Materials Accessibility
Accessibility Statement
The web version of Transcultural Communication Facilitation Guide has been designed with accessibility in mind by incorporating the following features:
- It has been optimized for people who use screen-reader technology.
- All content can be navigated using a keyboard
- Links, headings, and tables are formatted to work with screen readers
- Images have alternative text descriptions.
Other file formats available
In addition to the web version, this book is available in a number of file formats including PDF, EPUB (for eReaders), MOBI (for Kindles), and various editable files.
While we strive to ensure that this resource is as accessible and usable as possible, we might not always get it right. Any issues we identify will be listed below.
There are currently no known issues.
Accessibility Standards
The web version of this resource has been designed to meet Web Content Accessibility Guidelines 2.0, level AA. In addition, it follows all guidelines in Accessibility Toolkit: Checklist for Accessibility.
If you have problems accessing this resource, please contact us to let us know so we may fix the issue.
Please include the following information:
- The name of the resource
- The location of the problem by providing a web address or page description.
- A description of the problem
- The computer, software, browser, and any assistive technology you are using that can help us diagnose and solve your issue (e.g., Windows 10, Google Chrome (Version 65.0.3325.181), NVDA screen reader)
You can contact us one of the following ways:
- XXX ???
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This statement was last updated on March 31, 2024.
Materials
- If available, are learning materials provided in multiple formats and languages?
- Are you using plain language in your learning materials and delivery? (E.g., using a familiar term over the latest technological term, using several clear words or a familiar word instead of one complicated term such as “communication” instead of “discourse”).
- Do learning materials (e.g., images, statistics) include representation from learners of all backgrounds?
- Are learning materials available in digital formats that are accessible to people using assistive technologies? Do images have text descriptions? Often, these materials may be run through an accessibility checker (many word processing programs have these built in).