author modules outline

Author Modules Outline

The below is an early draft outline for the future author modules curriculum.

Students should be able to:

explain how people with disabilities rely on titles, headings, paragraphs, lists, and other seemantic information to understand and process content
use descriptive and meaningful titles to identify pages
use headings to communicate content structure
use appropriate semantic information, including headings, paragraphs, lists, quotes, and others, to communicate structure provided visually
use page markers to relate digital documents and printed pages where appropriate

Students should be able to:

explain how people with disabilities rely on visual and non-visual cues, including text, color, and imagery, to understand and process content
create content, images, and controls with sufficient color contrast
use combinations of color, imagery, and plain text to convey information
use visual cues to supplement information provided through text, for example diagrams to explain a multi-step process
use text cues to communicate information provided visually, for example text-based directions for a map route
use clear and distinguishable words to communicate the purpose of links, buttons, and other components that accept user input

Students should be able to:

explain how people with disabilities rely on text alternatives to images (including diagrams, charts, maps, and infographics) to understand information
determine the purpose of images based on the overall context of the content
create accurate and understandable descriptions for images
create alternatives for charts, diagrams, maps, and other complex graphics included in the authoring phase

Students should be able to:

explain how people with disabilities rely on alternatives to multimedia content (including audio description of visual information, captions, transcripts, and sign language) to understand information contained in multimedia
create audio content with integrated description that describe the visuals
create video content that can be understood without hearing the audio
include sign language for video and audio content for users whose native language is sign language

Students should be able to:

explain how people with disabilities rely on labels and instructions to understand the purpose of content and interact with it
create content with textual and visual instructions that describe the overall purpose and intent of the content
create content with textual instructions that help understand the visual content, for example using text alternatives to communicate the information contained in an image
create content with visual instructions that help understand the textual content, for example using diagrams to explain multi-step processes communicated through text
create content with instructions about the current step and about the total number of steps in a multi-step process

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