Accessibility and inclusivity

Requerimientos para el usuario PDF Español

User Requirements PDF English

To address the immediate out-of-school situation created by the COVID-19 crisis: Countries participating in the ADT initiative can provide immediate support to parents, students and teachers through online eLearning materials. eLearning materials can be provided to support current classroom materials including textbooks and activities. There are a…, Approach 1:, Converting Word documents to an accessible ePub., It's possible to easily convert word documents into an accessible Accessible ePub guide ePub 3  for better compatibiltiy with screen readers. This can benefit the blind and low vision community as well as learners who prefer text-to-speech to assist in comprehension. This format supports text and images. ePub 3 can be opened by ePub authoring…, Approach 2:, Converting current learning materials to a simple webpage (no interactivity)., For countries that want to publish content (copyright owned textbooks, learning resources) and may already have a LMS (learning management system) like Moodle or Google Classroom: Ensure content is digitized to the highest quality standards. Ensure images that are digitized have their aspect ratio preserved. Where possible convert text formatting…, Approach 3:, Guide to adding interactivity to your existing web page., For countries looking to add interactive activities and exercises (question and answer, fill in the blank, etc.) to online content. Interactivity can be added to both ePubs and webpages although the later has much better support. It can be challenging to solve all usability and accessibility needs with interactivity, so ensure you have technical…, Approach 4:, Creating eLearning content (SCORM) using iSpring Suite for LMSs (like Moodle), You can provide accessible interactive eLearning content for your students and host it in your LMS. SCORM is compatible with screen readers and in some cases provides additional functionality that can appeal to a wider range of users. SCORM can allow you to embed voice-overs directly into content, and supports a easier to understand, step-by-step…, Approach 5:, Adding sign language videos to online content or ePubs. , Particularly in early grades, children who are deaf or hard of hearing can benefit from sign language video accompanying their learning materials. At this age, younger children may have difficulty with written text and language acquisition as their first and primary language is sign language. A recording of all written content on a page can be…, Approach 6:, Creating a fully integrated UDL interactive textbook, A UDL (universal design for learning) textbook is a completed integrated learning resource that includes features for all learners including those with disabilities. A UDL textbook can either be published as an online resource accessible in a browser. In this way it is advisable to utilize the PWA model to support offline playback, or as a media…, For All Approaches: , Must have Universal Design for Learning techniques that benefit all learners regardless of learning style or disability., 1. Glossary:  Add a glossary for any new or difficult words/concepts in your material. Glossaries should represent concepts or ideas through multiple methods like images, videos, sign language, short descriptions and long descriptions, related ideas.  Link to the glossary directly from words/concepts or from pages where you introduce a new idea. 2…

Methodology to pilot the Accessible Digital Textbooks initiative at country level, UNICEF and its partners have developed steps to produce, test and validate the piloting of the accessible digital textbooks at the county level. The textbooks must be based in the country’s educational system and produced jointly with a multidisciplinary technical team, collaborating with teachers, experts, technologists, publishers, authors and,…, Pre-production phase, The pre-production phase includes initial implementation steps to build local capacity in a country. All stages are needed, but the sequencing of the following actions is optional: 1. Understand the needs of the country in terms of accessibility to learning materials and inclusive education: Identifying the country preparation and configuration…, Production phase, The production phase includes developing and adapting the prototype. In most cases, publishers do not have the original files of materials in accessible formats. Therefore, the first step is to transform the materials delivered by the publisher into a format that can be adapted and sent back to the publisher for distribution, e.g., in EPUB 3…, Post-production phase, This phase includes creating the ‘production master files’, as well as ‘translating’ these files into the different accessible formats. It also includes defining the conditions for quality control and final production of the materials. The recommended steps are the following: 1. Edit the accessible content. The publisher participates in the…

Accessible ePub links: eKitabu Accessible EPUB Toolkit:  https://www.ekitabu.com/index.php/impact/toolkit/ DAISY accessible EPUB Guide:  http://www.daisy.org/tools-products-and-services Floe Project: A wealth of EPUB 3 resources, many other inclusive design resources from across the web.  https://handbook.floeproject.org/EPUB3Resources.html…

Features of the accessible interactive activities are: ● Provide extra hints. Providing additional information and descriptions gives context to content. For example, furnishing more details when describing images will help learners answer the exercise questions; when adapting exercises, adding the details of the image description should also be…

Producing sign language videos, Using a deaf-centered production team that has responsibility for ensuring compliance with the necessary requirements is key.  , Skills and general requirements  , The team should be comprised of people who bring together the following competencies: Fluency in sign language and native knowledge of the local sign language, recognized by the deaf community as role models and references in the areas of education, leadership and the knowledge of sign language; Fluency in written language with training and…, Technical recommendations, Camera format   The person behind the camera should know sign language. A digital camera should be used because of its superior usability, quality and edition. The camera should have sufficient storage to record 60 minutes of video. The camera should be able to film in high definition. The exact quality to be used is decided in post-production but…

