1. Inclusive practice: Creating accessible resources for learning and teaching
This session will introduce staff to principles around creating accessible print and online resources.
Topics will include good practice, resources available and alternative formats.

2. What does print disability mean?
A print-disabled person is anyone for whom a visual, cognitive or physical disability hinders the ability to read print. This includes all visual impairments, dyslexia, and any physical disabilities that prevent the handling of a physical copy of a print publication. (Copyright Licencing Agency, 2011).

3. What are the numbers nationally?
4.5% of all UK university applicants have one of the following disabilities:
specific learning difficulties.
visual impairment.
motor difficulties.
deafness.
JiscTechDis (2013).

4. What are our numbers at Kent?
University of Kent 2013 – 2014:
Specific Learning Difficulties – 844.
Visual Impairment – 27.
Physical Disabilities – 77.

5. The problem with physical printed material
Image showing a page of printed text. Wherever possible we should be providing materials for students with print disabilities in electronic format. This gives extra functionality in terms of the ability to convert the document to a range of different formats and manipulate them to support text-to-speech, magnification and background colour changes. Print materials can be converted to electronic format but the processes to do this are often very time-consuming and may not always produce authentic reproductions of the original material.

6. What is an accessible format?
An accessible format is one which works for the majority of people without the need for conversion.
Accessible resources promote self-sufficiency in learning and teaching and can be accessed efficiently from a range of devices.
Typically the most accessible resources are therefore electronic.

7. Why electronic resources may be best?
Electronic resources (where they are created inclusively) will allow users to:
Magnify.
Reflow.
Recolour - change background colours.
Convert formats - for example text to mp3/audio.
Navigate the document quickly using headings.

8. How can I make electronic documents more accessible?
Sensus Access is an online tool that will enable the conversion of almost any electronic document into a more accessible format.
SensusAccess is a self-service solution that automates the conversion of documents into a range of alternative formats including Braille, mp3, Daisy and e-books. The service can also be used to convert otherwise inaccessible documents such as image-only pdf files or scanned images into more accessible formats.
SensusAccess is intended as a self-service solution for print-impaired students at universities and colleges and complements the accessibility services usually offered by educational institutions. The service can also be used by faculty to convert lecture notes and other educational material into accessible formats.
SensusAccess is powered by the award-winning RoboBraille service and supports a multitude of languages beyond English. As such, SensusAccess can also be used as a learning technology for everybody: as a language learning tool, as a tool to convert academic papers into e-books or editable documents or as a way of turning textbook material into mp3-files.

9. What is assistive technology?
Any device or system that allows an individual to perform a task that they would otherwise be unable to do, or which increases the ease and safety with which the task can be performed. Equipment or software designed or modified to enable disabled students to gain access to curriculum content or assessment, such as the use of text-to-speech (TTS) or speech recognition software, are examples. QAA (2010).

10. Video magnifier (Templeman)
A video magnifier is a standalone device that will allow for magnification and colour background changes on physical printed documents. They are only of use to users who have some sight however.

11. Optical Character Recognition Scanner (Templeman)
Image showing Optical Character Recognition Scanner (OCR) being used to create an accessible electronic copy of an otherwise inaccessible print original. Once rendered using the OCR software the electronic document can be accessed using text-to-speech software (the computer reads aloud the document to the user) or manipulated further to increase text size or change background colours.

12. What can we do?
Wherever possible select/create ‘born digital’ resources.
Demonstrate good practice in all accessible learning resources we create:
Top tips for creating accessible learning resources.
Learn more about opportunities to improve accessibility (many good things are already available to us such as the Read Out Loud functions within Adobe Reader or the text to speech tool in Word).
‘Born digital’ resources (resources that were originally created in electronic format) are more immediately accessible to students with print disabilities as they can easily be manipulated to suit a range of different accessibility requirements.
In Microsoft Word and PowerPoint you can add the Speak command to your Quick Access Toolbar by doing the following:
Next to the Quick Access Toolbar, click Customize Quick Access Toolbar.
Click More Commands.
In the Choose commands from list, select All Commands.
Scroll down to the Speak command, select it, and then click Add.
Click OK.
When you want to use the text-to-speech command, click the icon on the Quick Access Toolbar.
Convert text to speech
After you have added the Speak command to your Quick Access Tool, you can hear single words or blocks of text spoken by highlighting the text you want to hear, and then clicking the Speak command.

13. How to make Powerpoint Slides more accessible 1
Minimum point size of 24 for all slide text.
Keep the layout simple and clear.
Use the standard templates.
Give each slide a unique title.
Use the Notes Field to expand on important points or summarise visual materials.
Make sure all pictures and diagrams have alternative text descriptions.
Huge accessibility benefits can be achieved following the simple steps in this slide.
Use the Outline view to see what is text in your slides is accessible.

14. How to make Powerpoint Slides more accessible 2
Use non-serif fonts (e.g. Helvetika, Arial).
Use plain English.
Make sure there is good contrast between text and background.
Avoid ‘crowding’ slides with too much information. If lots of information is required split it across slides (or use the Notes field).
Use the Accessibility Checker.
Guidance on creating accessible presentations.
Huge accessibility benefits can be achieved following the simple steps in this slide.
Use the Outline view to see what is text in your slides is accessible.

15. How to make hand outs and module outlines more accessible 1
Minimum point size – 12.
Documents should be left aligned.
Use heading styles.
Make sure pages are numbered.
Keep layout simple and clear. Use bullets rather than ‘unofficial’ formatting (e.g. spaces, dashes).
Make sure all pictures and diagrams have alternative text descriptions.
Use non-serif fonts (e.g. Helvetika, Arial).
Huge accessibility benefits can be achieved following the simple steps in this slide.

16. How to make handouts and module outlines more accessible 2
Use plain English.
Printed handouts should be on cream or light coloured paper rather than brilliant white. Keep hyperlinks short.
Ensure that printed handouts are also available in electronic format (ideally in advance to enable students with disabilities to prepare). 
Use Web Layout when presenting Word documents.
Use the Accessibility Checker.
Guidance on creating accessible documents.
When Microsoft Word documents are created correctly the accessibility benefits (e.g. headings) will be transferred to the PDF version when converted.

17. Information Services support
Templeman Library services for users with disabilities.
Assistive technology, fetching service, extended loans.

18. Further useful information
JiscTechDis accessible documents and presentations
Guides to help students and teachers design and use accessible resources.
My Computer My Way
Text4all

19. University of Kent good practice forum
Student Support and Wellbeing staff forum

20. Key links Student Support and Wellbeing Service (SSW)
University of Kent Institutional Strategic Plan for reinforces the University’s belief in the value of an inclusive and diverse University community
University of Kent Equality Diversity & Inclusivity (EDI)

21. Contact Ben Watson Telephone: ext. 3111 Email
Academic Liaison Librarian
IS Disability Support Coordinator
Telephone: ext. 3111