Accessibility guidelines for government communications

Accessible communication ensures everyone has the same access and opportunity to read publications, use websites, attend events, respond in emergency situations and find out about government policies and programs. To do this well, you need to be aware of the diverse range of needs in the community and how to plan communications with accessibility in mind.

The information below is for Victorian public servants and covers:

• accessibility statements and options for alternative formats
• creating accessible print documents
• hosting accessible events
• communicating effectively and inclusively with various disability groups.

It is both a legal obligation and a human right for people with disabilities to be able to access information, services and opportunities offered through government programs. Guidance on mandatory standards and legislation that Victorian Government employees need to comply with can be found in our digital guide.

Accessibility statements

An accessibility statement provides standard and consistent wording to inform those with a disability that accessible or alternative formats, support and aids are available upon request. Documents, publications, event invitations and web content should include an accessibility statement offering support.

Avoid naming an individual as a contact point. Instead try to use URLs, email addresses and phone numbers that will remain current for the life of the document or website.

Here is an example of an accessibility statement for publications or documents:

Here is an example of an accessibility statement for event invitations:

Alternative formats for a range of abilities

It is important to consider how people with disabilities prefer to find information. Information should be easy to understand and available in a range of alternative formats. Collaborate with disability organisations and services to ensure that your information is produced in accessible formats.

Here is a list of alternative formats for different abilities:

• Large print – typically 16-point font size, but can be customised to suit individual requests.
• Audio (audio file, radio or podcast) – most useful if the information can be read from beginning to end without needing to refer to other parts of the document.
• Videos – include captions, transcripts and/or audio description.
• Auslan (Australian Sign Language) interpreting or translation – assists in making information more accessible for the Australian Deaf community.
• Braille – a tactile writing system used by people who are visually impaired. When preparing information to be converted to Braille, keep the document layout as simple as possible for easier transcription.
• Easy English – a simplified form of plain English used for written information, often using pictures and illustrations, simple words and short sentences. It is helpful for people with a cognitive or intellectual disability or low English language literacy levels.

Developing Easy English documents is a specialised skill so it's advisable to contact an expert to assist you. An example is the Easy English version of the Victorian Government State Disability Plan 2022–2026.

For targeted communication, you should determine the needs of your audience and the most effective method to reach them.

Making documents accessible

All documents should be provided in accessible formats. You can also offer alternative formats upon request (for example, some strategies are offered in Braille).

For content that will be published online, read our digital guide's advice on converting your documents to a web page instead.

Before you start

• If your document follows these principles it will already be accessible to a greater number of people without needing to create an additional version, saving time and money.
• Find out as much as you can about the people who will use your information and about their needs.
• Choose the best format for your information. For example, information on a video or animation may be better for some people than written information.
• Remember that the people who will use your information might not know much about your subject. Make sure you keep your content simple, explain the subject clearly and explain any difficult words to do with the subject.

Design and format

• Use a format that is easy to read.
• Never use a background that makes it difficult to read the text. For example, never use a picture or a pattern as a background
• Be careful when using a dark background. When you do that, make sure the background is dark enough and the writing is clear enough to be able to read it.
• Consider people who have different abilities. For example, use strong colour contrasts between important information and the background for people who may be colour blind.
• Graphs and tables can be very difficult to understand but they can sometimes explain things better than in writing. Make graphs and tables simple and explain them well.
• Align your text to the left of the page.
• Avoid justifying your text. Justified text has big gaps between words and is harder to read.
• Do not put too much text on your page.
• Leave space between paragraphs.

Order and structure

• Put your information in an order that is easy to understand and follow.
• Group all information about the same topic together.
• Repeat important information if necessary.
• Use headings that are clear and easy to understand.
• Try not to use too many layers of subtitles or bullet points.

Sentences and paragraphs

• Make paragraphs short and focused on a single idea.
• Start a new sentence on a new line.
• Keep your sentences short.
• Use positive sentences rather than negative ones where possible. For example, write: “You should stay until the end of the meeting” rather than “You should not leave before the end of the meeting."
• Are your sentences concise? Does each sentence contain just one idea?
• Make sure your sentences can't be interpreted in several ways.
  • Tip: The Microsoft Word readability statistics tool can assess the readability of your document based on the average number of syllables per word and words per sentence. Use the readability test to assess the Flesch Reading Ease and the grade level of your document.

