Making your word document accessible Quick guide for UNICEF staff and partners, 2018

1. IntroductionAccessibility: Persons with disabilities accessing, on an equal basis with others, the physical environment, transportation, information and communications, including information and communications technologies and systems, and other facilities and services open or provided to the public, both in urban and in rural areas (UN, 2006).

When “access” has an equity lens, everyone can participate, including girls, boys, adolescents, adults or older persons with different backgrounds, language or other skills and abilities. Accessibility of information brings a larger reading audience to your publications. Adding features that will enhance accessibility is a quick process to allow people with disabilities, to realize fundamental human rights of access to information and services. Accessible information is particularly important for people who have low or no vision, dyslexia or difficulty reading to use screen readers (a software that reads information displayed on a screen “aloud” - see glossary).

This guide on Making your publication accessible is a supporting resource to the UNICEF Inclusive Communication Module – a three-part video training module on the UNICEF website.

Skip to how to add “heading levels for navigation”

Skip to how to add “alt text to an image”

Skip to how to “use the accessibility checker”

2. Screen-reading software and Braille readersA screen-reader is a software used by a child or adult with vision impairment or who has dyslexia or difficulty reading, to read aloud text and display – to “hear” what is usually “seen” on a screen including the content of website, word document, PowerPoint presentation. A screen-reading software will also explain menu options and describe what the general contents of a screen. Examples include JAWS (job access with speech) from Freedom Scientific and NVDA (non-visual desktop access) which is available for free (or a small donation) and available in many languages. Some products have accessibility such as “read aloud” functions as part of accessibility already built in to their systems. UNESCAP has a short video explaining how a screen-reader works.

For people who prefer to read and type in Braille, Braille readers include refreshable braille displays, which display a set of braille round dots that have a set number of characters. As a person using a braille display presses next, they are able to read different text, and navigate

websites or enter. The tips contained in this guide will help someone using a refreshable braille machine or a screen reader in navigation.

3. Accessibility meets diverse audience reading needsPublications have a diverse reading audience which includes people with disabilities. When you create documents and other communication materials, you can use an approach for print and/or digital formats to meet the needs of all users, also known as ‘universal design’. Minimum standards for accessibility of documents are increasingly required and easy to apply. It doesn’t need to be costly or take much time. You can include accessibility in Terms of Reference (TORs) as a requirement with designers, editors and share the Inclusive communication module.

4. Design and layout – structure and heading levels Consider the structure of your content. Use style-setting headings. This means rather than manually creating individual headings or formats by making them bold and by increasing the font size, every time you create a new paragraph, or list or heading, instead, create a style using the standard style tab and apply it to every heading in your document – without skipping heading levels.

Using the navigation paneA quick way to see what heading levels already exist in a document is to use the navigation pane under the “view” tab. This can also be used to move content around and navigate quickly.

Creating your own heading styles or using the existing heading styles helps navigation within the document and makes it easier for you to change and update the heading styles as you go.

Consider - Font sizesA font size of 11-12 point should be used for print documents or for online 12 point is recommended. Websites should allow for font size to be increased, providing the user with the option to zoom in.

Consider - Font typeRather than using a complex font type, such as simulated handwriting, unusually shaped letters or decorative typefaces, look for a simple font that spaces letters out. Fonts that maximize readability include Arial or sans serif font family types like Calibri, Verdana, Tahoma or the Tiresias LP fonts (external link) (designed with readers with low vision in mind). In addition

Google fonts can be downloaded into word and are consistent with online and accessible screen-reading software (Unicode Transformation Format - UTF compatible). Use colour contrast in font and headings.

Applying heading levelsUse, add or modify the “Heading 1” then “Heading 2” levels for the main headings and use the “normal” text for standard paragraphs. This makes navigation easier and having headings will also easily be used to generate a contents page for long documents.

Having heading levels also allows people who have difficulty seeing to navigate through the document. A screen reader can use heading lists to move through the document. Use the style bar (at the top of the Word document/email) to select and apply standard formats and headings.

