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The 2016 revision of Braille Formats aligns BANA’s braille formatting guidelines with Unified English Braille (UEB).

BANA provides Braille Formats: Principles of Print-to-Braille Transcription, 2016 in three accessible electronic versions: BRF, enhanced PDF, and online HTML. Hard copy print and braille are available from the American Printing House for the Blind (APH).

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Braille Formats: Principles of Print-to-Braille Transcription, 2016 | Braille Authority of North America

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The 2016 revision of Braille Formats aligns BANA’s braille formatting guidelines with Unified English Braille (UEB).

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BANA offers the Guidelines and Standards for Tactile Graphics, 2022 publication as a printable, tagged PDF, and a zipped BRF.

The purpose of these guidelines and standards is to provide transcribers, educators, and producers with information about best practices, current methods, and design principles for the production of readable tactile graphics. In the 2022 edition, technical material is transcribed in Unified English Braille (UEB), as well as the Nemeth Code in UEB Contexts. This edition also includes information on best practices currently in use since the 2010 version was published.

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BANA offers the Guidelines and Standards for Tactile Graphics, 2010 publication in two versions: an online HTML file and a zipped PDF file that can be downloaded and printed. This PDF file has been developed for accessibility. See below for links to each version.
Tactile Graphics

Hardcopy

Guidelines and Standards for Tactile Graphics, 2010
APH; Large Print:7-35935-00, Braille 5-35935-00

Guidelines and Standards for Tactile Graphics, 2010, Supplement
APH; Large Print: 7-35936-00, Braille 5-35936-00

Download

Enhanced PDF version: This printable, enhanced PDF version of the Guidelines and Standards for Tactile Graphics, 2010 has been designed with accessibility in mind. The document is fully navigable using bookmarks, and screen reader users can navigate to all major sections using headings. Special care has also been taken to make tables and charts accessible. This is a large file that is available as a compressed file for downloading. When prompted, choose "Save".
Guidelines and Standards for Tactile Graphics, 2010 PDF

Optional download copy of the online version - February 2012 may be saved to a drive or CD. After unzipping this folder, click on RUN.html to access the content. The html version is not formatted for printing.
Guidelines and Standards for Tactile Graphics, 2010 HTML

Online

HTML version: This online version of the Guidelines and Standards for Tactile Graphics, 2010 can be searched using standard text commands. The html version is not formatted for printing.
Guidelines and Standards for Tactile Graphics, 2010
Contact the BANA Tactile Graphics Committee with your question

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Guidelines and Standards for Tactile Graphics

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BANA offers the Guidelines and Standards for Tactile Graphics, 2010 publication in two versions: an online HTML file and a zipped PDF file that can be downloaded and printed. This PDF file has been developed for accessibility. See below for links to each version.

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Art Beyond Sight (ABS) a 501(c)(3) organization supports access and inclusion to arts and culture, recreation, sports, and entertainment, for people with any physical or cognitive disability, or mental health condition. Our service to the NYC community informs the resources, training, and personalized advice we provide to the nation for the full integration of people with disabilities.

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Art Beyond Sight cultivates and grows a community of caring through collaborative partnerships, innovative programming, and far-ranging services and resources that include:

The ABS Art and Disability Institute (ADI) is a critical study, studio, and professional development program designed to give visual artists, curators, art historians, and critics who self-identify as having disabilities or whose work engages with disability themes the tools to articulate, contextualize and actively develop ideas and remove barriers in order to reach their full creative and professional potential.

ADI strives to give artists and arts professionals choice and intentionality about what role, if any, disability plays in their work and its place in the critical conversation of contemporary art.

ADI intends to amplify the visual arts perspective in the dialogue around disability and the arts, and to position our participants, community and research at the leading edge of this conversation. Through amplifying the conversation about contemporary art and disability, taking it to a broader audience, and creating a central repository for resources and research, ADI proposes to help move all aspects of the art world - commercial galleries, museum collections, curation, critique, historical study, employment, education, and audience engagement - in a more inclusive direction.
Lab For Learning (L4L) - Direct Service
L4L is a hands-on, arts-and-culture-focused multidisciplinary educational program that brings multimodal curricula that addresses the development of independent living skills and future job employment preparation through engagement in the arts to students with disabilities throughout New York City.

