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STEP 1: MAKING DIFFERENT TYPES OF
INFORMATION ACCESSIBLE
Section 1: Making your text accessible
One of the most important issues in making text accessible is its structure and
the ability to navigate it (navigability).
‘Text structure’ usually refers to whether the paragraphs are in the right order
for the user to follow, making it easier to read. When it comes to text
accessibility, structure has a slightly different meaning: it refers to what makes
it easy to navigate around that text. Each chapter heading and any sub-
headings are set out in the table of contents, just as they are in this document.
In an exam paper it could refer to the individual questions. Each element that
is important – for example, chapter heading, table, figure, exam question –
may be given certain attributes and labelled.
Once structure is applied, a document’s accessibility is enhanced in two ways.
First, it makes it easier for any user, including those using assistive
technologies, to find their way around it. Second, it allows a different user to
transfer the text to a different format more easily.
Structuring textual information (a text) is essential in order to make it
accessible to all users. Textual information is structured by logically labelling
different elements within it, such as sequential use of headers, captions and
tables. A properly structured document can be easily converted to the format
that is preferred by the user; for example, a well-structured text document can
be read out loud and navigated by screen readers or other assistive
technologies, maintaining the logical order embedded in the text.
The more complex the visual layout (tables, footnotes, boxes, icons, etc.), the
more important it is to indicate the logical reading order within the structure.
With very complex texts, it is important to know who the target audience is
and structure it accordingly. In many instances a more simplified version of the
text may be more useful to a wider range of users.
It is particularly challenging to make interactive features within text-based
learning material accessible.
1.1 How to make your textual information accessible
Use the simplest language that is appropriate for your document.
Use a point size of minimum 12.
Use a sans-serif font such as Arial, Helvetica or Verdana.
For online texts, use the fonts Verdana, Tahoma and Trebuchet MS,
which are specially designed for reading on a screen.
Allow the user to change font and point size as needed in online texts.
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Left align text instead of using block text (full justification).
Provide the full name the first time you use abbreviations and acronyms.
Provide a text structure by using pre-defined headings (‘styles’) and
body text offered by the used software. These headings should follow a
logical order.
Use headers only where they define structure, not for font effects that
should highlight content.
Use ‘Bullets and Numbering’ functions for lists.
State the primary natural language of your document in the metadata for
the document. Mark changes to another language in the text.
Identify and provide keywords for your text.
Add short summaries of content or chapter where possible.
Make navigation in online texts possible with keyboard only or keyboard
shortcuts.
Ensure that colours and the use of bold and italics are not your only
method of conveying meaning.
Ensure that text and background colour combinations provide a very
good contrast.
Ensure that your text and graphics are easily understandable when
viewed without colour. Ensure that all information conveyed with colour
is also available without colour. Do not rely on colour alone to highlight
different content.
Provide non-text equivalents (e.g. pictures, videos, and pre-recorded
audio) of your text. This is beneficial to some users, especially non-
readers or people who have difficulty reading.
Footnotes and links that are particularly relevant to complete/clarify the
information in the main elements of the text structure should be
numbered and the numbers should be specifically associated with these
main elements.
Give data tables row and column headers and describe their content in a
summary.
Make sure that the layout supports the reading direction which makes
sense in relation to the content (left-to-right or right-to-left, depending
on the language used).
Make sure that each link and element has a unique and well-described
label.
Give form fields a label.
Make navigation in online texts possible with keyboard only or keyboard
shortcuts.
