Documentation checklist

This page provides specific examples to implement the documentation techniques for accessible documents in Microsoft® Word.

Some users may not be able to access documentation if it is not in an accessible format. The following techniques provide information to create accessible Microsoft® Word documents.

Back to top

The following techniques are the minimum required to meet Checkpoint 1 from the IBM Documentation Accessibility Checklist for documents created with Microsoft® Word:

1.1 Non-text Content: All non-text content that is presented to the user has a text alternative that serves the equivalent purpose.

1. Provide alternative text for all images.
   
   Example 1
   Word objects that require alternate text include Symbols, Clip Art, Objects, Drawings and Auto Shapes. Word Art is an image, but Word automatically adds the text you type to the alternative text field for the Word Art image. When you create a Diagram, Word automatically adds the type of diagram (e.g. Pyramid Diagram) in the alternative text field, however this is usually not a sufficient description and will need to be modified.
   
   To add alternative text for an image:
   • Select the image and enter Format-Object or Format-Picture.
   • When the dialog is displayed, select the Web tab.
   • In the Alternative Text field, enter a text description of the image. The alternative text should effectively replace the image so a sighted user and a blind user would get the same information from the image.
   • If the image is provided purely for visual effect and does not add to the meaning of the document, do not add alternative text – leave the field blank.
   Example 2
   When images or charts are copied from other applications such as Freelance or Microsoft Office, ensure the pasted information is accessible. Select the pasted image, go to the Alternative Text field on the Web tab of the Format Object dialog and verify that alternative text has been provided. If not, add a detailed text description. If the image cannot be adequately described using alternate text, provide a more detailed description in the surrounding text.
   
   
2. Provide a text description in addition to alternative text for complex charts and graphs.
   
   Example 3
   For images or charts provide alternative text for the image. If the image cannot be adequately described using alternate text, provide a more detailed description in the surrounding text. If alternate text had been provided for the image in the original Office document, the alternate text will be copied into Word.

1.2 Information and Relationships: Define information, structure, and relationships.

1. Define document structure.
   
   Example 4
   Properly format all text used as section headings by using Word styles such as "Heading 1", "Heading 2", etc. This allows screen readers to create an outline of the document. Using bold text to indicate headings is not sufficient to create an accessible document.
   
   
2. Do not use text formatting as the only way to convey meaning.
   
   There are no unique examples for this technique in PowerPoint. Please follow the general examples for text formatting to meet this checkpoint.
   
   
3. Identify the purpose of each link in the link text.
   
   There are no unique examples for this technique in PowerPoint. Please follow the general examples for accessible link texts to meet this checkpoint.

1.3 Color & contrast: Any information that is conveyed by color is also visually evident without color.

1. Do not use color as the only way to convey meaning.
   
   There are no unique examples for this technique in PowerPoint. Please follow the general examples for color to meet this checkpoint.
   
   
2. Provide sufficient contrast between text and the page background.
   
   There are no unique examples for this technique in PowerPoint. Please follow the general examples for text contrast to meet this checkpoint.

1.4 Meaningful sequence: Define document reading order.

1. Define document reading order.
   
   Example 5
   Ensure that document elements are presented in a logical reading order. Avoid complex layout, sidebars and other ornamentation as they make it difficult to maintain a logical reading order.

1.5 Forms: Define form element labels.

1. Provide an accessible label for form fields.
   
   Example 6
   Forms work best if the input field and associated label is placed on a same line. Select the "form element" (text, check box, drop down) from the Forms Toolbar and place it next to the associated Field Label. To make form label accessible, depending on the form layout, accessibility is addressed in different ways:
   • If form label is positioned left of field on the same line nothing more is needed
   • Use the "Bookmark" option in the Properties Dialog Box to enter the Field Name. This is only needed if the form is integrated with a database. When using "Bookmark" for field name, do not use "Add text help" as screen readers will repeat the content of both these properties.
   • If form label is positioned above the field or within a table – use the "Add text help" button from the Properties dialog box to enter the label for the field.

1.6 Tables: Identify table cells and relationships between cells.

1. Identify row and column headers for data tables.
   
   Example 7
   To create accessible data tables:
   • 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.
   • Simple tables created in Word using Table-Insert-Table are accessible without any modification.
   • Complex tables created in Word using Table-Draw Table may not be accessible because they usually have cells of different heights or a varying number of columns per row. There is no function provided in Word to associate the row and column headers for complex tables.
   • Add a caption above or below the table to summarize the purpose of the table.
   • Do not use patterned backgrounds on tables.

1.7 Threshold violations: Do not include text or images that flash more than 2 times in a one second period.

1. Do not include text or images that flash more than 2 times in a one second period.
   
   There are no unique examples for this technique in PowerPoint. Please follow the general examples images that flash to meet this checkpoint.

1.8 Navigation: Provide an accessible method to navigate long documents.

1. Provide an accessible method to navigate long documents.
   
   Example 8
   Properly format all text used as section headings by using Word styles such as "Heading 1", "Heading 2", etc. This allows screen readers to create an outline of the document and make the outline available to the user for navigation. Using bold text to indicate headings is not sufficient to create an accessible document.
   
   Example 9
   Provide a Table of Contents for long documentation. Table of Contents enables the screen reader user the ability to easily navigate to specific sections of the document.

1.9 Language of Page: Define the default language.

1. Define the language of the document.
   
   Example 10
   Use the Language dialog via Tools-Language-Set Language to define the primary language of the document so screen readers can correctly read the content.

Back to top

The techniques above are required; the following techniques are recommended to enhance accessibility:

• Spell check all documents before distributing them to users.
• Implement non-essential elements (e.g. running headers or footers, numeric only page numbers) so screen readers can ignore them.
• For providing a Table of Contents, it is recommended that a long document be quantified as greater than 5 pages.

Back to top

Test the documentation to ensure that it complies with accessibility requirements. The techniques listed here are specific for Microsoft Word documents.

Required test software

• screen reader

Techniques