Digital "Access" versus "Accessibility"
For the past four or five years, those of us with disabilities who use adaptive technology such as screen readers or Text-to-Speech tools have heard that, in terms of being able to read digital content in any meaninful way, "The most we can expect from digital content is equal access to poorly structured content", and that "We can't make all document authors create accessible content".
There is a significant difference between having access to something and having that something be accessible. Those of us who use wheelchairs have "access" to every building but without the accessibility of ramps, elevators, automatic doors and other built environment accessibility features, "access" is meaningless and discriminatory in its ablist nature.
This web page is devoted to illustrating the significant difference between having "access" to digital content and having that digital content accessible.
We can no longer accept the platitude to document authors of trying to cajole them into creating accessible digital content by framing their lack of attention to their writing as creating "unintentional barriers." The digital barriers are, after 20 years of knowledge on how to create accessible digital content, quite intentional.
The movement promoting "access" or "equal access" rather than accessibility is not based on any consultation with those of us with disabilities and appears to be focused on how the machines/computers interpret digital content rather than how humans consume digital content. It appears to lack an understanding of basic document structure and/or how adaptive technology works. We often hear "that is a problem with the adaptive technology." It is also based on a lack of understanding of how people without disabilities access print or digital content and the almost instantaneous way that a document or page is reviewed to determine whether there is anything useful or informative in that document or on that page.
ISO 3200 (PDF) and ISO 14289 (PDF/UA) are good examples. While always a set of specifications for PDF (Portable Document Format), there was a push to make this the standard for “accessible” PDF. The problem is that many of the specifications cannot be fixed or remediated by remediation professionals and many of those that can, are time consuming and costly in terms of labour. With a shift in PDF/UA not standing for “Universal Accessibility” but rather “Universal Access” the following videos of adaptive technology reading digital documents (PDF) highlight the significant difference between being able to “access content” rather than having that content be “accessible”.
"ISO/IEC Guide 71:2014 provides guidance to standards developers on addressing accessibility requirements and recommendations in standards that focus, whether directly or indirectly, on systems (i.e. products, services and built environments) used by people." ISO/IEC GUIDE 71:2014 Guide for addressing accessibility in standards. There is a link to download for free at the top of the page. Ironically, and proving my point about "access" versus "accessibility", this publication is not a taggged accessible PDF. While I might be able to access it, I can't read it.
The International Plain Language Federation has a great principle to guide us as we strive for “accessibility”:
“A communication is in plain language if its wording, structure, and design are so clear that the intended readers can
- easily find what they need,
- understand what they find,
- and use that information.”
If we substitute the word "communication" for digital content and the words "plain language" for accessible" we have a foundation for eliminating intentional digital barriers.
Logical Reading Order for Brochures (Newsletters and Bilingual Documents).
Sample 1 - The Salamanca Statement and Framework for Inclusive Education
Sample 2 - UN Humanitarian Response to COVID-19
Sample 3 - Pacific Disability Forum COVID-19 Update.
Sample 5 - "Wood heating: a burning health issue" English brochure.
Sample 6: PDF in Browser = Accessibility Barrier!
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