bigger. It's built into the Flash Player. Since it uses a vector based
 graphics, you don't use any of the -- you don't lose any of the
 overall look of the piece. It doesn't become unreadable. Flash allows
 you to zoom in and out of your content. That is also else that is nice
 that is built in the Flash Player itself to help somebody who might
 have a visual impairment. They might not be blind but they might not
 be able to see it as well.

 AUDIENCE: (inaudible).

 DAVID WISEMAN: If you don't have text, it will read the button but it
 doesn't have any text inside to associate. So the same way we handled
 the problem with the image. I can add a description to that button if
 there is nothing inside. So if it's an image on the button, I can add
 a description the same way we added a description to our image,
 through the accessibility panel. I'll show you. Let me show you. What
 I can do is add the description. -- what I can do is add the
 description. So the question was, what happens if the button is just a
 nice picture otd screen. Most people just click on the picture. In
 that case I want to make sure I provide a description for that button,
 instead of it trying to associate text and the button. Question, sir?

 AUDIENCE: (inaudible).

 BOB REGAN: If you deselect the option, make object accessible. It will
 hide it. So, if you're, for example, a very common trick is to use an
 invisible capture key strokes. That is not conveying any content. It's
 performing an action in the background that you don't want the screen
 reader to know it's there.

 DAVID WISEMAN: So if you notice in this button right here make object
 accessible automatically will recognize it as a button, turn it off,
 you're set. It's no longer read by the MSAA. Question, sir?

 AUDIENCE: (inaudible).

 DAVID WISEMAN: We will talk about movie clips in a moment. But
 whenever you go in there, it says to make chat object accessible. So
 anything inside the movie clip can be read by the screen reader as
 well, as opposed to just reading the overall movie clip. You can say I
 don't want to caption the overall movie clip. I want you to
 individually label everything in the movie clip and that's how using
 the make chat accessible is how you do that. That will be the next
 step. Stay tuned for another 30 seconds and we will be right there.
 Any questions on buttons before I move on? This is great, your
 navigation scheme works in five minutes. A question in the back. I
 can't see that well in the back.

 AUDIENCE: (inaudible).

 DAVID WISEMAN: The question is, what happens if why you are button
 takes you through a very complex piece of action script. It doesn't
 Mary. The action script will still be rendered when you push the
 button. If you set it for when the button is pushed, whenever you hit
 enter key on top of that button, it automatically trips off the
 actions. No matter what, the action script will still be carried out.

 AUDIENCE: (inaudible).

 DAVID WISEMAN: The question is, will it automatically recognize? And
 what happens is, you are furthering yourself along the time line. You
 are moving to a different place in time and in that different place in
 time the menu is showing up. So much the way the Flash Player goes
 sequentially, you'll not lose that data because you'll go to another
 place in time. So yes, it knows that there are buttons there. If you
 put on one button and that triggers off ten more buttons for you, it
 automatically moves to that place in time and at that place in time
 the screen reader will read all those bits of information. It's not a
 problem at all. It's all time based much.

 Could you repeat the question please?

 BOB REGAN: I want to add a couple things here. First of all, I want to
 point out that within button, within the auto labeling of button, it
 only reads one piece of text and it will only read text from the
 upstate. It won't read from the over state. So if you want to use
 rollover effects within buttons, it's better to use the show and hide
 properties, the visibility properties in an action script. The other
 thing I want to point out is that all of these properties that we are
 setting here can be set using action script as well. So, if you're
 creating, you know movie clips on the fly, you're also able to assign
 these properties on the fly at the same time. So, I think that is
 something that we get from a lot of professional developers, that we
 want to make sure that everyone understands. Wise so did we handle
 everyone's questions in regard to buttons before we move on?
 Excellent. Let's talk about buttons. Now let's talk about the overall
 movie clip how to make it more accessible. I'll close this down as
 well. We will open up another movie. And this movie right here is
 going to be a bit more complex. We actually have an animation that we
 are going to go through in this movie. So the first thing you'll
 notice is on my screen we have some text we want to read through. So,
 automatically, you know that Flash is going to read that text. Because
 it's able to comprehend the text. But inside of our movie here, if I
 displayed this for you. So everyone gets an idea. We have a movie, it
 has a diagram. And in that diagram it goes through a little visual
 representation of what happens inside the new car that we have, the DX
 20026789 it shows you what happens and how power is distributed. How
 do I convey information from that movie to somebody who is not able to
 see the movie. Any suggestions from anyone? Well, it's a visual movie.
 There is not a lot of information, there is no data being said in the
 text within this movie. The easiest way I can do it is go into the
 accessibility panel and I can add a caption that talks about what is
 inside that movie. So first I want to give it a name. I want to say
 that this is the DX2002 instructional movie. And then I can give a
 full description to talk about everything that we're seeing in that
 movie. So that way the information, since someone is not able to see
 it, still gets conveyed to the end-user. What I want to do is give it
 a description. I want to say power, back a cell is passed from the
 front wheels -- I'm just going on the fly here, to the battery. As you
 can tell, I'm not a mechanic. Then, the car zooms along. Anyone want
 to hire me to work on their car? Bob said I could work on his, it's
 sitting out front, right?

