Algonquin College, Creating Accessible Documents
Illinois Department of Human Services, Procurement Recommendations
Queens University Accessible Document Checklist
Pennsylvania State University, Accessibility: Guidelines and Policy
Royal Melbourne Institute of Technology, Web Accessibility Standards for Word documents
University of Manitoba, Accessible Content guidelines
University of Washington, Creating Accessible Documents
World Wide Web Consortium (W3C)
Rosalian Babo and Ana Azevedo, “Disability Standards and Guidelines for Learning Management Systems: Evaluating Accessibility” in Moreno et al Higher Education Institutions and Learning Management Systems: Adoption and Standardization” 199-218
Dosis et al, “Ontario Colleges AODA Procurement Toolkit (Toronto: George Brown College, 2014)
Microsoft’s Accessibility Video Training for Microsoft Office
-videos for Outlook, Word, Excel, and Power Point
This document represents accessibility guidelines for curriculum development at NorQuest College. It draws on international accessibility standards, guidelines created by post-secondary institutions across the world, and provincial, state, and federal regulations from Canada and the United States. The requirements in this document cover the most common accessibility issues. However, needs that are not covered by this checklist that require additional accommodations may occur.
This is the best type of document for accessibility.
Guideline |
Requirement |
Notes: |
|---|---|---|
| Font | Use a san-serif font with a minimum of 12-point font size | |
| Line Spacing | 1.5 or double-space | |
| Tables | The ‘Repeat Header Rows’ tool is enabled. | Highlight the header rows (the row or rows with your table headings) and select ‘Repeat Header Rows’ under the ‘Layout’ tab on the ribbon. |
| Emphasis | Colour or bold alone are not used to emphasize terms, phrases, or sentences. The MS Word styles called emphasis, subtle emphasis, and intense emphasis are used and may be used in conjunction with colour and bold. Italics and underlines are only used for citations or references. | MS Word’s styles can be found under the ‘Home’ tab on the ribbon. |
| Colours | Colours with a minimum contrast of 4.5:1 are used. | Web AIM has an easy to use Color Contrast Checker that can be found by clicking here |
| Non-Text Content | Alternative text is provided for all non-text content (e.g., images, graphs or charts) used to convey content that is not presented elsewhere through text. The alternative text provides the same information that is conveyed through the non-text content. | To add alternative text: Right-click on the non-text content, select ‘format image,’ select the third icon from the left, and then ‘alt text.’ |
| Headings and Structural Cues | MS Word’s styles are used to indicate structure instead of bold, colour or font size. | MS Word’s styles can be found under the ‘Home’ tab on the ribbon. |
| Bullet Points and Lists | The ‘list bullet’ or ‘list number’ tools are used instead of manually entering numbers or symbols. | The ‘list bullet’ and ‘list number’ tools can be found in the paragraph section of the ‘Home’ tab found on the ribbon. |
| Justification | Headings and body text are left-aligned. | |
| URLs | URLs are provided through hyperlinked text that describes the purpose of the link. | For example, click here for more information on creating accessible URLs. |
| Page Numbers | Insert page numbers using the page number tool instead of manually typing them. | The page number tool can be found under the ‘Header & Footer’ section of the ‘insert’ tab on the ribbon. |
| MS Word’s Accessibility Checker | This tool is built into MS Word and can help you create an accessible MS Word document. Although not perfect, this tool is helpful. | To open the accessibility checker, click ‘file’, ‘info,’ and then ‘check for issues.’ |
PDF documents should be avoided if an MS Word document can be used instead.
