Top tips on to help you deliver accessible digital communications
This section describes some of the things you can do to enhance the accessibility of your website. This is not an exhaustive list of web accessibility guidelines; it illustrates some of the techniques that may be used to make your website more usable by more people. It has much in common with the clear print guidelines described elsewhere in this guidance.
Keep the content simple. Avoid the use of jargon and complex words. This particularly helps users with learning disabilities but also benefits everyone.
Tip 2.
Don't use justified text. Text shouldn't be fully justified as users with dyslexia find this more difficult to read than if the text is aligned lift. They may also miss words that have been highlighted by bold, italics or underline.
Tip 3.
Use a sans-serif font or make sure your serif font is clear. A sans-serif font like Arial or Helvetica may be easier to read on screen. If you are using a serif font, user-test it with a range of impairment and age groups first.
Tip 4.
Limit the use of graphical text. The use of images of text (often used for important items such as headings or navigation) is undesirable for a number of reasons. Users with visual impairments may wish to increase or change the font size and colour or use magnification software to enlarge it beyond the maximum size offered by the browser. Images of text cannot have their appearance altered by the user. Unlike normal text, images of text become pixelated when enlarged by magnification software (particularly at higher levels), so users reliant upon this method of access can have significant difficulty in reading the information.
Tip 5.
Ensure that font size can be increased. Ensure that text sizes are not fixed and can be resized in the. It is important that text is not a fixed size as some users need a larger print version to make the page more legible. This will enable users who have problems with manual dexterity to increase the font size enabling them to click more accurately on links.
Make a big clickable area. Ensure that links and images are a decent size and not too close together. For example ensure that the graphical buttons, such as the `Go' button on a `Search Form', are a good size enabling users who have problems with manual dexterity to select the button more easily. Separate adjacent links by several pixels - not just one or two.
Tip 2.
Use descriptive links. Link text should give the user a clear idea of the destination and make sense when read out of context. Avoid the use of `click here', for example. This is important for screen reader users.
Tip 3.
Provide a site map. A site map will allow users to gain an overall feel for the layout, whilst also allowing direct access to any page on the website. If possible, include images or icons to visually sign post the different areas.
Tip 4.
Provide skip links which allow the user to skip over navigation via a `skip navigation' link and on long pages a `Back to Top' link between sections. This enhances the accessibility for users accessing the website via the keyboard as they will be able to select one link to jump over the navigation into the main page content instead of laboriously tabbing through each link.
Tip 5.
Ensure that all functionality is available through the keyboard as well as the mouse. This can be checked by tabbing through links and forms using the keyboard to ensure they can be accessed - and in a sensible order. This is important because users with visual impairments will not have good hand-eye coordination and are more likely to interact with the website solely through the use of their keyboard.
Use images and icons. Images and other media can be used to enhance textual content and often aid in the understanding of the information. This can be helpful for people with learning disabilities.
Tip 2.
Provide alternative (alt) text. Ensure that all images have meaningful alt text. This alt text is read out by the screen reader so that the user understands what is being shown on the screen. This is important for users with visual impairments.
Allow for flexibility. Some people with dyslexia find it more comfortable to read text on a beige background. Ensure that colours can be changed in the browser and that they have not been forced by the web developer. If your website has been built using cascading style sheets for the layout and colours, you could also consider offering a different stylesheet.
Tip 2.
Do not rely on colour alone to convey information. People with visual impairments may not be able to get information about colour definitions from their screen reading software and using colour also presents difficulties for colour blind users.
Tip 3.
Use good contrasting colours. Colour contrast can be measured. Juicy Studio's colour contrast analyser can analyse colour combinations and let you know if they produce enough of a contrast against the W3C recommendations.
Provide a consistent design. This can be achieved through the use of cascading style sheets where the web developer can reuse the same layout and design for each page in the website. This can be particularly helpful for users with learning disabilties but also benefits all users.
Tip 2.
Make use of white space. Good white space separating page elements makes it easier for users with learning disabilities to read web pages.
Ensure any animation can be paused or switched off. Animation can be a distraction and seriously compromise the ability of people with learning disabilities to read content on a page. If you provide moving content ensure there is a way to disable the movement. Alternatively allow it to loop for a few seconds and then stop automatically.
Tip 2.
Provide captions or transcripts of important audio content. Audio content can be inaccessible to deaf people and those with hearing impairments. Providing a text equivalent is important for these users but also beneficial to others for example, users in a noisy environment.
Tip 3.
Provide text equivalents for a film in cases where it can be conveyed using a single text equivalent. Examples include films that show a simple animation, banner adverts or complex multi-media that cannot otherwise be made accessible.
