Creating Section 508 Compliant Microsoft Word Documents

1. 1 Creating Section 508 CompliantMicrosoft Word Documents ASPA Web Communications and New Media Division Welcome to Creating Section 508 Compliant Microsoft Word Documents I. This is the first of two courses on Creating Compliant Microsoft Word Documents. When creating any business document assume that the document will be posted on the web, and may need to be converted to HTML. By creating an accessible document the conversion process will be simplified and will save much time and expense to post the document. This course will be broken up into 4 Modules: Module 1 - Introduction to Best Practices for creating Section 508 compliant Microsoft Word Documents. Module 2 � Structuring a complaint Word Document Module 3 � Creating compliant Tables and Graphics Module 4 � Creating compliant emails. The Creating Section 508 Compliant Microsoft Word Documents II will cover more advanced subject matter such as creating accessible Word templates. Welcome to Creating Section 508 Compliant Microsoft Word Documents I. This is the first of two courses on Creating Compliant Microsoft Word Documents. When creating any business document assume that the document will be posted on the web, and may need to be converted to HTML. By creating an accessible document the conversion process will be simplified and will save much time and expense to post the document. This course will be broken up into 4 Modules: Module 1 - Introduction to Best Practices for creating Section 508 compliant Microsoft Word Documents. Module 2 � Structuring a complaint Word Document Module 3 � Creating compliant Tables and Graphics Module 4 � Creating compliant emails. The Creating Section 508 Compliant Microsoft Word Documents II will cover more advanced subject matter such as creating accessible Word templates.

2. 2 Class Objectives After completing this class you will be able to: Describe the Best Practices for creating Microsoft Word documents Structure Microsoft Word documents for accessibility using styles Identify techniques for developing accessible Microsoft Word documents After completing this class you will be able to: Describe the Best Practices for creating Microsoft Word Documents � Module 1 Structure Microsoft Word documents for accessibility using styles � Module 2 Identify techniques for developing accessible Microsoft Word Documents � Modules 2 and 3 Describe the Best Practices for creating accessible emails � Module 4 Identify techniques for developing accessible emails � Module 4After completing this class you will be able to: Describe the Best Practices for creating Microsoft Word Documents � Module 1 Structure Microsoft Word documents for accessibility using styles � Module 2 Identify techniques for developing accessible Microsoft Word Documents � Modules 2 and 3 Describe the Best Practices for creating accessible emails � Module 4 Identify techniques for developing accessible emails � Module 4

3. 3 Creating Section 508 CompliantMicrosoft Word Documents I Module 1 - Introduction In this Module we are going to discuss the Best Practices for creating Microsoft Word Documents In this Module we are going to discuss the Best Practices for creating Microsoft Word Documents

4. 4 Structured Word Documents Well-structured documents can easily be: Read and navigated by assistive technology Exported to other applications, with minimal adjustment to maintain accessibility Success depends upon: A clear, hierarchical structure Use of reliable publishing tools that are compatible with assistive technology Requires the author to think through and map out content in a hierarchical format. Accessible documents are often easier to read and easier to navigate. They allow faster importing from and exporting to other electronic applications. People with visual disabilities cannot visually determine the hierarchical difference between titles, subtitles, and columns of text. Assistive technology cannot translate visual cues (such as a change in font sizes and the location of text on a page) to determine and translate document structure. Assistive technologies rely on the document�s author to organize and set up the document in such a way that the hierarchy can be accurately discerned. Requires the author to think through and map out content in a hierarchical format. Accessible documents are often easier to read and easier to navigate. They allow faster importing from and exporting to other electronic applications. People with visual disabilities cannot visually determine the hierarchical difference between titles, subtitles, and columns of text. Assistive technology cannot translate visual cues (such as a change in font sizes and the location of text on a page) to determine and translate document structure. Assistive technologies rely on the document�s author to organize and set up the document in such a way that the hierarchy can be accurately discerned.

5. 5 Comparable Access to Information Promotes equality and independence Makes possible a broader range of employment and educational opportunities Provides access to government services and information: Social programs Legislative representatives Because reading is fundamental for staying informed in today�s information-rich world, accessible documentation is truly an important step in promoting independence for individuals with disabilities. Accessible documents provide access to fundamental government services and information such as tax forms, social programs, and legislative representatives. Accessible documents provide an additional means of communication, which makes possible a broader range of employment and educational opportunities. In addition, accessibility allows users with disabilities to participate in day-to-day activities that many take for granted. HHS has over 38 forms on its public use forms site � www.hhs.gov/forms/publicuse_title.html. A majority are available in PDF but some are available in HTML, MDF and MS Word. They are for Health and Human Services, SAMHSA, Public Health Service, and Program Support Center Because reading is fundamental for staying informed in today�s information-rich world, accessible documentation is truly an important step in promoting independence for individuals with disabilities. Accessible documents provide access to fundamental government services and information such as tax forms, social programs, and legislative representatives. Accessible documents provide an additional means of communication, which makes possible a broader range of employment and educational opportunities. In addition, accessibility allows users with disabilities to participate in day-to-day activities that many take for granted. HHS has over 38 forms on its public use forms site � www.hhs.gov/forms/publicuse_title.html. A majority are available in PDF but some are available in HTML, MDF and MS Word. They are for Health and Human Services, SAMHSA, Public Health Service, and Program Support Center

