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Introduction to reading documents using screen readers
This video is about an introduction to reading documents using screen readers. It is produced in collaboration with the Hong Kong Blind Union. There will be a demonstration of reading Word documents and PDF documents using screen readers conducted by the Hong Kong Blind Union using NVDA in Windows and VoiceOver in Mac as examples. The screen reader demonstration is delivered in Cantonese, supplemented with explanatory notes in English, as well as captions in Chinese and English.
Timestamps of the chapters:
- 00:00 Opening and Welcoming Speech
- 02:00 About Hong Kong Blind Union
- 02:42 About screen readers
- 06:20 NVDA Demonstration
- 25:24 VoiceOver Demonstration
- 45:33 Concluding remarks
This video is one in the #IDEALeaders Self-Learning Series on the Co-Creation of Virtual Learning Accessibility. It is one of the deliverables of the Project entitled “Promoting accessibility of virtual teaching and learning through a train-the-trainer approach” funded by the UGC Special Grant for Strategic Development of Virtual Teaching and Learning in 2021-2023.
We would like to express our deepest gratitude to all the staff members from the Hong Kong Blind Union who have worked with us and shared with us much valuable suggestions and advice. This video would not have been possible without the support of the Hong Kong Blind Union.
We would also like to thank Miss. Heather Hin Chun Lo for helping with the narration for this video.
Ma, G. Y. K., Choi, C., & Yeung, P. P. S. (2023). Introduction to reading documents using screen readers. [Video]. #IDEALeaders Self-learning Series: Co-creation of virtual learning accessibility. HKU Data Repository. https://doi.org/10.25442/hku.22677388
Part of the content in this video is adapted from:
- Designing for Screen Reader Compatibility. WebAIM.
- Screen readers. The American Foundation for the Blind.
- The "What is Visual Impairment" Booklet. The Hong Kong Blind Union.
- The Web Accessibility Initiative (WAI) document: Tools and Techniques in How People with Disabilities Use the Web. Shadi Abou-Zahra, ed; Judy Brewer, previous ed. Copyright © 2017 W3C® (MIT, ERCIM, Keio). Status: Updated 15 May 2017.?https://www.w3.org/WAI/people-use-web/tools-techniques/
Points to note:
- This video only serves as a basic introduction to screen readers. It is not an in-depth introduction or training of using screen readers.
- This video is intended to serve as a general guide for creating accessible digital materials and virtual learning environment. The recommended practices in this video are not exhaustive or the best solutions for each situation. Teaching and learning practices might vary across academic disciplines, as well as individual preferences and needs. The recommended practices need to be fit and applied to various disciplinary contexts and authentic practices.
- Whenever possible, it would be great to seek experience sharing and advice from regular users of screen readers. Different screen readers and users may navigate the same materials in different ways across devices, operating systems, software, user interfaces, or browsers, etc. Manual accessibility testing should not rely on a single screen reader and a single trial.
- Note that passing the check does not necessarily guarantee “full accessibility” but failing the check would mean there are some inaccessible features that needs to be addressed.
- This video does not contain any business promotion elements.
- Software, programmes, and operating systems are constantly and rapidly developing along with changing accessibility functions. Statements in this video about the functions of any software, programmes, and operating systems may no longer represent their current status.
- It is possible that the hyperlinks of the cited resources in this video might be edited or removed by the corresponding contributors after the publication of this video.
- The recommended practices in this video are basically about accessibility to people with disabilities. However, the practices are central to good teaching and learning practices and will benefit all users regardless of disability status. Always be aware of and respect the diverse access needs of different individuals.