For Flash films, the text equivalent should be placed in the name field. It is generally advisable to make the contents of this field short and focused in order to describe the function of the movie. The description field can be used for longer descriptions. Some screen readers will read this content by default. Be cautious as long descriptions used can result in an application that is tedious to listen to.
In cases where a single text equivalent is used for an entire film clip, the `child' objects of the film should be made inaccessible. This will prevent animations within the film from causing frequent updates to the screen reader. It also assists automated testing of the content for accessibility.
The text equivalent may be assigned using the accessibility panel.
There is more detailed information on creating accessible Flash movies at the Adobe Accessibility Resource Centre.
Styles and headings are one of the most important things to consider when creating a document. The inbuilt structuring system of your word processing package should be used when creating any document.
Tip 2.
Headings and sub-headings provide an intrinsic structure to the document. An appropriate style should be applied to headings and sub-headings so that the structure is also reflected visually.
Where the use of documents can be avoided, websites should use stylesheets to optimise web page content for printing. These stylesheets should follow the basic guidelines for printed documents.
As Microsoft Word is the most commonly used word processing package, it is important to ensure that consideration is given to accessibility and usability within a Microsoft Word document.
Tip 2.
If a document has been created using the styles and headings options, those reading the document (and also those creating them) can use an inbuilt navigation system (View > Document Map) enabling users to navigate a long document. Clicking the Document Map will allow the user to expand and contract headings or jump to the relevant section of a large document.
More detailed information on creating accessible Word documents on the TechDis website.
This checklist refers to Microsoft Outlook. The same principles apply to other software packages.
Tip 1.
Send the email in plain text format. Plain text mail format lets the reader view the email with their preferred display settings. Rich text (RTF) and HTML format emails embed the sender's visual display settings and override the recipients.
Another problem with RTF emails is that attachments cannot be found by the Jaws screen reader program. This is because Outlook displays attachments differently in the RTF message window.
To change the format to plain text, go to the Tools menu > Options > Mail format.
Tip 2.
Use *bold* and _underline_ symbols to emphasise plain text. Using rich text mail format allows the use of different fonts and permits emboldening and underlining. However, in plain text mail Format, where no formatting options are available, use the text symbols * and _ to surround words or phrases you wish to mark as bold or underlined. *[word]* indicates bold and _[word]_ indicates underlined.
Tip 3.
Use an effective subject line and attachment file name as these make it more likely that emails will be read. Everyone receives large amounts of emails and attachments every day. Vague subject lines or file names are unlikely to get noticed, particularly by people with dyslexia.
Tip 4.
Capitalise each letter of combination words in a filename. File names made up of several words with no spaces should each start with a capital letter. This prevents screen reader programs from saying the file name as a single word, which usually makes no sense.
For example `DraftAnnualReport2007.doc' will be pronounced as four separate words and a date. With no capitals, the Jaws screen reader programme will pronounce it as one very long and unintelligible word.
Tip 5.
Remember that a reader with a visual impairment may not realise that there is more than one file attached. Let the reader know if you have attached a document in two different formats. For example, `Please find a Word and a text only version of the draft annual report attached'.
Tip 6.
Let the reader know if you have used voting buttons. Users of the Jaws screen reader programme will miss voting buttons as they are not automatically announced by the Jaws screen reader program.
Your email should include a line such as `Vote from the 'Actions' menu or from the toolbar buttons'.
Top tips on how to make electronic forms, surveys and questionnaires accessible
Tip 1.
Make a text version of your form. This is important for people who access their computers using screen reader software. It can also help you create a large print version, which can benefit people with learning disabilities, dyslexia and problems with coordination or manual dexterity, for example as a result of a stroke, multiple sclerosis or arthritis.
The text version will also translate more easily into Braille using translation software such as Duxbury and Braille Maker.
You can save your text-only form as a Word document (*.doc) or a text document (*.txt).
Tip 2.
If you are using Notepad, there are no formatting options to avoid because there aren't any! Notepad is used to create plain text files with the extension txt. You should consider creating and saving your form using Notepad if you cannot be sure your target audience has MS Word.
If you are using MS Word, you shouldn't apply any formatting features available on the Forms toolbar. These include Edit box, Check box, Combo box, Frame and Protect form. All of these cause serious access problems for both screen reader users and Braille translation software.
Tip 3.
Make your form easy to read. Follow the clear print and plain English tips elsewhere in this guidance. Many problems with forms are caused by poorly worded questions, illogical layout, lack of an obvious place to type answers and missing instructions on what to type. These are things that can cause problems for disabled people but also for any reader.
