Training: Describing Images

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Training Describing Images

• Description-Enhanced Assessments for
• Students with Visual and Print Disabilities
• Bryan Gould
• WGBH National Center for Accessible Media

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DESCRIPTION-ENHANCED ASSESSMENTS FOR STUDENTS
WITH VISUAL AND PRINT DISABILITIES

• Overview The Utah, Colorado, and Kansas state
  education agencies are working together to
  examine the use of description as an
  accommodation for students with visual and print
  disabilities in order to provide access to visual
  and complex images within state assessments.

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DESCRIPTION-ENHANCED ASSESSMENTS FOR STUDENTS
WITH VISUAL AND PRINT DISABILITIES

• Image Description has the potential to
• control standardized test administration
• increase independent access to visual content
• reduce costs in test construction

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DESCRIPTION-ENHANCED ASSESSMENTS FOR STUDENTS
WITH VISUAL AND PRINT DISABILITIES

• The Problem Image description is not an
  approved accommodation for use in any state
  assessments in any state.

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DESCRIPTION-ENHANCED ASSESSMENTS FOR STUDENTS
WITH VISUAL AND PRINT DISABILITIES

• The Solution
• Train teachers in research-based descriptive
  practices
• Test descriptions using retired test items from
  the Utah Performance Assessment System
• Conduct two rounds of assessment with 450
  students to measure comprehension and evaluate
  efficiency, clarity, and comprehension
• Produce guidelines for best practices in
  description of test items for national
  dissemination
• Results will provide DATA that will show whether
  image description can be considered a viable
  accommodation

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DESCRIPTION-ENHANCED ASSESSMENTS FOR STUDENTS
WITH VISUAL AND PRINT DISABILITIES

• Project partners
• Utah, Colorado, and Kansas state education
  agencies
• WGBH National Center for Accessible Media
• The National Center on Severe and Sensory
  Disabilities
• Panel of national advisors

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WE NEED YOUR HELP!

• Please Contact Kay or Silvia at The National
  Center on Severe and Sensory Disabilities at the
  University of Northern Colorado.
• Kay.Ferrell_at_unco.edu
• Silvia.Correa-Torres_at_unco.edu

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The Caption Center (est. 1972)
IF YOU HOLD THE BIRD LIKE THIS, IT CANT FLY OUT
OF THE KITCHEN.
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Descriptive Video Service (est. 1990)
Narration On this farm, cows enjoy their
favorite foods. Description A cow chews on a
mouthful of straw. Narration Now, lets see
how a cows digestive system works.
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NCAM (est. 1993)

• Research and Development
• supports national policy decisions
• develops technical solutions
• conducts research
• promotes advocacy via outreach

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Recorded Audio
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HTML
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How to Write Descriptions

• Detailed knowledge of the subject matter
• Good writing skills and an excellent command of
  the vocabulary associated with the subject
• Adequate access to reference and support
  materials to ensure that the descriptions are as
  clear and accurate as possible
• Descriptions should be reviewed for accuracy by
  someone other than the original writer
• Consider Context
• Why is the image there?
• Who is the intended audience?
• If there is no description what will the viewer
  miss?

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• Description carries both an obligation and a
  responsibility to present information factually,
  without opinion or prejudice, in a manner that
  facilitates understanding.
• - Kay Ferrell
• What the describer selects for description, the
  manner it is described in, and how it is
  positioned in the modified text is final.
• - Phil Piety

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• Describing for Children
• Learning and Experience

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Describing for Children

• Description for children is fundamentally
  different than description for adults.
• With adults, one can assume a certain level of
  exposure, whether it originates in literature or
  in other cultural experiences.
• The same cannot be said for children with vision
  loss, whose experiences are limited by the visual
  impairment and time itself.

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Information Gathering

• Children with visual impairment generally gather
  information ways that are different than sighted
  children
• Inconsistent (things do not always make noise or
  produce an odor)
• Fragmented (comes in bits and pieces)
• Passive (not under the childs control)

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Learning Principles

• Children with visual impairment generally share
  the following learning principles
• Parts to Wholes
• Deliberate vs. Incidental
• Limited Opportunities for Imitation and Practice

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Parts to Wholes

• A blind child can only touch an area as large as
  his or her hand at any one point in time, and
  then must put together those multiple tactile
  experiences to get a sense of the whole object.

