Quoting the corresponding Wikipedia page, “Typography is the art and technique of arranging type to make written language legible, readable and appealing when displayed. The arrangement of type involves selecting typefaces, point sizes, line lengths, line-spacing (leading), and letter-spacing (tracking), as well as adjusting the space between pairs of letters (kerning)”. The term typography can also refer to the style, arrangement, and appearance of the letters, numbers, and symbols created by the process.
By definition, it is obvious that typography plays a significant role with regards to accessibility; in fact, it can have a significant impact on content legibility and readability. Studies in the literature have also shown that certain typographic choices can have an impact on how easy people with learning difficulties and cognitive disabilities can read and understand written content.
Typography comes into play when designing almost anything: from paper content to digital publications, including web pages, desktop and mobile applications, books, posters, and so on. Unsurprisingly, there are different accessibility guidelines that can help you out making typographic decisions keeping into account these considerations. In this section you can find references to them, as well as pointers to (hopefully useful) tools and additional support resources you can leverage in the process.
Showing results 25 to 36, out of 49.
When websites and applications are properly designed and coded, people with disabilities can use them. However, currently many sites and tools are developed with accessibility barriers that make them difficult or impossible for some people to use.
Read morePublished as a working group note by the World Wide Web Consortium (W3C), EPUB Accessibility Techniques is a document that provides guidance on how to meet the EPUB Accessibility discovery and accessibility requirements for EPUB publications.
Read moreBeing developed by the World Wide Web Consortium (W3C), the Authoring Tools Accessibility Guidelines (ATAG) report tool is a web service designed to help accessibility testers and evaluators report on the accessibility of authoring tools.
Read moreATAG overview is a document that introduce the Authoring Tools Accessibility Guidelines (ATAG) 2.0 standard. It describes the “ratio” behind this specification, as well as providing all the context that is necessary to understand why things have been organized in “the way they are”.
Read moreATAG at a glance is a document that paraphrases and summarizes Authoring Tools Accessibility Guidelines (ATAG) 2.0 with (hopefully) clearer, more understandable terms. The main intent of this document is to help people understand the content of the ATAG specification, summarizing and paraphrasing concepts that may be hard to grasp while reading the proper specification.
Read moreAvailable as a plugin for Adobe Xd and Figma (with support for Sketch coming soon), Adee is a “comprehensive accessibility tool” you can install to integrate accessibility directly in your design workflow.
Read moreThe process of creating an accessible website or application begins much earlier than the first line of code that implements it is written: the visual design of a page or screen can have a very significant impact!
Read morePeople with visual impairments may use certain typographic settings to make web pages more readable, but they can have an impact on the layout of your page.
Read moreFont Finder is a very simple browser extension (currently available for Google Chrome only, and compatible with Microsoft Edge) that allows you to easily inspect all font-related properties for each element in a web page.
Read moreAvailable for Google chrome and Mozilla Firefox (and compatible with Microsoft Edge as well), Magnifying Glass (Hover Zoom) is a simple browser extension that allows you to magnify a limited area of a web page.
Read moreOpenDyslexic is an open source typeface that aims to help with some of the symptoms of dyslexia, as defined by the Diagnostic and Statistical Manual of Mental Disorders (DSM 5).
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