6. 6 Best Practices for Creating an Accessible Word Document Use system fonts when creating/modifying documents Use a sans serif font Select a font point size no smaller than 12 Use styles to associate attributes such as bold, underline, etc. with text (Do not manually associate attributes to text) Use upper and lower case letters in your sentences Using all capital letters is not recommended Best Practices are the best way to provide the GREATEST accessibility to the largest numbers of people including those with disabilities. But not all of the best practices are required under Section 508. Each of the following best practices do not apply to every document. It depends on document content. 1. A. Use characters which do not cause character mapping problems. 2. A. It is difficult for a partially sighted reader using screen magnification software to read serif type fonts (e.g. Times New Roman). Arial and Helvetica are good selections). 2. B. Unusual and/or serif type fonts do not facilitate accessibility. 3.A. Make font size 12 point the Normal style tag for all documents. 3.B. People with partial vision may not be able to interpret any font smaller than 12 point. 4. A. Do not rely on bold or italic font as the only means of emphasizing content. Use text formatting as an enhancement, not as the only way to convey information. Do not manually associate attributes to text. This assists Screen Readers to correctly identify these attributes. 4. B. Text formatting maybe difficult or cumbersome for someone using a screen reader. E.G. Italics, Bold, Underline, Font colors 5. A. Text in all caps is hard to read. Readers may rely on differing heights and shapes of upper and lower case letters to discern what they are reading. 5. B. Using all capital letters eliminates a useful recognition tool.Best Practices are the best way to provide the GREATEST accessibility to the largest numbers of people including those with disabilities. But not all of the best practices are required under Section 508. Each of the following best practices do not apply to every document. It depends on document content. 1. A. Use characters which do not cause character mapping problems. 2. A. It is difficult for a partially sighted reader using screen magnification software to read serif type fonts (e.g. Times New Roman). Arial and Helvetica are good selections). 2. B. Unusual and/or serif type fonts do not facilitate accessibility. 3.A. Make font size 12 point the Normal style tag for all documents. 3.B. People with partial vision may not be able to interpret any font smaller than 12 point. 4. A. Do not rely on bold or italic font as the only means of emphasizing content. Use text formatting as an enhancement, not as the only way to convey information. Do not manually associate attributes to text. This assists Screen Readers to correctly identify these attributes. 4. B. Text formatting maybe difficult or cumbersome for someone using a screen reader. E.G. Italics, Bold, Underline, Font colors 5. A. Text in all caps is hard to read. Readers may rely on differing heights and shapes of upper and lower case letters to discern what they are reading. 5. B. Using all capital letters eliminates a useful recognition tool.

7. 7 Best Practices for Creating an Accessible Word Document Hyphens at the end of a line are not recommended unless absolutely necessary Format your document so that all text (except for the title) is left justified when possible Format your document using a block style (i.e., no indenting other than for bulleted/numbered items) Use color only as an enhancement, not as the sole means of conveying information Make headings different than the body text 6. A. Screen readers may read a hyphenated word incorrectly. Allow words to be hyphenated by Word. 6. B. Do not insert hard hyphens (using the dash/hyphen key) and line breaks to force end-of-line hyphenation. 7. A. Left justified text is the easiest to read. 7. B. Justified text often contains large gaps between words which makes reading difficult and decreases comprehension. 8. A. People using assistive technology can navigate a document several different ways, including line-by-line or space-by-space. 8. B. If they have the cursor positioned at the beginning of a line in which the text is indented, they may not be aware that information is contained on that line. 9. A. If color is used to emphasize the importance of selected text, there must be alternate method that doesn�t rely on color to signal important information, such as an asterisk. 10. A. Use a different type size and different font. 10. B. Different formats help users differentiate between headings and body text. 10. C. Do not run heading text into body text. 10. D. Spacing helps differentiate between headings and body text. 6. A. Screen readers may read a hyphenated word incorrectly. Allow words to be hyphenated by Word. 6. B. Do not insert hard hyphens (using the dash/hyphen key) and line breaks to force end-of-line hyphenation. 7. A. Left justified text is the easiest to read. 7. B. Justified text often contains large gaps between words which makes reading difficult and decreases comprehension. 8. A. People using assistive technology can navigate a document several different ways, including line-by-line or space-by-space. 8. B. If they have the cursor positioned at the beginning of a line in which the text is indented, they may not be aware that information is contained on that line. 9. A. If color is used to emphasize the importance of selected text, there must be alternate method that doesn�t rely on color to signal important information, such as an asterisk. 10. A. Use a different type size and different font. 10. B. Different formats help users differentiate between headings and body text. 10. C. Do not run heading text into body text. 10. D. Spacing helps differentiate between headings and body text.

