IMS Guidelines for Developing
Accessible Learning Applications
version 1.0 white paper
| WGBH | NCAM | SALT PROJECT | IMS GLOBAL LEARNING CONSORTIUM |
Table of Contents
1. Introduction
1.1 Roles and Responsibilities
1.2 Issues with Learning Technologies for People with Disabilities
1.3 Acknowledgements
1.4 Nomenclature
2. Primer on Accessibility
2.1 Disabilities, Functional Limitations, and Accessibility Tips
2.1.1 For People Who Are Blind
2.1.2 For People with Low-Vision
2.1.3 For People with Color Blindness
2.1.4 For People Who Are Hard-of-Hearing or Deaf
2.1.5 For People with Physical Disabilities
2.1.6 For People with Language or Cognitive Disabilities
2.1.7 General Accessibility Improvements
2.2 Tools for Access - Types of Assistive Technologies
2.2.1 Screen Readers
2.2.2 Refreshable Braille Displays
2.2.3 Screen Magnifiers
2.2.4 Adaptive Keyboards
2.2.5 Voice Recognition Software
2.2.6 Single Switches
2.3 Equivalent Access Versus Alternative Access
2.4 Direct Access Versus Compatible Access
3. Principles for Accessibility in Online Distributed Learning
3.1 Allow for Customization Based on User Preference
3.2 Provide Equivalent Access to Auditory and Visual Content Based on User Preference
3.3 Provide Compatibility with Assistive Technologies and Complete Keyboard Access
3.4 Provide Context and Orientation Information
3.5 Follow IMS Specifications and Other Relevant Specifications, Standards, and/or Guidelines
3.6 Consider the Use of XML
4. Using XML for Accessibility
4.1 XML is Customizable and Flexible
4.2 XML Allows for Standardization for Accessibility, Validation, and Well-Formedness
4.3 Recommended XML-Based Languages
4.3.1 XHTML
4.3.2 XML Mark-up and Stylesheets
4.3.3 Scalable Vector Graphics (SVG)
4.3.4 Synchronized Multimedia Integration Language (SMIL)
4.3.5 XML E-Book Formats
4.3.6 Other Mark-up Languages
5. Guidelines for Accessible Delivery of Text, Audio, Images, and Multimedia
5.1 Common Types of Media Delivery and Associated Presentation Formats
5.1.1 Text
5.1.2 Audio
5.1.3 Images
5.1.4 Multimedia
6. Guidelines for Developing Accessible Asynchronous Communication and Collaboration Tools
6.1 Threaded Message Boards
6.2 E-Mail Messaging
6.3 Document Repositories
6.4 Organizers, Schedulers, and Calendars
6.5 Presentation Tools
6.5.1 Microsoft PowerPoint
6.5.2 Alternatives to Microsoft PowerPoint for Accessibility
7. Guidelines for Developing Accessible Synchronous Communication and Collaboration Tools
7.1 Synchronous Text Chat
7.2 Audio-Conferencing
7.3 Video-Conferencing
7.4 Whiteboards
7.5 Multi-User Domain Object Oriented Environments (MOOs)
8. Guidelines for Developing Accessible Interfaces and Interactive Environments
8.1 Interface Controls
8.2 Navigating the Interface
8.3 Forms
8.4 Interactive Exercises: Drag-and-Drop Exercises, Simulations, and Timed Tests
8.5 Interactive Tutorials
8.6 DVDs, Consumer Electronics, and Handheld Devices
8.7 Accessibility Information for Operating Systems and Development Platforms
8.7.1 Microsoft's Windows OS Accessibility
8.7.2 Apple's Macintosh OS Accessibility
8.7.3 Web Accessibility
8.7.4 The Java Platform
8.7.5 Other Operating Systems
9. Guidelines for Testing and Assessment
9.1 Testing and Assessment Challenges
9.2 Principles for the Accessibility of Testing and Assessment
9.2.1 Consider Accessibility Standards from the Earliest Design Stages
9.2.2 Follow Standards for Testing and Assessment That Promote Test Validity
9.2.3 Build a Coherent Raionale for the Assessment
9.2.4 Develop a Reuse Strategy That Includes Test Content, Designs, and More
9.3 Delivery and Authoring Tool Principles for Testing and Assessment
9.4 Content Development Principles for Testing and Assessment
9.4.1 Provide Information about Purpose
9.4.2 Provide Information about Accessibility of Content at Varying Levels
10. Guidelines for Developing Accessible Authoring Tools
11. Guidelines for Topic Specific Accessibility
11.1 Mathematics
11.1.1 Chunking of Mathematical Expressions
11.1.2 Inaccessible Mathematical Notation
11.1.3 Encoding Mathematical Expressions Using MathML
11.1.4 Localized Applications for Mathematical Accessibility
11.1.5 Accessible Mathematical Applications and Devices
11.2 Science
11.2.1 Chemistry
11.2.2 Physics
11.3 Simulations and Immersion
11.4 Robots and Telepresence
11.5 Charts, Diagrams, and Tables
11.5.1 Haptic Perception
11.5.2 Haptic Image Sources
11.5.3 Text Representations of Charts, Diagrams, and Tables
11.6 Geography and Maps
11.7 Music
11.8 Languages
11.8.1 Ruby Annotation as a Solution for Language Accessibility
Appendix A - Legal Issues for Accessible Distance Learning
Appendix B - Resources
About This Document
List of Contributors
Revision History