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Its a bit like putting together a puzzle
without knowing what the end product looks like.
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Deliberate vs. Incidental

• Children with visual impairment usually will not
  benefit from incidental learning.

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Home Plate
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Imitation and Practice
Children often learn skills by watching others
perform them, trying it themselves, and
practicing the behavior repeatedly until they
obtain the desired result.
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Description as Education

• These different learning styles and ways of
  gathering information, affect how children with
  vision loss form concepts and categorize those
  concepts for later use.

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Description as Education

• It is particularly important that description
  provides the bridge between what the child
  experiences incidentally, and what the typical
  child experiences with vision.

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Description as Education

• For example, descriptions can make concepts
  easier to learn by presenting them deductively,
  from the general to the specific. In effect, the
  describer provides the structure that serves as
  an organizer for learning.

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Description as Education

• Think about description from the point of view of
  the child with vision loss. What seems obvious to
  a sighted child may be totally obscured to a
  child with vision loss.

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Describing for Younger Children

• Young children generally have short attention
  spans and may find it difficult to listen to and
  absorb large amounts of verbal information (RNIB,
  2006).

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Describing for Younger Children

• Short sentences
• Vocabulary that is age appropriate
• Keep it focused on action and emotion
• Few details
• Emphasize the tactile

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A tennis ball is the size of an apple and covered
with fuzz.
The machine is as big as a refrigerator.
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Word Choice

• Pants
• Slacks
• Trousers
• Capris
• Jeans
• Cargos
• Sweats
• Corduroys
• Khakis

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Describing for Older Children Adults

• Two people with the exact same visual diagnosis,
  age, and vision loss may have entirely different
  experiences in terms of concept development one
  cannot be sure that everyone has had the same
  experience.

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Describing for Older Children Adults

• Description writers have no control over who is
  listening to the description, and they need to
  prepare for multiple levels of understanding.

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Describing for Older Children Adults

• Assume more experience with visual elements,
  however, the audience is still varied
• Longer sentences
• Focus on tactile, color, placement of objects
• Add social concerns
• Add more parts to wholes
• Keep it focused
• Vocabulary that is age appropriate

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Details Help

• "A boy holds a fish in one hand and a bucket of
  fish in the other.
• An approximation can add useful detail.
• Great Day of Fishing "A boy holds a fish in one
  hand and a bucket of about twelve fish in the
  other.
• Not a Great Day "A boy holds a fish in one hand
  and a bucket of 3 or 4 fish in the other."

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Cutting to the Chase

• Old vs A man about 80 years old, with a bent
  spine and white hair
• Helpful An old man walks barefoot on a dirt
  road, straining to carry a heavy load of hay.
• Ok "An old man and old woman smile as they stand
  in front of a garden.
• Even Better "Grandpa and Grandma smile as they
  stand in front of a garden. (if Grandpa
  Grandma have already been introduced)

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How to Write Descriptions

• Detailed knowledge of the subject matter
• Good writing skills and an excellent command of
  the vocabulary associated with the subject
• Adequate access to reference and support
  materials to ensure that the descriptions are as
  clear and accurate as possible
• Descriptions should be reviewed for accuracy by
  someone other than the original writer
• Consider Context
• Why is the image there?
• Who is the intended audience?
• If there is no description what will the viewer
  miss?

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Easy Medium Difficult

• Easy images include anything that can easily be
  described within a minute or two by a trained
  describer.
• Medium images take more effort and usually
  require more description than a sentence or two.
• Difficult images require the describer to stop to
  consider how to best describe this image and
  often require the describer to create a data
  table or nested list.