8. 8 Best Practices for Creating an Accessible Word Document Create headers and footers using Microsoft Word�s header and footer feature Use page numbering codes to number pages within a document (Do not manually type page numbers at the bottom of a page) Use a hard page break code to designate the end of a page (Do not use the Enter key to move text to the next page) Use simple and clear design layout Bullets can be used with lists and key points 12. A. When documents are converted to PDF manually inserted page numbers will not correlate properly to the document. 12. B. Insert page numbering in the header or footer of the document on the left side of the page. 12. C. If the document is converted to HTML, page numbers formatted properly will be removed. 13. A. This assists assistive technology to accurately identify a new page. 14. A. Be consistent throughout a document for headings and sub-headings, numbering system, and treatment of specific information. 14. B. If you use a complex layout, include a Table of Contents, especially for multi-page documents. 12. A. When documents are converted to PDF manually inserted page numbers will not correlate properly to the document. 12. B. Insert page numbering in the header or footer of the document on the left side of the page. 12. C. If the document is converted to HTML, page numbers formatted properly will be removed. 13. A. This assists assistive technology to accurately identify a new page. 14. A. Be consistent throughout a document for headings and sub-headings, numbering system, and treatment of specific information. 14. B. If you use a complex layout, include a Table of Contents, especially for multi-page documents.

9. 9 Best Practices for Creating an Accessible Word Document Explain all acronyms the first time they are used, or in a table near the front of the document Ensure contrast is sufficient Add alternate text to non-text elements Group complex images Ensure images are inserted �Inline with text�, rather than as a floating image Do not use text boxes 16. A. As with all well written documents, this aids the reader. 17.A. Visually separate text and images. Do not overlap elements, such as text over a background color or image; avoid the use of watermarks. 17. B. Ensure that color combinations provide sufficient contrast when viewed by someone having a color impairment or what viewed on a black and white screen. 17. C. Use black or dark colors for text. 17. D. Do not use reverse text (i.e., white text on a black background). 18 A. Ensure all non-text elements have alternative text if they convey information important to understanding the content or context of the document. 18. B. Microsoft Word has no equivalent of a null alternative text. If an image conveys no information (i.e., it is decorative or redundant to the text), leave the alternative text blank. 19. A. Group complex images into a single image, and then add alternate text to the �object� that is created. 20. A. Word treats the picture as if it were just another word in the document. It is added to the current line of text. If you insert text above the picture, the picture will move to accommodate the new text. 21. A. Text in text boxes is not ordered on the page - screen readers rely on text ordering to read content accurately. 16. A. As with all well written documents, this aids the reader. 17.A. Visually separate text and images. Do not overlap elements, such as text over a background color or image; avoid the use of watermarks. 17. B. Ensure that color combinations provide sufficient contrast when viewed by someone having a color impairment or what viewed on a black and white screen. 17. C. Use black or dark colors for text. 17. D. Do not use reverse text (i.e., white text on a black background). 18 A. Ensure all non-text elements have alternative text if they convey information important to understanding the content or context of the document. 18. B. Microsoft Word has no equivalent of a null alternative text. If an image conveys no information (i.e., it is decorative or redundant to the text), leave the alternative text blank. 19. A. Group complex images into a single image, and then add alternate text to the �object� that is created. 20. A. Word treats the picture as if it were just another word in the document. It is added to the current line of text. If you insert text above the picture, the picture will move to accommodate the new text. 21. A. Text in text boxes is not ordered on the page - screen readers rely on text ordering to read content accurately.

10. 10 Best Practices for Creating an Accessible Word Document Create tables properly Create columns properly All edits in track changes must be accepted and comments removed 22. A. Use the �Insert Table� feature to create tables. 22. B. Ensure data tables identify row and column headers. 22. C. Ensure all tables read from left to right and top to bottom. 22. D. Keep tables as simple as possible. 22. E. Avoid nesting tables (putting one table inside another). 22.A. Avoid merging/splitting cells. 22. B. Use a distinctive cell for each data entry. 22. C. Do not use tabs, spaces, dashes, dots, or other tricks to create the look of a table in a document. 22. D. If a complex table is used, provide a description of the table structure and its contents within the document�s body content. 23. A. For training on creating accessible columns please take the Word II course. 23. B. Insert columns using Microsoft Word�s column feature. 23. C. Do not use tabs, spaces, text boxes, borderless tables, or other tricks to create the look of columns in a document. 24. A. If Track Changes have been used, accept or reject all track changes. Check this by viewing the document with Track Changes settings on �Final Showing Markup� in the Track Changes selection dropdown menu. Make sure that Track Changes have then been turned off. When the Track Changes feature is enabled, TRK appears on the status bar�(status bar: A horizontal bar at the bottom of the screen that displays information about the current condition of the program, such as the page number of the document and status of other items in the window, the progress of the current task, or information about the selected item.) at the bottom of your document. When you turn off change tracking, TRK is dimmed. Then save the document.22. A. Use the �Insert Table� feature to create tables. 22. B. Ensure data tables identify row and column headers. 22. C. Ensure all tables read from left to right and top to bottom. 22. D. Keep tables as simple as possible. 22. E. Avoid nesting tables (putting one table inside another). 22.A. Avoid merging/splitting cells. 22. B. Use a distinctive cell for each data entry. 22. C. Do not use tabs, spaces, dashes, dots, or other tricks to create the look of a table in a document. 22. D. If a complex table is used, provide a description of the table structure and its contents within the document�s body content. 23. A. For training on creating accessible columns please take the Word II course. 23. B. Insert columns using Microsoft Word�s column feature. 23. C. Do not use tabs, spaces, text boxes, borderless tables, or other tricks to create the look of columns in a document. 24. A. If Track Changes have been used, accept or reject all track changes. Check this by viewing the document with Track Changes settings on �Final Showing Markup� in the Track Changes selection dropdown menu. Make sure that Track Changes have then been turned off. When the Track Changes feature is enabled, TRK appears on the status bar�(status bar: A horizontal bar at the bottom of the screen that displays information about the current condition of the program, such as the page number of the document and status of other items in the window, the progress of the current task, or information about the selected item.) at the bottom of your document. When you turn off change tracking, TRK is dimmed. Then save the document.