The program aims to deliver 8-16 weekly sessions, 40 to 50 minutes in length with each classroom throughout the academic year. While doing this, L4L aims to foster collaboration with a multitude of cultural groups and museums in NYC to promote social integration and accessibility to the arts for disabled students. Throughout the sessions, students actively participate in art- and music-related activities that foster artistic exposure, enrichment and education, while also promoting expanded core curriculum goals in independent living skills, social skills building, self-concept development and self-advocacy through engagement in art and culture.

L4L at ABS tailors the curricula delivered to each classroom based on individual teacher's suggestions aimed to address the most pertinent Expanded Core Curriculum goals for each age group and classroom. Adaptations to each individual lesson plan are made to accommodate needs and limitations of each classroom's particular demographic. Each curriculum consists of a variety of lesson plans developed by experienced educators and therapists that aim to address a specific skill each lesson. Assessments and baseline data are collected during the first session and progress results are measured through final evaluations at the program's end. The 3 curricula include a mix of the 4 learning themes types: (1) fashion; (2) sustainability and food culture; (3) self-presentation and public speaking; and (4) teamwork.
Careers in the Arts Toolkit: Increasing Employment Opportunities in the Arts for People with Disabilities
ABS was recently awarded a cooperative agreement by the National Endowment for the Arts (NEA) to create the Careers in the Arts Toolkit. This online resource, to be housed on the NEA website at arts.gov, will be developed forjob seekers and employers to help reduce barriers to careers in the arts for people with disabilities. The NEA is the independent federal agency whose funding and support gives Americans the opportunity to participate in the arts, exercise their imaginations, and develop their creative capacities.

The Careers in the Arts Toolkit will feature materials to assist artists and arts workers with disabilities in their career development and build capacity within arts organizations, arts service organizations, and the disability employment sector to better serve this constituency. Materials will advance business and marketing skills, feature best practices and success stories, and offer artistic discipline-specific guidance for recruiting and accommodating artists and arts workers with disabilities. The toolkit will be launched in 2018 on the NEA's website.

When the Careers in the Arts Toolkit becomes a reality it holds the potential to make a significant and lasting contribution in bringing greater and better opportunities to people with disabilities in the area of employment in the arts not only in New York City but the nation and the world.
Disability and Inclusion: Resources for Museum Studies Programs Website
This initiative is designed to dramatically enhance how museum studies programs and museum professionals address disability and inclusion through the development and dissemination of a resource bank of articles, videos, photos, case studies, and links that educators can use to infuse their existing courses and to promote professional practices that are responsive to stakeholders with disabilities.

The materials on the website are designed to help current and future museum professionals - curators, designers, educators, managers - learn to create accessible programs and exhibits for all visitors. They are organized into six modules: topic introduction, questions to guide learning in the module, activities for possible assignments, resource bank of additional readings and useful websites, and module-specific case studies.

With a well-established history of partnering on access initiatives with scientific, service, educational, cultural, disability and government entities - such as the New York City (NYC) Mayor's Office for People with Disabilities (MOPD), the White House, World Heritage Fund, the United Nations and other similar organizations that serve and advocate for people with disabilities worldwide - ABS takes pride in our ability to develop, foster and nurture collaborations and partnerships in order to address the diverse needs and preferences of people with disabilities. Further, our collaborations with inclusion leaders such as GLAAD have broadened our focus on full inclusion. Drawing from their success in accelerating acceptance for the LGBTQ and Trans* community, ABS has deepened our expertise around equity and opportunity for people with disabilities.

Community Building, Networking & Resource Sharing

ABS is well connected at the upper level reaches of major cultural institutions; has counseled museums, concert halls, Broadway theatres and producers, and television producers; and actively serves on steering committees including DanceNYC (theatre and dance), Disability Arts NYC Task Force (DANT) and the Museum Access Consortium. We also are proud of our impactful K-12 efforts in educational and transition skills, including our nationally recognized Lab For Learning program, as well as education, employment and service initiatives with organizations like the City University of New York (CUNY) and the NYC Board of Education. Further, we enjoy a strong working relationship with the New York City agencies mentioned above, serving as a trusted collaborator in helping to successfully establish, coordinate and grow citywide disability events, including the Disability Pride Parade and Festival (2015 to present) and October's National Disability Employment Awareness Month (2008 to present). Through Art Beyond Sight Awareness Month (October), an annual international initiative with 200+ partners, ABS promotes art by and for people with disabilities. This October will reprise the theme of training and employment.

