***E-Learning and Multimedia***

#########  Introduction

While there is not a specific subcategory on e-Learning, it is still a
critical area for both Section 508 compliance awareness and planning
accessibility.

E-Learning (also known as online training, distributed learning,
Computer Based Training (CBT), and Multi-Media Courses) has experienced
tremendous growth over the past decade for many reasons including
security, travel expenses, and the need to provide consistent training
to associates that are sometimes located in multiple locations.

Faced with tighter budgets, government agencies have turned to online
training to cut costs, which makes e-Learning an increasingly essential
component of many professional development programs.

# *Overview*

The Internet has brought learning \"online\" and offers many advantages:
it is convenient, available at any time of the day, and can be accessed
nearly anywhere in the world. E-Learning offers tremendous potential to
increase the availability and convenience of education. When e-Learning
is made accessible and Section 508 compliant, it will enables employees
with disabilities to receive equivalent access to training materials
used by their peers.

As with many types of products and technologies, including those used in
e-Learning, people with disabilities may be inadvertently be excluded if
accessibility is not considered and incorporated into products and
technologies. However, accessibility is not only of concern to those
with disabilities. The potential for e-Learning expands when developers
embrace the widest possible range of individual learning styles,
preferences, and abilities.

Today, online content is varied and can include: text on a website,
digital audio, digital video, animated images, and virtual reality
environments. This content can be created in a variety of ways by
utilizing a variety of authoring tools.

## Technical Section 

Electronic and information technology educational materials are
delivered in many forms: audio, videotape, CD-ROM, DVD, broadcast
television, and over the Internet. Online education has become the
preferred means of retrieving up-to-date information. With its
advantages of speed and flexibility, online learning makes use of a
variety of technologies to facilitate learning and interaction between
participants. Online education technologies can include:

-   Synchronous and asynchronous communication and collaboration tools
    such as e-mail, listservs, bulletin boards, whiteboards, chat rooms,
    videoconferencing, and teleconferencing

-   Interactive environments, such as simulations, immersive
    experiences, and games

-   Testing and evaluation tools, including self-assessment and
    multiple-choice testing

***Remember that...***

-   E-Learning products consist primarily of software, web based
    information and applications, and multimedia productions. Therefore,
    these standards will often apply. Determine which subcategory
    applies to your environment.

-   Based on your analysis from the previous point, follow the
    *Determining compliance* sections for the appropriate standards.

-   Further discussion on designing applications for the disabled is
    located in Appendix B of this guide.

***References for E-Learning and Multimedia***

Each technical section includes sources for additional information on
that category. Below are other general information sources:

-   A tutorial on creating audio descriptions for Rich Media can be
    found at: http://ncam.wgbh.org/richmedia/audiodesc.html

-   A tutorial on captioning rich media:
    http://ncam.wgbh.org/richmedia/captioning.html

-   Accessibility features of SVG are described at:\
    http://www.w3.org/TR/SVG-access/

-   Alternate Media for Persons with Disabilities\" can be found at:
    http://www.htctu.fhda.edu/amguidelines/am33000.htm

-   An authoring tool to add captions, subtitles, and audio descriptions
    to digital media is available free-of-charge for content creators
    and educators. This tool, MAGpie (Media Access Generator), is
    available from the National Center for Accessible Media (NCAM) at:
    http://ncam.wgbh.org/webaccess/magpie/

-   CAST (the Center for Applied Special Technology) offers \"Tips on
    Presenting Alternatives to Sound\" at:
    http://www.cast.org/udl/index.cfm?i=352#tips

-   NCAM prototypes that demonstrate a talking math game and a talking
    science simulation at:
    http://ncam.wgbh.org/cdrom/guideline/download.html

-   Proprietary software exists that allows authors to add sign language
    displayed using animated characters. One company developing this
    software is Vcom3D. They have created \"Signing Avatars\" that are
    able to render content in Signed English and Pidgin Signed English
    (and possibly ASL in the future). More information is available at:
    http://www.signingavatar.com

-   SVG is a language used in XML to describe two-dimensional graphics.
    SVG 1.0 is recommended by W3C and is available from the W3C website
    at: http://www.w3.org/TR/SVG/

-   TecAccess, www.TecAccess.Net, TecAccess is a Small Business
    Administration (SBA) 8(a) Certified, Small Disadvantage Business
    (SDB), Small Woman-Owned Organization and the majority of associates
    (94%) are persons with disabilities.