11. 11 Best Practices for Creating an Accessible Word Document The document must be free of background images or watermarks that interfere with text elements Create navigational aids for long documents All URLs must be linked to active Web sites. All URLs must be hyperlinked with the fully qualified URL (http://www.hhs.gov) The document must be reviewed in Print Preview for a final visual check 25. A. Watermarks are only acceptable for use in documents when they do not interfere with the text of the document. 26. A. Include accurate and effective navigational features, such as hyperlinks, tables of contents, and indexes, as appropriate, using Microsoft Word�s built-in features. 27. A. Do not use �Click here� or just the URL to describe a hyperlink. Ensure that all hyperlinks are descriptive of their destination: For example, Visit the HHS Office on Disability for http://hhs.gov/od/. 28. A. Hyperlinks should appear on a single line. Links which break across two or more lines can cause problems with the way the link is read by a screen reader. 28. B. Ensure all navigational aids, such as links, are active and accurate. 29. A. All comments, track changes and spacing issues will be more visible.25. A. Watermarks are only acceptable for use in documents when they do not interfere with the text of the document. 26. A. Include accurate and effective navigational features, such as hyperlinks, tables of contents, and indexes, as appropriate, using Microsoft Word�s built-in features. 27. A. Do not use �Click here� or just the URL to describe a hyperlink. Ensure that all hyperlinks are descriptive of their destination: For example, Visit the HHS Office on Disability for http://hhs.gov/od/. 28. A. Hyperlinks should appear on a single line. Links which break across two or more lines can cause problems with the way the link is read by a screen reader. 28. B. Ensure all navigational aids, such as links, are active and accurate. 29. A. All comments, track changes and spacing issues will be more visible.

12. 12 Use Document Properties as Best Practices Properties Summary tab Shows document creator and ownership Gives author of the document Further contact information Notice that this document not only gives the author and contact information. It shows that it was created in the Normal template. Creating Section 508 Compliant Microsoft Word Documents II course will teach how to create accessible templates.Notice that this document not only gives the author and contact information. It shows that it was created in the Normal template. Creating Section 508 Compliant Microsoft Word Documents II course will teach how to create accessible templates.

13. 13 Microsoft Word - Overview Best Practices when creating a Microsoft Word document

14. 14 Creating Section 508 CompliantMicrosoft Word Documents I Module 2: Structuring Documents

15. 15 Structure Document structure gives a logical reading order Documents are generally found to be more accessible if they are authored with a logical structure in mind A document that is well-structured and logically organized can easily be: Read and navigated by assistive technology Exported to other applications, with minimal adjustment to maintain accessibility When creating an accessible document in Word, structuring a document requires the author to think through and map out content in a hierarchical format. While sighted people can look at a document page and visually determine the hierarchical difference between titles, subtitles, and columns of text, people with visual disabilities cannot. Assistive technology cannot translate visual cues (such as bold text, large font sizes and the location of text on a page) to determine and translate document structure. Instead, these technologies rely on the document�s author to organize and set up the document in such a way that the hierarchy can be accurately discerned.When creating an accessible document in Word, structuring a document requires the author to think through and map out content in a hierarchical format. While sighted people can look at a document page and visually determine the hierarchical difference between titles, subtitles, and columns of text, people with visual disabilities cannot. Assistive technology cannot translate visual cues (such as bold text, large font sizes and the location of text on a page) to determine and translate document structure. Instead, these technologies rely on the document�s author to organize and set up the document in such a way that the hierarchy can be accurately discerned.

