Reaching the Summit: Publishing
Accessibility Statement
Key Takeaways
In this chapter, we share
- Examples and guidance for creating an accessibility statement for your OER
- An adaptable accessibility statement template for the front or back matter of your OER
OER should be created with accessibility in mind, both as a matter of inclusive design and to align with accessibility requirements by law (Final rule revision and Extension of Compliance Dates of the regulation implementing title II of the Americans with Disabilities Act (ADA). Once you have worked to make your textbook more accessible, a best practice is to include an accessibility statement. The statement can be a useful addition to a resource designed to reduce barriers for readers. This section will outline guidelines and recommendations about what to include in an accessibility statement and for whom the accessibility statement is provided.
What is an accessibility statement?
An accessibility statement acts as a resource for those who have questions about the accessibility features of your resource. It should briefly explain key accessibility features, note any known issues, and provide contact information for help.
For whom are you doing this?
When writing an accessibility statement, it is important to keep in mind for whom the statement is provided. This will guide the language you use and the type of information you include. Ultimately, the accessibility statement is for people who have disabilities, people who are having trouble accessing your resource for any reason, and institutions or instructors considering whether to adopt your OER. Chances are, readers will turn to the statement when they need help accessing content or want clear information about the resource’s accessibility. Providing an accessibility statement can also help institutions or instructors understand what accessibility work has been done and what standards or practices guided the resource design.
Hassell Inclusion’s blog post on “How to write an effective Accessibility Statement” notes that many accessibility statements ignore who will be accessing the accessibility statement or why. Instead, they make statements about the organization’s commitment to accessibility, combined with technical jargon related to web development, accessibility, and accessibility legislation. Rather than acting as a helpful resource for people with disabilities, this type of accessibility statement “read[s] like a combination of a sales pitch on how socially responsible the organization is, a technology manual, and some legal small print.”[1]
Chances are that the only time people will be interested in an accessibility statement is when they have trouble accessing content in the textbook or resource or when they are considering whether or not to adopt your OER. Therefore, make sure your accessibility statement provides the information for which readers are looking.
Example – Accessibility Statement
Several OER creators offer excellent examples of accessibility statements in their Pressbooks OER. Select the link to view each:
Located in OER Front Matter
- Accessibility Statement from BC Campus’s Accessibility Toolkit, 2nd Edition
- Accessibility Statement from Open Oregon’s Doing the Work: Diversity, Equity, and Inclusion in Open Educational Resources (scroll to Accessibility Statement)
Located in OER Back Matter
What do you need to do?
Accessibility Checklist – Accessibility Statement
An accessibility statement is included in the OER front matter or back matter. It includes:
- A clear description of accessible features and standards adhered to
- A transparent assessment of the OER based on the Accessibility Checklist
- A list of known accessibility issues and areas for improvement
- Contact information for troubleshooting accessibility issues
Create an accessibility statement
- Using the template below, fill in the missing information using information from your OER. (Accessibility Statement Template_Word [Download])
- You may complete the Accessibility Checklist portion as you review your resource, or as part of an internal or peer review process
- Once complete, place the accessibility statement in either the Front Matter or Back Matter of your OER and name the Pressbooks page “Accessibility Statement”.
Select the arrow to view an Accessibility Statement Template.
Accessibility Statement Template
[Organization or Project Name] believes that education needs to be available to everyone, which means supporting the creation of free, open, and accessible educational resources. We are actively committed to increasing the accessibility and usability of the textbooks we produce.
Accessibility of This Resource
The web version of this resource [Insert Link to Homepage] has been designed to meet [Accessibility standard or guidelines, such as Web Content Accessibility Guidelines 2.0, level AA]. In addition, it follows all guidelines in Appendix A: Checklist for Accessibility from the Accessibility Toolkit – 2nd Edition. It includes:
- Easy navigation. This resource has a linked table of contents and uses headings in each chapter to make navigation easy.
- Accessible math equations. Many of the equations in this resource have been written in LaTeX and rendered with MathJax, which makes them accessible to people using screen readers that are set up to read MathML. The rest of the equations are rendered as images with appropriate alternative text.
- Accessible videos. All videos in this resource have captions.
- Accessible images. All images in this resource that convey information have alternative text. Images that are decorative have empty alternative text.
- Accessible links. All links use descriptive link text.