-   The California Community Colleges document provides a comprehensive
    resource for producing several types of alternative media including:
    Audio, Braille, Tactile graphics, Large print, Electronic text

-   The California Community Colleges have produced a comprehensive set
    of guidelines that offers alternative formats for presenting printed
    materials. Their document, \"Guidelines for Producing Instructional
    and Other Printed Materials in

-   The Digital Field Trip to the Rainforest CD from Digital Frog
    International \"AT Version\" with an accessible interface,
    descriptions of each image, and other access features at:
    http://www.digitalfrog.com/products/rainforest.html

-   The IMS Global Learning Consortium develops and promotes the
    adoption of open technical specifications for interoperable learning
    technology. http://www.imsproject.org/accessibility/

-   The University of Toronto\'s Special Needs Opportunity Windows
    (SNOW) on making images accessible at:
    http://snow.utoronto.ca/access/higher/images.html

-   The W3C WAI Techniques for Web Content Accessibility Guidelines 1.0
    section 2.1.1 for providing alternatives to auditory and visual
    content at: http://www.w3.org/TR/WAI-WEBCONTENT-TECHS/#images

-   The Web Design Group\'s article on use of alt-text in HTML at:
    http://www.htmlhelp.com/feature/art3.htm

-   The WGBH National Center for Accessible Media\'s \"Rich Media
    Accessibility\" website (http://ncam.wgbh.org/richmedia/) provides
    information of a wide range of digital media formats, including:

-   Visit the National Center for the Dissemination of Disability
    Research online at: http://www.ncddr.org/du/products/ufm/ufm.html

-   WebAIM\'s tutorial, including code examples, illustrating the W3C
    Web Content Accessibility Guidelines 1.0 recommendation checkpoint
    for providing \"equivalent alternatives to auditory and visual
    content\" at: http://www.webaim.org/tutorials/alt

***Equivalent Access versus Alternative Access***

When considering accessibility of learning applications, it is important
to understand the differences between two types of access: equivalent
and alternative.

###### *Terms*

*Equivalent access* -- Provides disabled users with content identical to
that used by a non-disabled user. For the disabled user however, that
content is presented using a different modality (e.g., providing a
course textbook in Braille format, on audiotape, or in digital format)

*Alternative access* -- Provides a disabled user with a learning
activity that differs from the activity used by non-disabled users.
However, the alternative activity is designed to achieve the same
learning objectives (e.g., a mobility-impaired student might be given
the option of conducting a science experiment in a virtual laboratory,
where the levels of dexterity, strength, and physical access are
different from those required in a physical laboratory).

**Note:** Equivalent access should be provided whenever possible;
alternative access should be provided only if equivalent access is not
possible

###### *Determining compliance*

-   Conclude which standards apply to your course (i.e., software
    applications, web based applications, multimedia). Review the
    appropriate *Determining compliance* sections for the applicable
    standards.

###### *Example*

If an image or graphic is used as decoration all that is necessary is a
brief or null description (e.g., \<IMG ALT=""\>). When the image or
graphic is important to the content, be sure to describe the purpose of
the graphic, not necessarily a description of the image or graphic
(e.g., if the image were a stick figure holding a pointer, you would say
trainer, instead of describing the stick figure holding a pointer).