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Easy
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Medium Difficult

• 1. Any graphic/diagram that may have begun as a
  data table. These include line graphs, pie
  charts, bar charts, scatter plots, and data
  tables themselves
• 2. Diagrams that integrate data within the image.
  These includes maps, Venn diagrams and complex
  diagrams like the carbon cycle
• 3. Flow charts, concept/idea webs and choice
  trees
• 4. Complex math equations and geometry

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STEM Description Guidelines

• Four years of NSF-funded research produced
  guidelines for making STEM images accessible.
• STEM Science, Technology, Engineering and Math

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STEM Description Guidelines

• Discovered significant differences between
  descriptions provided and what blind/VI readers
  required and desired.
• New description methods were developed, tested
  and shown to be more effective and efficient that
  previous description methods.
• Training in new description methods given to over
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• organizations
• K-12 teachers and professionals, colleges and
  universities, text book publishers, assistive
  technology companies
• Alternative Media Producers Bookshare, RFBD,
  American Printing House for the Blind, American
  Foundation for the Blind
• Hundreds of publications, books, websites, etc.,
  now employ these guidelines for image description.

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Brevity

• The most frequent recommendation from
  respondents was for more brevity in description.
• It takes people with visual impairments more
  time to read books and articles than people
  without visual impairments and the process should
  not be further slowed down by unnecessarily long
  image descriptions.

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Brevity

• PREVIOUS Descriptive Practice
• The figure is a Venn diagram and shows 2
  intersecting circles inside a large rectangle.
  The circles do not touch the rectangle. The
  circle on the left is labeled Africa and the
  number 93 is under Africa and above the circle.
  The circle on the right is labeled Asia and the
  number 155 is under Asia and above the circle.
  The intersection of the 2 circles is shaded and
  has the number 70 in the shaded region.
• PREFERRED Descriptive Practice
• The Venn diagram shows 2 intersecting circles,
  one labeled Africa 93 and the other labeled Asia
  155. The area of intersection is labeled 70

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Data

• Description should focus on the data and not
  extraneous visual elements.
• Elaborately illustrated diagrams often contain
  key data that can be made accessible by
  presenting the data separate from description of
  the overall image.

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PREVIOUS Description emphasizes visual
Carbon Cycle In a diagram titled "Carbon Cycle,"
numbers and arrows illustrate the movement of
carbon through Earth's atmosphere, land, ocean,
and interior. Black numbers indicate amounts of
stored carbon. Purple numbers and arrows indicate
annual fluctuations of carbon. Amounts are
measured in GtC - giga tons of carbon. Colorful
pictures depict a sunny landscape with elements
of the carbon cycle. Four long arrows encircle