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1.2 Resources to help make your textual information accessible
Easy instructions
Load2Learn video tutorials: creating structured documents and
accessible portable document format (PDFs) in Microsoft Word
Books for All – Accessible Text: Guidelines for Good Practice: A teacher’s
guide to creating accessible learning materials
Inclusive Learning Design Handbook – Introduction: resource to assist
teachers, content creators, web developers, and others in creating
adaptable and personalisable educational resources
Accessible Digital Office Document Project: accessibility in word
processing, spreadsheet, presentation, PDF and e-book applications
Advanced instructions
Understanding content structure: W3C guideline on creating content that
can be presented in different ways without losing information or
structure
Use of colour: W3C guideline on making content distinguishable
Inclusive Learning Design Handbook – Inclusive EPUB 3: resource for
content creators and educators who wish to use EPUB 3
National Center for Accessible Media: resources for creating accessible
educational, TV, web and multimedia materials
DIAGRAM Center: creating and using accessible digital images
Professional instructions
Creating adaptable text structure: creating content that can be
presented in different ways without losing information or structure
Separating information and structure from presentation to enable
different presentations
Aligning text to one side on web pages
Allow navigation with keyboard shortcuts to allow content to be operated
through a keyboard or keyboard interface
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Section 2: Making your images accessible
Images can help to convey meaning. In order for images to be useful for all,
the visual input must also be presented using an additional description of the
information. Images could be photographs, drawings or diagrams.
The main task for making images accessible is to give them alternative text.
2.1 How to make your image-based information accessible
Avoid adding images that do not provide any additional, meaningful or
valuable information.
Avoid using images to represent text.
Give your images alternative text – a description that shares the same
message as the visual image. State what is being portrayed and avoid
descriptions such as ‘image of’ in the alternative text.
Provide alternative text for every non-text element.
Avoid use of red, green and yellow, and lighter greys.
Use sufficient contrast of colours between text and background.
Avoid unnecessary backgrounds with too many images, shapes or
colours.
Avoid hyperlinks or text being hidden behind other objects such as
images.
Allow the size of online images to be scalable as needed.
2.2 Resources to help make your image-based information accessible
Easy instructions
WebAIM accessible images: accessibility principles and techniques for
images
Advanced instructions
WebAIM alternative text for web images
Making complex or dynamic images representing processes accessible
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Section 3: Making your audio accessible
An audio version of information can be beneficial for a larger group of users,
who cannot access information which is purely shared through visual channels.
In order for audio to be accessible to all, it needs to be shared in combination
with another type of information, such as text, or replaced by a sign language
video.
3.1 How to make your audio information accessible
Give your audio a text equivalent. This is text which shares the same
information as the video, without important content being lost.
Transcripts and captions are examples of a text equivalent.
If possible, provide the option of word highlight in the text equivalent.
Provide volume controls.
Provide visual equivalents to audio alerts.
Provide alternatives for audio media.
Avoid automatic playing of audio or video.
Provide keyboard-accessible fast forward, rewind and pause functions.
Give the user the possibility of inserting bookmarks.
3.2 Resources to help make your audio information accessible
Advanced instructions
IMS Global Learning Consortium: Guidelines for Accessible Delivery of
Text, Audio, Images and Multimedia for learning
International Standard – ISO/IEC 40500:2012 – Information technology
– W3C Web Content Accessibility Guidelines (WCAG) 2.0 – Abstract:
recommendations for making web content more accessible
Web Content Accessibility Guidelines (WCAG) 2.0 – W3C
Recommendation 11 December 2008: providing alternatives for audio
media
How to Meet WCAG 2.0: quick reference to WCAG 2.0 requirements and
techniques
Understanding WCAG 2.0: detailed technical description of the WCAG 2.0
guidelines and their Success Criteria
DAISY Consortium: creating navigable audio books
Professional instructions
W3C: Provide equivalent alternatives to auditory and visual content
W3C: Examples of text equivalent given for non-text information
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W3C: Success Criteria For Providing Alternatives For Audio
W3C: Provide alternatives for time-based media
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Section 4: Making your video accessible
Users who cannot access visual media channels need an audio description of
what can be seen. Users who cannot access audio media channels need closed
captions about the dialogues and all important audio information. Users who
do not understand the language being used in the video need subtitles of the
dialogue. Scripts about the video are required for users who cannot access
visual or audio media channels.
4.1 How to make your video media accessible
Give video either a text equivalent or captions. Aim not only to provide
captions of the words spoken, but also a brief description of what is
taking place.
Ensure the text equivalent/script or captions are synchronised with the
video. Captions are an alternative way of showing what people can hear.
