Understanding accessible formats requires some background knowledge of the barriers many learners with disabilities experience when reading or accessing information in print-based and certain digital-based materials.

"Text-based" refers to materials with static or fixed text and images, such as textbooks and supplemental text materials. Both print and digital materials can be text-based. For example, an electronic textbook that replicates a standard print textbook is considered a text-based material.

Books in standard print are common examples of text-based materials. To successfully use print, learners need functional skills related to sensory, physical, and cognitive abilities. Some learners may have visual disabilities that make it difficult to see the text and images on the page. Other learners may be unable to hold printed materials because of a physical disability. Still others may be unable to read or derive meaning from the printed text because of a learning disability.

Certain digital materials also have text and images. Specifically, text-based digital materials are not consistently designed for use with assistive technology (AT). Some learners use AT to read and navigate text and images in digital materials. Screen readers, text to speech, and switches are a few examples of AT devices and software that learners with a wide range of disabilities use. To prevent barriers for learners who use AT, see Vetting for Accessibility.

Because of the frequent barriers presented by text-based materials, some learners with disabilities need alternative forms, known as accessible formats. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards.

The term accessible format is defined in section 121 of the Copyright Act, known as the Chafee Amendment:

"Accessibility Considerations for Different Multimedia Formats" is a component of Unit 6, titled "Accessible Digital Content," within the course "An Introduction to ICT Accessibility and Inclusive Design" developed by MADA Center in Qatar.
This section covers accessibility best practices when working with various multimedia formats including audio, video, images, text, and animations. The goal is to teach principles of accessible and inclusive design to create digital content and websites that are usable for everyone, including people with disabilities. It outlines important considerations for making different media formats accessible based on Web Content Accessibility Guidelines (WCAG).

Think about the diverse learners in your classroom. How do we engage ALL learners in the curriculum content?  In the Accessible Content for All modules, you will learn about Accessible Educational Material (AEM) and tech tools that are hidden in plain sight in your schools.  You will hear teacher accounts of using tools like read-aloud, closed captioning, and translation to increase student engagement.  These modules are self-paced and cover ways to create accessibility within Google, Microsoft, and IOS.  Peruse the modules and explore the topics you want to learn more about.  Create your own learning journey toward building accessibility, equity, and engagement in your classroom.

This unit "Accessible Word-Processing Documents" is designed to enhance learners' understanding of accessibility in digital content creation. Learners will explore the essential principles and techniques required to make word processing documents accessible, including testing and evaluating their accessibility. The aim is to equip learners with the skills necessary to ensure digital content is usable for all audiences, including those with disabilities.

Acquiring the accessible formats a learner needs is part of a multi-step decision-making process. By prioritizing accessibility, access barriers for learners with disabilities will be minimized when materials are acquired. In cases where inaccessible materials have been selected, alternative forms - accessible formats - of those materials will have to be acquired for learners who need them. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards.

Accessible formats of materials can be acquired from:

Accessible Media Producers (AMPs)
Publishers
Local Conversion

Events such as conferences, festivals, annual meetings, award ceremonies, fundraisers and seminars are an important part of the lives of many people including persons with disabilities and the elderly. Thus, it is important to ensure that such events are planned and organized in an accessible and inclusive manner to meet the needs of all visitors and participants.
This document aims to help organizations to make events more digitally accessible for persons with disabilities who may be attending as presenters, participants, or sponsors. It provides guidance on how to ensure ICT Accessibility before, during and after the event, offering a set of best practices adopted internationally and locally with reference to the topics outlined in the CPRD policy framework that will open up a section of a potential market that is often overlooked and help to meet existing legal responsibilities of the organizations from an ICT perspective.

The main objective of the MADA ICT-AID competency framework is to provide the community with a framework that can be used as a template to assist educational institutions, organizations and individuals in delimiting the required relevant competencies in the ICT accessibility and inclusive design field. This framework can help in creating learning resources and teaching materials on ICT accessibility and inclusive design, and also to make other courses accessible.

Accessible Information and Communication Technology (ICT) plays a crucial role in promoting inclusion in society, ensuring that everyone, including individuals with diverse abilities, can participate fully in various aspects of life.
Following international accessibility standards ensures consistent and reliable accessibility across platforms and formats. International accessibility standards advise on how to make digital content, websites, apps, and other technologies accessible to all users, including those with disabilities.
By the end of this course, you should be able to:
― Identify ICT barriers for persons with disabilities
― Identify accessibility features in ICT
― Recognize standardization aims and benefits in ICT accessibility
― Describe major examples of ICT Accessibility standards and standards making bodies
― Describe the W3C Web Accessibility Initiative (WAI) standardization framework
― Explain the guiding principles of web Accessibility

The Americans with Disabilities Act (ADA) states that: no qualified individual with a disability shall, by reason of such disability, be excluded from participation in or be denied the benefits of services, programs, or activities of a public entity, or be subjected to discrimination by any such entity 42 U.S.C. 12132. However, many websites from public entities (i.e., State and local governments) fail to incorporate or activate features that enable users with disabilities to access the public entity’s programs, activities, services, or information online. The Department intends to publish a Notice of Proposed Rulemaking (NPRM) to amend its Title II ADA regulation to provide technical standards to assist public entities in complying with their existing obligations to make their websites accessible to individuals with disabilities.

User Scenarios and Use Cases for Tools developed for the Preferences for Global Access Research and Design Project.

The goal of the Protocol for Curating Accessible OER is to provide detailed yet easy to implement techniques for evaluating the accessibility of OER.

In this course you will learn about reading applications and explore the requirements and features of an accessible book.

These resources expand on the use of Bookshare and ABC Global Book Service as two options in sourcing books in accessible formats.

Public Access to Collections
We strongly encourage making an appointment to request materials or meet with library staff. Staffing availability may not support immediate walk-ins.

After a decision-making team has selected the accessible format(s) needed and identified where to acquire them, the team considers what types of supports are needed for a learner to use the accessible materials for school, at home, at work, or in the community.

In order to be successful with using accessible formats, learners will need a number of supports.

Web accessibility refers to the design and development of websites, tools, and technologies in
a manner that enables individuals with disabilities to utilize them.
By the end of this course, you should be able to:
― Describe the guiding principles of web Accessibility
― Identify major features of HTML Accessibility
― Review the essential components of web Accessibility
― Discuss approaches towards ensuring Web Accessibility

The World Wide Web Consortium (W3C) develops international standards for the Web: HTML, CSS, and many more.

The W3C Web Accessibility Initiative (WAI) develops standards and support materials to help you understand and implement accessibility.

الاعتبارات الرئيسية لنفاذية التنسيقات الرقمية الشائعة ضمن الوحدة السادسة المحتوى الرقمي القابل للنفاذ

مستندات معالجة النصوص القابلة للنفاذ الرقمي ضمن الوحدة السادسة المحتوى الرقمي القابل للنفاذ