[Note: Adapt the above points to reflect your OER. Make sure the above list only includes content that appears in the book. If there are no videos, don’t mention videos.]
| Element | Requirements | Pass? |
|---|---|---|
| Organization | Content is organized under headings and subheadings that are used sequentially. | |
| Organization | The chosen Pressbook uses either the Jacobs or Malala theme. | |
| Images | Images that convey information include alternative text descriptions. These descriptions are provided in the alt text field, in the surrounding text, or linked to as a long description. | |
| Images | Images and text do not rely on color to convey information. | |
| Images | Images that are purely decorative or are already described in the surrounding text contain empty alternative text descriptions. (Descriptive text is unnecessary if the image doesn’t convey contextual content information.) | |
| Tables | Tables include row and/or column headers that have the correct scope assigned. | |
| Tables | Tables include a title or caption. | |
| Tables | Tables are used to structure information rather than for layout and do not have merged or split cells. | |
| Tables | Tables have adequate cell padding. | |
| Links | The link text describes the destination of the link. | |
| Links | If a link will open in a new window or download a file, a textual reference is included in the link text. | |
| Links | For citations and references, the title of the resource is hyperlinked, and the full URL is not hyperlinked | |
| Audio | All audio content includes a transcript that includes all speech content and relevant descriptions of non-speech audio and speaker names/headings where necessary. | |
| Video | All videos include high-quality (i.e., not machine generated) captions of all speech content and relevant non-speech content. | |
| Video | All videos with contextual visuals (graphs, charts, etc.) are described audibly in the video. | |
| H5P | All H5P activities have been tested for accessibility by the H5P team and have passed their testing. | |
| H5P | All H5P activities that include images, videos, and/or audio content meet the accessibility requirements for those media types. | |
| Formulas | Plain text equations use proper symbols and interpretation. | |
| Formulas | Complex equations either use MathJax for stand-alone equations or LaTeX rendered in MathJax if used within paragraphs or sentences. |
[Note: The above checklist reflects the Accessibility Checklist standards for your OER. You may complete it as part of your own review process, an internal review, or a peer review.]
Known Accessibility Issues and Areas for Improvement
[Insert description of any known issues in a bulleted list. If none, then insert: There are currently no known accessibility issues.]
Let Us Know if You are Having Problems Accessing This Book
We are always looking for ways to make our resources more accessible. If you have problems accessing this resource, please contact us to let us know so we can fix the issue.
Please include the following information:
- The name of the resource
- The location of the problem by providing a web address or page description.
- A description of the problem
- The computer, software, browser, and any assistive technology you are using that can help us diagnose and solve your issue (e.g., Windows 10, Google Chrome (Version 65.0.3325.181), NVDA screen reader)
Here is how you can contact us: [Insert a link to a contact form and/or an email]
This statement was last updated on [TODAY’S DATE].
The Accessibility Checklist table is adapted from “Accessibility Assessment” in The Rebus Guide to Publishing Open Textbooks (So Far) by the Rebus Community under a CC BY 4.0 license.
Tips for writing a useful accessibility statement
Use clear and simple language. Avoid jargon and technical terms so readers can quickly understand how the resource supports access.
Explain how readers can personalize their experience. Include options that may help people use the resource in ways that work best for them, such as platform features, browser settings, available file formats, and assistive technologies.
Point readers to useful platform features. If the resource is hosted in a platform such as Pressbooks, mention features that support access, such as increasing font size in the webbook.
Provide links to available file formats. Make it easy for readers to find and choose the format that works best for them.
Describe specific accessibility features when relevant. Briefly explain features that are included in the resource and how readers can use them.
Be transparent about known accessibility barriers. Clearly acknowledge any issues rather than overstating what the resource can currently do.
Explain how known issues are being addressed. When possible, share what is being done to fix a problem, include a timeline, and offer temporary workarounds.
Avoid making claims the resource does not yet meet. Be accurate about the standards, features, and level of accessibility currently in place.
Describe the accessibility approach behind the resource. Share the policy, practices, or design decisions that guided the work to make the resource more accessible.
Name the standards or requirements you are following. This might include accessibility guidelines such as WCAG, relevant federal, provincial, or state legislation, or any user testing that was conducted.[2]
Additional resources
For more information, refer to the following resources:
- Web Content Accessibility Guidelines: Conformance Claims
- Nomensa: How to Write an Accessibility Statement
- Access 8878’s Accessibility Statement
License and Attribution
“Accessible Statements” by Theresa Huff and Karna Younger is adapted from “Accessibility Statements- Accessibility Toolkit – 2nd Edition” by Amanda Coolidge, Sue Doner, Tara Robertson, and Josie Gray for BCcampus, used under a CC BY 4.0 license. “Accessibility Statements” is licensed under CC BY 4.0.
- "Accessibility Statement," Hassell inclusion, accessed August 23, 2018, http://www.hassellinclusion.com/accessibility/ ↵
- "Creating an Accessibility Statement," Access 8878, accessed August 30, 2018, https://web.archive.org/web/20161203101842/https://www.access8878.co.uk/getting-started-with-bs-8878/creating-an-accessibility-statement.aspx. ↵
