Accessible documentation: why and how

It’s that time of year where those of us working in education are preparing for the coming academic year and one of these jobs is creating the new administration and learning material needed. This is a good time to have a review of the materials you have and update or replace things, especially if they have been created in a hurry to fill a gap and maybe haven’t had time taken to ensure the are “accessible”.

The Student Support Team here at New College are currently working on one of their new students tomes and had contacted me for advice on how to make this mammoth document more accessible for our students. I thought it might be a good move to share some of this info.

What does accessible mean and why do it?

Accessible really just means easier to use, particularly for someone who has difficulties.

Many people find electronic documents more convenient than printed material. They may just find it more convenient or it may actually be easier for them to use a keyboard or other device to navigate through pages on a screen rather than turning paper pages or they may use a computer to read documents or magnify them.

Making your documents accessible means a little bit of extra time and attention but it could make a huge difference, not just for users with specific difficulties though, making your documents more accessible also makes them more usable for everyone so it’s good practise.

Hints & tips on making a document accessible

There are a few simple things that you can do when you a document which will make it easier for students and staff to read. I am specifically talking about  using MS Word but the same principles can be transferred to the other two main accessible formats: HTML pages or PDF files.

My most important guidelines are:

  • Use styles and headings instead of direct formatting
  • Construct tables correctly
  • treat text appropriately

Styles & Formatting

Appropriate layout and formatting help any user to understand the structure of a long document.  Headings indicate sections and subsections, bullet lists help emphasise important points and for people who use screen readers appropriate styles make it much easier to navigate.

You can use direct formatting to achieve the same visual result, for example making a line of text bold and increasing its size. This would make it look like a heading, but it wouldn’t appear in a document map and a screen reader wouldn’t interpret it as a useful navigation item.

Headings

  • Use Title style for the document title
  • Use headings for major sections such as chapters
  • Start with Heading 1 for the most important headings
  • Continue with Heading 2 and Heading 3 etc.
  • Don’t skip from Heading 1 to Heading 3 or 4 if you can possibly avoid it

Lists

If you want to display an ordered item, use lists. Screen reader programs can announce the beginning and end of a list that is styled in this way. Some will also announce the number of items in the list.

Example

  • apples
  • oranges
  • strawberries
  1. Cars
  2. trucks
  3. buses

Tables

Another important thing to think about is tables and how you use them.

please don’t use tables to display lists. Remember that it may make the document look pretty, but it won’t behave as expected when someone is using a screen reader. Tables should only be used to display tabular information. This goes for using tables to layout a document. A screen reader will read out the tables of the cell in order from top left to right and then downwards, regardless of how you want the document to be read.

 

Be careful using tables to show text, make sure that all the text which should be read together is in one cell.

For example:

Do it this way Jack and Jill

Went up the hill

To fetch a pail of water.

Jack fell down

And broke his crown

And Jill came tumbling after.

Old King Cole

Was a merry old soul

And a merry old soul was he.

He called for his pipe

And he called for his bowl

And he called for his fiddlers three.

Don’t do it this way Jack and Jill Old King Cole
Went up the hill Was a merry old soul
To fetch a pail of water. And a merry old soul was he.
Jack fell down He called for his pipe
And broke his crown And he called for his bowl
And Jill came tumbling after. And he called for his fiddlers three.
Otherwise a screen reader will read the rows out of order like this Jack and Jill

Old King Cole

Went up the hill

Was a merry old soul

To fetch a pail of water.

And a merry old soul was he.

Jack fell down

He called for his pipe

And broke his crown

And he called for his bowl

And Jill came tumbling after.

And he called for his fiddlers three.

Font

It’s a good idea to keep fonts to around a size 14 but definitely no smaller than 12. This will help users with a visual impairment.  It is also good to avoid what’s called a non serif font like Times New Roman. The little tails on the letters make it harder for some people to read. Think of it as the more ornate the font, the more people who will find it harder to read.

I tend to stick to:

  • Arial
  • Verdana
  • Calibri
  • Tahoma
  • Helvetica

Use dark text against a pale background, this is best for users with specific learning difficulties such as dyslexia, however some users with visual impairments may find a pale font on a dark background easier to read. The importance is that there is sufficient contrast between the text colour and the background colour. For example, black font on a cream or buff background is a good contrast and is usually popular amongst those with difficulties such as dyslexia. Backgrounds should always be plain.

Some individuals may require printed documents on different coloured paper as this can assist those with irlen syndrome and other specific learning difficulties.

When aligning font, don’t justify text as this makes the spaces between the words uneven and difficult to read, always align left.

These are just a few quick hints on making your document more accessible, the benefit of using the styles etc over direct formatting will also copy across if you save this document as a PDF or in RTF format.

 

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