Web Accessibility Assessment
We are making a good faith effort to ensure that DOERS3 publications produced with Rebus support meet accessibility standards wherever possible, both to ensure that materials are accessible to the widest audience possible from the moment of publication and to highlight areas to improve. It is our hope that by being transparent about the web accessibility, we can begin the process of making sure that these considerations are top of mind for all authors, researchers, students, educators and administrators working on a variety of OER.
Below is a short assessment of eight key areas that have been assessed during the production process. The checklist has been drawn from the BCcampus Open Education Accessibility Toolkit. While a checklist such as this is just one part of a holistic approach to accessibility, it is one way to begin our work on embedded good accessibility practices in the books we support.
Wherever possible, we have identified ways in which anyone may contribute their expertise to improve the accessibility of this text.
We also welcome any feedback from students, instructors or others who encounter the book and identify an issue that needs resolving. This report is an ongoing project and will be updated as needed. If you would like to submit a correction or suggestion, please do so via the DOERS3 website.
Web Accessibility Checklist
| Area of Focus | Requirements | Pass? |
|---|---|---|
| Organizing Content | Content is organized under headings and subheadings | Yes |
| Organizing Content | Headings and subheadings are used sequentially (e.g. Heading 1. Heading 2, etc.) as well as logically (if the title if Heading 1 then there should be no other Heading 1 styles as the title is the uppermost level) | Yes |
| Images | Images that convey information include Alternative Text (alt-text) descriptions of the image’s content or function | Yes |
| Images | Graphs, charts, and maps also include contextual or supporting details in the text surrounding the image | Yes |
| Images | Images do not rely on colour to convey information | Yes |
| Images | Images that are purely decorative contain empty alternative text descriptions. (Descriptive text is unnecessary if the image doesn’t convey contextual content information) | Not Applicable |
| Tables | Tables include row and column headers | Yes |
| Tables | Tables include a title or caption | Yes |
| Tables | Tables do not have merged or split cells | Yes |
| Tables | Tables have adequate cell padding | Yes |
| Weblinks | The weblink is meaningful in context, and does not use generic text such as “click here” or “read more” | Yes |
| Weblinks | Weblinks do not open new windows or tabs | Yes |
| Weblinks | If weblinks must open in a new window, a textual reference is included in the link information | Not Applicable |
| Embedded Multimedia | A transcript has been made available for a multimedia resource that includes audio narration or instruction. Transcript includes:
|
Not Applicable |
| Embedded Multimedia | Captions of all speech content and relevant non-speech content are included in the multimedia resource that includes audio synchronized with a video presentation | Not Applicable |
| Embedded Multimedia | Audio descriptions of contextual visuals (graphs, charts, etc.) are included in the multimedia resource | Not Applicable |
| Formulas | Formulas have been created using MathML | Not Applicable |
| Formulas | Formulas are images with alternative text descriptions, if MathML is not an option | Not Applicable |
| Font Size | Font size is 12 point or higher for body text | Yes |
| Font Size | Font size is 9 point for footnotes or endnotes | Yes |
| Font Size | Font size can be zoomed to 200% | Yes |