Guideline |
Requirements |
Notes |
|---|---|---|
| All guidelines for MS Word apply to PDF documents. | ||
| Creating a PDF | PDF documents are accessible only when they are created, and saved as a PDF document, in a word processor like MS Word. Documents that have been scanned and saved as a PDF document are not accessible. | To save an MS Word document as a PDF file, click ‘file,’ ‘save as,’ and select PDF from the ‘save as type’ drop-down menu. Open the ‘Options menu’ and check the ‘select all nonprinting info options,’ ‘create bookmarks using headings,’ ‘document properties,’ and the ‘document structure tags for accessibility’ options if they appear. |
| Adobe’s Accessibility Checker | This tool is built into Adobe and can help you create an accessible document. Although not perfect, this tool is helpful. | To open the accessibility checker, click ‘edit,’ ‘accessibility,’ ‘set up assistant,’ and then choose ‘use recommended settings and skip setup.’ |
Guideline |
Requirement |
Notes |
|
|---|---|---|---|
| Minimum | Recommended | ||
| Textbooks and Anthologies | Publishers are able to provide an electronic version of the text through an institutional accessibility request. | An electronic copy is available to be rented or purchased directly from a publisher, Google Play Books, or Vital Source. | The availability of adigital or eTexts can be determined by searching the publisher’s catalogue or directly contacting the publisher. Most titles published after 2000 have an eText that is available by request. Most titles published after 2010 also have an eText that is available for purchase. |
| Novels and Plays | Electronic texts are available through the EPL (Edmonton Public Library) and CELA (Centre for Equitable Library Access). The EPL and CELA websites can be used to check availability. | Electronic texts are available through the EPL, CELA, NNELS, and Vital Source. | Click here to be taken to CELA’s website Click here to be taken to the EPL’s homepage. Click here to be taken to the NNELS homepage. Click here to be taken to the vital source homepage. |
| Course Packs, Outlines, Notes, and Handouts | These materials are available in an accessible MS Word or PDF document. See above for accessibility guidelines for MS Word and PDF documents. | An accessible copy of these materials is provided online through Moodle. | |
Guideline |
Requirement |
Notes |
|---|---|---|
| Audiovisual materials include closed captioning and described video. Alternatively, a transcript or full description of the audiovisual material is provided as an accessible MS Word or PDF document. Please see the section for MS Word and PDF documents for more information. | ||
| Sign Language Interpretation | A synchronized video can be displayed in a different viewport that includes a sign language interpreter. |
This tables refers to content that is created or shared online. This checklist is based on the Web Content Accessibility Guidelines (WCAG 2.0). The WCAG 2.0 represents the global standard for online accessibility. This checklist is based on WCAG 2.0’s Level A standards which are the lowest level of accessibility. However, it does not represent full or certified compliance with the WCAG 2.0. For more information on the WCAG 2.0 Guidelines, click here.
WCAG 2.0 Guideline number |
Requirement |
More Information |
|---|---|---|
| Non-Text Content (1.1.1) | Alternative text is provided for all images, graphs or charts that are used to convey content that is not presented elsewhere through text. | http://www.w3.org/TR/WCAG20/#text-equiv-all |
| Audio-only and Video-only (1.2.1 – 1.2.3) | Audiovisual materials include closed captioning and described video. Alternatively, a transcript or full description of the audiovisual material is provided as an accessible MS Word of PDF document. Please see the section for MS Word and PDF documents for more information. | http://www.w3.org/TR/WCAG20/#media-equiv-av-only-alt |
| Sign Language Interpreter (1.2.6 | A synchronized video can be displayed in a different viewport that includes a sign language interpreter. | Sign language is a unique language and individuals who rely on this language may not be able to read and comprehend captions. |
| Information and Relationships (1.3.1) | Formatting tools such as Moodle’s editor tool bar or MS Word’s styles are used to format and identify structural elements such as headings, tables, and lists. |
https://www.w3.org/TR/WCAG20/#content-structure-separation-programmatic |
| Meaningful Sequence (1.3.2) | Arrange your page so that the reading order is as unambiguous as possible (preferably linear). | https://www.w3.org/TR/WCAG20/#content-structure-separation-sequence |
| Sensory Characteristics (1.3.3) | Instructions do not rely on a single sense. For example, the instruction would say “click on the large, red play button” instead of “click on the red button.” | https://www.w3.org/TR/WCAG20/#content-structure-separation-understanding |
| Use of Colour (1.4.1) | Colour is not the only method used to convey meaning. For example, look up the definitions of the words in red. | https://www.w3.org/TR/WCAG20/#visual-audio-contrast-without-color |
| Audio Control (1.4.2) | The user controls when the audio will be played and the website provides a way to control the volume. | https://www.w3.org/TR/WCAG20/#visual-audio-contrast-dis-audio |
| Colour Contrast (1.4.3) | Colours with a minimum contrast of 4.5:1 are used. | Web AIM has an easy to use Color Contrast Checker that can be found by clicking here |
| Keyboard (2.1.1-2.1.2) | The user can fully navigate and operate the webpage using only the keyboard. | https://www.w3.org/TR/WCAG20/#keyboard-operation-keyboard-operable |
