Skills for Access

Why this is important

It's often assumed that 'accessibility' is about providing text alternatives to graphical and multimedia content, and this is true for many people. But for people who have difficulty reading or understanding textual content - for example people with dyslexia or other specific learning difficulties - the opposite is true. In such a case, video can be an accessibility enhancement to textual information. It conveys emotion and atmosphere as well as, of course, visual information. It is often far easier to find out how to do something by watching it being done, rather than by having it explained. People with visual impairments who use screen reading technology may also appreciate the option of hearing a 'real' audio-described video instead of synthesised speech output of text.

General Principles

This How-to is almost an exact reverse of a How-to that requires equivalent text alternatives for video content! The principle is simple. Where video content such as a recording of an interview or live event is available, and if used, may support learning by enhancing or illustrating pre-existing textual information, the principle is to use it, rather than ignore it in favour of relying on text for information.

Of course, to extend this to require that all textual information should be provided with an equivalent video would be impractical, not least given production time and costs, but the very use of video can significantly enhance the accessibility of the learning environment for many people.

Before you continue

The advice on this page helps you avoid introducing a specific accessibility barrier, but it's not a magic formula. To avoid attempting to follow a technical solution that is not appropriate to the resource and its intended purpose, you need to know the context in which the multimedia resource is being used:

1. The purpose or aim of the multimedia resource in question, and whether it is being used to supplement another resource in the learning environment, or whether its use is required by students.
2. The target audience, their knowledge and expectations, and the type of browsing and assistive technology that they may be using.
3. Whether the information and experiences provided by the multimedia technology are already available in an equivalent, alternative form.

For more background on this approach, see our Guide to the use of multimedia in accessible e-learning.

Technique Details

Video can be used as a standalone application in a classroom, as well as be incorporated into multimedia and streamed across the web.

The subjective nature of this accessibility solution means that, while there are specific steps that can be taken to make a video clip as accessible as possible, there are no specific technical guidelines on how to develop a video that is an effective alternative to textual content. From an e-learning context, it is up to you to decide what sort of video might support the specific area of the curriculum in question.

Clip 1 shows an interview with a former steel forger. During the space of about one minute, he explains something of the process of forging and comments on working hours and conditions - he provides a real 'slice of life' that gives authenticity to the subject. In an educational setting, this provides an insight to students that would be quite hard for them get otherwise. The archive cutaway shots of Harry and a colleague forging also provide a visual demonstration of the work and support and enhance his comments. It is also useful as a means of archiving working practices and skills that are currently being lost.

Testing

The subjective nature of this accessibility technique makes it impossible to test using automated means. Instead, feedback from end users is highly recommended, particularly people with dyslexia, with low reading skills, with reduced concentration levels, with visual impairment, and also people for whom English is not their first language.

But at all times, be aware that video content should supplement, not replace, the equivalent information in textual version.