 BOB REGAN: That would not be wise. Wise wise what I have done is I've
 gone ahead and told it that this is the information being encapsulated
 in the movie. There is no other valuable information in that movie, I
 don't want to make it acceptable. I want to make sure I don't make
 anything in there accessible. That way they won't see the button and
 play it. So I want to tell them not to make the chat object accessible
 in this case. So what we have done is we have published in this movie
 and I can sit here and pully publish it out and Bob tells me he wants
 me to use the shortcut in publish.

 BOB REGAN: Sorry about that.

 DAVID WISEMAN: I don't have it aimed to the right directory, so I'll
 have to override the decisionment I don't have it pointed to the right
 directory.... So, I'll just go ahead and tell it to go to my C drive.
 We say okay. So, what we want to do now is open up the animation and
 see how it turned out.

 Computer: Demonstration time has expired. Your demonstration time has
 exspird.

 DAVID WISEMAN: So it expired while we were working today.

 Computer: Your demonstration time has expired. (laughter.)

 DAVID WISEMAN: How funny is that? All right. (applause.) We will just
 move right on from there. And I'll talk for a bit while David restarts
 his computer so his demonstration will start working again and we will
 talk about the full version that he needs to install right after we
 are done.

 BOB REGAN: So, the -- a couple things that we want to make sure that
 people understand at this point, and thinking about the last example,
 and working with movie clips. You really do want to be very very
 thoughtful about how the content is going to be read in a screen
 reader. It's very similar to the issues we were raising earlier on alt
 text and long description, but now it's even more complicated, because
 we want -- we have the ability to provide a text equivalent for a
 collection of objectsment and we want to be thinking about, you know,
 well, what about this collection of objects is important? The example
 I like to give is if we were to do an animation of the solar system.
 You probably would not want to provide text equivalents for Mars,
 earth, venous, what is important is the visual relationships of the
 planets moving ard the sun. So we want to have the names in the text
 description, but in a way that describes it. One of the other things
 that we want to point to is the fact -- is how the player communicates
 with the screen reader. In a screen reader, you have one point of
 focus. One point where something is interesting. There is a researcher
 at the University of Wisconsin, he refers to that as the Soda straw
 approach. When you're hearing a page, you can hear one piece and you
 can't get any of the other information around it. It's as if you're
 reading a page through a soda straw. Now, with Flash, we might have
 another oh and other rich media, we might have five, six, ten, or in a
 poorly designed piece of content, 100 or 150 points of visual
 interest. And one of the biggest challenges is how to funnel all of
 that information in through that soda straw. So, what happens is as
 Flash content is updated, the Flash Player sends a signal to the
 screen reader, hey, there is an update. And in window eyes, the
 skrooern reader will then return to the top of the page and start
 reading it again so it will get that update. Now, for button and other
 item, that is appropriate. That's what we would expect visually that
 it would return to the top of the page. But we have to be aware of
 motion, anything that is changing or without some sort of user defined
 interaction, that will cause the same type of refresh. It's not a true
 refresh in that it doesn't go to the cache, but that the screen reader
 will return to the top of the page. One of the examples I like to give
 there is my daughter's favorite Web Page, my two year old. Sesame
 Street. Someone else, another child oriented website, with fairy dust
 circulating in the corner in Flash. Well, what that is doing is
 constantly sending a signal to the screen reader, I've updated. And so
 the screen reader will go a couple lines down and then back up to the
 top. We want to be aware of situations like that. It's easy to handle
 that. We either make it inaccessible if it's providing no content and
 say make object accessible and turn that off, or we provide a text
 equivalent for it, such as in the case of the movie. Where the screen
 reader would read the text equivalent as opposed to, you know, could
 stantly be sent this refresh signal by the movie add that is running.
 So, we want to be more thoughtful about our use of text queueness this
 content. I managed to use exactly the right amount of time for David
 to restart. And we have a question here. I'll take that.

 AUDIENCE: (inaudible).

