Accessible Format

What is meant by ‘accessible format’?

Access to information is a basic human right, however, the way in which we design and produce written information can effect people with disabilities, particularly those who are blind or visually impaired and those with learning difficulties etc. Many people read information in a number of different ways. ‘Accessible format’ or ‘alternative format’ relates to the number of ways in which information can be produced. It can inlcude the production of information in larger print size (e.g. 14 point text), audio cassette tape, Braille, electronic documents or use of the Internet.

Producing information in any of these formats is normally inexpensive. So when producing information (leaflets or publications), it is always good practice to state ‘this information is available in alternative format on request’. This will enable the reader to highlight the format most suited to their needs.

How can I make my written documents more accessible?

The following information is taken directly from the National Council for the Blind of Ireland’s leaflet “ways to make written documents accessible to all”

• For main text use upper and lower case letters, as words will retain their shape making them easier to read.
• Key words and headings should be highlighted in bold type. Avoid italics and underlining as they can be difficult to read.
• Only use UPPER CASE to emphasize isolated letters or short phrases and headings.
• Fat letters are more easily seen than thin letters. Use letters in plain type (Sans Serif). Arial is a good choice of lettering type. It is more difficult to read text if letters and words are stretched, crammed together or split using hyphens.
• Colour and Contrast of the lettering and the background must be considered. Black on white or white on black are good contrasting colours. Sometimes, however, black and white can give too much reflection and so more muted colours can improve visibility e.g. navy background with cream text, black background and yellow text or cream background with navy / black text.
• The paper surface should have a matt finish to reduce reflection and glare. This is especially important when a person with vision impairment uses illumination and magnification to read.
• The type size requirement varies with individuals - ‘jumbo’ large print is not suitable for all. The print should be as small as is comfortable for the individual, so the eye can cover more letters in one sweep. Size 14 point is a good size for publications and company letters. Where large print is requested, size 22 is recommended.
• If using very large font for a heading for example, a negative text is better – dark background and light colour text.
• Use colours and bullets to highlight important points in text.
• Colour block the page numbers.
• Columns of text should be clearly separated from each other.
• The left margin of text should not have a jagged edge. Each line of text should start in the same place making the beginning of the next line easier to find. This is particularly helpful for those using magnification.
• Avoid setting text over images. Clear, simple, plain text and images with good colour contrast are easier to see.
• For larger documents, ensure that the document can be flattened so that the pages can easily be placed on a scanner or screen magnifier.
• A consistent layout will help the reader to access the information that they need. The layout should be the same for each section, for example, telephone number first, fax second and email third. Place index, contact names, addresses and useful telephone numbers in bold type, on the first or last page of publications.

How does audiocassette tape improve access to information?

Spoken word on audiocassette tape or CD is beneficial to many people who are blind or visually impaired, as well as those with learning difficulties (e.g. dyslexia) or those who have limited hand dexterity.

When reading onto tape, there are a number of important things to be mindful of. The following is an extract taken from the “Educational Support Worker Information Pack”, Student Disability Services, Trinity College Dublin about reading in an academic context. General rules on how to read onto a tape apply however.

Before Recording:

Ask the student to prioritise material, so that you know where to start and so that the student can start work with the most important things first. Ask the student to specify exactly what they want from a book – there is no point in reading a whole book when only chapter 17 is relevant! This may mean sitting down with the student reading tables of contents and abstracts. It is the student, not the reader, who should decide what needs to be read.

At the beginning of the tape:

Introduce EACH tape, and indeed each side of each tape with bibliographic information, such as the title, author, chapter number and page number.

If it is the beginning of a recording, state clearly ALL bibliographic information in Reference format, e.g. ‘This is Curry, J. (1993) Irish Social Services, 2nd edition Published in Dublin by the Institute of Public Administration. Beginning on page 1 with chaper 1…’ This is really important, because for many students, the information is useless unless it can be properly referenced.

It is much easier to keep track of what is on tapes if the reference is on the beginning of each side of the tape.

Throughout the recording:

Page numbers;

DO read out page numbers. If a student is directly quoting from the work of an author, page numbers must be cited in the reference.

Spelling of names and technical words;

DO spell out the names of authors – even Smith can be spelt in two ways! Some technical or unusual words can also be spelt out. It is time-consuming and frustrating listening to every second word that is being spelt out, yet very difficult if names are not. This is very much a personal choice; some people like things to be spelt out, others do not. If in doubt, ask.

Italics and Bold text;

Italicised (or bold) words need emphasising, to distinguish them form the main body of the text. It can be a little wearing saying ‘start italics’ and ‘end italics’, so more emphasis on the words is probably the easiest way to denote italics.

Quotations;

Quotations need to be stated. ‘Open quote’ and ‘close quote’ or something similar needs to be stated. If there is a block quote, say ‘block quote’ and ‘end of block quote’. Always give the reference after a direct quote (including page numbers).

References;

This is probably one of the most important points, yet the part that many readers forget about. Academic literature is practically useless without a complete reference. The reference, if the material being read, should be fully cited, as is described above.