the landscape, representing the cycling of
carbon. Carbon is stored in many places 750 GtC
in the atmosphere 610 GtC in vegetation 4,000
GtC in fossil fuels and cement production 1,580
GtC in soils 3 GtC underwater in marine biota
less than 700 GtC in dissolved organic carbon
underwater 150 GtC in soil sediments beneath the
water 38,100 GtC in the deep ocean and 1,020 in
the surface ocean. On land, many factors cause
annual fluctuations of carbon in the atmosphere.
An arrow points away from a factory's smoky
chimneys, illustrating how fossil fuels and
cement production release 5.5 GtC into the
atmosphere. On the other side of a river, an
arrow points to a grove of pine trees,
illustrating the trees absorption of 0.5 GtC from
the atmosphere. Across the hilly landscape, cows
graze near a tractor plowing a field. Nearby,
arrows point to and from another grove of trees
one arrow rises from the trees and another points
to it, illustrating an exchange of carbon 121.3
GtC is absorbed by the trees and 60 GtC is
released into the atmosphere. A fire burns beside
several fallen trees, depicting deforestation. An
arrow rises from the fire, showing how
deforestation releases 1.6 GtC into the
atmosphere. Another arrow points away from a
layer of brown soil beneath the trees,
illustrating how soils release 1,580 GtC into the
atmosphere. In the ocean, depicted as a deep
blue pool, many factors cause annual fluctuations
of carbon. One arrow rises from the surface ocean
and another points to it, illustrating an
exchange of carbon the atmosphere absorbs 90 GtC
from the surface ocean and releases back 92 GtC.
Another pair of arrows shows how the surface
ocean exchanges carbon with marine biota marine
biota absorb 50 GtC from the surface ocean and
release back 40 GtC. In addition, the surface
ocean exchanges carbon with the deep ocean the
deep ocean absorbs 91.6 GtC and releases back 100
GtC. Other annual fluctuations occur without
exchanges an arrow points from marine biota to
dissolved organic carbon in the ocean,
illustrating a release of 6 GtC. The direction of
another arrow shows how dissolved organic carbon
releases 6 GtC to the deep ocean. An arrow points
from the deep ocean to the layer of brown
sediments beneath it, illustrating how the deep
ocean releases 0.2 GtC to the sediments.
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PREFERRED Description emphasizes data
The diagram is titled "Carbon Cycle." Colorful
pictures depict farms, forests, rivers, oceans
and industry. Four arrows encircle the diagram,
representing the cycling of carbon. Smaller
arrows illustrate Storage of Carbon and Fluxes in
Carbon through Earth's atmosphere, oceans and
land. Amounts are measured in G t C - gigatons of
carbon. Carbon Storage and Annual Fluxes in
Carbon are depicted in the following tables.
Flux G t C
Atmosphere to Vegetation 121.3
Vegetation to Atmosphere 60
Soils to Atmosphere 60
Forest Fires to Atmosphere 1.6
Atmosphere to Evergreen Forest .5
Fossil Fuels and Cement Production to Atmosphere 5.5
Surface Ocean to Atmosphere 90
Atmosphere to Surface Ocean 92
Surface Ocean to Marine Biota 50
Marine Biota to Surface Ocean 40
Storage Area GtC
Atmosphere 750
Vegetation 610
Fossil Fuels and Cement Production 4,000
Soils 1,580
Surface Ocean 1,020
Deep Ocean 38,100
Marine Biota 3
Underwater Dissolved Organic Carbon less than 700
Ocean Sediments 150
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Clarity

