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:

This animation seeks to lead students to a deeper understanding of the challenges that come with online learning for those with disabilities, and a newfound or renewed sense of empathy towards others.

Music by VYEN.

DISSENT BY DESIGN is a book that was produced during 2022-2023 in response to the Russian invasion of Ukraine on February 24, 2022.  It was on this date that I began a social media campaign on LinkedIn that directly addressed the invasion of a Sovereign country by a rogue super power. As a Graphic Designer I felt it was my obligation to do all I can to bring attention to this atrocity and bring the narrative to the forefront of the conversation so that we help end this conflict in all theways we can.  This book is a call to action, in the form of 'social media' posts throughout a one year period of time in our collective past, it is a documentation in chronological order of what happened, when and who was to blame and how many sufferred.   FInally, this book illustrates how Graphic Designers can use their knowledge as storytellers to forward a conversation about the most important things in our lives and how to preserve them.  We can be a vehicle of change and/or social engagement, to help people understand all the complex problems we face and to begin the process of solving those problems.  This is a way forus to bring past narratives to light once again, to rejoin the conversations that have been lost, and to further discuss and provide solutions through dialogue and change.

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.

This guide will identify E-accessibility standards in the specified domains of:
1. Websites
2. Mobile applications
3. Electronic documents
4. Media (video and audio)
5. Electronic kiosks and automated teller machines (ATMs)
6. Text and video relay services for the deaf

ICT accessibility and inclusive design is considered as a relevant and essential topic that needs to be well covered and integrated within capacity building, training and education curricula and programmes. Despite this urgent need, there is a lack of integration of ICT-AID aligned courses in educational institutions and professional development services based on a comprehensive Global competency framework delimiting all required relevant competencies and capabilities in the field of ICT accessibility and Inclusive Design. It is in this context that Mada center has developed an open competency framework in a bid to guide globally training of students and workers on ICT accessibility and inclusive design, so that they will be well prepared to excel in their accessibility professions and contribute in the creation of accessible products, contents and services.

The purpose of Mada innovation program is to encourage innovators to bring relevant innovative Arabic assistive technologies and accessibility products and services for Persons with disabilities and the elderly.

A brief video in easy-to-understand language that provides an overview of accessibility features to look for in digital learning materials.

With much of the world gone digital, learning to create documents that are accessible to everyone is becoming a necessary skill. Intended for a general audience, this free resource reviews a wide range of document authoring applications, including the tools they contain for creating accessible documents, and tests them to ensure they do not contain potential barriers. Learn how to create accessible word processed documents, spreadsheets, presentation slides, and PDF documents, among others, so they are accessible to everyone.

The purpose of Unified Arabic Braille Portal is to present the Arabic Braille table in math and science signs/ symbols, as well as to develop the first eight-dots Arabic computer braille table to take benefit of its multiple features, such as writing or reading a single code in a single cell and supporting some computer signs.

This Module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components (i.e., goals, instructional materials, instructional methods, and assessments) (est. completion time: 2.5 hours).