 BOB REGAN: What it actually does is it looks for MSAA. Because it has
 no idea what is on the other side of MSAA. It looks for that, and you
 can actual 000the question easterly easterlyier Dabout detection for
 screen readers. It's look for that MSA! MSAAinformation and it pushes
 it out to the MSAAdata tree.

 AUDIENCE: (inaudible).

 BOB REGAN: I want to make sure I understand your question.

 AUDIENCE: (inaudible).

 BOB REGAN: Okay. So, the question is: Can you call a sound file to be
 read which might be more soothing or pleasant than the screen reader
 voice?

 BOB REGAN: Something like for national gee graphics (inaudible).

 BOB REGAN: Okay. So the example there is, you know, in cases like the
 national Geographic or Leonard Nemoy he does a show where the voice
 matters. It's significant to the presentation. The answer to that is
 sure. Yes. That -- the general -- that general practice is referred to
 creating something that is self voicing. And you would probably then
 -- you would end up creating issues around captioning that we would
 want to pay attention to, which by the way we need to talk about.

 DAVID WISEMAN: Yes.

 BOB REGAN: But, you need to make sure that you're paying attention to
 both issues, that if you do create a sound file and don't leave it as
 a piece of text to be read by the screen reader, then you have clear
 instructions to the user how to activate that sound file, that it's
 going to be intuitive to make sure that, you know, there is a button
 to play or there is a button that makes it obvious that by activating
 it a lot of important content will come their way. And at the same
 time, you want to make sure that for people with hearing impairments,
 they ever the same way of accessing the same content as well.

 DAVID WISEMAN: Let's play this file here.

 Kpruter: Loading page. Load time.

 DAVID WISEMAN: It's going to read all of the text for you. As I said
 earlier.

 Computer: And the battle re, power moves from the engine to the
 wheels. And the car continues to accelerate. Additional power goes
 from the battery to the wheels. Upon deceleration, the electric energy
 generated by the wheels.... To view how it work, click the play
 button. Power is passed from the front wheels to the battery. And then
 the car zooms along. Bottom.

 DAVID WISEMAN: I simplooe plea gave an alternative piece of text for
 the movie that someone would be viewing. So very easily, I was able to
 change information that wasn't accessible to an individual who may
 come through with a screen reader and make it so that they are able to
 get information out of the movie itself. So, in a simple animation or
 movie clip, I'm able to provide the alternative text for that movie
 clip, which makes that more accessible to the end-user. One of the
 other things I think this is the best time to talk about the whole
 subtitles.

 BOB REGAN: This is some of the features that we were talking about for
 making it more accessible using Flash. What happens if you wanted to
 use Flash to create subtitles for you. Let's say the impairment is no
 longer somebody who want see the page but somebody who might have an
 audio impairment. Instead of listening to what is going on in the page
 they might want to see what is going on, so you might have a video or
 audio track that plays and it has important information. How do you
 handle that information for somebody who is not able to listen to what
 is going on. Flash does a good job of this. Through one of the very
 popular subtitling products, cam mag pie the national center for
 accessible media, has a product called mag pie. And it allows you to
 export a video as well as an XNLfile. Or you can export a video with
 subtitles. But if you want to come to the site and don't want
 subtitles. You can export a video and XML file. Flash can pars XML. So
 you can take that XML, load it in as dynamic text, have a button that
 says for subtitles, click on that button. And quickly you create ad
 subtitle for your movie as well. So you can use that product to export
 the XML and have Flash pars through the XML to provide the subtitles
 for the end-user. It's a nice way to work with screen capture software
 as well. Sorry -- sorry. For captioning software as well and that's
 how that relates to Flash. That is the main stuff that we wanted to
 show in Flash today. Bob, do you wanted to open up the question and
 answer session now?

 BOB REGAN: Does anyone have any questions regarding Flash, to get this
 started off?

 AUDIENCE: (inaudible).

 BOB REGAN: The question was are the accessibility properties available
 in Flash 5? They don't exist at all in Flash 5. That object doesn't
 exist within Flash 5. So it's only within Flash MX, that you are able
 to optimize for accessibility in this way. Other questions?

 AUDIENCE: Detecting Flash, what is the best way to handle Flash
 (inaudible).

 How do you detect a Flash Player. And I think where the limitation
 lies in Java script is the fact that gentleman have a script is not
 able to be spoken out. It doesn't mean that you can't use it to detect
 whether or not has a Flash Player. So to defect for the Flash 6
 player, you can use the regular detection scripts that are available
 to you. The reader script is fine. People portray valuable information
 like rollovers as valuable information. And not all scene readers can
 detect those. But for detecting for a player, it shouldn't be a
 problem.