| Timing Adjustable (2.2.1) | Time limits can be easily turned off or extended unless time is a bona fide requirement. | https://www.w3.org/TR/WCAG20/#time-limits-required-behaviors |
| Pause, Stop, Hide (2.2.2) | The user can pause, stop or hide content that blinks, scrolls or automatically refreshes. | https://www.w3.org/TR/WCAG20/#time-limits-pause |
| Three Flashes or Below Threshold (2.3.1) | Content does not blink or flash more than three times a second. | https://www.w3.org/TR/WCAG20/#seizure-does-not-violate |
| Bypass Blocks (2.4.1) | A link is provided that takes the user directly to the core content by bypassing content such as navigation bars, links or logos that are commonly found at the top of the page. | https://www.w3.org/TR/WCAG20/#navigation-mechanisms-skip |
| Page Titled (2.4.2) | The page has a title that is descriptive and clear. | https://www.w3.org/TR/WCAG20/#navigation-mechanisms-title |
| Focus Order (2.4.3) | The webpage is structured so that the user is led through the page in a way that reflects the order the content should be viewed. This is true whether the user is using a mouse, a keyboard, or combination. | https://www.w3.org/TR/WCAG20/#navigation-mechanisms-focus-order |
| Link Purpose (2.4.4) | A user who only sees the text that is included in a hyperlink will know where a link will take them. This can be achieved by including a whole sentence in a hyperlink instead of one word or phrase such as ‘click here.’ | https://www.w3.org/TR/WCAG20/#navigation-mechanisms-refs |
| Language of Page (3.1.1) | The underlying HTML code on each page should have a human language specified. Moodle does this automatically. | https://www.w3.org/TR/WCAG20/#meaning-doc-lang-id |
| On Focus (3.2.1) | Activity does not take place because the keyboard or mouse focus has moved over a part of the page. For example, new pages do not automatically open if you scroll over a specific word. | https://www.w3.org/TR/WCAG20/#consistent-behavior-receive-focus |
| On Input (3.2.2) | The user is warned before any major changes, such as popups, will occur. | https://www.w3.org/TR/WCAG20/#consistent-behavior-unpredictable-change |
| Error Identification (3.3.1) | User input errors are clearly identified and explained at the start of the page. Examples of errors include typing a year where a name is expected. | https://www.w3.org/TR/WCAG20/#minimize-error-identified |
| Labels or Instructions (3.3.2) | Instructions and field labels clearly indicate what input is expected from the user when the user is expected to create text in a fillable field. | https://www.w3.org/TR/WCAG20/#minimize-error-cues |
| Parsing (4.1.1) | Manually entered HTML code must be free of error. | https://www.w3.org/TR/WCAG20/#ensure-compat-parses. For a tool that can assist you, click here. |
| Name, Role, Value (4.1.2) | If manually inputting your own HTML, follow all recommended guidelines to ensure maximum accessibility. |
The above table provided guidelines for material that is created or shared through a digital medium. This table provides criteria for selecting Learning Management Systems (LMS), Learning Content Management Systems (LCMS), online assessment tools, and digital security tools.
Guideline |
Requirement |
||
|---|---|---|---|
| Minimum | Recommended | Ideal | |
| Accessibility Certification | The software company can provide certification demonstrating all aspects of their product meets WCAG 2.0 Level A or WCAG 2.1 level A standards. | The software company can provide certification demonstrating all aspects of their product meets WCAG 2.0 Level AA or WCAG 2.1 level AA standards. | The software company can provide certification demonstrating all aspects of their product meets WCAG 2.0 Level AAA or WCAG 2.1 level AAA standards. |
| Operating Systems | The software is fully compatible with E&IT’s recommended Operating System. | The software is fully compatible with several Operating Systems including E&IT’s recommended Operating System. | |
| Internet Browsers | The software is fully compatible with E&IT’s recommended internet browser. | The software is fully compatible with several internet browsers including E&IT’s recommended internet browser. | |
| Extracting tests, exams, and other content | The software allows instructors to easily extract accessible MS Word or PDF documents for all content including tests and exams. For more information on accessible MS Word and PDF documents, please see the above tables. | ||
| Features that may interfere with Assistive Technology | Any features that may interfere with any AT can easily be turned off by staff in the Testing Centre and any staff or faculty who administer exams in a distance, regional, or other setting. | The software does not have any features that interfere with any AT. | |
Guideline |
Requirement |
Notes |
|
|---|---|---|---|
| Minimum | Recommended | ||
| Exam Formats | MS Word: Exams in MS Word comply fully with the guidelines in the “Microsoft Word (MS) Documents” table. PDF: Exams submitted as a PDF comply fully with the guidelines in the “Portable Document Format (PDF)” table. | Exams are delivered online and fully comply with the guidelines in the “Learning Management Software, Digital Assessment Software, and Exam Security Software” table. | |
| Multiple-Choice Exams | Delivered through an online platform that complies fully with the “Learning Management Software, Digital Assessment Software, and Exam Security Software” table | ||
| Online Exams | Delivered through an online platform that complies fully with the “Learning Management Software, Digital Assessment Software, and Exam Security Software” table | ||
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