ABS supports museums, theatres, performing arts centers, heritage sites and other cultural venues as they work toward making their institutions more welcoming to people with disabilities. We serve them through audience outreach and development, onsite team-teaching, training, consulting and development of multimedia resources. Further, we serve the broader cultural accessibility field through presentations at conferences on education, museum practice, cultural accessibility and technology. By emphasizing superior customer service and multi-modal universal design for learning as the core to high-level education for museums, heritage sites and other cultural venues, we help foster greater capacity for engagement with broader, more diverse audiences.

Another area of concentration is ABS's focus on facilitating community building to connect audiences with disabilities and the organizations that serve them, with museums and other cultural and recreational institutions. ABS has worked closely with NYC government agencies, including the Mayor's Office for People with Disabilities and the Department of Cultural Affairs, in both active and advisory roles. For example, in recent years we have been the lynchpin organization in bringing together cultural and recreational entities to participate in NYC's official celebrations of Disability Pride and the Americans with Disabilities Act. More broadly, the ABS-facilitated online platform Project Access for All provides a forum for direct and unmediated conversation and information sharing among cultural providers and diverse audiences, which takes place at both a hyper-local and a national scale.

This is a voluntary certification program to expand cross-impairment accessibility and engagement at museums, cultural heritage and commemorative sites, libraries, performing arts and entertainment venues and sports arenas. It will establish acceptable standards for cross-impairment accessibility and grant a readily identifiable certification mark to cultural institutions that have met the standards. The display of the cultural accessibility certification mark and its associated public outreach programming will assure potential visitors of the availability and quality of specific accessibility services. It will also assist tour operators, administrators for education, rehabilitation, therapeutic, senior centers, and other cultural interest groups in planning enjoyable and enriching experiences for their constituents. This program would incentivize cultural institutions to expand their accessibility services, thereby gaining a wider audience and contributing to greater inclusivity.
The proposed initiative is based on the pioneering efforts of ABS to make all forms of culture accessible to persons with disabilities. It will be strengthened by ABS's nearly 30 years of shared training and resource materials, and ABS's decades long collaborative relationships with disability advocacy organizations and other cultural access providers internationally.

Such a standard acknowledges the need for cross-impairment or "multisensory" accessibility across five cognitive dimensions as adapted from engineer Ian Ford's concept of "Deep Accessibility": Mobility, the ability to physically get to a site and move around within it; Presence, the sense of being present in a space without unnecessary distractions or obstacles to thought and communication; Orientation, the sense of being able to intuitively orient oneself in a space and securely navigate through it; Communication, the ability to understand and make oneself understood; Engagement, the ability to control one's own experience and level of participation.

The components of this standard and the accompanying educational and training resources for cultural site administrators, designers, and staff members who directly interact with the public, will be formulated by an advisory body composed of leading academics and professionals in the fields of accessibility, museum studies, and cultural heritage as well as stakeholders and advocates in the international community of persons with disabilities and their families. Institutions that receive certification for having met this cultural accessibility standard will have demonstrated their ability to offer cultural experiences that resonate for people of all physical and cognitive capabilities.

With a well-established history of partnering on access initiatives with scientific, service, educational, the project incorporates the thought leadership and techniques of artists who are blind or have low vision. The project will take place in a geographical hub and feature a team consisting of an artist who is blind or has low vision and one or more museum or community based art instructors. Instructional content, including specialized techniques, will be produced using the information learned from the resident artist.

Drawing on key methods and techniques identified during the artist conversations, an art instructor will work with an artist and project director to create a framework for the instructional modules. Activities will develop skills that correspond to techniques discussed with the artist, including maximizing the senses, leveraging the mind's eye and depicting the unseen. Modules' content will focus on subject selection, mental organization of composition, color theory, foreground/background and light/shadow. Art instructor will collaborate with artist and hub museum/school to pilot activities to modify and refine methods.