 I never tried that particular object with the screen reader. I would
 check and try it out. And I think that, you know, you don't -- screen
 readers, by the way, are expensive. But, if you get -- as you may have
 seen today. You can get free versions that time out after a certain
 period of time. And they force a restart. And then you can keep doing
 it. For testing purposes, that is okay. If you're going to be using a
 screen reader quite a bit for test, you probably want to invest in
 buying the full version of the software. But I would test with, you
 know, any time you're using a new technology and you're using it a
 lot, I would test it with a screen reader. Question in the back?

 AUDIENCE: (inaudible).

 The question was about preloaders, if prelowereds are going to be
 read. And yes, they will be read just like anything else. The thing
 that typically preloaders show some sort of progress bar. Some sort of
 indication of progress. And as such, never stop changing. And so I
 don't think that they would be very accessible. I think what you would
 probably hear in a screen reader in that instance would be loading
 page. Load done. Loading page, load done. And what that is saying is
 I've loaded the current state, there is a change. Loading page, loaded
 the current state, load done. There is a change. And so it would
 continually do that until the preloader is finished.

 AUDIENCE: (inaudible).

 The question is: Would it be wise to just make that whole section
 inaccessible. I would probably just make the loading indicator,
 whatever is moving, inaccessible. And then the word "loading" which
 typically appearness these cases would then be read and that would be
 the clear indication that there is more to come.

 AUDIENCE: (inaudible).

 DAVID WISEMAN: The question is, can you control the speed of the
 speech browser or the assistive technology? And the answer is yes. I
 just chose that speed because it's more similar to what somebody might
 experience. You can definitely play around with the speed and change
 the number of words per minute.

 AUDIENCE: (inaudible).

 BOB REGAN: Absolutely. The question was. Are there other languages
 available other than English?

 DAVID WISEMAN: Yes.

 BOB REGAN: There are skrooern readers available in most languages. I
 don't want to say all, but certainly, you know, certainly most
 languages I've encountered, you're going to find screen readers for.

 IBM home page reader installs about 12 languages for you.

 When you install home page reader, you'll get the 12 languages. And
 when you are not using those languages, you can feel free to uninstall
 them.

 Yes, ma'am?

 AUDIENCE: Is there a good (inaudible).

 Don't do that. Don't do that. You know, in general, you don't want to
 do -- the idea is you don't want to do something different in terms of
 the language or really encoding than for one -- for someone with a
 disability as opposed to not. I think especially in terms of grammar.
 In terms of grammar, a lot of people are tempted to try and write
 something differently so it will sound better in a screen reader. That
 is highly discouraged. Because screen readers are really powerful
 pieces of software. They are getting more powerful all the time. There
 is a lots of ability of screen readers to be customized to do things
 differently, depending on how the person wants it. I think a good
 example is spelling out words as opposed to using -- spelling out
 numbers as opposed to using numerals. In terms of understanding how
 the different versions of screen readers are going to interact with
 Flash content, for example, you know, what is -- at this point, the
 table is going to be a single row. Window eyes, version 4.2, and you
 know going forward we will see more and more added on there. To date,
 I don't know that there is a table like that for HTML and how they
 handle, for example the long description attribute. Which screen
 readers handle it, which don't? But, in situations like this, it's
 always nice to say to a group like this: Boy, that would be a really
 interesting piece of content to share with the community. So, anyone
 who wants to go out and develop that, I would welcome it and publish
 it on my site. And then for those watching in the webcast, I'm sure
 I'm going to get an e-mail from somebody in the next day or two that
 is going to say it exists, and here it is. Other questions?

 AUDIENCE: (inaudible) what are the ethical, legal implications for
 (inaudible) for accessible content?

