Guidelines for Accessible Assessment

Denise Foss

Guidelines for Accessible Assessment
May 2019

Assessing Students with Vision Impairment

Round Table on Information Access 
for People with Print Disabilities Inc. logo.

Round Table on Information Access
for People with Print Disabilities Inc.

Guidelines for Accessible Assessment

First edition, 2011

Second edition, 2019

Copyright © 2019 Round Table on Information Access for People with Print Disabilities Inc.

This work is licensed under the Creative Commons
Attribution-Non-Commercial-No Derivative Works 3.0 Australia Licence.
To view a copy of this licence, visit Creative Commons website: http://creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California 94105, USA .

Published by Round Table on Information Access for People with Print Disabilities Inc.

Email: admin@printdisability.org
Web address: http://www.printdisability.org

National Library of Australia Cataloguing-in-Publication entry

Title: Guidelines for accessible assessment: assessing students with vision impairment / Round Table on Information Access for People with Print Disabilities Inc.

ISBN: 9780980706420 (pbk.)

Subjects: Educational technology.

Youth with disabilities--Education--Australia.

Children with visual disabilities--Education--Australia.

Other Authors/Contributors:
Round Table on Information Access for People with Print Disabilities

Dewey Number: 362.4

About these guidelines

These guidelines are published by Round Table on Information Access for People with Print Disabilities Inc. (Round Table). Round Table is an umbrella organisation that brings together producers, distributors and consumers of information in alternative formats such as blindness service agencies, tertiary institutions and government departments in Australia and New Zealand.

These guidelines are available from Round Table in accessible formats.

Acknowledgements

These guidelines have been compiled by the Accessible Assessment Guidelines Working Group of Round Table.

Contents

Introduction

This document aims to guide the preparation and production of assessment tasks to ensure full participation for students with vision impairment enrolled in all public and privately funded education and training institutions in Australia and New Zealand.

The Guidelines for Accessible Assessment (2019) may be of benefit to:

teachers and academic staff

education and training authorities

inclusion and/or disability support personnel in universities, TAFE colleges and private training organisations

accessible format producers

students and their parents/carers.

The Guidelines reflect current disability discrimination legislation, standards and protocols which seek to ensure that students with disability, including those with vision impairment, can access and participate in education on the same basis as other students. Equal access to information and online services is a:

right  under the United Nations Convention on the Rights of Persons with Disabilities

requirement  by lawunder Commonwealth Disability Discrimination Act (1992) and the Disability Standards for Education (2005) (Australia). The Human Rights Act (1993) (New Zealand)

procurement standard under Australian Standard AS EN 301 549 :2016

professional standard for educators under the  Australian Professional Standards for Teachers 1.5, 1.6, 2.6, 3.4, 4.1 and 7.2.

Recognised international standards and frameworks provide the technical and pedagogical guidelines for providing equal access to information and services which includes assessments. These include:

the principles of Universal Design for Learning

W3C’s Web Content Accessibility Guidelines (WCAG) 2.1.

Assessments should be designed to provide equal access from the start, not as an afterthought. Inclusive teaching and assessment may require reasonable adjustments and/or accommodations be made to ensure maximum participation for students with vision impairment. To ensure that students with vision impairment are assessed in a fair and equitable manner, it is important to consider:

input from teaching staff regarding the content to be taught and assessed

input from the relevant disability support personnel, e.g. Specialist Teacher (Vision Impairment)

input from the student and/or the family.

It is envisaged that assessment activities and processes developed in accordance with these Guidelines will accommodate the needs of most students with vision impairment.

Compliance with these Guidelines cannot guarantee protection against disability discrimination complaints. Refer to the Australian Human Rights Commission or the Human Rights Commission of New Zealand for more detailed information.

Students with print disabilities, other than vision impairment, may require reasonable adjustments that are outside the scope of these guidelines.