Scripts contain all the information that the video gives.
Ensure the user can control the video: adjust volume, pause the video.
Provide fast forward, rewind and pause functions.
Ensure the video can be played in different media players.
Ensure the video can be downloaded.
Provide alternatives for video.
Avoid automatic playing of video.
4.2 Resources to help make your video media accessible
Easy instructions
Introduction to captions, transcripts and audio descriptions
Advanced instructions
Guidelines on accessible video applications
AccessGA captioning: principles, techniques, resources and
recommendations
W3C: Providing closed captioning
Professional instructions
OFCOM / ITC Guidance on Standards for Audio Description
YouTube video accessibility: embedding an accessible YouTube video and
YouTube player on a website
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Guidelines for Accessible Information
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STEP 2: MAKING THE DELIVERY OF MEDIA
ACCESSIBLE
Increasingly, information that is shared contains all of the information types
mentioned in step 1: text, image, audio and video. Information is delivered as
a mix of types within electronic documents, online-based resources or printed
material.
If the various types of information are made accessible according to the
Guidelines in Step 1, it is easier to create media – for example, websites – that
are accessible. Therefore, the accessibility of the types of information is
considered a prerequisite for delivering accessible information and is not
repeated below. It is assumed that Step 1 has been addressed.
Section 1: Making your electronic documents accessible
The electronic document is one of the most common mixtures of the types of
information. Electronic documents allow authors to embed pictures, tables and
videos, for example.
Information in electronic documents can be delivered in text documents – such
as Microsoft Word, Adobe PDF, presentations or slideshows – or in audio
format – such as MP3 or analogue tape. While the steps to achieve full
accessibility may vary depending on the approach used, the ease with which
these electronic documents can be made accessible grows with the inclusion of
accessible types of information.
It is important to note that many authoring tools now offer accessibility
features and checking tools to ensure documents are created in an accessible
format.
An accessible PDF, for example, often begins its life as an accessible text
document. Most accessibility features are transferred into different formats.
However, depending on software versions, it is still possible that individual
accessibility features may not transfer across.
In the future, enhanced e-books will considerably improve access to all kinds
of content in special standards such as EPUB 3 and, more specifically, EDUPUB.
E-books present new challenges with regard to accessibility as they can include
interactive functionalities, animations and other advanced features.
1.1 How to make your electronic documents accessible
Specify the language of your document.
Tag your document to give it structure, using the function in the
software you are using.
Use the accessibility checker offered by your software as a simple check
before sharing the document.
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Use the most up-to-date versions of software to create a PDF. Newer
software versions include more up-to-date accessibility features.
However, make sure that your electronic document is also usable in
older versions.
Fill in the metadata information to help users find the information
through internet searches. Minimum information to be included are the
document title and the main natural language of the document.
Include all relevant elements in your document structure.
Avoid horizontal scrolling (scrolling from left to right or vice versa).
Provide descriptions for form fields.
1.2 Resources to help make your electronic documents accessible
Easy instructions
Introduction to Accessible Instructional Materials for educators,
producers and users
Books for All – Accessible Text: Guidelines for Good Practice: teacher’s
guide to creating accessible learning materials
Inclusive Learning Design Handbook: resource to assist teachers, content
creators, Web developers, and others in creating adaptable and
personalisable educational resources
Tingtun PDF accessibility checker: upload or link to a PDF to check its
accessibility
WebAIM PDF accessibility: introduction to and instructions for accessible
PDFs
CATEA guidelines on accessible PDF documents
Load2Learn video on how to create accessible PDFs from Microsoft Word
2007 and 2010
Load2Learn video tutorials: accessible documents, structured
documents, audiobooks, text-to-speech, e-books, productivity and
accessibility
WebAIM guidance on accessible Microsoft Word documents
CATEA guidelines on accessible Word documents
CATEA guidelines on accessible Excel documents
WebAIM guidance on PowerPoint accessibility
CATEA guidelines on accessible PowerPoint files
Advanced instructions
Adobe Acrobat X accessibility support for creating accessible PDF forms
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