If a reference occurs in the body of the text, it will usually occur as something like (Kielhofner, 1994) or as a number. If the former occurs, then it should be read out. If the latter occurs, then there is no point whatsoever in reading out the number, e.g. 23. Instead, the best thing to do is go to the references, find number 23 and read, ‘Kielhofner, 1994…’

At the end of an article, please do read out the reference list – although it is long and boring, references are vital. If in doubt, ask the student.



Footnotes;

This is very much a matter of personal choice. Some people like to have footnotes in with the text whereas others do not. A general rule could be that if there are not too many footnotes and the text makes sense with them included, then include footnotes with the text. Be careful to say ‘footnote’ and ‘end footnote’ or something similar. If there are a lot of footnotes, what can be done is the footnote number can be read onto the tape, as it appears in the text. On a separate tape, all of the footnotes can be read afterwards. Then the student can go through the text uninterrupted, but if they need the information from the footnote, it is also there. It is easier recording onto a separate tape because there is no rewinding or fast forwarding. Whichever you decide to do, tell the student and record instructions onto the beginning of the tape e.g. ‘all footnotes have been read onto the second tape, beginning on Side A’.

Tables;

The first thing to do when you come to a table is to briefly describe it, for example, ‘Here we have a table which is labelled …It contains 5 columns and 3 rows. The top labels are …the left column labels are ‘. Then go in and read, ‘Column 2 row 3 (brief mention of the labels) reads …’, and so on. The best way to do this is to use your own discretion. As long as there is a good basic description that it is a table and of what the table is trying to show, then you will probably know best how to read the information contained within the table.


Having finished the recording:

Keeping tapes separate;

It is a good idea to ask the student which subject the material is for and, as far as possible, to keep different subjects on different tapes. As a sighted student may keep notes of different subjects in separate folders, visually impaired students can keep their tapes in different places. Even though it may seem like a waste of a tape, it makes life a lot easier for students. It also means that tapes are more likely to be of other use to students in the future.

Labelling tapes;

A label could be put on the A side of a tape. Even though the student may not be able to read it, you will be able to and a sighted person could read it out if necessary. It also demarcates the different sides of the tape (side A is the one with the label). The student should also have their own method of organising and/or labelling tapes, such as Braille labels or a specific place for tapes from different subjects.


How does Braille improve access to information?

Braille is a tactile writing system of raised dots which allows people to read by touch; many blind people will prefer information to be presented in this format. There are six Braille dots and, depending on which dots are raised, the reader can trace them to understand signs and words. Braille translation software and a Braille printer / embosser is required to produce Braille. Otherwise there are a number of organisations that produce Braille, including the National Braille Production Unit, http://www.braille.ie∞, the National Council for the Blind of Ireland (NCBI) http://www.ncbi.ie/library/braille_library.php∞ and the Arbour Hill Prison Braille Unit (telephone 01 6719333).

Visual diagrams can also be translated into ‘tactile’ diagrams. These are essentially picture outlines with raised lines which can be touched and felt.


How does electronic format improve access to information?

Electronic format is one of the most popular forms of communication for those who are blind or visually impaired as well as those with other disabilities. It includes information sent by email, Microsoft Word documents attached to an email, information sent on floppy disk or CD, or even information downloaded from a website.

Many people with sensory impairments will have various Assistive Technology systems on their PCs (such as screen magnification software, screen readers etc), which can make written information more accessible to them. Sending information in electronic format simply makes life easier for all.



How does the Internet improve access to information?

The Internet provides a wealth of information and the use of email, in particular, is one of the most efficient methods of communication. Many people with disabilities (particularly those who are blind or who have speech difficulties) find that email has opened up a whole new set of possibilities for them. Through the support of Assistive Technology packages (such as screen readers for example), users can maintain independent access to information.
It is important that access to the Internet is fully accessible for all users and in order to ensure that everyone, regardless of ability, can access information technology, standards on web accessibility have been set by the National Disability Authority. They provide comprehensive, easy-to-use guidelines that ensure that information is fully available. Click here for more information http://accessIT.nda.ie∞


Where can I find out more information?

Listening Books is a UK charity providing audio books to people via the postal system.
http://www.listening-books.org.uk/Welcome.htm∞


Skills for Access is a comprehensive resource on issues relating to multimedia, e-learning and accessibility. There is a range of articles available including:

• The opportunities of multimedia to enhance the accessibility of fieldwork to disabled students
• The potential of multimedia to enhance learning for students with dyslexia
• The potential of multimedia to enhance e-learning for disabled studets
• Using accessible video and audio to enhance e-learning for disabled students

http://www.skillsforaccess.org.uk/articles.php∞

Text Access is a centralised and comprehensive catalogue of alternative format resources for students with disabilities at third level. http://www.textaccess.ie∞.

The National Association for Deaf People provides information for those who have a hearing impairment.
http://www.nadi.ie/nadp/asp/section.asp?s=1∞


The National Council for the Blind of Ireland (NCBI) provides lots of information for those with a visual impairment.
www.ncbi.ie

The Royal National Institute of the Blind (UK) has a useful information pack entitled ‘See it Right’, which provides practical advice on designing, producing and planning for accessible information. http://www.rnib.org.uk/xpedio/groups/public/documents/publicWebsite/public_seeitright.hcsp∞

The Visually Impaired Computer Society in Ireland
http://www.iol.ie/~vics/∞

Use it.com provides useful information on web accessibility
http://www.useit.com/∞


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