***Customization Based on User Preference***

Allowing users to customize elements of e-Learning environments is
essential for accessibility. Hard-coding presentation elements such as
fonts may make access impossible for some users. When applications
present information in a versatile manner, the content becomes more
accessible and reaches a wider variety of users. Customizable display
elements include:

-   Font, font style, font color, and font size

-   Cursors size, style, and blink rate

-   Size of text and images, including video

-   Screen layout, colors, and backgrounds

Customizable interface features include:

-   Timing of events

-   Keyboard settings

Depending on a user\'s abilities and preferences, they may seek to
change settings for presentation style, size, or timing. For example, a
user with low-vision may want to change the style of a font and enlarge
the size of text. The user should also be able to change other
application features, such as the timing of events. For example, dialog
boxes and alerts should remain on the screen until the user closes them.

Programmed activities that require several actions to be taken within a
fixed time limit can create problems for a user who's AT provides a less
efficient way (compared to non-disabled users) of interacting with the
software. Those timing requirements should be customizable by the user.

###### *Determining compliance*

-   Conclude which standards apply to your course (i.e., software
    applications, web based applications, multimedia). Review the
    appropriate *Determining compliance* sections for the applicable
    standards.

###### *Example* 

The programmer locks down the fonts and blocks the user preferences by
hard-coding these elements. In this case the user would not be able to
enlarge the font and the application would be inaccessible to
individuals with visual impairments who do not have assistive
technology.

***Equivalent Access to Auditory and Visual Content***

## Under 1194.24(c) and (d) training, informational video or multimedia productions that contain speech or other audio information must have open or closed captioning. All training and informational video and multimedia productions shall be audio described.

To be fully accessible to deaf or hearing-impaired users, productions
should provide equivalent access to all auditory information and
content. To make products that are accessible to those with hearing
impairments, developers can

-   Caption all auditory content

-   Provide a text transcription of auditory content

For blind or visually impaired users, productions should provide
equivalent access to all visual aspects of learning technologies and
content. Specifically, developers should:

-   Add text descriptions (e.g., alt text) to all images (e.g.,
    pictures, logos, charts) so that a screen reader or Braille display
    can then output the text.

-   Provide audio description tracks for multimedia, describing visual
    aspects of the content.

For users who are deaf, hearing-impaired, blind, visually impaired, or
deaf-blind, productions should combine equivalent access, as detailed
above, for all auditory and visual aspects of learning technologies and
content. Deaf-blind users in particular, need text equivalents for all
audio and visual material.

-   Provide compatibility with AT (e.g., screen readers, screen
    magnifiers, adaptive keyboards, voice recognition software, single
    switches)

-   Developers should provide complete keyboard access to all elements
    of an application and it's content, including menus, help
    directories, toolbars, and dialog boxes, and presentations.

Applications that implement these features will help disabled users work
more efficiently. In addition, these features benefit all users by
increasing usability and minimizing the learning curve. Adhering to a
consistent design between pages makes information generally easier to
find for all users.

###### *Terms*

*Open captioning* -- Integrated alternative text and/or audio
descriptions in a video or multimedia presentation. The end user cannot
toggle open captions.

*Closed captioning* -- Optional text equivalent of a presentation's
content that can be modified and turned on or off by a user

###### *Determining Compliance* 

Inspect e-Learning productions:

-   The training and informational video or multimedia production being
    reviewed is in support of the agency's mission

```{=html}
<!-- -->
```
-   The captions in the production accurately capture the speaker's
    narrative and other sounds

-   In non narrative segments (e.g., a picture of a building or a group
    of people) there are audio references to the reason or importance
    for the scene

-   Multimedia productions in software applications or web based
    applications (e.g., PowerPoint or Flash) meet the applicable
    standards

**Notes:**

-   This requirement specifically applies to video and multimedia
    productions. Audio only is not subject to the requirements of this
    provision. Typically, captions are used for audio that is presented
    with visual information.

-   The Media Access Group at WGBH publishes a series of consumer guides
    to issues related to media access. Media Access Group (or MAG)
    Guides are publications that contain tools, strategies and helpful
    hints for consumers. MAG Guide Volume 3 offers guidance to the
    somewhat complex mandates governing the provision and availability
    of closed captioning and video description on television.