16. 16 Accessibility Elements Certain specifications need to be identified and applied if a document is to be effectively read by assistive technology These specifications relate to text elements, non-text elements (images, tables, and diagrams), organizational aids and navigation aids Accessibility Elements are: Text elements Non-text elements Organization aids Navigation aids Specifications that need to be identified and applied include: Styles for titles, headings, and body text Paragraph style for overall document format and paragraph spacing Alternate/descriptive text for non-textual items Grouping small graphics/images to create a larger, single graphic Navigation and organization aids - such as a table of contents, headings, and indexesAccessibility Elements are: Text elements Non-text elements Organization aids Navigation aids Specifications that need to be identified and applied include: Styles for titles, headings, and body text Paragraph style for overall document format and paragraph spacing Alternate/descriptive text for non-textual items Grouping small graphics/images to create a larger, single graphic Navigation and organization aids - such as a table of contents, headings, and indexes

17. 17 Elements of Document Structure Create document structure Text Flow Titles Headings Table of Contents Index

18. 18 Text Flow Text Flow refers to the structure or layout of the document�s content: Setting up columns Inserting tables Using tabs All influence the way that text flows within a document Text flow refers to the structure or layout of the content that is embedded in the document during its creation. In the simplest of terms, text flow refers to how the text literally flows within each page and from page to page. Setting up columns, inserting tables, and using tabs all influence the way that text flows within a document. A good or accessible way of organizing text flow within a Word document involves setting up chapters within your document using Word�s chapter feature. This approach provides a user with a reading or visual disability an easy way to search text and select (or skip) segments as desired.Text flow refers to the structure or layout of the content that is embedded in the document during its creation. In the simplest of terms, text flow refers to how the text literally flows within each page and from page to page. Setting up columns, inserting tables, and using tabs all influence the way that text flows within a document. A good or accessible way of organizing text flow within a Word document involves setting up chapters within your document using Word�s chapter feature. This approach provides a user with a reading or visual disability an easy way to search text and select (or skip) segments as desired.

19. 19 Text Styles A style is a set of predetermined formatting characteristics that can be applied to text items such as titles, headings, and body text In Microsoft Word, styles are used to apply these formatting characteristics Formatting all text with defined styles inserts consistent structure and order-related information into the document, which is needed for assistive technology to effectively discern the information. Formatting all text with defined styles inserts consistent structure and order-related information into the document, which is needed for assistive technology to effectively discern the information.

20. 20 Titles and Headings Are an effective way to communicate document structure Indicate the beginning of a new document or major section Headings communicate: Chapters Subtopics Sections, etc. Note: HEADER is the material at the top of the page, and is not a HEADING, which sets structure. Titles and Headings are the major styles that are used in the structure of documents. Titles Titles are an effective way to communicate document structure. A title indicates the beginning of a new document or major section. Headings Headings are another effective way to communicate document structure. Long documents are often divided into chapters, chapters into subtopics, subtopics into sections, sections into paragraphs, etc. These semantic chunks of information make up the structure of a document; each chunk should have its own heading.Titles and Headings are the major styles that are used in the structure of documents. Titles Titles are an effective way to communicate document structure. A title indicates the beginning of a new document or major section. Headings Headings are another effective way to communicate document structure. Long documents are often divided into chapters, chapters into subtopics, subtopics into sections, sections into paragraphs, etc. These semantic chunks of information make up the structure of a document; each chunk should have its own heading.

21. 21 Heading Characteristics Should be easy to distinguish from the main text Can be a different size and/or a different font Extra space around headings is a good way to separate them from the main text Headings should be easy to distinguish from the main (or body) text. Headings can be a different size and/or a different font. Extra space around headings is a good way to separate them from the main text. There is no evidence to show that underlining a heading makes it easier (or harder) to read. Headings that consist of all capital letters are not recommended because individual letters and words are more difficult to distinguish, especially if they are not separated from the rest of the text in the document.Headings should be easy to distinguish from the main (or body) text. Headings can be a different size and/or a different font. Extra space around headings is a good way to separate them from the main text. There is no evidence to show that underlining a heading makes it easier (or harder) to read. Headings that consist of all capital letters are not recommended because individual letters and words are more difficult to distinguish, especially if they are not separated from the rest of the text in the document.

22. 22 Heading Do�s and Don�ts Do Space between the heading and words above Space between the heading and words below Offset headings Don�t Underline � can make reading difficult for some people Use all Caps Do Space between the heading and words below is also good � but not essential Don�t All Caps - not recommended Individual letters and words are more difficult to distinguish, especially if they are not separated from the rest of the text in the document Do Space between the heading and words below is also good � but not essential Don�t All Caps - not recommended Individual letters and words are more difficult to distinguish, especially if they are not separated from the rest of the text in the document