With respect to audience development, the hub city team of artist, instructor and partner institution educator will launch theory into practice through studio workshops and mentorships. Art instructor will work closely with the hub museum to offer workshops for teens and older adults using the modules they will develop. Through the workshops, art instructor will hone the artist's techniques, while teens and older adults will have access to a new interpretive outlet. Workshops will be held at schools and museums. Hub artists will work with partnering schools/museums to offer classes to aspiring artists. The hub artist will mentor aspiring artists, demonstrate his/her individual style and methods and share personal pathways in the visual arts.

The instructional studio modules are the core content for the online studio. The modules are based on steps the artist uses when painting. Their techniques maximize the sense of touch, "mind's eye" perspective and skill at depicting the unseen world. Modules' content will focus on subject selection, mental organization of composition, color theory, foreground/background and light/shadow. The site will feature video interviews of the hub artists. The virtual gallery will feature art of hub and aspiring artists and students' work.

With a well-established history of partnering on access initiatives with scientific, service, educational ABS is acting on its firm commitment to bridge for the next generation of people with disabilities the employment gap in the arts and culture sector. We are doing this through planned partnerships with a network of nonprofit organizations that provides a lifespan of services for children and adults with disabilities.

Creating a community that fosters and shares pride and a sense of collaborative unity is one of this initiative's paramount aims. Produced by ABS's Lab For Learning staff, students, alumni and partners, the parade and festival seeks to actively engage kids with disabilities, the next generation of athletes, audiences, enthusiasts, arts and culture creators and performers, fashionistas, models, designers, entertainment industry professionals, librarians, and sports and recreation workers. The Disability Pride Parade, founded by jazz pianist Mike Le Donne as an annual event, was inspired by his daughter, Mary, who has a disability. We envision The Next Generation Pride Festival to be much like a "Medieval Festival" with roaming performers, mentors and fun where we can all come together - especially young people with and without disabilities - to celebrate our numbers and amplify our messages of pride, support, and unity. We aim to elevate existing organizations and advocacy groups by bringing them together with the next generation of activists and advocates who will champion the cause of disability access and inclusion for people of all abilities.

Our collaborators are turning concepts into curricula and creating content for best practices and educational templates that can be used effectively in different learning environments focusing on educational tools and resources for empowering and educating people with disabilities for employment in the visual arts.

Our shared knowledge ranges from a wide array of topics, focusing on critical study, onsite studio training, and in and out of classroom learning. ABS gathers and shares key findings and analysis from our network of arts and culture and other key stakeholders in the realms of education, museum access, visual arts, and disability access and inclusion. It does so through reports, briefs, scholarly contributions, success stories, and other literature and containing best practices for the development, implementation and evaluation of toolkits and education models.

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ABS is dedicated to empowering and enriching the lives of thousands of children and adults through the life-enriching benefits of art and culture. We bring access, inclusion and promising opportunities to people with all types of disabilities on a local, national and global scale. We offer aspirational hope and help one child, one adult, one...

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Art Beyond Sight Old Website with resources

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Art Beyond Sight Accessibility tools training

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Art Beyond Sight Accessibility tools training

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Tools for people who are blind or have low vision

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Resources to bring studio art, art history, and culture to people with visual impairments

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A series of modules that takes you step-by-step through the process of creating an accessible arts program for people with visual impairments.

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Art Beyond Sight : Handbook : Programming A-Z

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Resources to bring studio art, art history, and culture to people with visual impairments

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Resources to bring studio art, art history, and culture to people with visual impairments

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Evaluation and Assessment Tools and Surveys for Museum Program and Trainings. These tools were developed and tested as a part of the Art Beyond Sight Multi-Site Museum Study. Self-Assessment Accessibility […]

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Evaluation Tools for Museums

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Verbal Description Training

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Check out students' latest work, field trips, and stay in touch with the vibrant work of Art Beyond Sight Lab: a place for teachers, parents, and kids.

ABS's Art Beyond Sight Lab for Learning develops customized, multimodal curricula and programs for children and adults of all abilities. Explore our ongoing work, tested approaches, activities, and resources. And we invite you to use them in your work.

Check the Lab Blog on the right to keep up with what's new.

Projects and Curricula for Children and Young Adults

Social and Independent Living Skill Through the Arts
ABS pilot projects at New York City schools. Includes curricula, recordings of original songs, classroom demonstrations, and teacher interviews.

