Group items tagged

it is not a visual problem but a word decoding, or recognition deficit.

Our ability to recognise words is thought to be based upon two slightly different “memory skills” — phonetic memory and lexical memory. Dyslexics may have a good phonetic memory — as evidenced by their tendency to spell many words phonetically — but a very poor lexical memory.

No two dyslexics demonstrate their disorder in the same manner. It can affect boys and girls equally, across all socioeconomic classes worldwide.

“A combination of abilities and difficulties that affect the learning process in one or more of reading, spelling and writing.

Accompanying weaknesses may be identified in areas of speed of processing, short-term memory, sequencing and organisation, auditory and/or visual perception, spoken language and motor skills. It is particularly related to mastering and using written language, which may include alphabetic, numeric and musical notation.”

the more complex the written language is, the greater the likely percentage of people who will have difficulty reading it.

As many as 1 in 10 people in the UK are dyslexic.

Worldwide, it is likely that the number of dyslexics is likely to be equal to, if not significantly larger than, the number of visually impaired people.

poor short-term memory and organisational skills will mean that site navigation and page organisation become more important.

high contrast text difficult or impossible to read. The phrases I’ve heard most often are “the text keeps moving” or “the words seem to dance on the page.”

Closed Captioning Closed captioning can be added to all audio files. From the record audio dialog, closed caption text can be added under the Caption tab. The playback bar contains a CC button which allows the closed captioning to be displayed or hidden.

Button Accessibility Text buttons can be made accessible. The text that appears on-screen becomes the button’s accessible name. To make the buttons keyboard accessible, the “Set Keystroke: Select Keys” button should be used and the keystroke of “enter” should be set in the object’s properties dialog. Other shortcuts can be assigned but enter/space will then not work to activate the button after tabbing to it. The keystroke of “enter” can be assigned to multiple buttons and the button with focus will be activated when Enter is pressed.

Audio recordings can be associated with click boxes and thus authors can associate descriptive text to be announced when a shortcut keystroke is pressed to assist users with visual impairments.

Text from PowerPoint Much of the text from PowerPoint will come through as text in Microsoft Active Accessibility (MSAA) and will be exposed to users of screen readers. Currently there isn’t a method to change the order or edit this text.

Quiz Questions There is some accessibility support for quiz questions. Simple types of questions such as true and false and multiple choice provide accessible names for the radio buttons and the text of the question appears as text in the accessible MSAA structure and is exposed to screen readers.

Accessibility Differences Between Captivate 3 and 4 The text in the “text caption” object does not show up as accessible text in Captivate 3 but does in Captivate 4. In addition, it is not possible to set accessible text for specific images in Captivate 3 but it is possible in Captivate 4.