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The purpose of this paper is to outline a screening protocol that can be used to support the provision of more accessible information.

The paper presents a series of four case studies of adults with learning disabilities examining the processes of making information accessible considering their literacy and language skills.

Screening revealed that four individuals required different mechanisms to maximise their ability to access information provided.

The need to complete relevant screening, devise personalised materials and evaluate success is pivotal in the development of accessible information.

The provision of appropriate accessible information with evidenced positive outcomes is fundamental to reducing risk and increasing social inclusion.

This paper summarises a new approach to information provision based on screening, decision making and review. It will be of interest to a range of professionals tasked with the responsibility of providing accessible information to individuals with varying and complex needs who may lack functional literacy skills. This may include completion of capacity screening.

The purpose of this paper is to explore how the principles of universal design can be implemented by faculty and course designers to help give all learners access to equivalent information. It describes how information communication technologies can create barriers to information access, particularly when course content is rich in multimedia, but also how such technologies can be utilized to creates bridges to accessible content through designing for accessibility from the outset.

This paper offers a brief review of current international guidelines and US legislation related to information communication technologies in higher education. It documents the challenge of meeting these best practices and legal mandates, as evidenced by recent legal cases in the USA resulting from inaccessible course content in higher education. Finally, it describes how universal design can enhance accessibility for individuals with visual, hearing, motor, and cognitive impairments and provides concrete suggestions for making content more accessible to all learners, not just those with disabilities.

Given the challenges of creating accessible content that provides equivalent information to all learners, faculty and course designers can implement the principles of Universal Design to enhance the learning environment for all students and ensure they are in compliance with guidelines and regulations. Such compliance is facilitated by emerging standards for accessible content and emerging technologies for making content accessible to all without the need for special accommodations.

This paper focusses on concrete approaches to achieving accessibility in higher education, a matter of increasing concern for moral reasons (it is the right thing to do) and for legal reasons given recent lawsuits.

The Information for All Project, based at the Norah Fry Research Centre, is investigating the current evidence on accessible information. As well as conducting a systematic review of the research literature, we have interviewed information providers (including service user‐led groups) about their practical experience of making information easier to understand. Data analysis is ongoing, and this article summarises the main emerging themes. Key messages include the importance of defining the target audience and their information needs and involving this audience through direct consultation and evaluation. It is essential that information that is made easier to understand is also made easier to access, and that careful attention is given to how the information will reach the end user.

This paper aims to present a framework to analyse whether information published on social media is accessible for people with disabilities (PwD), namely, visual and hearing disabilities, with an application to a music festival.

The methodology used in this exploratory study consists of establishing a recommended framework to assess social media accessibility for PwD, especially for people with visual and hearing disabilities (PwVHD), and analyse, through an observation grid, if the information published on the official pages of the “Rock in Rio Lisboa” music festival on Facebook, Instagram, Twitter and YouTube is accessible for this target audience.

The results indicate that, although the Rock in Rio Lisboa music festival is promoted as a festival for all, posts on social media are not accessible for people with visual and/or hearing disabilities and do not meet most of the defined parameters established in the proposed assessment framework.

Social media accessibility has not been analysed in previous research in the tourism context. This paper aims to fill in the void by establishing criteria and parameters that can serve as a basis for a framework for accessibility assessment in social media for PwVHD.

On a world basis, 15% of the population has a disability. Having a disability can result in a higher frequency of health-related information needs than other users might experience. The Web represents a widely used source for health information. People with disabilities, however, often encounter barriers during online searching, such as inaccessible information, poorly designed search user interfaces and lack of compatibility with assistive technology. Consequently, many users are potentially excluded from a range of information sources. Measures are therefore needed to remove these barriers to avoid health disparities that can result from unequal access to information. Public libraries have a social responsibility to include all user groups, and should aspire to make fully accessible services. A good tool in this context is the implementation of the universal design mind-set, where the purpose is to develop services that are available to all people. This chapter discusses how universal design can be a premise for equal access to health information and potentially reduce health disparities in the context of users with disabilities. Both library services and education of librarians will be addressed.