Dressing for Success: Dressing Skills and Social Skills

Come to the Table: Food, Table Skills, and Etiquette

Standing Tall: Self Presentation and Communication Skills
<< Back to Top
Art Programs for Adults

Memories & Life Voyages in the Arts: An ABS pilot program at senior centers

Art of Ancient Egypt: A distant education course at the Hadley School for the Blind, adapted from ABS's Art History Through Touch and Sound.
<< Back to Top Art History Through Touch and Sound
A history of art from prehistoric to contemporary

Images with Verbal Descriptions and Sound Enrichment

Printable Tactile Diagrams with Guidance of Hands

Art Activities and Teaching Tips

<< Back to Top American Art
Paintings from the colonial period to the 20th century

Audio introductions and verbal descriptions

Teaching activities and high-res images to download, produced in collaboration with the Brooklyn Museum and the Whitney Museum of American Art.

<< Back to Top New York Beyond Sight
New York City as you've never heard it before!

Prominent New Yorkers use Verbal Description to make New York accessible to all.

Visit your favorite landmark buildings, historic sites, and public art.

<< Back to Top Vincent Van Gogh had Glaucoma...
A visual essay of five paintings by well-known artists who had visual impairments.

After you click on a painting, roll your cursor over the painting to see a graphic overlay showing how the visual impairment may have affected the artist's work.

Use the Essay as a compelling introduction to Disability Awareness Training.
<< Back to Top

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Laboratory for Learning | Art Beyond Sight

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We have an unprecedented opportunity to ensure all content that is "born digital" is also "born accessible" so that all readers have access to the information they need. Use the interactive features on this website to determine when additional details are necessary and what makes for a good description.

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 Inclusive Design and Accessible Exhibits: Some Guidance for Libraries, Galleries, and Museums 

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 Inclusive Design and Accessible Exhibits: Some Guidance for Libraries, Galleries, and Museums 

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Inclusive Design and Accessible Exhibits: Some Guidance for Libraries, Galleries, and Museums

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 AmRev360: Making Art Accessible with Clovernook Center for the Blind & Visually Impaired 

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 AmRev360: Making Art Accessible with Clovernook Center for the Blind & Visually Impaired 

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AmRev360: Making Art Accessible with Clovernook Center for the Blind & Visually Impaired

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 KNWA Crystal Bridges intern creates touchable art for the blind 

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 KNWA Crystal Bridges intern creates touchable art for the blind 

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KNWA Crystal Bridges intern creates touchable art for the blind

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Lincoln Center Activate: "Digital Inclusion" by Sina Bahram

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Lincoln Center Activate: "Digital Inclusion" by Sina Bahram

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Lincoln Center Activate: "Digital Inclusion" by Sina Bahram

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Swell Form Machine by American Thermoform 

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Swell Form Machine by American Thermoform 

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Swell Form Machine

$1,475.00

The Swell Form machine (often referred to as a fuser) is a simple, fast and low cost method of creating stunning tactile maps, diagrams, text and graphics. This machine has revolutionized the process of creating tactile images for the visually impaired. Uses Swell Touch paper.

Description

Additional information

Tech Specs

Warranty

Manual

Description

The Swell Form machine (often referred to as a fuser) is a simple, fast and low cost method of creating stunning tactile maps, diagrams, text and graphics. This machine has revolutionized the process of creating these tactile images. Using the special Swell Touch paper, simply print onto this paper as you normally would through your standard printer or copy machine (we recommend a laser printer/copier, as it creates finer lines).

Once the desired image is onto the Swell Touch paper (or, swell paper, capsule paper, microcapsule paper, flexi paper), run this paper through the Swell Form machine. As it goes through this machine, the heat reacts with the black ink (only the black ink, no colors) and causes it to "swell" or puff up, creating the tactile image. The rest of the paper and any colors, will remain flat. Instead of using a printer or copier, a user can also draw directly onto this paper using a special black marker. The process is the exact same - as soon as it goes through the machine and reacts with the heat, the black ink will "swell".

Unique to this machine is it auto start and stop and consistent superb quality after each use. As soon as it's turned on, it's ready to go. There is no waiting time or warm-up period. The machine and the accompanying paper are safe, user-friendly and non-hazardous. Our Swell Touch paper can also be used with other tactile image enhancers available.