-   Satisfying this requirement does not involve interoperability with
    assistive technology. Open or closed captioning is built in to the
    video and multimedia training productions.

###### *Example*

Here is a simple, unordered list that uses graphical bullets instead of
the default bullets created by the \<UL\> element:

![](media/image1.png){width="0.14583333333333334in"
height="0.14583333333333334in"}Lamp\
![](media/image1.png){width="0.14583333333333334in"
height="0.14583333333333334in"}Desk\
![](media/image1.png){width="0.14583333333333334in"
height="0.14583333333333334in"}Vase

Here is the code showing three accessible ways to use the alt parameter
to label the bullet.

\<IMG SRC=\"blueball.gif\" ALT=\"Item: \"\>Lamp\<BR\>\
\<IMG SRC=\"blueball.gif\" ALT=\"\* \"\>Desk\<BR\>\
\<IMG SRC=\"blueball.gif\" ALT=\"\"\>Vase\<BR\>

***Guidelines for Accessible Delivery of Presentations***

## The presentation of alternate text or audio descriptions shall be user-selectable unless the alternate text or audio descriptions are a permanent part of the production (e.g., open or static captions).

###### *Terms*

*Open captioning* -- Integrated alternative text and/or audio
descriptions in a video or multimedia presentation. The end user cannot
toggle open captions.

*Closed captioning* -- Optional text equivalent of a presentation's
content that can be modified and turned on or off by a user

###### *Determine Compliance*

Inspect the user manual or consult the manufacturer for captioning and
descriptive audio track support. Note whether manuals have instructions
on how to activate these features.

-   As a guide, acquire a sample video/multimedia production that has
    alternate text and captioning. Attempt to play it in the product.

-   If controls for alternate text or audio description are available,
    view a production for captioning:

    -   If the presentation or production is open captioned, this is not
        a problem since open captioning is always permanent.

    -   If it is closed captioned, determine if the caption display is
        user selectable (e.g., pressing the CC button on a remote)

-   View the sample production for audio descriptions. If available,
    audio descriptions are changeable (e.g., provided by different
    voices or in different languages)

**Notes:**

-   The phrase 'unless permanent' was appended to this provision with
    the intended meaning 'unless a permanent part of the production'. In
    the case that alternate text or audio description is a permanent
    part of the multimedia production, display or presentation of this
    information will not be user selectable, regardless of whether the
    E&IT equipment provides user controls for their presentation.

-   DVD content and menus should be designed to turn the audio
    description on and off with accessibility in mind. This is often not
    the case today; currently most audio description requires vision to
    turn it on/off.

-   Satisfying this requirement does not involve interoperability with
    assistive technology. Open or closed captioning and audio
    descriptions are built in to the video and multimedia productions.

-   Every person learns differently. At its best, online learning allows
    users to interact with lesson material in their preferred way,
    relying on their individual strengths while discounting as much as
    possible their weaknesses.

-   The principles of excellent software design call on developers to
    work in full knowledge of the range of human skills and limitations.
    Software designers of teaching materials and activities, in
    particular, should strive to achieve this high standard.

-   When a user has a disability, access to learning software may depend
    entirely on how that product can deliver its content. Some users may
    need only to access features in media that is presented; other users
    may require entirely different media. Developers who achieve the
    kind of flexibility that diversity requires will enhance the
    accessibility of their product.

-   At a minimum, developers should provide text equivalents for all
    media types. This suggested baseline would help address access for
    many users. It is important to note that users with learning
    disabilities can benefit from graphical presentations. Therefore,

-   The practice of providing text-only content as an alternative to
    inaccessible multimedia content may not be an effective solution for
    users with cognitive disabilities.