Getting the form right for disabled people is likely to mean making it more effective for everyone. A good form will have:
a clear title indicating that it is a form
details of who to contact for help
a concise description of how and where to return the form when completed (giving an email address where appropriate)
a statement about the number of questions (and sections if appropriate) and estimated time it takes to fill in
each question neatly worded and followed immediately by an answer line
Think about how the questions are constructed, the wording, use of question marks and colon symbols. Brief instructions should be inserted immediately after the question or on the answer line. Paragraph breaks and blank lines need to be inserted correctly otherwise the flow or meaning of the question can be affected.
Tip 4.
If you are producing an online version of your form, consider producing a printer-friendly version in addition to the plain text version. This can contain visual formatting and will be suitable for completing using a mouse or for printing off and completing with a pen. This will also give everyone options - some disabled people may only be able to use one version. Anyone may be more likely to fill in the form if they are given a range of options.
You must make sure your target audience doesn't open the printer version by mistake because the file name doesn't make this clear or the email hasn't highlighted that there are two versions.
You can use the formatting options available on the Forms toolbar when creating the printer-friendly version.
Tip 5.
It's usually better to start by making the plain text version of your form. Then make the printer-friendly version, if you decide your target audience needs this second option. This is because it's easier to add formatting to existing text than to remove formatting and have to reword the text so it makes sense without it.
Tip 6.
Use the following forms checklist:
Use MS Word, Notepad or an equivalent to create and save the plain text version of your form
Compose questions so they make sense in plain text and clearly indicate what types of responses are required
Indicate where to type the answer using an answer line
Always use the colon as the prompt for answer lines and avoid using colons anywhere else on your form, as they can be confusing
Separate questions and sections with a single blank line
Provide general instructions at the top of your document as follows:
who to contact for help
concise description of how and where to return the form when completed (give email address where appropriate)
number of questions (and sections if appropriate) and estimated time it takes to fill in.
Avoid using question prompts such as _____ or . on answer lines.
Avoid composing questions that involve handwriting terms such as `delete as appropriate', `circle as appropriate', `tick the box' or `write in the space provided'. If someone is using another format, for example, checking a box using a mouse, this will be confusing.
Tip 7.
Let people know about your forms by ensuring that file names distinguish between the plain text version and printer-friendly versions. If you send the form by email, the message text should include information about the files, their names and which one to use if you want to print it out or complete it using a mouse. You should say that the text version is suitable for screen reader users and for making Braille copies.
Tip 8.
Make the form easy to fill in by:
Leaving enough space for the answers you are asking for. Being asked to give your name and full address, with the postcode, on one line in very annoying. Some people have long addresses. Some names are long. Some people with visual impairments or dyslexia have larger than average handwriting.
Ask for information in a logical order
Say at the start who the form should be filled in by
Follow a consistent pattern
Make sure there is more space above a heading than below it so that the heading is clearly attached to what follows it
Use the same font size for all section headings
If possible, start each new section on a new page
Give clear `signpost' instructions, for example if answering yes to one question means skipping some and going to a later numbered question
Make your numbering system simple, for example, avoid using roman numerals (i, ii, iii)
Test the form. Ask several disabled people to fill in a draft version. Make sure they are seeing it for the first time. If there are problems, they are likely to spot them.
Top tips on how to make spreadsheets and tables accessible
Tip 1.
Create predictable table layouts which speech users can navigate:
regions of data should be aligned to the top and left edges of the worksheet area
remove all unnecessary breaks to the reading flow
make column and row titles concise and clear
don't use abbreviated headings
Tip 2.
Use comment and signpost cells to include a text description within a cell which can point screen reader users towards specific coordinates. Text can be formatted as a `comment'.
This is helpful if you need to place data away from predictable locations, such as column A. For example, cell A2 may be used to contain a text description such as, `Table 1 starts at cell A4, notes at A44, table 2 is on worksheet 2'.
Tip 3.
Put each new table on a separate worksheet. It's much easier to navigate and understand a table when there is only one data area per work sheet. A worksheet containing tables that are positioned away from the top left edges can be impossible to find using screen reader access, especially if no text signposts are used to point to the coordinates.
Tip 4.
Format row and column headings effectively. Screen reader programmes can be set to read row and column title headings automatically as the user arrows through a table. It's important to keep your headings consistently on the same row or column for this feature to work. Jaws version six automatically detects row and column headings provided they have been `named'.
Tip 5.