Additional information

Weight

5 lbs

Dimensions

20 × 5 × 6 in

Tech Specs
Paper Sizes available:

A4

A3

11×11.5"

8.5×11"

11×17"

Electrical:

Voltage: 120V or 240V

Power: 12.5A (120V) or 5A (240V)

Measurements:

Height: 6"

Width: 5"

Length: 20"

Weight: 5 pounds

Warranty
Standard Warranty
This product comes with a 3 year warranty on parts
Extended Warranty
While these machines are built with the most up-to date-parts and care, sometimes unforeseeable problems occur and your machine needs to be fixed. At American Thermoform we offer Extended Warranty options for that additional comfort in knowing that your machine will be protected longer and repaired quickly. Our goal is to repair your machine within 2 business days to minimize your down time.
Each Extended Warranty option includes:

One way shipping

All replacement parts

Complete inspection & cleaning of machine

Any applicable firmware/software upgrades

Free 30 minute diagnosis (labor is then charged at normal hourly

rates should repair time take longer)

Swell-Form Graphics Machine

1 Year Extended Warranty: $195.00
2 Year Extended Warranty: $341.25
3 Year Extended Warranty: $605.00

Manual

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Swell Form Machine - American Thermoform

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The Swell Form machine (often referred to as a fuser) is a simple, fast and low cost method of creating stunning tactile maps, diagrams, text and graphics. This machine has revolutionized the process of creating tactile images for the visually impaired. Uses Swell Touch paper.

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Contrast Ratio - WCAG Color Contrast Checker

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Check the contrast ratio between your website’s background and font colors with our free interactive tool based on WCAG guidelines.

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This calculator estimates the proportion of the British population who would be unable to use a product or service because of the demands that it places on the users' capabilities. Using this calculator involves assessing the demands that a task, product or service places on a range of user capabilities.

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Clari-Fi uses blurring to simulate the challenges of viewing small details on packs and display screens

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Clari-Fi uses blurring to simulate the challenges of viewing small details on packs and display screens

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Clari-Fi Pro will initially run in a 'free demo' mode, which will add watermarks to the images. These watermarks can be removed by entering a licence key.

Prices for individual Clari-Fi Pro licences (+VAT):

£163 for a single named user, for 12 months

£263 for a single named user, in perpetuity

£1000 for 10 named users, for 12 months

Prices for 12 month Clari-Fi Pro site licenses (+VAT):

£1,250 for an organisation with less than 50 employees

£3,750 for an organisation with 50-250 employees

£6,250 for an organisation with 250-10,000 employees

£12,500 for an organisation with greater than 10,000 employees

Single user licenses can be purchased from our online store.

For all other licences, please contact: software@enterprise.cam.ac.uk

Each of the above prices covers one assessment function (i.e. e-commerce images, apps & websites, or printed materials).

The Photoshop, PowerPoint and online versions of Clari-Fi Pro all use the same licence key.
Preview licence terms

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Clari-Fi Pro will initially run in a 'free demo' mode, which will add watermarks to the images. These watermarks can be removed by entering a licence key.

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SEE-IT stands for Sight Exclusion Estimator - Interactive Tool.

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SEE-IT stands for Sight Exclusion Estimator - Interactive Tool.

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SEE-IT stands for Sight Exclusion Estimator - Interactive Tool. This tool can be used to assess the visual clarity of text or graphics that are handheld. It estimates the number of people who would be unable to perceive such designs quickly and easily.

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Universal Design: Process, Principles, and applications

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Universal Design: Process, Principles, and applications

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Applications

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Scan the World enables metaReverse with a conscience; an ecosystem for everyone to freely share digital, 3D scanned cultural artefacts for physical 3D printing.

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Scan The World @Scan The World - MyMiniFactory

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Scan the World enables metaReverse with a conscience; an ecosystem for everyone to freely share digital, 3D scanned cultural artefacts for physical 3D printing. - Scan The World @Scan The World

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Touch Graphics Inc makes products and exhibits that communicate spatial information through the sense of touch

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Touch Graphics Inc makes products and exhibits that communicate spatial information through the sense of touch

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Touch Object Decision Tree

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Before using TouchTree, you’ll need to determine if the artifact is a good candidate for a touch object. Is the artifact at least one of the following:

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BTactile the place to find and create tactile graphics

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Tactile Materials in Practice: Understanding the

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Tactile Materials in Practice: Understanding the