5. How to add the “heading” style elements in Word

If you don’t like the standard style, it is easy to change the format, colour, size etc in Word documents or Outlook email by selecting the text to change or editing the styles in the style menu (in the Home tab at the top of Word or format text tab at the top of Outlook). Two easy options:

To create your own style:Steps Images

1. Right click on the heading level (e.g. heading level 1)

2. Select “modify” 3. Enter in the paragraph, colour,

spacing preferences

To add a style:If you have already formatted a document the way you want without having added the headings, e.g. with the text style that you want to apply, using a specific UNICEF font color, text size, justification and spacing.

Steps Images1. Highlight the text e.g. your

standard paragraph text2. Right-click on the relevant

format category e.g. “normal” 3. Select “update normal to

match selection”

Advanced note: Style setSometimes the style set is by default based on “normal” so if you modify the “normal” default, it may modify other default headings. It is possible to save a style-set and use it as your default style so that it already configured every time you open a new word document. Ask IT for help.

6. Accessibility basics for Word documentsLayout and spacingIn addition to using heading levels, consider adding the spacing elements e.g. paragraph spacing or line spacing after in the style set. Use page breaks rather than pressing ‘enter’ several times which may indicate to a screen reader that the end of a document has been reached.

Use standard and bulleted or numbered listsManually typing numbers or dashes before items in a list will not immediately group them as a list and make it easy for a person using a screen reader to skip to the next list. Instead, use (and modify, as per the same process of heading styles) the standard format as a numbered or bulleted list, so that they are clearly grouped together for users of screen readers.

Avoid text-boxesText boxes should be avoided because screen readers may skip or have difficulty reading “aloud” the text boxes. Instead, either a single-cell table can be used or, text can be highlighted, “filled” in a colour with a “border” added (applied to this paragraph –and added as a style- “highlighted normal”) to show a differentiation, without affecting accessibility.

Maintain colour contrastContrast between the background and the text is vital for persons who are partially sighted. The better the contrast, the more legible the text will be. Black text on a white background provides the best contrast. Highlighting text is an effective visual method to draw the attention of the reader, but to give content meaning for children or adults using screen readers, or who are colour blind or print documents in black and white, think about structuring content such as part A and B or section 1 and 2 (with heading levels) to break up content. To check colour contrasting options, see www.colorsafe.co

Making accessible images and chartsImages can make your text easier to understand, particularly for children or adults who have low literacy, dyslexia, or with intellectual disability. However, as screen readers only read text or headings and instructions, a person with low or no sight may miss out on any information conveyed in graphics. Therefore, all graphics should have a short description, often called a text alternative or ‘alternative text’ ‘alt text’ for short. Complex images (such as graphs, schemes, screenshots, and maps) require an equivalent in text – also known as “alt text” – a description that is added to an image / chart that can’t be seen but will be read by a screen reader. The length of the description will depend on the graphic and the audience. The main consideration is what is the “meaning” or message conveyed by the image. In some instances, more detailed descriptions might be appropriate, such as colours, foreground, shape, contrast.

Some images may need a short title, or no description if there is explanatory text or a caption with sufficient information. For decorative images, that add no meaning, blanc alt text can be used or a simple title without a description. See guidelines from Diagram.org for more information on how to describe art, images and cartoons.

7. How to - add alt text to an image in Word Alternative text /“alt text” can easily be added to an image in Word, PowerPoint or email and describes the image to someone who is blind or has vision impairment and is using screen-reading (or read-aloud) software. To add alt text to an image:

Step Images1. Select [e.g. right click] on the image or chart

2. Select ‘format picture’

3. Three across on the right hand side pop-up area for format box, choose the layout & properties part

4. Select the ‘Alt text’ and in the description box, describe the image.

Tip: Keep the description brief. The title is usually only needed if there is a long description. No need to say that it is an “image” or “graphic”– because it will be clear to the screen-reading software that it is an image.