###### *Example*

Here is an example from USPTO:

> **\<img src=\"usc.gif\" alt=\"explanation of the parts of a United
> States Code citation -- click for a text alternative\"
> longdesc="lawsandrulesdiagram.htm"\>**
>
> ![](media/image2.png){width="5.4375in" height="2.5625in"}

## Guidelines for Accessible Delivery of Text

When text is correctly structured and formatted in e-Learning products,
it can be the most flexible way to present content. To make distributed
online learning accessible, developers of learning platforms must
provide a means to render digital text in alternative formats.
Specifically, it should be possible to render text as:

-   *Visual information.* Text can be displayed on computer screens or
    other electronic devices (e.g., personal digital assistants, cell
    phones, e-book readers)

-   *Audio information.* Text can be translated into speech using
    recordings or via synthesized speech provided by a computer

-   *Tactile information.* Text can be displayed on refreshable Braille
    displays or printed using a Braille embosser

Common text accessibility problems include:

-   Hard-coded fonts that prevent users from changing style, size, or
    color

-   Text presented with background images or poor contrast colors that
    hinder readability

-   Text presented in an image format that screen readers and Braille
    displays cannot access

-   Multi-column formats (including some tables) that screen readers
    cannot process in the correct order.

Learning system developers may enhance the accessibility of text for all
users by following these practices:

-   Offer features that allow the user to customize fonts and
    backgrounds.

-   Allow ATs to have access to an API or the source code

-   Use validated XHTML for dynamic content

Content creators or educators may enhance the accessibility of text for
all users by following these practices:

-   Choose text formats that offer the most accessibility (e.g., XHTML,
    plain text).

-   Use true text and not graphical representations of text.

-   Structure the text appropriately, identifying headings and other
    structural elements (e.g., using HTML's header tags, such as \<H1\>)

-   Use styles or style sheets to enhance a flexible display. However,
    1194.22(d) stipulates that web applications and information must be
    readable without style sheets, so do not make e-Learning
    environments dependent.

###### *Determine compliance* 

-   Conclude which standards apply to your course (i.e., software
    applications, web based applications, multimedia). Review the
    appropriate *Determining compliance* sections for the applicable
    standards.

## Guidelines for Accessible Delivery of Audio

Audio elements can add to the general effectiveness of online learning
materials while making them more accessible to those who are
print-impaired learners, (e.g., visual impairments or dyslexia).
However, developers should provide alternatives to ensure that learners
who are deaf or hard-of-hearing are not disadvantaged.

Common audio accessibility problems include:

-   Lack of captions and/or transcripts

-   Poor sound quality

-   Inability to control volume

Learning system developers may enhance the accessibility of audio for
all users by following these practices:

-   Provide a means to include captions and/or transcripts if no
    captions and transcripts are not included in the original product

-   Provide volume controls to raise sound above the default level

-   Provide visual equivalents to audio alerts (e.g., show a text alert
    on the screen whenever an error beep is played)

Content creators or educators may enhance the accessibility of audio for
all users by following these practices:

-   Provide transcripts or captions for all essential audio

-   Consider providing other forms such as ASL or captions with images

###### *Determining compliance*

-   Conclude which standards apply to your course (i.e., software
    applications, web based applications, multimedia). Review the
    appropriate *Determining compliance* sections for the applicable
    standards.

###### *Example*

Here is an example of a text transcript and audio description from a
production:

> \[phone rings\] Person 1: Please answer the phone?
>
> \[phone rings\] \[phone rings\] \[phone rings\]
>
> Person 2: You get it, I don't want to talk to anyone.
>
> \[answering machine picks up in the background\]

## Guidelines for Accessible Delivery of Images 

Images can provide essential information. But without text support,
images are not accessible for users who are blind or have low-vision.
Developers must provide users with a way to access visual information.
Providing text identification, or alternative text, will also benefit
users of text-only browsers, such as mobile phones. Developers should
ensure that images are scalable so that users can enlarge them for
better clarity.