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Experiences of Teachers of the Visually ImpairedExperiences of Teachers of the Visually Impaired

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Alt Text Archives | Veronica With Four Eyes

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On this site you will find

basic information on production methods and techniques

new products to assist in production of braille graphics

highlights on hardware and software

upcoming opportunities for training and conferences

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My goal for TactileGraphics.org is to promote excellence in the design and production of braille graphics. On this site you will find

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One Drive Folder with more resources for Tactile art  

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One Drive Folder with more resources for Tactile art  

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Tips for Delivering an Accessible Presentation

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Tips for Delivering an Accessible Presentation

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When you deliver a presentation at a conference, in an academic class, at a meeting, or online, you want everyone in attendance to understand the points you are making. However, many presenters unintentionally erect barriers for some attendees. Listed below are a few examples.

The presenter says, "I'm sure you can see the humor in this cartoon" without describing the visual content. If an attendee cannot see the cartoon (perhaps because they are blind or have low vision, sitting in the back row of a large room, or calling into the presentation by phone), they miss the point altogether.

The presenter says, "Look at how this graph indicates..." without describing the graph, again erecting a barrier for those who cannot see the image.

The presenter puts a huge amount of text on the screen and talks generally about it, making it impossible for any attendees to both read the content and listen to the speaker.

The presenter shows a video without captions, making it difficult to understand for viewers who are deaf or hard of hearing or whose first language is not the one the video is presented in or who are unfamiliar with the vocabulary used in the video.

To avoid situations like these, it is important for a presenter to remember that members in the audience may have a wide variety of characteristics with respect to gender, ethnicity, race, marital status, age, communication skills, learning styles and abilities, interests, physical abilities, sensory abilities, socioeconomic status, and religious beliefs. Since the speaker is not likely to know specific characteristics of participants, it makes sense to be proactive and design a presentation that will be accessible to anyone-or, at least almost everyone-without the need for accommodations.

But what does "accessible" mean? The U.S. Office of Civil Rights and Department of Justice define "accessible" to be when "a person with a disability is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as a person without a disability in an equally effective and integrated manner, with substantially equivalent ease of use. The person with a disability must be able to obtain the information as fully, equally, and independently as a person without a disability."

Presentations that are accessible to people with disabilities benefit many others as well, including people whose primary language is not the language used in the presentation, people with different learning preferences, people who call into a presentation without access to the visuals, and those sitting in the back row of a large room.

I created eighteen guidelines that I follow as I develop and deliver my own presentations both on-site and online. Although they do not address every potential accessibility issue, they provide a good start for others who wish to make their presentations accessible.
For on-site presentations, follow these specific recommendations:

1. Ensure the facility and presentation area is accessible to all potential speakers and participants, including those with mobility impairments.

2. Arrange the room so that everyone has good visibility to the speaker and visuals, including sign language interpreters and real time captioning.

3. Avoid looking back at projected materials; instead have a computer screen in front of you to glance at so that your voice projects toward your audience and your lips can be read by lip readers.

4. Use a microphone when possible to project your speech; have audience members use a microphone or repeat questions they ask.

For online presentations, follow these specific recommendations:

1. Use IT that is accessibly designed (e.g., can be operated with screen readers and other assistive technology, supports captions).

2. Share relevant accessibility information with participants before the presentation.

For both on-site and online presentations, follow these specific recommendations:

1. Provide multiple ways to learn, such as lectures, group discussions, question and answer sessions, hands-on activities, handouts, and references to resources.

2. Provide attendees materials (ideally, ahead of time) and in an accessible format (e.g., use text-based formats with structured headings and text descriptions of images); also give sign language interpreters and real time captioners materials in advance.

3. Use large, sans serif, bold fonts and simply designed visuals on uncluttered pages with plain backgrounds.

4. Speak the essential content of visual materials, but avoid reading text word-for-word unless it is a quotation.

5. Use clear, consistent layouts and organization schemes.

6. Use color combinations that are high contrast and can be distinguished by those who are colorblind.

7. Make examples relevant to learners with a wide variety of interests and backgrounds.

8. Spell acronyms and avoid or define terms, jargon, and idioms.

9. Speak clearly; avoid speaking too fast, which is particularly helpful to individuals whose primary language is not the one in which you are speaking, sign language interpreters, and real time captioners.