• If the reader needs to listen to a description
  several times because it is poorly written or is
  presented in a confusing manner, then it is not
  accessible.

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Clarity
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Drill-Down Organization

• Drill-Down brief summary followed by extended
  description and/or specific data.
• Drill-Down organization allows the reader to
  either continue reading for more information or
  stop when they have read all they want.

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Drill-Down

• The figure is a pie chart.
• Title Figure 5-2. Distribution of injury deaths
  by intent United States, 2003-2004.
• Unintentional 67
• Suicide 19
• Homicide 11
• Undetermined 3
• Legal intervention or operations of war less than
  1

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Tables

• Tables, charts and graphs should be presented as
  tables, not as narrative description.
• Proper coding (captions, table headers, and
  table data) provide better access to tables than
  narrative description.
• Brief summaries or overviews of the charts
  should be presented before the tables.

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Tables
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Processes

• Processes that are presented visually can be
  converted into nested lists with good results.
• Flow Charts
• Diagrams
• Illustrated Chemical Reactions
• And More!

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PREVIOUS The figure is a flowchart. Three lines
used in the chart represent various transitions.
Solid black lines represent Expected transitions,
dotted grey lines represent Nonproblematic
unexpected transitions, and dashed black lines
represent Problematic unexpected transitions.
This description will describe the linear flow of
the chart without describing its layout. Forming
the goal Forming the goal has one Expected
transition to Forming the intention. Forming the
intention has one expected transition to
Specifying the action. Specifying the action has
one expected transition to Executing the
action. Executing the action one Expected
transition to Perceiving the system state.
Executing the action also has two Nonproblematic
unexpected transitions back to itself and back to
Specifying the action. Perceiving the system
state has one Expected transition to Interpreting
the system state. Perceiving the system state
also has two Problematic unexpected transitions
back to itself and back to Executing the action
there is also one Expected transition to
Interpreting the system state Interpreting the
system state has one Expected transition to
Evaluating the outcome. Interpreting the system
state also has one Problematic unexpected
transition back to itself and two Nonproblematic
unexpected transitions back to Executing the
action and Specifying the action. Evaluating the
outcome has two Expected transitions. If the
intention is maintained, but a new action is
required, the Expected transition leads back to
Specifying the action. If a new intention is
warranted, the Expected transition leads back to
Forming the intention.
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PREFFERED The figure is a flow chart with 7
stages of action. 3 types of lines represent
different transitions between the stages of
action. The lines are labeled Expected
transitions, Non-problematic unexpected
transitions, and Problematic unexpected
transitions. Here the flow chart is described as
a nested list in which possible transitions are
listed beneath each stage of action. 1.
Forming the goal Expected transition
to Forming the intention 2. Forming the
intention Expected transition to
Specifying the action 3. Specifying the
action Expected transition to
Executing the action 4. Executing the action
Expected transition to Perceiving the
system state Non-problematic
unexpected transition to Executing the action
Non-problematic unexpected transition to
Specifying the action 5. Perceiving the system
state Expected transition to
Interpreting the system state
Problematic unexpected transitions to Perceiving
the system state Problematic
unexpected transitions to Executing the action
6. Interpreting the system state
Expected transition to Evaluating the outcome
Problematic unexpected transition to
Interpreting the system state
Non-problematic unexpected transitions to
Executing the action Non-problematic
unexpected transitions Specifying the action
7. Evaluating the outcome If
intention is maintained, and a new action is
required then Expected transition to Specifying
the action If a new intention is
warranted then Expected transition to Forming the
intention
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Mathematics

• Math equations should be marked up with MathML
  and rendered in a way that is preferable to the
  individual reader.

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z equals 2 a plus b squared over c
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MathML

• ltmath display'block'gt
• ltsemanticsgt
• ltmrowgt
• ltmigtzlt/migtltmogtlt/mogtltmngt2lt/mngtltmsupgt
• ltmrowgt
• ltmfracgt
• ltmrowgt
• ltmrowgtltmogt(lt/mogt
• ltmrowgt
• ltmigtalt/migtltmogtlt/mogtltmi
  gtblt/migt
• lt/mrowgt
• ltmogt)lt/mogtlt/mrowgt
• lt/mrowgt
• ltmigtclt/migt
• lt/mfracgt
• lt/mrowgt
• ltmngt2lt/mngt
• lt/msupgt
• lt/mrowgt

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• z equals 2 times the fraction open parenthesis a
  plus b close parenthesis superscript 2 over c
• or
• z equals 2 frac open parens a plus b close parens
  squared over c
• or
• z equals 2 a plus b squared over c

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Math Resources

• Design Science
• Math Type and Math Player
• http//www.dessci.com/en/
• gh
• Braille, Tactile Graphics, DTBs, NIMAS
• http//gh-accessibility.com/
• Infty Reader
• Resource List for Accessing Math and Science
• www.inftyreader.org

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Narrative Description

• Many STEM images are best described by linear,
  narrative description or traditional
  description. Follow the guidelines!
• Brevity
• Drill-Down Organization
• Clarity
• Emphasis on Data

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Narrative Description

• The fish embryo is long, narrow and straight. Its
  head is small, round, and contains gill arches. A
  large flap extends to the left, from just below
  the head to the middle of the embryo. A segmented
  bony structure runs the length of the embryo on
  the right.
• The reptile embryo is much longer and fatter than
  the fish embryo, but is curled into a fetal
  position. Its head is bent forward and is twice
  as large as that of the fish embryo. The reptile
  embryo has twice as many gill arches as the fish
  embryo, but the flap on the left side is only
  half as long. A segmented bony structure runs the
  length of the embryo on the right.
• The bird embryo is curved more than the fish
  embryo, but is not as long or as curved as the
  reptile embryo. The head of the bird embryo is
  almost as large as that of the reptile embryo,
  but has fewer gill arches. A flap the same size
  as that of the reptile embryo extends to the
  left. A segmented bony structure runs the length
  of the embryo on the right. Arrows point to the
  gill arches of all three embryos.