 The question was, what are the ethical/legal implications of creating
 a parallel or text only site? This is a very common practice for
 accessible. And it was done initially, I think, more for people with
 slower connections. The problem with text only versions or parallel
 versions of sites is that they are generally lame. I mean, they're not
 as well updated. They don't contain all the same information. They
 don't go as deep as the regular site. Going back to the University of
 Wisconsin example, the text version was only 2 or 3 levels deep and it
 was ludicrously out of date. You'd have stories from 6 months earlier
 that were listed as the main story of the week. I think that is very
 very common. And I don't think there is a problem with having it as
 long as you can solve that problem. One of the ways of accomplishing
 that is to use a dynamic site. As long as you're delivering the same
 content, and just in separate, different wrappers, whether -- if
 you're delivering a text only version of the code site or even the
 Trio site and you're taking all of the alt text that you've got coded
 in your database and you are delivering those as the text where the
 image used to be, well that's fine. I think that it's a bit more work
 for the developer, because you have to maintain two sets of templates.
 But, you're not maintaining two entire sites. So it's certainly a lot
 easier than maintaining a text only version. In terms of the legal
 requirements, you're actually, in cases where things cannot be made
 accessible, you're provided to provide a text only version, both under
 W3 and 508. So, it's tricky. I think that, you know, wherever
 possible, one accessible verg is best. When that is not possible, then
 think about two. But if you have to do two versions, try to create
 mechanisms by which you are really 100 percent sure, assume you're
 going to be hit by a bus. That is the technology thing. Assume you
 won't be in your job tomorrow, create a mechanism by which the person
 who replaces will have to remain the same levels of accessible. No
 matter what the budget constraints are that are put on them. A
 question way in the back?

 AUDIENCE: (inaudible).

 Could you say the last part one more time?

 Okay. So the question is: They use include files quite a bit. What
 about that? If I'm not mistaken, if you're using include files, you're
 just what is delivered to the client side is, it depends on what is
 delivered to the client. That is what is going to be read by the
 screen reader. So, if the contents of those include files are
 accessible, that should in general, you know make for an accessible
 page. But, that is the trick is making sure that what is in there is
 accessible. Okay. Back over here?

 AUDIENCE: (inaudible) do you control the (inaudible) and do you
 (inaudible) (inaudible).

 The voice controls for speed and gender are actually controlled by the
 assistive technology itself. Each different one, like window eyes has
 a different key stroke to change the style or voice or speed. The key
 configuration within the actual screen reader itself that allows you
 to change the voice as well as change the speed. It's done within the
 screen reader. It doesn't have anything to do with Flash.

 BOB REGAN: In window eyes, it's controlled by insert up and down
 arrow. And the voices are changed within the preferences settings of
 window eyes. You have no control over the speed or the voice that is
 used, that is entirely under the control of the end-user through the
 screen reader itself.

 Basically, Flash is writing out to the operating system, with the
 MSAA. With the aksive accessibility. It puts that information out
 there and the screen reader brings in that information and processes
 the information.

 Let's do two more and then we will -- we have two more apples?

 A few questions, and then we will end the webcast and then we will do
 the raffles after that.

 AUDIENCE: Is there a way to take (inaudible).

 Are there ways of doing text equivalents every audio events within a
 Flash movie?

 Like youed car and the engine (inaudible).

 Okay. So, if the car is Revving or something like that, and you wanted
 to have some text equivalent for that. The answer is almost trivial.
 There are a couple ways. I would, either, A, put text on the screen so
 that whenever the play button is hit that activates the sound, it
 would also launch like a Vrooom. And you'd see the word come up there.
 Or, you know, you could use a fancier captioning tool that would
 separate it out and, you know, load the XML file. In the case of
 really short examples, you probably just want to use static text on
 the stage.

 AUDIENCE: (inaudible).

 DAVID WISEMAN: There is an easy way. You can go ahead and put in a
 button. I can make an invisible button that says captions, it won't be
 invisible. Hit the caption button and that can trigger off a variety
 of action scripts throughout the movie. And you click that on and then
 they get the text equivalence. You just write it into a button that
 says caption and then you can hide it on the screen and have it out of
 the way for everybody else. Let's have the last question.

 AUDIENCE: (inaudible) how would you do the sounds?

 The question was: If you have a sound channel to your movie, how does
 it handle the fact that there is sound going on and text being read at
 the same time? A couple of issues there. First of all, captioning is
 always a good way to handle that kind of thing. Second, I think that
 what is tough is that, you know, on my computer at least, I only have
 a single channel on my sound card. And so when I come -- when I'm
 using my screen reared and I come to a site that has sound, I have no
 idea, because the screen reader is in charge. It takes control of that
 sound card. In cases where you've got a multi-channel sound card,
 which is most like desktop machines have this. I think you probably
 want to be thoughtful about that fact. If somebody has to hear really,
 really loud punk music while they are on your site and there is text
 that might need to be read at the same time. That is going to make for
 a very poor user experience. A volume control, an off button,
 something like that, which allows the person to say you know I can't
 deal with, you know the six Pistols at the same time as I'm dealing
 with the history of Britain in the '70s. You have to just think about
 those types of things.

 DAVID WISEMAN: Let's go ahead now and say good-bye to those who joined
 on the Web cast. What we will do now is actually have raffles for
 those of you who are here. And Bob said he would stay here all night
 if he has to, answering questions later.