10. Summarize major points, give background and contextual information, display key terms and concepts visually, offer outlines and other scaffolding tools to help participants learn.

11. Give attendees time to process information; pause between topics and after you ask for questions.

12. Use videos that are captioned; if they are not audio described, speak key content such as the title at the beginning and credits at the end; consider sharing a summary of the content of a video before it is presented.

Keep in mind that making your presentation accessible to participants with disabilities will make it more useful for everyone. This is a benefit of "universal design." For information about other applications of universal design, consult the Center for Universal Design in Education, as well as the book Universal Design in Higher Education: From Principles to Practice, second edition published by Harvard Education Press.

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs and careers, such as those in science, technology, engineering, and mathematics.

Copyright © 2020, 2019, 2017, University of Washington. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged.

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Tips for Delivering an Accessible Presentation

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scald=4807:sdl_editor_representation {"link":""}] When you deliver a presentation at a conference, in an academic class, at a meeting, or online, you want everyone in attendance to understand the points you are making. However, many presenters unintentionally erect barriers for some attendees. Listed below are a few examples.

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Quick tips for creating tactile graphics by hand

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Quick tips for creating tactile graphics by hand

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Quick tips for creating tactile graphics by hand | Accessible Graphics

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Blindness and visual impairment

Blindness is rarely absolute, and it exists on a diverse spectrum. Around the world, an estimated 285 million people live with blindness or visual impairment. Despite its prevalence, it remains largely misunderstood. Learn about blindness, low vision, what it looks like and what it's like.

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Blindness and visual impairment - Perkins School for the Blind

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Blindness is rarely absolute, and it exists on a diverse spectrum. Around the world, an estimated 285 million people live with blindness or visual impairment. Despite its prevalence, it remains largely misunderstood. Learn about blindness, low vision, what it looks like and what it's like.

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This app was built in Streamlit! Check it out and visit https://streamlit.io for more awesome community apps. 🎈

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American Council for the Blind - Blind/Low Vision Resources

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American Council for the Blind - Blind/Low Vision Resources

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American Council of the Blind 225 Reinekers Lane, Suite 660 Alexandria, VA 22314

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Accessibility Resources for Museums and Libraries

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Accessibility Resources for Museums and Libraries

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This list of resources is intended to assist museums and libraries with increasing accessibility for all members of their communities. Consistent with the IMLS website terms of use, the agency is not responsible for the accuracy, relevance, timeliness, or completeness of information contained on external websites.

The Accessible Museum: Model Programs of Accessibility for Disabled and Older People: American Association of Museums, National Endowment for the Arts and the Institute of Museum Services, 1992. Profiles a wide variety of museums, including art, natural history, and historic museums that have exemplary accessibility programs. See the American Alliance of Museums for more resources regarding museum accessibility.

American Library Association (ALA), Association of Specialized and Cooperative Library Agencies (ASCLA): Library Accessibility Toolkits: Fifteen tip sheets developed to help librarians in all types of libraries understand and manage access issues.

Universally Designed Museum Programming: An IMLS funded report by the Boston Museum of Science on increasing access for individuals with disabilities.

The Department of Justice's 2010 Standards for Accessible Design establish minimum criteria for accessibility in the design and construction of government facilities, public accommodations, and commercial facilities.

Design for Accessibility: A Cultural Administrators Handbook: Guidebook for cultural administrators on increasing accessibility and inclusion in cultural programs and service organizations. See also the accompanying Accessibility Planning and Resource Guide for Cultural Administrators.

Disability Access Symbols: A downloadable set of graphic symbols designed to promote and publicize accessibility for individuals with disabilities from the National Endowment for the Arts and the Graphic Artists Guild Foundation.

Disability Resources: Department of Labor resources regarding benefits, civil rights, community life, education, and employment.

National Endowment for the Arts Accessibility Resources: Publications, checklists, and resources for those seeking to meet accessibility guidelines.

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Accessibility Resources for Museums and Libraries

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This list of resources is intended to assist museums and libraries with increasing accessibility for all members of their communities. Consistent with the IMLS website terms of use, the agency is not responsible for the accuracy, relevance, timeliness, or completeness of information contained on external websites.

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Our mission is to empower people toward greater independence and lifelong success by providing free curated information and resources to assist children, parents, job seekers, and adults who are blind or low vision.