- Accessible Print Materials are available in multiple formats (including PRINT and DIGITAL options) from DAY 1 for all students;
- 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.
- 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.
- If textbooks come “bundled” with online components, confirm these also meet WCAG 2.1
- 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