This document consists of five sections:

Section 1: Accessible Assessment is concerned with issues pertinent to the construction of assessment tasks for students with vision impairment, and is of direct relevance to all personnel involved in assessing and supporting these students in an education/training setting

Section 2: General Considerations address production issues such as security, timeliness and access to practice tests. Challenges with specific assessment types for students with vision impairment are also highlighted

Section 3: Responsibilities of Specialist S upport S taff (Vision Impairment) provides useful information to specialist support staff such as support teachers, teacher/consultants or disability service practitioners, in negotiating accessible forms of assessment for students with vision impairment with relevant staff or examining bodies

Section 4: Accessible Format Papers relates specifically to the production and distribution of accessible format materials. It is relevant to blindness service agencies and education and training organisations that produce accessible format assessment materials for students with vision impairment

Section 5: Examination Environment and Conditions details special provisions that must be addressed to ensure there is no disadvantage to the student during examinations. The examination environment is a crucial element in the assessment process

Glossary : a Glossary is included to define vision specific terminology

Additional Reading

Web links .

Section 1: Accessible Assessment

What is Assessment?

Students are assessed at all levels of education – from pre-school, through primary and secondary school to tertiary education.

Assessment is designed to examine a student’s knowledge and understanding. Assessment may be:

diagnostic – often undertaken prior to instruction

summative – measures a student's achievement at the end of instruction

formative – monitors a student's progress

norm-referenced – compares a student's performance against other students

criterion-referenced – measures a student's performance against a goal or standard

interim/benchmark – evaluates student performance at periodic intervals.

Students may be assessed formally or informally; the structure of the assessment can vary from fill-the-gap worksheets, multiple choice and short or extended responses to experiments and research projects.

Assessment can be presented as a pen and paper test or via technology ( e.g. online testing).

What are Reasonable Adjustments?

An inclusive learning environment ensures all curriculum and assessment material is accessible and equitable for all students.

Schools and other teaching and/or training facilities are required to make "reasonable adjustments" to accommodate students with disabilities or additional learning needs, including those with vision impairment.

An adjustment is a measure or action taken to allow students with disability to participate in education and training on the same basis as other students.

For further information consult the Australian Human Rights Commission (https://www.humanrights.gov.au/human-rights-education-and-training) or the Disability Discrimination Act 1992 (https://www.legislation.gov.au/Details/C2017C00339).

All assessments should consider the nature of the student’s disability by:

providing materials in the student’s preferred format

maintaining the integrity of the assessment

providing reasonable time for students to read and interpret questions

considering the response required from the student.

Principles of Reasonable Adjustments

Reasonable adjustment should take the following principles into consideration:

the nature of the adjustments should be determined through an established process

the needs of individual students may be unique to that student

the integrity and academic rigour of the assessment should be maintained

the adjustments should not confer advantage to the student

the student is familiar with the adjustments in the assessment.

Students with vision impairments may require one or more of the following examination arrangements:

assessment materials in braille and/or tactile format; a print transcript of the braille paper should be provided for the use of the examination supervisor

assessment materials in a larger text size and nominated font e.g. Arial 18 point

assessment materials on a specific paper size and/or colour e.g. A4, buff-coloured paper

assessment materials in electronic format

additional time for examinations and assessments.

For further information see Section 5 : Examination Environment and Conditions .

Section 2: General Considerations

Security and confidentiality

The same level of security and confidentiality as that afforded to the relevant assessment materials should be maintained.

Timeliness

The timelines for production should be negotiated and agreed in advance.

Production of materials in accessible formats, particularly subjects such as mathematics, science, geography and music, can be very time-consuming.

Assessment materials must be made available by the assessor to the transcription service in a timely manner.

Assessment materials may include:

a clean copy of the original print paper including answer sheets, colour stimulus material etc.

an electronic copy of the original paper

a description of all non-text assessment material e.g. photographs

a list of agreed and/or approved adjustments for individual students.

Access to practice tests

Students should be provided with practice tests in their preferred format and at the same time as their peers. Students should have the opportunity to become confident with the necessary navigation tools to ensure as much familiarity as possible with the examination format.

Section 3: Responsibilities of Specialist Teachers Vision Impairment/Disability Service Practitioners

Specialist Teachers Vision Impairment (VI) and Disability Service Practitioners are qualified staff in the school/tertiary environment whose role is to work with students with vision impairment. Specialist Teachers (VI) make recommendations regarding reasonable adjustments required for particular assessment materials and tasks based on a student’s functional vision. In adult training and education settings, Teacher-consultants and Disability Service Practitioners negotiate provision of reasonable adjustments, for students with vision impairment.

The purpose of adjusting examination or other assessment materials for students with vision impairment is to ensure that the assessment is accessible and equitable. It is the role of a qualified educator in vision impairment to collaborate with examining bodies or school/department personnel in deciding what adjustments are needed to achieve this outcome.