Words and punctuation

• Use clear and inclusive language to ensure people with a disability are included and represented in a positive way. Always put the person first, not the disability.
• Use plain English – written communication that is easy to understand, free of jargon and well structured.
  • Plain English is not the same as ‘Easy English’. Easy English uses further simplified language and layout, in combination with images or symbols. The Plain English foundation website provides useful tools.
• If you need to use difficult words, make sure you always explain them clearly. Feel free to explain difficult words more than once if necessary.
• Use examples to explain things. Try to use examples that people will know from their everyday lives
• Use the same word to describe the same thing throughout your document
• Do not use difficult ideas such as metaphors.
• Avoid using initialisms. Use the word in full where possible and if you have to use initialisms, explain them. For example, if you write “EU”, explain that it stands for the "European Union”.
• Keep the punctuation simple. For example, do not write: “Yesterday, I bought a green/yellow bike (a new one!) for my son – whose name is Michael.” Instead, write “My son’s name is Michael. Yesterday, I bought a new bike for him. The new bike is green and yellow."
• Avoid acronyms and jargon
• Avoid all special characters where possible, such as \ & < or #.

Images

• To help people with low literacy understand your text, insert images next to the text to describe what it is about. You can use photographs, drawings or symbols.
• Where possible, try to use the same style of images throughout your document.
• Always add alternative (alt) text to images so that screen readers can read out a description of the image.

Fonts

• Use fonts that are clear and easy to read
• Avoid serif fonts. These fonts are harder to read because the shape of the letters is not as clear.
• Font should be at least the size of Arial 14.
• Do not write whole words in capitals.
• Lower case letters are easier to read.
• Use only one type of font in your text.
• Don't underline words as it can be mistaken for a hyperlink.
• Examples below:

Examples of fonts that are harder to read

Example:

Never use writing that is too close together

Example:

Never use writing that is too light and does not print off well

Example:

Never use italics

Example:

This text is in italics.
It is not easy to read.

Never use a special writing design

Example:

Accessible PDFs

HTML is the default format for all government information as part of a digital-first approach. You should aim to create the HTML format as the main priority. Vic.gov.au is where all Victorians easily find the information they need in one place. Find out what content should go on vic.gov.au.

If there is a strong user need to provide a PDF, the document must still be accessible. You should also add an accessibility statement so users can request the information in a different format.

To make a PDF accessible you must make sure structural elements such as headings are marked-up so that a screen reader can follow the logical order of the content. This is called the structural hierarchy.

Guidance on how to structure PDFs:

• PDF techniques for WCAG 2.1 – W3C
• Accessibility for Adobe Acrobat – Adobe
• Accessibility for Adobe InDesign – Adobe

Checklist: Print publications

A guide on what to consider when preparing documents for print.

• An accessibility statement is included, to let readers know other formats are available and how to obtain them via telephone, email or website.
• Brand Vic font or a plain font such as Arial is used. These are often described as ‘sans serif’ – without small curls or decorative features.
• Type size is a minimum of 12 point. 16 point is recommended for people with a visual impairment.
• There are no blocks of text written in capital letters as this is harder to read.
• Bold text is used for emphasis (not italics or underlining).
• Bullet points are used where possible, for better visibility and for people with low literacy.
• Margins are justified on the left-hand side. The right-hand margin is kept unjustified.
• Lots of white space and a simple layout is used.
• Contrasting colours are used to increase readability – for example, black text on a white background is preferable.
• No text is placed over pictures, photos or other images, as this makes the text hard to read.
• Tables are used sparingly, and are suitable for screen reading software – for example, by formatting rows with headings as heading rows. Print on cream or off-white non-glossy paper to reduce glare.
• Print on uncoated paper weighing over 90gsm (photocopy paper usually weighs 80gsm). If the text is showing through from the reverse side, the paper may be too thin.
• A4 size is generally the most user-friendly, as very large or very small documents can be difficult to handle.

Making events and venues accessible

You must consider accessibility when hosting events that are open to the public, such as stakeholder briefings or community forums. A key consideration is helping people with a disability plan their attendance at your event.

Checklist: Events and venues

Quickly and easily assess whether your venue, event, content and format are accessible and appropriate for people with a range of different needs.

Event invitations

• Have you advertised your event in accessible formats?
• Have you included an offer to provide accessibility aids and/or support in an accessibility statement on the invitation?
• Do you have an RSVP system for people who are deaf or hard of hearing, including TTY (teletypewriter), National Relay Service or text messaging facilities?
  • The National Relay Service is an Australia-wide phone service for people who are deaf or hard of hearing. It can also support people with speech that is hard to understand.
  • TTY (teletypewriter) is a telecommunication device that enables people who are deaf or have a hearing or speech impairment to send and receive text messages over the telephone network.