8. Adding accessibility features for tables – Quick ReferenceTables Complex tables can be more complicated for people who have difficulty seeing. It may be challenging to understand the table structure. Mark-up include alt text to quickly describe the full table, and specifying “header rows” which helps to navigate by knowing the heading column.

A. Add alt text to describe the full table.

Step Images1. Right click or select on the table – then

select “table properties” from the drop-down menu[or advanced use the short cut “r” to jump to table properties]

2. Select the final tab “Alt Text” [or advanced use the short cut “a”]

3. Add alt text

B. Specify column headings

Step Images1. Select the table or relevant column and

go to the “design tab”2. Select (tick) the box for “header row” and

“first column”3. Under “layout” tab or the table tools

(data) select “repeat header rows”

By adding a header row, Word will act as though the first cell in the column is the heading for the content of the column that has been highlighted.

Advanced:

For tables embeded in an Excel spreadsheet where cells are coloured to highlight or differentiate data, add labels to make it easier to navigate. See online guidance or ask IT for more support.

9. Content – good practiceAvoid acronymsAvoid acronyms and jargon in documents and publications. Where needed, spell out acronyms.

Avoid ‘look here’ or ‘click here’Avoid using language like “click here” or “see above” which does not provide guidance for peoole who will use the read-aloud function to understand the document.

Use people-first, respectful languageUse words that are positive and respect the dignity of persons with disabilities, including applying a ‘person first’ approach. This means using terms like ‘children with disabilities’ rather than ‘disabled children’. Avoid terms such as ‘suffering,’ ‘wheelchair bound,’ or ‘victim.’ Instead, use language such as a child “using a wheelchair” or “children with and without disabilities play together”.

HyperlinksWhen you add hyperlinks think about having a meaningful title so that the link will not simply be read aloud as h.. t..t.p.unicef..sxxx.ddsd. If the document may be printed it may be necessary to have the full link, in which case add an explanatory description to the link.

This can be added by using a “screentip”.

10.Accessibility Checker – in Word You can use the accessibility checker in Word to check and fix the accessibility of Word documents as you create content or finalize your document to check for accessibility issues. Watch ‘Microsoft Office video’ which shows how to do an accessibility check and add alternative text. Some simple instructions for using accessibility checkers on Word to make them more accessible include:

Steps ImagesSelect ‘File’

Select ‘check for issues’Select ‘check accessibility’

Accessibility tips will appear on the right hand side of the document with a rationale and explanation of how to make the document more accessible.

When you have made an accessible document, the accessibility checker will show ‘no accessibility issues.

Participation of people with disabilityInvolve persons with disabilities in generating and reviewing content – for example, hire graphic designers that have staff on their teams that have disabilities, or teams that check accessibility and create easy-read versions of documents that involve people with disability.

11.Resources for creating accessible documents and publications Guidelines. Making Information accessible for all . European Blind Union (in EN, FR,

SP)

Accessibility Manual , International Disability and Development Consortium, 2013

Four Syllables tips on accessible content

12.GlossaryAccessibility: Persons with disabilities accessing on an equal basis as others, the physical environment, transportation, information and communications, facilities and services (UN, 2006). Physical accessibility is the provision of buildings or parts of buildings for people, regardless of disability, age or gender, to be able to gain access to them, into them, to use them and exit from them (ISO, 2011).

Assistive technology: Technology like braille-readers or screen-reading software that assists a person who is blind or has limited mobility to read information that would otherwise appear visually on a screen.

Alternative formats: Alternative formats provide greater accessibility and a rich reading experience for persons with disabilities. There is a version for everyone whatever their skills or needs. People can read with their eyes, ears or fingers. Examples of different alternative formats include EPUB, DAISY, HTML, Braille Ready File (BRF) and Easy Read (Daisy Consortium).

Screen reader: Screen readers are software programs that allow blind or low vision users to read the text that is displayed on the computer screen with a speech synthesizer or braille display. A screen reader is the interface between the computer's operating system, its applications, and the user. The user sends commands by pressing different combinations of keys on the computer keyboard or braille display to instruct the speech synthesizer what to say and to speak automatically when changes occur on the computer screen.