Appendix 4: Making Accessible Documents and Resources

Background

Information is power’ and is therefore key to empowering individuals to form a greater understanding of the world around them. The style in which this information is produced is key to facilitating comprehension for the reader.

Presenting information in a format which makes it easily accessible is vital if the information it contains is to be understood by everyone.

Every individual has a different perception of what he / she sees, and reading is no exception. The shape and size of words can appear different to each reader. For some people with literacy difficulties there can be barriers to overcome.

People often talk about 'tuning in' to text and 'focussing' on what they are looking at. This describes concentrating on content as well as the simple decoding exercise that occurs when we read. For many people, reading becomes an automatic skill that requires little conscious effort. When decoding occurs unconsciously, the reader can concentrate on comprehension.

For some readers with literacy difficulties, decoding the words is not always an automatic or unconscious skill. Anyone with a history of reading difficulties may have to concentrate harder to interpret text and remember what they have read.

Everyone is susceptible to eye strain and tiredness when working. When a person concentrates for an extended period on a particular piece of text the words may go blurry, though this is only temporary. Those with literacy difficulties frequently experience visual discomfort when reading. Some focus on the spaces rather than on the words. This is often described as seeing 'rivers' moving down the page. The words and text can appear to be moving around the page or wobbling.

Anything that disturbs concentration, such as visual discomfort, makes the problem worse. With a few small alterations, however, it is possible to alleviate the pressures of visual discomfort.

Adopting some simple strategies can help pupils with literacy difficulties to get the most from their reading of documents and worksheets, for example, using typed rather than hand-written text.

Additionally, pupils with literacy difficulties (or other difficulties including visual impairment) may benefit from the use of text-to-speech software. Hearing the information read aloud allows the pupils to focus on the comprehension of the text rather than effort being placed on the decoding. There is a wide range of Inclusive technology software available which can also aid comprehension using additional features, for example dictionaries and translators. They often also provide the ability to add a reading ruler to aid eye tracking and screen masking as a method to reduce visual stress. 

When producing documents and resources for pupils it is important to consider how these are presented to make them as reader friendly as possible. Digital versions should also have compatibility with a range of Inclusive Technology software.

Written communication within schools can be in various forms. Not only will you need to consider the printed or digital documents you produce for class lessons, but you should also consider the accessibility of parent / carer letters, emails, in class presentations, and the accessibility of information provided on your school website. Remember the parents / carers of your pupils may benefit from information being presented in an accessible format too. 

Below are some guidelines adapted from the British Dyslexia Association (BDA) - Dyslexia Style Guide and the Web Accessibility Content Guidelines (WCAG) to help make the information in your documents and resources accessible for everyone. 

Font

Fonts should be rounded, allow for space between letters, reflect ordinary cursive writing and be 'easy on the eye'. Look for a font that spaces letters rather than running them closely together. Bear in mind that fonts that have unusual, shaped letters can create difficulties.

  • Select sans serif fonts such as Arial and Comic Sans, as letters can appear less crowded. Alternatives include Verdana, Tahoma, Century Gothic, Trebuchet, Calibri, Open Sans. If necessary, you can also increase the font spacing. This edits the spacing between letters (be careful not to space the letters too much)
  • Use a minimum of size 12pt or 14pt. Some readers may request for larger text. Larger text can also give the reader the feel of moving swiftly through a page or a book.
  • Use bold to emphasis information. Italics, underlining (except for hyperlinks), or the use of all capital/uppercase letters can make the words run together and harder to read
  • The space between lines is important. Recommendations suggest 1.5 line spacing can improve readability

Presentation

  • Use dark coloured text on a light background
  • Consider an alternative to white backgrounds on paper or presentations. Some people may find white dazzling and could benefit from a cream or pastel shade. Some readers may have a personal preference
  • When printing onto paper, ensure the paper is heavy enough (for example 80 or 90 gms) to prevent text showing through from the back
  • Matt paper is preferable to glossy paper, as this reduces glare
  • Limit lines to 60 to 70 characters. Lines that are too long or short can put strain on eyes
  • Use wide margins and headings
  • Use of boxes for emphasis, or to highlight important text, can be effective
  • Avoid dense blocks of text by using short paragraphs. The use of bullet points and numbering can also help break up large sections of text
  • Keep lines left justified, with a ragged right edge. Using fully justified spacing can make the spacing between words irregular and make it harder to read
  • Single columns rather than multiple columns (like newspapers) can be easier to read and follow
  • Consider your use of colour. Some readers may have colour blindness and see colour differently. Make sure that the colours you use contrast. You may also want to use pattern to help distinguish groups also. For example, do not rely on colour alone

Screen Readers

  • Add alternative text (alt text) to images – these should be short and concise descriptions of the images. Decorative images can be marked as so, so that a screen reader knows to ignore them
  • Make sure that images are in line with text. This makes it easier for screen readers to find the image and read the alternative text
  • Avoid using images with writing. Screen readers cannot read the writing (you will need to supply alternative text) and the font size cannot be edited for easier viewing
  • Use correct formatting for example tab stops and page breaks to structure your documents and avoid the use of repeated blank characters
  • Use headings and styles to create consistent structure to help people navigate through your content. This can also help break up long documents
  • Avoid the use of text boxes when possible as these require alternative text. Use borders and shading instead to help emphasis text
  • Make sure hyperlinks are descriptive and explain where the link goes (for example avoid the use of click here). Some screen readers provide a list of links for easy navigation and therefore your link should be understandable if read out of context

It is a good idea to run an accessibility check on your documents before they are finalised. This can help flag any issues that readers with difficulties could have.

Bibliography and References

You may wish to look at the following websites for further information on how to create accessible content:

British Dyslexia Association - Dyslexia Style Guide

Creating Accessible Documents

Understanding Web Content Accessibility Guidelines (WCAG)

Contact the Literacy Service

The Literacy Service Team can be contacted for advice and information specific to children and young people who have, or may have, learning difficulties in literacy and dyslexia.