Common image accessibility problems include:

-   Failure to provide alternate text

-   Poor image resolution that restricts the ability of low-vision users
    to enlarge images

Learning system developers may enhance the accessibility of images for
all users by following these practices:

-   Provide a means to include equivalent text alternatives of images

-   Provide a zoom feature

Content creators or educators may enhance the accessibility of images
for all users by following these practices:

-   Provide text alternatives for images

-   Use the highest practical resolution for bit-mapped graphics when
    use of vector graphics is not possible (e.g., photographs; vector
    images scale and do not lose resolution while bitmapped images do)

###### *Determining compliance* 

-   Conclude which standards apply to your course (i.e., software
    applications, web based applications, multimedia). Review the
    appropriate *Determining compliance* sections for the applicable
    standards.

###### *Example* 

For an image that is a graphic representation of text, provide the text
equivalent:

> ![](media/image3.png){width="2.2083333333333335in" height="0.5in"}
>
> **\<IMG SRC=\"wai.gif\" ALT=\"Web Accessibility Initiative\"\>**

***Guidelines for Accessible Delivery of Multimedia***

Multimedia is the combination of text, graphics, video, animation, and
sound. Thus, a given piece of multimedia content combines the access
needs of each media type represented. Multimedia can be useful for many
groups of learners, since a multi-modal presentation of information can
be easier to understand. In general, users benefit when alternatives are
available for each media type.

Common multimedia accessibility problems include:

-   Digital videos without captions,

-   Lack of transcripts, or

-   Lack of audio descriptions

Learning system developers may enhance the accessibility of multimedia
for all users by the following practices.

-   Provide accessibility features within the multimedia format provided
    by the application. Include captions, transcripts, or audio
    descriptions

Content creators or educators may enhance the accessibility of
multimedia for all users by following these practices:

-   Comply with all relevant suggestions for enhancing accessibility for
    text, audio, and images, since multimedia can combine all of these
    elements

-   Provide audio description of essential visual elements for video
    content

-   Consider the importance of the timing of media delivery when
    planning

In addition to the guidelines above, it is good practice to adhere to
the following:

-   Never blur pictures to indicate unavailability. If a graphic is
    used, always choose crisp and clear images.

-   When graphics contain useful information, provide information in
    text

-   Always refer users to alternative ways to obtain information
    contained in graphics

-   Do not shrink a picture of an actual page and use it as a graphic or
    button on another page

-   Avoid creating a text-only version of your site

For example, a \"talking head\" video may need only a stand-alone
transcript of the audio, but a documentary including graphics and other
important visuals may require captions in order to maintain the link
between visuals and narration.

###### *Determine compliance* 

-   Conclude which standards apply to your course (i.e., software
    applications, web based applications, multimedia). Review the
    appropriate *Determining compliance* sections for the applicable
    standards.

###### *Example* 

For example:

  -------------------------- --------------- ------------- -----------------
  Special Contest Bowling                                  
  Scores                                                   

  **Name**                   **Pins**        **Strikes**   **Gutter**

  T. Dixon                   71              2             0

  B. Neal                    52              0             6
  -------------------------- --------------- ------------- -----------------

\<TABLE border=\"1\"\
summary=\"This table gives the number of pins each Special Contest
bowler knocked down in the first game, bowler's name, number of pins,
number of strikes, and number of gutter balls.\"\>\
\<CAPTION\>Cups of coffee consumed by each webmaster\</CAPTION\>\
\<TR\>\
\<TH id=\"t1\"\>Name\</TH\>\
\<TH id=\"t2\"\>Pins\</TH\>\
\<TH id=\"t3\"\>Strikes\</TH\>\
\<TH id=\"t4\"\>Gutter\</TH\>\
\</TR\>\
\<TR\>\
\<TD headers=\"t1\"\>T. Dixon\</TD\>\
\<TD headers=\"t2\"\>71\</TD\>\
\<TD headers=\"t3\"\>2\</TD\>\
\<TD headers=\"t4\"\>0\</TD\>\
\</TR\>\
\<TR\>\
\<TD headers=\"t1\"\>B. Neal\</TD\>\
\<TD headers=\"t2\"\>52\</TD\>\
\<TD headers=\"t3\"\>0\</TD\>\
\<TD headers=\"t4\"\>6\</TD\>\
\</TR\>\
\</TABLE\>

## Guidelines for Accessible Interface Navigation

Many users of ATs encounter difficulty trying to use features normally
accessed only by a mouse. Making the interface or course overly mouse
dependant will surely cause difficulties for AT users, especially when
navigating through content and other elements such as menu bars, tables
of contents, and frames.