Use names to define row and column titles, this can be done:
by moving the focus to the first cell in the column or row containing the titles
if the spreadsheet contains both row and column titles, move to the cell where they intersect
from the Insert menu, select Name and then Define.
if the column contains only row titles, type `RowTitle'.
If the row contains only column titles, type `ColumnTitle'.
If it's an intersection between row and column titles, type `Title'.
Tip 6.
Headers and footers are for print only. You will need to duplicate important information contained in headers or footers in the spreadsheet main body. People who access a spreadsheet electronically may not be able to read headers or footers very easily.
Tip 7.
Format cells so that all text is visible to help visual users.
Tip 8.
Set font colour to auto. Don't use black. People who set their screen displays to reverse out will not see any text at all if you set the font colour to black, because this will result in black text on a black background.
Tip 9.
Check cell patterning and conditional formatting. Visual effects such as cell patterning and font colour are generally not spoken by screen reader programmes but may communicate essential information.
For example, if you format a cell in red, you should also place an asterisk in that cell prior to any data. This highlights the cell using a text character as well as the colour. This suits both screen users and speech users alike.
Tip 10.
Avoid using floating graphics. Speech software users cannot read the contents of a cell if there is a floating graphic obscuring it. These users will not be able to move the graphic aside with the mouse cursor.
Tip 11.
Put graphics in a separate worksheet. Graphics on separate worksheets will make the data region easier to navigate for access technology users. You can include a text signpost in a cell, pointing users to the relevant worksheet containing the graphics
Graphics should be text-described if they convey important content. This text description should be located at the top left edge of the worksheet containing the image.
Tip 12.
Include a concise text description of graphics and images. Pictures, flow diagrams, bar charts, pie charts, drawings and maps cannot be spoken by screen reader programmes, or converted by Braille translation software.
It's important to include a text description describing the most important information communicated by the visual representation.
Tip 13.
Save the spreadsheet with a meaningful file name. It is very easy to save a document but give it a meaningless name. This can make information very difficult and time-consuming to find. For example, a name such as `Document Fulfilment Monthly Report March 08.xls' makes sense, unlike `docfulreportmar08.xls'.
Tip 14.
Delete unused worksheets. It is obvious to those who can see that a worksheet is empty but it isn't to speech software users. Delete empty worksheets before saving and sending a spreadsheet.
Tip 15.
Alert users to filters and frozen panes. If you save and send the spreadsheet with a filter on, or with a pane frozen, the recipient may be unaware that not all the data is showing.
Filters: Speech users are likely to be unaware that a filter is active. Leave filters off to prevent these users from missing information. If for any reason you must leave a filter on, notify the recipient that you have done so, with instructions on which menu option to use to switch the filter off (as for Frozen panes below).
Frozen panes: If you must use frozen panes, alert recipients that you have done so. Include the instruction on how to unfreeze the pane (Window menu 'Unfreeze panes').
Tip 16.
Leave the focus in a meaningful place. Unlike in Microsoft Word, Excel saves the cursor position when you save and close the file before sending. Position it where you want the recipient to start reading when they first open the spreadsheet.
This is especially important for speech software users. Take advantage of this feature by leaving the cursor in cell A1, or a `signpost' cell.
With a little preparation, you can make a PowerPoint presentation accessible to people with visual impairments and dyslexia.
Tip 1.
Make your presentation audible as well as visible, for example:
announce the title of each new slide
talk through all the text or graphics on your slides
if you point at things, describe them
set PowerPoint to play a sound when a new slide appears.
Setting PowerPoint to play a sound when a new slide appears will enhance the audibility of your presentation. There are default sound files which you can select using these steps:
go to Slide show menu > Slide transition dialogue box
sound: select a sound file from the drop down list
loop until next sound: leave box unchecked
check Apply to all button
The sound will help draw attention to the transition. The sound should be short but not annoying, clearly audible but not too loud. Choose a sound that matches the formality of the presentation.
You need to ensure the computer running the PowerPoint presentation is connected to speakers so the audience can hear the sounds.
Tip 2.
Print presentation handouts to clear print and large print standards. This may help members of your audience with dyslexia or with a visual impairment, but some sight, to read it better. Keep to the clear print or large print standards.
To produce handouts from within PowerPoint:
Go to PowerPoint File menu > Print > Print dialogue box
Print what: select Slides
Scale to fit paper: check the box
Black and white: check the box
Frame slides: check the box
Pure black and white: leave box unchecked
Tip 3.
Export the slide show to text for access technology users or to transcribe to Braille. There are two methods to convert your slides to a text only document.
