I just want to add that we will be able to create the supporting techniques

for example, examples for providing the meeting of each word already exists in the RDF techniques document -so  it is hardly fantersy. Creating a simple to use tool  for automating  it could be done in a few weeks.

John M Slatin wrote:
The attached HTML document contains another revision of the proposal for
GL 3.1. It includes new proposals for the wording of two SC (L2 SC3 and
L3 SC2). It also shows decisions reached at last week's telecon. Wendy
(thanks!) is preparing an updated survey form to collect feedback on
these.  

(Note that there will also be surveys for other proposals-- links will
appear in the agenda for Thursday's call, which I'll post tomorrow as
early as possible.)

JOhn

John


"Good design is accessible design"
John Slatin, Ph.D.
Senior Accessibility Specialist
RampWEB, Inc.
phone +1.512.266.6189 email jslatin@rampweb.com
www.rampweb.com 
  



Guideline 3.1: Proposal 2005-05-31

Proposal for Guideline 3.1 (“meaning”)

Draft 2005-05-31
Submitted by John Slatin

Reworded proposals

The following are modified versions of SC in my original proposal.

Proposed SC on which consensus was reached on 26 May

Anything in the full proposal below that is not marked as having been adopted or rejected remains to be discussed. The updated items listed above appear below as well, so that they can be read in context.

 

<proposed>Guideline 3.1 . Make text content readable and understandable.

Level 1 success criteria for Guideline 3.1

  1. [Adopted 26 May] The primary natural language or languages of the delivery unit can be programmatically determined.

    Guide to GL 3.1 L1 SC1

  2. A mechanism for finding the expanded form of acronyms and abbreviations is available.

    Guide to GL 3.1 L1 SC2

  3. [Rejected 26 May]A measure of the education level required to read the content is available.


    Guide to GL 3.1 L1 SC3

Level 2 success criteria for Guideline 3.1

  1. A mechanism is available for finding definitions for all words in text content.

    Guide to GL 3.1 L2 SC1

  2. A mechanism is available for identifying the natural language of each foreign passage or phrase in the content. Foreign passages or phrases are written in a language that is different from the language of the delivery unit as a whole.

    Note: This requirement does not apply to individual words or phrases that have become part of the primary language of the content. This is because "correct" pronunciation of such words and phrases might confuse or distract native speakers of the content’s primary language.

    Guide to GL 3.1 L2 SC2

  3. [Updated 31 May] One or more of the following is available as a supplment to text content that requires the reading ability expected of native speakers who have completed at least nine years of school:

    1. A text summary that can be read by adults with the reading ability expected of native speakers who have completed fewer than seven years of school.

    2. Graphical illustrations of concepts or processes that must be understood in order to use the content.

    3. A spoken version of the text content.

    Guide to GL 3.1 L2 SC3

Level 3 success criteria for Guideline 3.1

  1. [Adopted 26 May] A mechanism is available for identifying specific definitions of words used in an unusual or restricted way, including idioms and jargon.

    Guide to GL 3.1 L3 SC1

  2. [Updated 25 May] A mechanism is available for finding the correct pronunciation of any word whose pronunciation cannot be determined from context.

    Guide to GL 3.1 L3 SC2

  3. Section headings and link text are understandable when read by themselves or as a group (for example in a list of links or a table of contents).

    Guide to GL 3.1 L3 SC3

  4. A mechanism is available to identify text that states important ideas or provides important information.

    Guide to GL 3.1 L3 SC4

  5. For delivery units at the first or second level in a set of delivery units, text content can be read by adults with the reading ability expected for native speakers who have completed fewer than seven years of school.

    Guide to GL 3.1 L3 SC5

  6. For delivery units below the second level in a set of delivery units, text content can be read by adults with the reading ability expected for native speakers who have completed fewer than nine years of school.

    Guide to GL 3.1 L3 SC6

  7. Simplified graphical illustrations are available when text presents ideas or describes processes that users must understand in order to use the content.

    Guide to GL 3.1 L3 SC7

  8. A spoken version of text content is available.

    Guide to GL 3.1 L3 SC8

  9. Signed video is available for key pages or sections of pages.

    Guide to GL 3.1 L3 SC9 (in progress)

</proposed>

Changes following the 26 May 2005 WG call

Change introduced on 25 May 2005

Differences between draft of 21 May 2005 and draft of 30 April

Relatively small changes

Major changes

  1. L3 SC3 (statement asserting that the following list of strategies for reducing complexity has been considered) is deleted.

A number of new SC have been introduced. The primary goal was to replace L3 SC3 with meaningful and testable success criteria that would promote readability and make understanding easier for people with a range of disabilities, including reading disabilities.The new SC are:

  1. L1 SC3: requires a description of the education level of the intended audience for the content.

  2. L2 SC3: requires one or more alternative versions (including optional non-text alternatives) for text content that requires education level at or above 10th grade (US), 10 years in school/upper secondary level international classification.

  3. L3 SC2: requires pronunciation information. This one was originally included in L2 SC1; has been separated from the issue of definitions and moved to L3 because it seems significantly more difficult to provide.

  4. L3 SC4: requires a mechanism for identifying most important points in text content.

  5. L3 SC5: requires that text on first- and second-level pages is readable at 6th grade level (US)/end of primary education international classification L3 SC6: requires that text below second-level is readable at 8th grade level (US)/late lower secondary international classification

  6. L3 SC7: requires simplified graphical illustrations of important ideas/descritions of processes (this is an option at L2, required at L3

  7. L3 SC8: requires spoken-word version of text content (also an option at L2 that becomes a requirement at L3

  8. L3 SC9: requires signed video for key pages or passages