General recommendations

In setting an assessment task, teachers, trainers and academic staff need to ensure they have supplied accessible and equitable materials. Assessment materials should only be altered by the examiner in consultation with Specialist Teachers (VI) or Disability Service Practitioners as appropriate.

All documents produced, including assessment materials, should be ‘born accessible’.

The following principles should be applied before any adjustments are made:

Specialist Teachers (VI) and Disability Service Practitioners should provide the examiner with as much information as possible to assist the examiner in making equitable adjustment

the amended question must assess the same skills, knowledge and concepts as the original question and/or enable the student to meet the same assessment objectives

the question should be of an equivalent level of difficulty and weighting as the original

the amended question should not require students to spend a disproportionately large amount of time to gain relatively few marks

the adjustment of an examination paper or other assessment activity may require overall amendment to the instructions of the paper or the instructions for individual questions.

Section 4: Accessible Format Papers

Decisions about the alternative format required of the assessment materials should be made in consultation with a qualified educator in vision impairment and where appropriate, the student, and be based on a functional vision assessment.

Braille Assessment Materials

Checking:

that the assessment material is clearly labelled in print

that all the assessment material is present and appears in the correct order

all details relating to the examination are correct on the front cover of the question paper and that these details correspond to those stated on the print copy

where there are any diagrams or other material to be included, ensure that figure references in the text correspond to those on the diagrams

that the line references to prose passages in questions have been correctly amended if line numbers in the braille version of the passage do not correspond with those in the print version

that references to the location of the diagrams have been amended to reflect the actual location in the braille copy, e.g. “diagram opposite”, “ diagram below” or “diagram following”

page numbers, including diagram sheets, to ensure that all the pages are identified

that the various sections and/or parts end according to the current Formatting Rules and Guidelinesproduced by the Australian Braille Authority (ABA) e.g. End of Section II; End of Paper

each page for the quality of the braille, e.g. all dots have been embossed satisfactorily and have not been flattened, and the cells have not been embossed out of alignment

that any graphics/diagrams are tactually clear and concise

that any special instructions concerning the collation of separate sections have been followed.

When an examination paper has been checked and is correct, the examining body’s name, the subject, and any other identifying features of the paper, such as a code and/or the paper number, must be in print on the top of the front page of the braille paper to assist non-braille readers to identify the paper.

Large Print Assessment Materials

Formatting and Fonts:

the placement of question numbers and the indentation of questions and sub-questions should normally be followed

references to the location of diagrams, tables, etc. should be amended as necessary

the font selected should be sans serif, such as Arial or Verdana

there should be an increase in spacing between lines to aid readability

italicised passages should be avoided where they only serve a visual function. Consideration should be given to indent the passage or replace individual italicised words or phrases with bolding, where bolding has not been used in the same context

colours or patterns must provide maximum contrast

where the original material (including stimulus material) is in colour, the enlarged version should also be in colour

for students who have difficulty with colour perception, reformatting should take into account the needs of the individual

the following symbols are of sufficient size and weight to be seen clearly by the student:

punctuation marks

line numbers in plays and poetry (aligned on the left-hand side of the text)

stimulus and source materials

subscripts, superscripts and operation signs

algebraic letters

verse numbers from the Bible

contour lines on maps

note heads

accents in foreign languages

map symbols and keys

where there are expressions with superscripts and subscripts in a paper, the base font for mathematical expressions throughout the paper may need to be increased or the font size of the superscript/subscript increased

paragraphs should be left aligned, not fully justified; and

information should not be placed on the right margin without indication as it may be inadvertently overlooked by the student.

Graphics

All elements of a graphic need to adhere to the student’s large print requirements. Ensure that:

information obtained from cartoons, photographs, sketches, diagrams or graphs should be clarified by the examiner. This type of material should be accompanied by a written description

a layout with arrows and a series of pictures may need to be simplified and enlarged

where increased contrast is required, diagrams, line thickness and style can be adapted, and areas can be coloured or shaded using distinctive patterns

information may be provided in a key to reduce visual clutter and should be placed in a prominent position

graphics may be simplified as long as the answer to the accompanying question/s is not compromised

if the focus of the graphic is printed information it may be able to be converted to text

the graphic may need to be split into more than one diagram and relevant sections of the diagram highlighted

scaled diagrams need to be accurately represented. Diagrams cannot be enlarged without the scale being affected. To create a scale of equivalent standard to the original, it may be necessary to re-draw a scale diagram completely. Alternatively the relevant numerical values in the question can be adjusted so that the enlarged scale diagram (using the original scale) gives the correct results

ensure that visual/tactile versions of graphics are provided where necessary

supplementary material in the form of shapes or models to replace 3D diagrams may be helpful. The approval for the use of models should be sought from the examiner; and

if no appropriate adaptation can be made to inaccessible graphics it may be necessary to consider approaching the examiner to provide a substitution of source material or a substitute question.

