In the last two videos, we looked at strategies for making images and tables in Word accessible. In this video, we'll look at how to make more complex images accessible. The approach to the creation of the descriptions and accessible representations of complex images is the same in Word, HTML, a PDF or PowerPoint and Excel. Only the technical steps to implement these processes are different. We'll be employing images and techniques from a resource called the image description guidelines developed by the National Center for Accessible Media (NCAM) and the DIAGRAM Center. A link to the full resources and to each of these organizations is provided here and in the resource section of this module. Note that the images in this video are used with permission from the Carl and Ruth Shapiro Family National Center for Accessible Media at WGBH (NCAM). The image description guidelines are for these general guidelines. Survey the text surrounding an image to understand how it fits into the bigger picture. Use context to decide which basic concepts and terms have already been explained, and avoid repetition of explanations. If describing images at length, start with high-level context and then drill down to details, particularly those that enhance understanding. This provides the reader with options about how much information to read. Segment content into logical, digestible chunks. When deciding which key elements of an image are needed to understand the content, you can use these guiding questions. Is it part of an introduction for a chapter or lesson? If so the image probably isn't teaching a concept and may not need to be described in detail. Is it the central point of a lesson? If so the image is a critical part of learning and the concepts and the relevant information should be described as thoroughly as possible. Is it purely decorative? If the image is not being used to teach anything, describe it as a decorative image and avoid sharing irrelevant information. Is it part of an assessment or activity? If so, be sure to describe the specific pieces of information needed to complete the task. Although not limited to the length restrictions of all text for images, be as succinct as possible while still conveying the necessary information to the reader. Do not repeat information provided in the adjacent or main texts. If needed, refer readers to existing text that helps them to comprehend the image. For example, to captions or preceding or adjacent texts. Include color only when it is significant. Arbitrary colors assigned for bar graphs or line charts for example, need not be indicated. Avoid introducing new concepts or terms in the description of the image. For example, in this photo and caption from a fifth grade science textbook, the planets are shown in their orbits around the Sun. Describing the color of these orbits in this case would be excessive and not relevant to the main concept, the orbiting path of the planets. Furthermore, readers could be directed to the caption if it provides adequate information about the photograph. Next, we'll demonstrate the implementation of descriptions for complex images including those for STEM, science, technology, engineering and math. Flow charts are a common approach to explaining processes that can be a difficult format to describe. Research by NCAM has found that nested lists are an effective method for conveying flow chart information. Here we can see one approach for translating the graphic information of a flow chart to a text format. A concise description of a flow chart followed by a nested list which describes the various steps and paths of the flowchart. For example, in this description of our example flow chart an overview of the flow chart is provided by describing that the flow chart has 7 stages of action and 3 types of lines. The line labels are then provided. The flow chart is been described by nested list. Starting from the upper right hand corner of a flow chart with forming the goal and then followed by the expected transition lines through the chart. Let's go over the image description guidelines for describing flow charts more closely, and then we'll look at another example. The image description guideline suggests that you begin with a brief overview explaining the distinct elements of the image, including if it has multiple starting points, additional lists, etc. Present the boxes as numbers and the possible transitions as sub-bullets in your nested list. It is not necessary to describe the visual attributes of the charts, for example yellow boxes, curved arrows, etc., unless there is an explicit need for such information. This example from the image description guidelines shows a somewhat simpler flow chart and its representation in a nested list. It begins with an overview of the boxes found in the flow chart, eight labeled boxes and how these are connected by linked arrows. The description then guides the reader in understanding what comes next. A set of lists including each box label followed by the next possible steps. For example, from standards we can only proceed forward to Theme. From Theme, we can proceed from forward to Goals/Objects or we can return back to Theme. Now that we've only presented a portion of the nested list, the full list is available in the resource section of this module along with the link to this example on the NCAM site. Let's turn to the guidelines for describing bar graphs. The image description guidelines recommend that graphs both bar and line graphs, be represented as data tables. In addition, include a brief description of the graph and summarize the key points or points conveyed by the data if readily apparent. Provide the title on x and y-axis labels. Avoid describing colors and other visual attributes, unless there is some specific need for this detail. In the table below, you can see how data is used to represent a bar graph. It begins with the summary of the bar chart and then goes on to describe the table. The data are summarized in the following table. All data are approximate. Note, for those using screen readers an Excel and HTML version of this table are provided in the research section of this module. A link to the HTML version is provided below the video player. I suggest taking some time to compare the graph to the data table to see how the data correlates to the bar chart. In some aspects, the table is easier to read, although the graphical representation offers a clear sense of trends and differences over time and between geographic locations. You might consider pointing out the trends that are most apparent from the bar chart, in the summary of the bar graph. The question arises, where would you place these descriptions in tables logistically? If you felt that other students would benefit from this information, it could simply be presented at the location of the image or graph. Another option is to provide a link to another section at the bottom of the Word or Excel document, for example. This would be accomplished through the Insert Hyperlink, Place in this document option. A similar strategy could be employed on a webpage or content within a learning management system. Both webpages and LMS pages offer the option to link to a separate page which are different sections of the same page. For more examples and guidance for other types of images, consult the image description guidelines. A link to this document is provided in the resource area of this module. I recommend looking through at least a few more examples from this resource.