Federal legislation and increasing support for the full inclusion of all students in precollege education have resulted in higher expectations and increased participation of students with disabilities in academic programs that have prepared them for college studies. As a result, greater numbers of people with disabilities are attending postsecondary academic institutions and participating in distance learning offerings. This article focuses on the role that libraries can play in assuring that all distance learning students and instructors have access to the electronic resources they offer. It can be used to help libraries develop policies, guidelines, and procedures for making their electronic resources accessible to people with disabilities.

The purpose of this paper is to investigate the extent to which the accessibility of established parent brand information and the diagnosticity of newly launched horizontal and upward service line extensions affect transfer and reciprocal transfer of brand associations.

A field study using a survey methodology based on a 2×2 experimental random design was conducted with a sample representative of the target population of an established bank in Eastern Canada. Two levels of parent brand accessibility (high/low) and two levels of line extension (upward/horizontal) were tested. Pretests were conducted, and the analysis of results was done using a three-point-in-time confirmatory factorial analysis for each cell.

The findings indicate that for a newly launched horizontal service line extension, when accessibility of an established parent brand is high, information transfer and reciprocal transfer of brand associations is strong and complete. When accessibility is low, transfer is strong but incomplete, leading to partial dilution of the parent brand. In the case of a newly launched upward service line extension, for both high- and low-accessibility contexts, only key diagnostic parent brand associations transfer to the extension. Reciprocal transfer is strong, leading to a significant dilution of the parent brand.

Other kinds of extensions (e.g. downward, distant), other types of services, and consumer goods could be tested to observe the extent to which transfer works.

This study provides key findings to managers who are responsible for launching newly created service line extensions (horizontal and upward). When evaluating a new vertical service line extension, consumers actively process the available information at hand (e.g. print advertising, point-of-purchase materials), but key diagnostic associations of the parent brand tend to persist over time. Thus, marketers must be careful when using or not using parent brand information during launch, though an upward service line extension is likely to dilute the parent brand’s equity, either positively or negatively.

This paper brings new insights to the service branding literature with respect to the dynamics of transfer of brand associations between service line extensions (horizontal and upward) and their parent brands. Drawing on the accessibility-diagnosticity framework, it closes an important theoretical knowledge gap regarding the persistence over time of accessible vs diagnostic parent brand information in the mechanisms of transfer of brand associations to and from different types of service extensions.

Within today’s information and knowledge society, learners with disabilities and/or special education needs (SEN) are among the groups most likely to encounter barriers to accessing and using ICT, while at the same time the essential purpose of using ICT in education for learners with disabilities and/or SEN is to promote equity in educational opportunities.

This chapter considers two key issues:

• Legislation and policy focussing upon rights and entitlements to ICT as an educational equity issue;

• Access to appropriate ICTs within an accessible and sustainable ICT infrastructure for learners with disabilities and/or SEN.

Legislation and policy focussing upon rights and entitlements to ICT as an educational equity issue;

Access to appropriate ICTs within an accessible and sustainable ICT infrastructure for learners with disabilities and/or SEN.

In the chapter, how international and European level policy impacts upon the use of ICT in inclusive education will be discussed, followed by the presentation of a profile of a fictitious learner with disabilities who uses ICT as a key tool for accessing educational and inclusive learning opportunities. The case study will be used to exemplify the sorts of issues apparent in many different policy and practice situations across Europe.

Based on this discussion, a consideration of the use of ICT in inclusive education as a tool to enable all learners to be empowered in their learning is presented. This discussion leads to the identification of three potential policy levers that should be further exploited in attempts to address the digital divide and ensure all learners benefit from ICT as a tool for accessing inclusive learning opportunities:

1. Public procurement;

2. A widespread programme of training for all stakeholders;

3. School level policies and action plans for ICT.

Public procurement;

A widespread programme of training for all stakeholders;

School level policies and action plans for ICT.