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Navigation Control

• Description presented as text is generally
  preferred over recorded audio because text
  readers provide superior navigation control.
• Properly marked up HTML, especially lists and
  tables, provides speedy and independent access to
  data that is unavailable through traditional
  linear, narrative description.

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Four Words to Remember

• Brevity
• Data
• Clarity
• Control

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Guidelines for Describing STEM Images

• http//ncam.wgbh.org/experience_learn/educational_
  media/stemdx

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Your Turn
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The Breathing Process
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• Diagram of the breathing process.
• Inhalation
• A muscle at the base the lungs, called the
  diaphragm, moves downward.
• Inside the lungs, pressure decreases and air
  rushes in.
• Ribs move upward and outward.
• Volume of the chest cavity increases.
• Air flows into the nose and mouth.
• Exhalation
• Diaphragm moves upward.
• Inside the lungs, pressure increases and air
  moves out.
• Ribs move downward and inward.
• Volume of chest cavity decreases.
• Air flows out through the nose and mouth.

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• A diagram titled The Promise of Stem Cell
  Research.
• A petri dish is labeled, Cultured Pluripotent
  Stem Cells.
• Arrows connect the dish of Stem Cells to the
  following items
• Identify drug targets and test potential
  therapeutics
• Toxicity Testing
• Tissues/Cells for Transplantation
• Bone marrow for leukemia chemotherapy
• Nerve cells for Parkinsons Alzhiemer's disease
• Heart muscle cells for heart disease
• Pancreatic islet cells for diabetes
• ? (left blank)
• Study cell differentiation
• Understanding prevention and treatment of birth
  defects

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• An illustration labeled, "Geological
  unconformities."
• The illustration shows a cross-section of a
  grassy hill, with five horizontal layers. The
  layers alternate between layers of rock and
  layers of soil.
• In one area, a U-shaped section of mixed rocks
  and soil cuts down from the surface through four
  layers. This section is labeled "mixed strata."
• The hill slopes down to trees and water. The
  steep slope is not grassy and the layers are
  visible. This is labeled "exposed buried strata."
• On the other side of the water is a smaller hill
  with three horizontal layers that match the first
  three layers of the first hill.

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• An illustration shows a cross-section of the
  human heart.
• The heart is made up of four chambers, two
  smaller ones on top (the left and right atrium)
  and two larger ones below (the left and right
  ventricle.) A series of arteries and veins carry
  blood to and from the chambers. Valves separate
  some of the chambers and blood vessels. The
  diagram includes the following labels.
• right atrium small upper chamber
• superior vena cava carries blood from above into
  the right atrium
• inferior vena cava carries blood from below into
  the right atrium
• right pulmonary veins small blood vessels
  connected to the right atrium
• right ventricle large lower chamber
• tricuspid valve separates the right atrium and
  right ventricle
• pulmonary artery carries blood from the right
  ventricle to the lungs
• pulmonary valve separates the right ventricle
  and pulmonary artery
• left atrium small upper chamber
• left pulmonary veins small blood vessels
  connected to the left atrium
• left ventricle large lower chamber
• mitral valve separates the left atrium and left
  ventricle
• aorta carries blood from the left ventricle to
  the rest of the body
• aortic valve separates the left ventricle and
  the aorta

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My Turn
Image Description within Assessments
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• Use this information to answer the question. Each
  funnel has a soil sample that water was poured
  into and trapped by the cup below.
• Funnel 1 contains sand and the water in the cup
  measures 100ml
• Funnel 2 contains silt and the water in the cup
  measures 60ml
• Funnel 3 contains clay and the water in the cup
  measures 20ml
• In this experiment, the same amount of water was
  poured into each funnel onto the soil.
• Which soil slowed the water down the most?
• A. silt
• B. sand
• C. clay

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• Draft 1
• A drawing shows three funnels each positioned
  over a different cup. Each funnel contains a soil
  sample and each cup contains a volume of water.
• Funnel 1 contains sand and the cup measures 100ml
• Funnel 2 contains silt and the cup measures 60ml
• Funnel 3 contains clay and the cup measures 20ml