Method 1: copy slide show to clipboard and paste into a word processor:
Go to View menu > select Outline view
Go to Edit menu > check Select All
Go to Edit menu > select Copy
Open Microsoft Notepad or a word processor like MS Word
Go to Edit menu > select Paste
You should now see the text of your slide show copied into the document, but you will still need to:
number the slides next to the slide title
remove unnecessary line breaks if you see short lines
remove black squares in Notepad as these indicate a line break which may not need. You will not see these markers in Word.
Method 2: Save the slide show as an Outline RTF file
Go to PowerPoint File menu > Save As
Save as type: select Outline RTF
Click the Save button
Reopen the saved RTF document using MS word
Add paragraph breaks (put them at end of line)
Check for line breaks within sentences
You can then send the electronic files via email attachment or on a floppy disk, memory stick or CD-ROM.
If you need to get the electronic files transcribed to Braille by an agency you should book the job in advance with a transcription agency that can produce Braille.
The agency will produce the Braille version and post it back to you. This process can take between several days and several weeks, depending on the agency. You need to schedule the job so the transcribed information is done in time for the presentation.
Tip 4.
Briefly describe important images, screen shots or video clips when they appear in the presentation. Images are important to everyone because they provide information. This includes people who can't see them at all or can't see them clearly.
If you are unsure how or what to describe, think back to why you included the image in the first place. If it's a bar chart which describes some data, describe it briefly. For example, `Image of a bar chart showing 10 per cent growth in customer satisfaction over a one year period'.
Transcriptions of the slides sent via email or on disk using the methods above will not include any images in the PowerPoint presentation. It's very useful to type a brief description instead at the point the image appears in the presentation so that recipients get an idea of what the image shows.
Tip 5.
Briefly describe any animations which serve to attract attention or which, if removed, would leave the audience confused. For example, `Text here is shooting in from the left' or `There is a flying arrow whizzing around, but it settles on x showing that is the preferred option here'.
Tip 6.
Use the notes field. This provides presenters with an ideal opportunity to clarify content presented on the slides. It is also important that the notes field is used to exemplify the meaning of any visual content. For example if a presentation contains an image of a graph, the notes field should be used to explain the content of the graph and its reason for insertion. This will enable a screen reader user to understand the use of any images within the presentation.
Top tips on how to make Portable Document Format (PDF) files accessible
Tip 1.
Make sure you use the right software and tagging. Portable Document Format (PDF) used not to be accessible to people with visual impairments, as they were not compatible with screen reader software. However, newer versions of PDF software have changed this.
In addition to content, PDF files may also include `structure'. Structure is the term for a set of instructions that define the logic that binds the content together - the correct reading order, for example, and the presence and meaning of significant elements such as figures, lists, tables, and so on.
In PDF files, structure is expressed via `tags'. Tags may be generated automatically for any PDF file using the software programme Acrobat but unless the document is very simple, automated tagging alone is unlikely to produce satisfactory results for people with visual impairments.
A PDF file equipped with well-formed tags may be `reflowed' to fit different page or screen widths and will display well on handheld devices. Tagged PDF files also work better with the screen-reader devices used by many people with visual impairments. In most cases, tags are necessary in order to make a PDF file accessible.
The software programme will add tags to a PDF file but conscious effort is needed to ensure that the tagging process is performed correctly. There is little room for error in document tagging. Even seemingly small errors in document structure can easily make a file incomprehensible.
Characteristics of a properly tagged PDF:
the PDF file includes a logical reading order for its content
images are given correct alternative descriptions
tables are correctly tagged to represent the table structure
form-fields are authored to promote their utility to screen-readers
it represents text as Unicode to clear up composition irregularities such as soft and hard hyphens
Tip 2.
When distributing information in PDF remember that:
it needs to be accessible to the target audience. This policy applies both to newly created PDFs and existing PDFs from third parties that are being forwarded or made available on websites. It is important that information in PDFs is tagged, as this will ensure it is accessible to screen reader users.
in terms of best practice, MS Word, RTF or text alternates should be available at the same time and place (i.e. for download, as email attachment or on a disk). However, that is not always practical and the law does not require it.
the alternative option should be offered first in the reading order (i.e. please find a text file and a PDF attached).
Tip 3.
There are some valid exceptions to the requirement for full PDF accessibility. These include:
graphic designers exchanging images that are to be used exclusively for print production jobs.
individuals exchanging information exclusively for personal use, where an untagged PDF will cause no barriers of access to any of the parties involved for the lifespan of that information.
where an image is being distributed exclusively for printing out such as for a flyer or photograph.
PDFs in this last category should always be given a filename starting 'Printable_xxx.pdf' and the email message text should make it clear that the document is an image for printing out only.
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