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Textbooks Analyzed.Types of Issues Noted.
Website Structural Accessibility.PDF Accessibility.Common Issues (both formats).
Positive Findings.Conclusion.
60 Open Textbooks AnalyzedSelected from more commonly taught intro
topics.35 websites (58%).25 downloadable PDFs (42%).Including selections from five collections:
Connexions.Flat World Knowledge.MediaWiki.Open Learn.Open Learning Initiative.
Textbook Accessibility
Textbooks available as websites or PDFs must be:
Perceivable,Operable,Understandable,
andRobust.
Types of Issues NotedWebsite Structural Accessibility.
Due to pre-set formats.Other issues.
PDF Accessibility.Common Issues (both formats).Positive Findings.
Issues of Website Structural AccessibilityPre-Set Formats (5 collection sites):
Structural markup, e.g. nesting headers, data table title and summary attributes, fixed width (100%).
Color contrast (80%).In-page navigation (40%).
Issues of Website Structural AccessibilityAuthor-created Website Structural
Problems:Structural semantic organizers (26%
headers, 3% bulleted lists).Tables (31% headings, 40% table
attributes).Fixed width page (14%).In-page navigation (14%).
(cont.)Data entry using Flash (9%).Reliance on Java scripts (6%).Non-mouse operation (9%).Frames (3%).
Issues of PDF AccessibilityPDFs download from a website:
If there is a problem with the website that houses the PDF, even an accessible PDF is inaccessible.
PDF accessibility features, unavailable in 100% of PDFs examined, including:Tagging and reading order.Searchable text.Fonts allow character extraction to
text.
(cont.)Interactive form fields.Non-mouse navigational aids.Specified document or text block language.
No security restrictions against AT.
Proper tagging and reading order.Alt text.
Common Issues in Both FormatsVisual Appearance:
Dense text (17% web, 32% PDF).Small font (3% web, 20% PDF).Visual clutter (14% web, 12% PDF).Specific issues with mathematical
symbols.
(cont.)Content Organization:
Important/less important (14% web, 20% PDF).
Organizational flow (14% web, 4% PDF).
Lack Table of Contents (12% PDF, plus other issues).
Lengthy pages (23% web, 4% PDF).
(cont.)Content-related Vocabulary:
Inconsistent emphasis (9% web, 28% PDF).
Need Glossary (54% web, 44% PDF).Author’s Voice (11% web, 12% PDF).Consistency:
Visual format (17% web, 28% PDF).Reading ease (26% web, 44% PDF).
(cont.)Need Alternatives:
Alt text (63% web, 100% PDF, plus additional issues).
Color coding (14% web, 12% PDF).Comprehension Level (37% web,
36% PDF).
Positive FindingsFive percent of website evaluations and
8% of PDF evaluations were deemed exemplary.Appropriate readability level (3 PDFs).Visual-semantic organization (2 PDFs).Format consistency (2 PDFs).Presentation style (1 website, 2 PDFs).Lack of clutter (1 PDF).Glossary (1 PDF).
CONCLUSION: How to Build In Accessibility?
Authors need: Awareness,How-To
Knowledge,Professional
Assistance, andIncentives.
Selected ReferencesAbedi, J., Hofstetter, C., Baker, E., & Lord, C.
(2001, February). NAEP Math Performance and Test Accommodations: Interactions with student language background. CSE Technical Report 536.
Adobe. (2008). Adobe® Acrobat® 9 Pro Accessibility Guide: Best Practices for Accessibility. Retrieved July 14, 2010, from http://www.adobe.com/accessibility/best_practices.htl
Bailey, T. (2009, February). “Rethinking Developmental Education in Community College.” CCRC Brief, Number 40.
(cont.)Grabinger, S. R., Aplin, C., & Ponnappa-
Brenner, G. (2008, February). Supporting learners with cognitive impairments in online environments. TechTrends, 52(1), 63-69.
Lighthouse International. (2010). Making Text Legible. Retrieved July 4, 2010, from http://www.lighthouse.org/accessibility/design/accessible-print-design/making-text-legible
US Government. (2010). Resources for understanding and implementing Section 508. Retrieved Oct. 15, 2010 from http://www.section508.gov/
(cont.)W3C. (2010). WAI guidelines and techniques.
Retrieved Oct. 15, 2010 from http://www.w3c.org/WAI/guid-tech.html
WebAIM. (2010). Cognitive Disabilities: Introduction. Retrieved July 14, 2010 from http://webaim.org/articles/cognitive/