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• Draft 2
• A drawing shows 3 funnels each positioned over a
  different cup.
• Funnel 1 contains sand, the cup measures 100ml
• Funnel 2 contains silt, the cup measures 60ml
• Funnel 3 contains clay, the cup measures 20ml

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Description A rectangular prism 4 ft long, 4 ft
wide and 8 ft tall.
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• Two pie charts show the Number of Cats and Dogs
  Owned.
• Percentage of cats owned per U.S. cat-owning
  households.
• One cat 48.0
• Two cats 27.9
• Three cats 10.7
• Four or more cats 13.4
• Percentage of dogs owned per U.S. dog-owning
  households.
• One dog 62.2
• Two dogs 24.5
• Three dogs 7.0
• Four or more dogs 6.3

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Your Turn
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Answer Choice B Tree Diagram C Tea
Pie Cake Coffee Pie Cake Soda Pie Cake
Answer Choice A Tree Diagram B Tea
Pie Cake Coffee Pie Cake
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• The model of the water cycle is a diagram with
  labels A, B, C and D.
• A cloud is labeled A.
• Arrows point from the cloud down to land. The
  land is labeled B.
• The land slopes down to water. The water is
  labeled C.
• An arrow points from the water up to the sky. The
  sky is labeled D.

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• The model of the water cycle is a diagram with
  labels A, B, C and D.
• A cloud is labeled A.
• Arrows point from the cloud down to land. The
  land is labeled B.
• The land slopes down to water. The water is
  labeled C.
• An arrow points from the water up to the sky. The
  sky is labeled D.
• The labels are repeated here
• A is the cloud
• B is the land below the cloud
• C is the water
• D is the air above the water

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101
A Time Line 1550 to 1620 1558 Elizabeth becomes
Queen of England 1564 William Shakespeare is born
in Stratford-on-Avon 1568 William Shakespeare's
father becomes bailiff of Stratford 1582 William
Shakespeare marries Anne Hathaway 1588 The
Spanish Armada is destroyed 1592 Plague closes
London's Theatres 1599 The Globe Theatre is
built 1606 Shakespeare writes Macbeth 1612
Shakespeare writes The Tempest 1616 Shakespeare
dies
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A chart titled Evaporation of Water shows changes
in water as temperature increases over time. The
data is represented in the following table.
Time Temperature State of water
0 - 10 -20C - 0C Solid
10 - 20 0C, no change Melting
20 - 30 0C - 100C Liquid
30 - 40 100C, no change Boiling
40 - 50 100C - 120C Gas
104

• A chart titled Evaporation of Water shows changes
  in water as temperature increases over time.
• 0 minutes to 10 minutes. Temperature increases
  from -20C to 0C. Water is solid.
• 10 min to 20 min. Temperature holds at 0C. Water
  is melting.
• 20 min to 30 min. Temperature increases from 0C
  to 100C. Water is liquid.
• 30 min to 40 min. Temperature holds at 100C.
  Water is boiling.
• 40 min to 50 min. Temperature increases from 100C
  to 120. Water is gas.

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Contact Information

• If you would like more information about being a
  TEACHER PARTICIPANT in the project, contact the
  National Center on Severe and Sensory
  Disabilities at the University of Northern
  Colorado.
• Kay.Ferrell_at_unco.edu
• Silvia.Correa-Torres_at_unco.edu

106
Contact Information

• Bryan Gould
• WGBH National Center for Accessible Media
• bryan_gould_at_wgbh.org

107
The Describers Role

• The describer is a gatekeeper of information. It
  is a role that is both powerful and difficult.
  The describer must balance all of the visual and
  linguistic factors, must select which information
  is to be presented and how it will be presented
  within the time constraints.
• - Phil Piety

108

• Agenda
• 15 - Survey participants about current image
  description training and practices
• 10 - Introduction to WGBH and NCAM
• 30 - Description fundamentals
• 30 - Guidelines for Describing STEM Images
• 15 - Group Exercise - describe several images
• 15 - Break
• 20 - Guidelines for describing images for K-12
• 15 - Group Exercise - describe several images
  from K-12 assessments
• 15 - Survey evaluation