1. Accessible Print Materials are available in multiple formats (including PRINT and DIGITAL options) from DAY 1 for all students;
  2. Accessible DIGITAL materials meet the industry-standards set by the Web Content Accessibility Guidelines (WCAG) 2.1 for online (technical) accessibility.

This supports the Use of Assistive Technologies.
Assistive-technologies allow:

    • students with physical, visual, hearing, or learning disabilities to have equitable access to print materials;
    • ESL learners to access content while also supporting their efforts at English- language mastery.

This supports access to print materials in Multiple Formats.
Print materials that are built to technical standards allow students to:

    • View materials on various devices and/or download print-friendly versions;
    • Enlarge font-size;
    • Use text-to-speech technology;
    • Listen to course content while commuting, etc.

How can I help to provide print materials that support PHYSICAL & LEARNING Accessibility?

ALL Print Materials

  • Make digital and print options available to students ahead of time;
  • Ensure digital options meet Web Content Accessibility Guidelines (WCAG) 2.1;
  • Use a text-to-speech tool or other Assistive Technology to test the technical accessibility of digital files.

Textbooks

  • If textbooks come “bundled” with online components, confirm these also meet WCAG 2.1

Course Packs

  • Select clean copies of all source materials (i.e. unmarked originals, without ANY handwritten or marginalia notes, or underlining and highlighting);
  • Select source materials with high-contrast between background colour and foreground text;
  • Have Print Services scan your original source materials for “OCR” (Optical Character Recognition);
  • Include clear (not handwritten) page numbers;
  • Create a Table of Contents and headings or title pages for each section.

Instructor’s Own Notes

  • Use formatted styles to create hierarchical header structure (H1, H2, H3, etc.);
  • Use page numbers, a Table of Contents, and section title pages together with your header structure;
  • Use formatted bullets to create ordered and unordered lists;
  • Describe links to make them meaningful in context;
  • Ensure that colour is not the sole method of conveying information;
  • Include Alternative Text for simple images and long descriptions for complex images;
  • Keep the structure of data tables simple and use column headers;
  • Allow for students’ own font, font-size, and font-colour preferences;
  • Use consistent formatting, avoid complex and cluttered layouts;
  • Avoid text-heavy handouts (e.g. ensure there is white space on the page);
  • Keep content short and clear, and keep language as simple as possible;
  • Include visual cues (e.g. charts, diagrams, graphic organizers) to explain or reinforce concepts