The concept expressed by the phrase ‘accessible tourism’ reflects a case of which there is a lot of talk through the means of communication and through which it is possible to promote a theme that must be at the heart of individual subjects, or the accessibility to the use of public transport and mobility, catering and leisure, so it is a concept that aims to encourage a connection between the various services to make them truly usable for all those people who have diverse needs: children, the elderly, mothers with strollers, people with disabilities who move in a wheelchair or who have difficulty walking, people who have limitations in the upper and/or lower limbs, people who do not see and/or do not hear, who have allergies or intolerances to environments or food. Tourism is, therefore, inclusive. In any case, the word accessibility is configured as an ideal towards which, in order to achieve equality of rights and duties, an equality allows the individual to participate in social life as a whole. Therefore, we must not limit the aforementioned concept, only in relation to tourism, but we must consider it in a broader sense, for example, the World Health Organization (WHO) defines it as the ‘possibility of accessing the benefits that everyday life can offer, without encountering architectural barriers’.

The tourism sector, first of all, is that sector that has felt the need to pay attention to this issue. In particular, the tourism sector sees on the one hand the tourist offer that is proposed by the accommodation businesses, and on the other, the demand characterized by the need to satisfy ever more varied needs.

Accessibility, from this point of view, is configured as the most important feature that the tourist offer must have because it allows to bring the demand closer to the offer, managing to satisfy all the needs inherent in the characteristics of the various subjects. The characteristics that the tourism sector must possess in order to be able to speak of accessibility are as follows: firstly, this important word contains many meanings. It is customary to consider the following aspects in order to take into consideration the concept of accessibility: architectural barriers, sources of danger and sources of fatigue. The presence of these elements makes accessible tourism incomplete because it cannot satisfy the users of these services.

Very often, in fact, institutions and ministries have framed within the concept of accessibility all those people in wheelchairs or those paraplegic subjects, as well as all those people with reduced motor skills.

It is therefore necessary to be able to frame the users of accessible tourism and in this wake to propose accessible transport, viable accommodation facilities, but also proposals and programs with itineraries that are once again accessible. In any case, the audience of recipients of accessible tourism cannot be framed in a certain and definitive way, since people with reduced mobility or to whom the offer of accessible structures and services is extended may concern not only subjects with different types of disabilities such as problems of motor, sensory, cognitive or health type but also people who have food-type difficulties such as, for example, people with food allergies or intolerances.

Tourist accessibility is, however, a problem that occurs in every situation of everyday life. The solution to solve the problem of accessibility must be implemented consistently and gradually: a shared awareness of the creation of a built, urban and building space is needed, as well as consultation at all legislative levels in order to reach a clear and efficient legislation.

Making every guest feel like an active protagonist of their tourist experience must be the goal for all those who care about the well-being and satisfaction of all their guests.

BeingBeing able to offer accessible hospitality is an indicator of not only efficiency and professionalism but also great attention to the quality of the service, also in the face of specific requests from guests with disabilities. It means being able to be highly competitive and enjoy an advantage that allows you to stand out.

Tourism companies can insert important ethical values within their strategic business vision by investing in a social business.

What are the advantages that accessible hospitality can offer to a hotel? The expansion of the market through: 1) the increase in seasonality; 2) the increase in turnover; and 3) customer loyalty.

To achieve these advantages, however, it is necessary to adopt strategies.

Training is the most powerful tool through which those who govern the company can transfer the philosophy and know-how of industry experts on accessible hospitality directly to their collaborators, both in positions of responsibility and coordination and merely executive personnel – skills necessary to set up an organized structure that aims at the best quality of its services and therefore at the satisfaction of its guests.

Reading and understanding information presented in tabular format have posed specific challenges for blind individuals who use screen readers to access computers. In this article the results of a study of the types of problems blind individuals using screen readers experienced, when reading tables on the World Wide Web, have been summarized. Nine blind participants were asked to extract information from tables with varying levels of complexity. The participants used combinations of commonly used screen readers and Web browsers. The presentation of information in the tables was systematically varied through use of several HTML coding methods. The participants in the study found tasks that required them to extract information from tables challenging and often frustrating. Suggestions for making tables accessible to users of screen readers are provided.