23. 23 Styles Styles - formatting characteristics Assign multiple attributes to selected text Using styles Ensures correct reading order both on a page and throughout the document Assigns text and paragraph attributes Assists with successful conversion to other formats e.g. PDF Predetermined formatting characteristics are saved as Word styles. By employing this feature, you execute a simple procedure that assigns multiple attributes to selected text. For example, instead of executing three separate sets of steps to format a Heading as 16 point, Arial, and center-aligned, you can achieve the same result in one step by applying the Word-defined style �Heading 1.�Using styles Ensures correct reading order both on a page and throughout the document Assigns text and paragraph attributes Assists with successful conversion to other formats e.g. PDF Predetermined formatting characteristics are saved as Word styles. By employing this feature, you execute a simple procedure that assigns multiple attributes to selected text. For example, instead of executing three separate sets of steps to format a Heading as 16 point, Arial, and center-aligned, you can achieve the same result in one step by applying the Word-defined style �Heading 1.�

24. 24 Default Styles A default style has attributes that have been pre-set by Word Body Text Is the style applied to the content or body of a document written in paragraph form Word automatically assigns all text the style entitled �Normal� Body Text Is the style applied to the content or body of a document written in paragraph form. In the default template this style is identified as �Normal.� Body Text Is the style applied to the content or body of a document written in paragraph form. In the default template this style is identified as �Normal.�

25. 25 Default Styles Examples of Default Styles Headings 1 through 9 Normal/Body Text Paragraph text Figure A figure title TOC List Table of Contents items When Headings mark the beginning of a section use the heading styles in consecutive order � 1 being the most prominent and 9 being the least prominent. When Headings mark the beginning of a section use the heading styles in consecutive order � 1 being the most prominent and 9 being the least prominent.

26. 26 Styles Can Be Changed The style associated with text can be changed by: Applying an existing style tag (also referred to as a �built-in� style) Creating a customized style Creating Customized Styles --- major pitfall--- Don�t create a customized style that duplicates an existing style e.g. My Heading 1. (If your document has a My Heading 1, don�t have a regular Heading 1.) If using emphasis it should be used uniformly to emphasize text throughout the document. If you are going to convert to PDF � don�t create a customized heading unless there is a business reason to do it. Converting to PDF tags get confused if you have Heading 1 and Heading A. Creating Customized Styles --- major pitfall--- Don�t create a customized style that duplicates an existing style e.g. My Heading 1. (If your document has a My Heading 1, don�t have a regular Heading 1.) If using emphasis it should be used uniformly to emphasize text throughout the document. If you are going to convert to PDF � don�t create a customized heading unless there is a business reason to do it. Converting to PDF tags get confused if you have Heading 1 and Heading A.

27. 27 Applying Styles to Text Highlight the words, paragraph, list, or table that have a style you want changed

28. 28 Applying Styles to Text Select Styles and Formatting from the Format dropdown menu (located on the top toolbar)

29. 29 Applying Styles to Text Select All Styles from the Show dropdown menu located at the bottom of the pane

30. 30 Applying Styles to Text Select the desired style The previously highlighted text assumes the characteristics associated with the style tag

31. 31 Modify An Existing Style Select Styles and Formatting from the Format dropdown menu Right-click the style you want modified Select Modify

32. 32 Modify An Existing Style Change the tag�s attributes Select OK

33. 33 Module 2 - Structuring Documents We have completed Module 2 We have discussed the importance of structuring a document We have discussed how to use and modify styles Document structure is essential to a document�s accessibility Document structure is essential to a document�s accessibility

34. 34 Creating Section 508 CompliantMicrosoft Word Documents I Module 3: Tables and Images

35. 35 Creating Accessible Tables Tables should be used for tabular information - data tables. You should avoid using them for layout. Tables for any use also present special problems to users of screen readers. Tables should be used for tabular information - data tables. You should avoid using them for layout. Tables for any use also present special problems to users of screen readers.

36. 36 Accessible Tables Tables may present challenges to people with visual or reading disabilities Structure a table so that there are logical relationships between data in the table We are going to discuss formatting information that will directly benefit people who access a table through auditory means (e.g., a screen reader or an automobile-based personal computer) or who view only a portion of the page at a time (e.g., users with blindness or low vision using speech output or a Braille display, or other users of devices with small displays).We are going to discuss formatting information that will directly benefit people who access a table through auditory means (e.g., a screen reader or an automobile-based personal computer) or who view only a portion of the page at a time (e.g., users with blindness or low vision using speech output or a Braille display, or other users of devices with small displays).

37. 37 Accessible Table Creation: Best Practices Tables are created in Word by: Selecting the Table dropdown menu from the Main Menu Selecting Insert from the Table dropdown menu Selecting Table from the Insert dropdown menu Tables created in this manner are accessible without any modification, as long as column headings appear at the top of each column of data and row headings are positioned in the first left hand column of the table.Tables created in this manner are accessible without any modification, as long as column headings appear at the top of each column of data and row headings are positioned in the first left hand column of the table.