Digital Assessment Material – online and offline

Web Content Accessibility Guidelines (WCAG) compliance is essential but not sufficient to achieve a valid and equitable assessment.

It is important to note that all digital assessment material must be usable, functional and be able to be navigated efficiently with ease of operation by the student.

Student performance is increasingly being assessed online by schools, vocational education and training organisations and universities. Assessment and feedback on accessibility should be addressed in consultation with teaching/support staff and the student well in advance of the digital assessment task. The following steps can greatly improve access for a student with vision impairment undertaking assessment in an online environment:

ensure host sites conform to guidelines for producing accessible digital material

trial the compatibility of key online platforms and assessment tools with the most common access technology used by people with vision impairment

check well in advance for the availability of access technology and the student’s capacity to interact with the online assessment environment

trial the accessibility of the digital assessment in order to avoid:

resolution causing unclear and pixelated images when enlarged

limited contrast between text and background

text displayed on a busy background image making it difficult to read; and

the movement between screens multiple times to answer questions

consider the online time adjustments to meet the needs of additional time to avoid programs shutting down at pre-determined times

provide access to assessment feedback that ensures independence, privacy and dignity.

For those with vision impairment, information presented online must:

be readily usable via inbuilt or third party applications designed to enlarge text, convert text to speech or text to braille

contain options to simplify the layout, change the colour scheme, enlarge onscreen mouse pointers and other functions required by those with low vision

be controlled by keyboard shortcuts

be simple to navigate

respond to common commands in predictable ways

be easy to edit/correct input errors

maintain compatibility with current and future access technology devices.

Multiple Format Assessment Materials

Examination material in multiple formats should only be provided if this is the student’s current practice:

braille

tactile graphics (diagrams only)

3D models

electronic format ( e.g. Word doc, or online)

audio

large print.

Where a student is utilising multiple formats, care must be taken to ensure the assessment materials are compatible across all formats. E.g. a student may be working from an exam paper in electronic text as well as using tactile diagrams in braille.

Check that any support materials, such as diagrams have been included and are correctly labelled.

Section 5: Examination Environment and Conditions

Disability provisions

Applications for disability provisions must be lodged with the examining body before the examination takes place. Specialist Teachers (VI) or Disability Service Practitioners should make recommendations to the assessment body regarding disability provisions appropriate for the student. Requests should be supported by appropriate medical and functional evidence.

The allocation of additional time for completion of examinations should reflect the content of the examination ( e.g. extensive reading and interpretation of graphics).

Readers and/or scribes should only be considered if this is the student’s preferred and familiar strategy. The use of a reader/scribe should never be considered an acceptable alternative to the provision of preferred formats.

Disability provisions include:

Use of Access Technology

The use of technology during examination should consider the following:

  1. the student should use equipment with which they are familiar

  2. the technology device should be checked in advance to ensure that it is charged and in working order with a power adaptor available

  3. back-up equipment should be available for the student to use in the case of a technology failure

  4. devices used in exams must be locked down without access to browsers or other documents stored on the device. Refreshable Braille note-takers should be connected to a monitor to ensure security is not breached

  5. decisions need to be made in advance regarding the access of computer functions. ( e.g. spell or grammar-check)

  6. access to Digital materials are available in a secure environment during open book examinations.

Glossary

3D Vision - the ability to see objects in a three-dimensional format.

Access Technology - a generic term that is also referred to as adaptive technology or assistive technology. It describes devices or products for people with vision impairment that enable access to information that might otherwise be inaccessible (some examples include hand-held optical magnification aids, screen reader and magnification software, video magnifiers, reading/writing stands, speech synthesisers, refreshable braille displays etc.).