Common interface navigation accessibility problems include:

-   Indexing or navigation systems that use complex frames where the
    title or name attributes are absent.

-   Tables of contents with expand/collapse features (e.g., blue
    triangles, plus-minus signs) that lack text labels.

-   Menu bars built using scripting languages that AT cannot understand
    (e.g., proprietary interface element design that is not accessible)

Learning system developers may enhance the accessibility of interface
navigation for all users by following these practices:

-   Provide names, titles, or associated text labels for each element of
    the interface

-   Ensure that the keyboard can access all parts of the interface.
    Clearly document all appropriate keystrokes

E-Learning environments with multimedia productions are more usable when
developers provide context and orientation information to users.
Products should be designed to:

-   Teach users how to navigate

-   Inform the user of the length of the document. For example, page
    numbers can be expressed as: \"Page X of Y pages\".

-   Provide a way for users to skip standard page headers and navigation
    links. Users who are already familiar with the page layout should be
    able to skip directly to the primary content.

-   Maintain a consistent layout between pages. Content becomes more
    accessible when users can depend on consistency of presentation.

-   Provide alerts/text warning whenever a new browser window will be
    automatically opened

-   Use consistent page design

-   Choose simple informative web address for your site and keep the URL
    in the address field after the page has loaded

-   Minimize need for scrolling

###### *Determine compliance* 

-   Conclude which standards apply to your course (i.e., software
    applications, web based applications, multimedia). Review the
    appropriate *Determining compliance* sections for the applicable
    standards.

###### *Examples* 

On simple sites with layout tables, the screen is usually divided into a
header that is a separate table (or perhaps not a table at all) and a
table below that has a navigation panel in the cell on the left and a
wider content section in the cell on the right.

+------------------+---------------------------------+-----------------+
| Title cell       |                                 |                 |
+------------------+---------------------------------+-----------------+
| Navigation Link  | Content                         | Right           |
| 1\               |                                 | Navigation 1\   |
| Navigation Link  |                                 | Right           |
| 2\               |                                 | Navigation 2    |
| Navigation Link  |                                 |                 |
| 3\               |                                 | Right           |
| Navigation Link  |                                 | Navigation 3    |
| 4                |                                 |                 |
|                  |                                 | Right           |
|                  |                                 | Navigation 4    |
+------------------+---------------------------------+-----------------+

Sample table

####### Linearization produces the following text: 

This is a title cell\
Navigation link 1\
Navigation link 2\
Navigation link 3\
Navigation link 4\
Right Navigation 1

Right Navigation 2

Right Navigation 3

Right Navigation 4\
Main content

The last to be spoken is the main content! Place the navigation panel on
the right, and the individual using the screen reader will not be forced
to listen to those links each time.

  -------------------------------------------------- --------------------
  Title or banner                                    

  Main Content                                       Navigation link 1\
                                                     Navigation link 2\
                                                     Navigation link 3\
                                                     Navigation link 4
  -------------------------------------------------- --------------------

Navigation links read last

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Major portions of this document\* were reproduced with the permission of
IMS Global Learning Consortium, "IMS Guidelines for Developing
Accessible Learning Applications Version 0.6 White Paper", copyright
2004 by IMS Global Learning Consortium, Inc., located at:

http://www.imsproject.org/accessibility/accwpv0p6/imsacc_wpv0p6.html

\*Exceptions are some of the Introduction and Overview, Determining
Compliance, and Example sections.