38. 38 Microsoft Word�s Table Creator Feature From the Word toolbar, select: Table > Insert > Table Properly creating data tables is essential for making documents accessible. From the Word toolbar, select: Table > Insert > Table Avoid creating tables by drawing lines or using the Tab key to simulate Rows and Columns Properly creating data tables is essential for making documents accessible. From the Word toolbar, select: Table > Insert > Table Avoid creating tables by drawing lines or using the Tab key to simulate Rows and Columns

39. 39 Insert Table Window Create tables using the Insert Table option Set table properties Basic tables can be created using the Insert Table option. This feature allows you to set table propertiesBasic tables can be created using the Insert Table option. This feature allows you to set table properties

40. 40 AutoFormat Table Option AutoFormat window presents a selection of: Preformatted styles Advanced formats for headers, columns and rows The AutoFormat button will bring up the AutoFormat window that presents a selection of: preformatted tables styles advanced formats for headers, columns and rows The AutoFormat button will bring up the AutoFormat window that presents a selection of: preformatted tables styles advanced formats for headers, columns and rows

41. 41 Accessible Table Creation: Best Practices Tables created using the Draw Table feature are not accessible Complex tables created in Word using the Table dropdown menu, Draw Table selection are not accessible. Tables must be created using the Table dropdown menu Insert selection. Then the Table selection from the Insert dropdown menu. (Table > Insert >Table) Complex tables created in Word using the Table dropdown menu, Draw Table selection are not accessible. Tables must be created using the Table dropdown menu Insert selection. Then the Table selection from the Insert dropdown menu. (Table > Insert >Table)

42. 42 Accessible Table Creation: Best Practices Table headings should be indicated for columns and rows Column headings should appear at the top of each column of data and be short and descriptive Row headings should be positioned in the first left hand column of the table These headings need to be descriptive enough so readers can understand what the data represents and also be as concise as possible

43. 43 Accessible Table Creation: Best Practices Example of Table Headings and Titles Add a title above the table that contains the table name and number Example of Table Headings and Titles Add a title above the table that contains the table name and number, if applicable. Do not use tabs or spacing to create tables. While it may visually look like a table, it will not be recognized as a table by assistive technology and will not be accessible. Example of Table Headings and Titles Add a title above the table that contains the table name and number, if applicable. Do not use tabs or spacing to create tables. While it may visually look like a table, it will not be recognized as a table by assistive technology and will not be accessible.

44. 44 Accessible Table Creation: Best Practices Add a caption above or below the table to summarize the purpose of the table Do not use patterned backgrounds on tables Provide summaries for tables. A summary describe how the table fits into the context of the current document. If no caption is provided, it is even more critical to provide a summary. Provide summaries for tables. A summary describe how the table fits into the context of the current document. If no caption is provided, it is even more critical to provide a summary.

45. 45 Creating Accessible Images and Other Non-Text Elements Art Photographs Diagrams Graphs We are defining non-text elements as: Art Photographs Diagrams Graphs Section 508 1194.22 a. - A text equivalent for every non-text element shall be provided. What is meant by a text equivalent? A text equivalent means adding words to represent the purpose or information content of a non-text element. A good test to determine if a text equivalent is useful is to imagine reading the document aloud over the telephone. What would you say upon encountering this image to make the page comprehensible to the listener? We are defining non-text elements as: Art Photographs Diagrams Graphs Section 508 1194.22 a. - A text equivalent for every non-text element shall be provided. What is meant by a text equivalent? A text equivalent means adding words to represent the purpose or information content of a non-text element. A good test to determine if a text equivalent is useful is to imagine reading the document aloud over the telephone. What would you say upon encountering this image to make the page comprehensible to the listener?

46. 46 Types of Images Informative Images Needs text equivalent Decorative Images Logo Art that does not display content Informative Images Information conveyed by way of the image needs a text equivalent. An example of a informative image is a flowchart or graph. Decorative Images Provide basic information about the image. An example of a decorative image is a logo. Some decorative images convey no information and only require a null alternative text.Informative Images Information conveyed by way of the image needs a text equivalent. An example of a informative image is a flowchart or graph. Decorative Images Provide basic information about the image. An example of a decorative image is a logo. Some decorative images convey no information and only require a null alternative text.

47. 47 Alternative Text Alternative Text for an image allows equal access to the information conveyed by the image Alternative Text is added in the Format Picture Properties Menu Alternative Text for an image provides replacement information that can be read by assistive technology for those users unable to see the image. It allows the user equal access to the information conveyed by the image. Alternative Text is added in the Format Picture Properties Menu.Alternative Text for an image provides replacement information that can be read by assistive technology for those users unable to see the image. It allows the user equal access to the information conveyed by the image. Alternative Text is added in the Format Picture Properties Menu.