Event venue

• Is the venue close to public transport?
• Are there accessible parking bays and pick-up/drop-off areas?
• Have you been to the venue and checked the suitability of the alternative entrance?
  • Is the entry free from steps or is there an alternative, such as a ramp?
  • Is there a handrail for any steps?
  • Are the edges of steps marked clearly?
• Are doorways wide enough for people who use a wheelchair and is there adequate space in the rest of the venue?
• Is there easy access to the stage (such as a ramp with handrails and the correct gradient)?
• Are tables and tea and coffee facilities accessible for all, such as people in a wheelchair?
• Are there accessible toilets in a convenient location?
• Is there a quiet room that people can access if they need to?
• Does the venue have an inbuilt FM transmitter system or hearing induction loop?
  • A hearing induction loop enables sound, such as speech, to be transmitted to a listener by means of a magnetic field. Many large conference venues have ‘loops’ installed in rooms. Alternatively, portable ‘loops’ can be hired for events.
• Do any televisions have teletext facilities, and have you considered live captioning?
  • Live captioning of speeches, conferences, school lessons or other events is also known as CART (Communication Access Real-time Translation). It is often performed remotely with the captioner connected via phone or the internet.
• Are there any other features that address accessibility? For example, Braille and tactile ground floor indicators?
• Have you checked that staff at the venue are aware of disability access issues and will help you to ensure equal access for people with a disability?

Event preparation

• Have presentations and other materials been made available before the event date?
• Have you made copies of your presentation/materials to be handed out at the event?
• If you are using a PowerPoint presentation, is it clear and easy to read?
• In your PowerPoint presentation, is the font sans serif no smaller than 24 point in size?
• If you are screening a video, does it have captions?
• Have you made name tags with the font size as large as possible?
• Have you considered alternatives for communicating with your audience at the event, such as live captioning, captions on videos, provision of Auslan interpreters and visual or auditory alternatives to announcements?
• Is seating available at the front of the venue for people who have vision or hearing impairment, so they can lip read or see an Auslan interpreter clearly?
• Have you instructed your host to briefly outline the venue features and facilities such as directions to bathrooms, exits, refreshments and quiet rooms?

Communicating with people with a disability

• If a person with a disability is accompanied by another person, such as an attendant carer or interpreter, address your questions directly to the person with a disability.
• Put the person first, not their disability. For example, use the term “a person with a disability” rather than “a disabled person”.
• Do not use negative phrases or words that define a person by their disability – for example, ‘suffers from’ and ‘crippled. Use the phrase ‘people who use a wheelchair rather than ‘wheelchair bound’.

People with physical disabilities

• Remember that a person’s personal space can include their wheelchair and crutches. Do not touch or push a person’s wheelchair or move their crutches or walking stick without their permission.
• When speaking with a person who uses a wheelchair, it is preferable to be seated so you can speak with them at eye level.

People with vision impairment

• When you meet a person who has a vision impairment, always address them by name and introduce yourself by name.
• Speak clearly, in a normal voice and volume.
• When offering seating, provide verbal cues.
• Remember that people with a vision impairment cannot rely on the same visual cues as people who do not have a vision impairment. Make sure you verbalise any thoughts or feelings.
• When you enter or leave a room, say something that indicates your presence or that you are leaving.
• If a person is accompanied by a guide dog, do not pat it, feed it or otherwise distract it while it is in a harness. A dog in a harness is working. The same applies to assistance dogs.
• If you are guiding the person, walk on the person’s opposite side to the guide dog.
• According to the Equal Opportunity Act 2010, you must allow the guide (or assistance) dog to go anywhere the person using it can go.

People with hearing impairment

• Gain the person’s attention before speaking. Try a gentle tap on the shoulder, a wave or some other visual signal to gain attention.
• Face the person directly and maintain eye contact.
• Make sure your mouth is visible. Remember not to cover your mouth with your hand or any other object as you talk.
• Look directly at the person while speaking and speak evenly, not too fast or slow.
• Don’t exaggerate your mouth movements, as this will make it more difficult to lip read.
• Use short sentences.
• Speak at your normal volume – don’t shout.

People with speech impairment

• Give your whole attention when talking to a person with speech impairment.
• Ask short questions that require short answers.
• Do not pretend to understand if you do not. Rephrase the question or ask the person to repeat what you do not understand.
• Use your normal tone of voice.
• Do not try to complete the sentence or answer. Give the person the time they need to communicate their response.

People with an intellectual disability

• Before talking, ensure you have the person’s attention. Try using their name or eye contact to make sure you have their attention.
• Keep your questions simple and your answers easy to understand.
• Remember that your body language is important, as people with an intellectual disability often rely on visual cues.
• Be prepared to use, or to receive, visual information from people with an intellectual disability.
• Be specific and direct. Avoid talking using abstracts, acronyms, metaphors or puns.

Checklist: Appropriate language

The language you use in your communications should be positive and inclusive when referring to people with a disability.

Organisations and resources

Our digital guide has contact details for organisations that can provide services and information to assist you with creating accessible and inclusive communications.