Accessible Information/Accessible Format - text or graphics that have been adapted to a format enabling equity of access for a student with vision impairment.

Accessible Assessment - an assessment method, practice or activity free from visual bias which takes into account a student’s support needs and learning style related to disability.

Accommodations - changes that are made to assessment procedures to enable access for a student with vision impairment.

Additional Time - extra time allocated to the student with vision impairment that is over and above the standard examination time.

Adjus tments- questions that have been altered in some manner ( e.g. through changed wording or graphics, modified lists) or replaced with an alternative question to accommodate the needs of a student with vision impairment.

Amanuensis - a person who writes or types a student’s dictated responses.

Bold Lined Paper - paper in landscape or portrait format which has thickened lines, usually black in colour and spaced to suit the individual needs of the student.

Braille - a tactile system of reading and writing invented by Frenchman Louis Braille for use by people who are blind. Braille symbols are composed of combinations of dots from a matrix of three rows and two columns.

Disability Provisions -practical arrangements  designed to level the playing field for students with vision impairment so that they can demonstrate their knowledge and understanding in an assessment environment.

Disability Service Practitioner - a staff member with professional qualifications/experience employed by a tertiary institution or training organisation to facilitate provision of reasonable adjustments for students with chronic medical conditions and those with disabilities impacting on vision, hearing, mobility, physical access, cognition or mental health.

Equity - excluding disadvantage by ensuring the student has access to all materials in the learning environment as well as the assessment materials.

Functional Vision Assessment - an assessment that measures how well students use their vision to carry out routine tasks in different places and at different times throughout the day.

Graphics - illustrations, tables, photographs, diagrams, charts and cartoons.

ICT - Information and Communications Technology.

Inclusion of Students With Disabilities - provision for the needs of all students regardless of their ability or disability.

Large Print/Clear Print - font styles and sizes that are used in the preparation of papers for students with vision impairment (see Round Table’s Guidelines on Clear Print).

Low Vision - visual acuity less than 6/18 and equal to or better than 3/60 in the better eye with best correction. (World Health Organisation)

Multiple Format - papers that have been prepared for students, or which are submitted by students, using more than one format such as multi-media, print copy, electronic format, audio, braille, clear print/large print.

Open Book Examinations - examinations in which students are allowed to use notes (hard copy or digital files), texts or resource materials for reference.

Overruns - where a line of text flows onto the next line of print.

Print Disabilit y - a print disability is a difficulty or inability to read printed material due to a perceptual, physical or visual disability.

Proofreading - comparing a prepared copy with an original text to detect and correct production errors.

Reader - a person who reads written material to a student or into audio format.

Read-Only File - computer file that you can read, but cannot change in any way.

Reasonable Adjustments – an adjustment is reasonable in relation to a student with a disability if it balances the interests of all parties affected.

Specialist Teacher Vision Impairment - teachers employed by an education/training organisation whose role includes provision of support to students with vision impairment.

Stimulus Material - visual material that may take the form of text, drawings, advertisements, three-dimensional objects, graphs, tables, photographs, flow diagrams, symbols and images that communicate information.

Supervisor - a person with the responsibility of ensuring that the security and integrity of the exam environment is maintained.

Tactile Format - graphics produced in a raised form that can be interpreted by touch ( e.g. illustrations, slit tape diagrams, stereocopy diagrams).

Time Allowances - see additional time.

Timeliness - production of accessible format materials to ensure the student with disability receives his/her materials at the same time as peers.

Unified English Braille - the braille code used for all braille production across Australia and New Zealand.

Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences.

Vision Impairment - Vision impairment is defined as a limitation of one or more functions of the eye (or visual system) (Royal Institute for Deaf and Blind Children).

Vision Specialist - a medical or allied health professional with qualifications in ophthalmology, optometry or orthoptics.

Links

The following list of links to websites, while not exhaustive, provides additional sources of information to readers.

ACARA the Australian Curriculum, Assessment and Reporting Authority is an independent statutory authority responsible for developing the national curriculum and national assessments, including NAPLAN.

ACARA website: https://www.acara.edu.au/

ACHIEVE provides best practice guidelines on inclusive tertiary education provision in New Zealand, developed by a national network established to ensure equal opportunity and access to post-secondary education and training for people with impairments.

ACHIEVE website: http://www.achieve.org.nz/

Australian Braille Authority (ABA) includes information regarding the work of the Australian Braille Authority and some valuable resources and guidelines about braille usage, production and formatting.