48. 48 Selecting the Format Picture Properties Menu The Format Picture Properties Menu can be selected two ways: From the Main Menu Within the document

49. 49 Selecting the Format Picture Properties Menu From the Main Menu From the Main Menu Select a picture in the document Go to the Format tab on the Main Menu Select Picture

50. 50 Selecting the Format Picture Properties Menu From the Document From the document Right click on the image Select Format Picture from the drop down menu

51. 51 Format Picture Properties Menu Features Layout Web There are two properties associated with a graphic that need editing in order to ensure that the graphic can be read by assistive technology. Layout Web There are two properties associated with a graphic that need editing in order to ensure that the graphic can be read by assistive technology. Layout Web

52. 52 Format Picture � Layout Property Wrapping style should be In line with text To edit the layout property: Select the Layout tab In the Wrapping style section select In line with text Select OK

53. 53 Format Picture � Layout Property Document accessibility depends on reading order Only In line with text retains the graphics� position relative to document text and ensures proper reading order for screen readers

54. 54 Format Picture � Web Property Alternative text is added in the Web tab Select the Web tab and then add alternative text in the Alternative text box Use a succinct text description that conveys the same information provided by the image Select OK to save your changes

55. 55 Group An Illustration A grouped illustration: Alternative text is associated with the grouped object Makes it easier for assistive technology to discern the object When an illustration is created from several smaller images (such as with a collage), group the art or photographs together so that one object is stored. Alternative text is then associated with the grouped object. This makes it easier for assistive technology to discern the object. When an illustration is created from several smaller images (such as with a collage), group the art or photographs together so that one object is stored. Alternative text is then associated with the grouped object. This makes it easier for assistive technology to discern the object.

56. 56 Group An Illustration Here is an example of associated text with a grouped object.

57. 57 Accessible Diagrams, Charts and Graphs Images often contain information that is too lengthy to describe as alternative text Describe in the body of the document just below the image Alternative text is not necessary when an image conveys no information (i.e., it is decorative or redundant to the text) Images often contain information that is too lengthy to describe as alternative text. Descriptive text needs to be included in the body of the document for complicated images. If the text is cumbersome and/or interrupts the flow of information, it is appropriate to include an appendix that contains all necessary supporting information.Images often contain information that is too lengthy to describe as alternative text. Descriptive text needs to be included in the body of the document for complicated images. If the text is cumbersome and/or interrupts the flow of information, it is appropriate to include an appendix that contains all necessary supporting information.

58. 58 Captions for Images Caption is a Word feature that associates a numbered label (such as "Figure 1") with a table, figure, equation, or other item Captions assist with organizing a page and provide readers with additional information regarding the sequencing of objects A caption can be generated automatically by Word or manually

59. 59 Generate a Caption From the Main Menu select the Insert tab Select the Reference dropdown menu Select Caption

60. 60 Generate a Caption The Caption window appears In the Caption field, enter the caption for the image From the Label dropdown menu choose the label named Figure From the Position dropdown menu choose Below selected item Select OK - this automatically generates the caption

61. 61 Captions Structure When Word generates a caption, it will insert the previously identified label (e.g., Figure) and its corresponding number When entering text manually, be sure to enter the same type of label throughout the document

62. 62 Accessibility Best Practices for Images, Alternative Text and Captions Do not use text boxes for simple graphics Do not use background images or watermarks Do not paste a graphic into a text box Create captions and alternative text for all images Background images or watermarks make it difficult for readers using screen magnification products to discern the text from the backgroundBackground images or watermarks make it difficult for readers using screen magnification products to discern the text from the background

63. 63 Accessibility Best Practices for Images, Alternative Text and Captions Numbers and integers can be written in numeric format 2/3 should be written as two thirds Wording such as 2/3rds or one 4th should not be used Abbreviations can be used, but should be fully written out the first time that they appear in a document When entering words that are joined together with no space between them, capitalize the first letter of each word Numbers and integers can be written in numeric format. An exception is for fractions, which should be written as text to ensure that they are properly discerned by assistive technology. 2/3 should be written as two thirds. Wording such as 2/3rds or one 4th should not be used. Abbreviations can be used, but should be fully written out the first time that they appear in a document. A common convention is to use the fully expanded term the first time it appears in any new section. When entering words that are joined together with no space between them, capitalize the first letter of each word. Screen readers read text with mixed case as if it were separate words. An example of a correctly structured word of this type is PowerPoint. Numbers and integers can be written in numeric format. An exception is for fractions, which should be written as text to ensure that they are properly discerned by assistive technology. 2/3 should be written as two thirds. Wording such as 2/3rds or one 4th should not be used. Abbreviations can be used, but should be fully written out the first time that they appear in a document. A common convention is to use the fully expanded term the first time it appears in any new section. When entering words that are joined together with no space between them, capitalize the first letter of each word. Screen readers read text with mixed case as if it were separate words. An example of a correctly structured word of this type is PowerPoint.

64. 64 Module 3: Tables and Images Summary We have completed Module 3 We have discussed the steps to create accessible tables and images

65. 65 Resources � Microsoft Word Microsoft Tutorials http://www.microsoft.com/enable/training/office2003/default.aspx Webaim Microsoft Word http://www.webaim.org/techniques/word/

66. 66 Resources � Government Web Communications & New Media Division http://www.hhs.gov/web/ HHS 508 Training � contact your Webmaster Federal Government 508 Policy, Training and Resources http://www.section508.gov/

67. 67 ASPA Web Communications and New Media Divisionhttp://www.hhs.gov/web/ Creating Section 508 CompliantMicrosoft Word Documents I