Lessons we learned from creating the 'Learn My Way' reader. 1. Consider the technology Before starting the process of converting a textbook to a Universal Design for Learning (UDL) digital textbook, consider the technology distribution platforms, target devices and content types. If the content is to be consumed on all device types, screen sizes…

Consultations with partners and disability experts , Since 2014 and building on existing progress enabled by the  Marrakesh Treaty to Facilitate Access to Published Works for Persons Who Are Blind, Visually Impaired, or Otherwise Print Disabled , UNICEF has been conducting wide-ranging consultations on accessible digital textbooks, involving education and technology experts, software developers,…, Work on content adaptation, A scoping exercise and several consultations took place with key stakeholders to create the basis for the initiative’s implementation within countries’ educational systems. As a result, UNICEF began to identify funding and technical partners to build the foundations for the initiative. Four regional workshops were held, in Argentina, Brazil,…,  , Work on technology development, UNICEF is working with several partners to extend the accessibility of existing publishing standards to a broader population. In line with UDL principles, this innovation will allow authors, content creators and publishers to develop and enhance their own accessible digital textbooks but, more importantly, it will allow parents, teachers and…, Experts workshop in Rio de Janeiro, Brazil - August 1 - 3, 2017, Goal: Review and update the protocols developed with Brasil, Uruguay, Argentina and Paraguay specialists, with a particular focus on hearing and with intellectual/developmental and learning disabilities. Workshop in Rio, Brazil with experts on a panel. Workshop in Rio Brazil with attendees siting in a conference room Pink Post-it Picture from…, Experts Workshop in Washington, DC - 26 - 28, September 2017, Goal: To harness appropriate teaching/learning materials and technology support to ensure all children, including children with sensory and intellectual disabilities have the same access to textbooks and to learning materials.   Workshop of experts in DC Workshop with panel of experts in DC including Gopal Mitra, Richard Orme, Linda Hiebert,…

With support of:, We are grateful to our donors –The Derek A.T. Drummond Fund (USA) and the Alana Foundation (USA) – for contributing to our vision and for critical financial investment, allowing us to develop this idea and without whom much of the progress so far would have not been possible. Alana Alana, Partners, The UNICEF partners for this initiative DAISY Consortim UNPRPD Logo Benetech Logo, Technology Seving Humanity UNICEF Logo United States Fund USAid eKitabu Gallaudet University Logo of Down Movement (Brazil) CEDIE All Children Reading Inclusion International Logo of Canales Global Book Alliance World Blind Union ICEVI WIPO World Federation of the…

After participating in an inclusive development experience, Carmen Cosp (ADEC; Ultima Hora, 2014), said: “We became aware that the discrimination mechanism is active in each one of us, no organization is free from it, be a private, public or religious one. No schools, political groups or press organisms are free from it… discrimination is part of…

ABCs of digital accessibility, What is digital accessibility? Who is it for? What techniques are used? What resources are available? Here is a brief introduction to digital accessibility. Accessibility begins by following the ABCs: A - Access for all abilities Think about all users when designing accessibility, not just a specific group. This will improve the user experience  …, Introduction, Accessibility is “the quality of being easily reached, entered, or used by people who have a disability” (Oxford Dictionary) Image describing accessibility concerns and usability by all people Accessibility is the design of products, services, devices and environments for people with disabilities. This has come to extend to a wider range of people…, Web accessibility, Digital accessibility generally focuses on making online content more accessible by following well-established standards and guidelines, such as Web Accessibility Initiative – Accessible Rich Internet Applications (WAI-ARIA) and Web Content Accessibility Guidelines (WCAG). However, these accessibility standards largely focus on making digital…, Who is accessibility for?,   Accessibility is for a spectrum of users with diverse needs, including those who: are blind or have low vision are deaf or hard of hearing have cognitive disability have a learning disability have a physical disability have no disability (all users through a universal design approach).   Additional groups to consider include people with: a…, Learning styles, Pie chart of learning styles: visual, auditory, reading/writing, kinesthetics Matching disability types to features may seem to be the most practical and convenient way to address digital accessibility, and the current industry standard is to focus on adding accessible features for specific groups. In some cases, this process neglects other groups…, Accessibility checklists, This accessible checklist serves project managers, designers and engineers. 1. Blind and low vision users, and users with print disabilities Users who are blind or have low vision have well developed web accessibility requirements, and features and standards to address these: Alt (alternative) text for images, logos and symbols: screen readers…