Australian Braille Authority (ABA): http://brailleaustralia.org/

Australian Disability Clearinghouse on Education and Training (ADCET) provides information and resources to support the work of disability service practitioners in the Australian post-secondary education and training sector.

ADCET website: http://www.adcet.edu.au/

Australian Hu man Rights Commission (AHRC ) provides important information regarding current Australian anti-discrimination legislation and its application to people with disabilities in Australia.

Australian Human Rights Commission: http://www.humanrights.gov.au/disability_rights/

DAISY Consortium provides information on the work of this international association which develops, maintains and promotes development and use of international DAISY standards for the production of digitised material for people with print disabilities.

DAISY Consortium: http://www.daisy.org/

ICEB – International Council on English Braille provides a medium for international cooperation among national standard setting bodies on English language braille, and collaborates with other organisations which have an interest in the standardization, teaching, promotion or dissemination of braille.

ICEB website: http://www.iceb.org/

ICEVI – International Council of Educators for the Vision Impaired is a membership organisation with a mission to promote access to inclusive, equitable, and quality education for all people with vision impairment.

ICEVI website: http://icevi.org/

Human Rights Commission - Te K ā hui Tika Tangata provides information about human rights and anti-discrimination legislation in New Zealand.

Human Rights Commission: http://www.hrc.co.nz/

Round Table on Information Access for People with Print Disabilities provides information about Round Table and invaluable resources produced as a direct result of its work.

Round Table on Information Access for People with Print Disabilities website: http://www.printdisability.org

South Pacific Educators in Vision Impairment (SPEVI) provides information about the work of SPEVI (the professional body concerned with matters pertaining to the education of people with vision impairment within the South Pacific region) and links to information and resources regarding vision impairment.

SPEVI website: https://www.spevi.net/

United Nations Declaration on the Rights of Persons with Disabilities

United Nations Declaration on the Rights of Persons with Disabilities website: https://www.ohchr.org/en/professionalinterest/pages/rightsofdisabledpersons.aspx

Universal Design for Learning (UDL) is a research-based set of principles to guide the design of learning environments that are accessible and effective for all.

UDL website: www.cast.org

Web Accessibility Initiative (WAI) includes strategies, guidelines and resources for use in making the world-wide web accessible to people with disabilities.

Web Accessibility Initiative (WAI) website: http://www.w3c.org/wai

Additional Reading

Australian Braille Authority. (2016). ABA Rules and Guidelines for Formatting Braille . Round Table on Information Access for People with Print Disabilities Inc.

Australian Vice-Chancellors Committee. (2004). Guidelines on Information Access for Students with Print Disabilities . Universities Australia.

Australian Vice-Chancellors Committee. (2006). Guidelines Relating to Students with a Disability . Universities Australia.

Commonwealth Attorney-General’s Department. (2006). Disability Standards for Education 2005. Commonwealth of Australia.

DAISY Consortium. (2008). DAISY 3 Structure Guidelines. Daisy Consortium

International Council on English Braille (ICEB). (2014). Unified English Braille Guidelines for Technical Material. ICEB.

Round Table on Information Access for People with Print Disabilities. (2018). Guidelines for Accessible E-text. Round Table on Information Access for People with Print Disabilities.

Round Table on Information Access for People with Print Disabilities. (2005). Guidelines on Conveying Visual Information. Round Table on Information Access for People with Print Disabilities.

Round Table on Information Access for People with Print Disabilities. (2011). Guidelines for P roducing Clear P rint . Second Edition. Round Table on Information Access for People with Print Disabilities.

Round Table on Information Access for People with Print Disabilities, and International Council on English Braille, Christine Simpson (Ed.). (2013), The Rules of Unified English Braille. Second Edition. Round Table on Information Access for People with Print Disabilities, and International Council on English Braille.

Rose, DH, & Meyer, A (2002) Teaching Every Student in the Digital Age: Universal Design for Learning.  Alexandria, VA: ASC

South Pacific Educators in Vision Impairment. (2016). SPEVI Principles and Practice Guidelines for quality education of learners with vision impairment . Second Edition. South Pacific Educators in Vision Impairment.

World Wide Web Consortium (W3C). (2018) Web Content Accessibility Guidelines (WCAG) 2. 1. W3