Writing Accessible AlternativesCustom Interactives AssetsCustom interactive assets present a challenge to writing text versions, as we include a great deal of action to help promote engagement. When writing text versions for interactive asset it is best to be able to simply state the purpose of the asset. Here are some recommendations to assist:

Start with the objectiveLesson scripts, lesson objectives, and information from curriculum specialists is helpful in determining the purpose of the interactive. If the interactive requires a specific sensory experience to meet the learning objective, that can be stated in the text version. Many times, a summary or description used when first storyboarding an interactive will also suffice as the text version.

Simplify the actionWhile custom interactive assets may not fit perfectly into a preexisting template, the actions for many interactive assets are similar. Focusing on the action allows us to use text versions for similar interactives as a template.

ExamplesDrawing A CupcakeThe student is given a description in Spanish, and is asked to draw an image based on that description.

Simplified: Student is asked to recognize words in Spanish, and complete a task demonstrating that knowledge

Example Text VersionBased on the learning standard, if drawing the image is not required, the text version might contain instructions for an alternate activity, and could read as follows:

In your interactive notebook, describe a morado cupcake with naranja icing. ¡Yum! In your interactive notebook, describe an azul cupcake with amarillo sprinkles. In your interactive notebook, describe a verde cupcake with rojo flowers

Mixed Up MonthsActivity: The student is asked to drag and drop missing words in the correct order

Simplified: The student is given a list of words with some missing, and is asked to missing words using a word bank

Example Text VersionsThe text version for this interactive asset would be the same as a matching interactive, or a fill in the blank interactive. Examples could read as follows:

Example 11. January2. What’s missing? September, August, June, November, May, February or March3. What’s missing? September, August, June, November, May, February or March4. April5. What’s missing? September, August, June, November, May, February or March6. What’s missing? September, August, June, November, May, February or March7. July

8. August9. September10. October11. What’s missing? September, August, June, November, May, February or March12. December

Correct Order

1. January2. February3. March4. April5. May6. June7. July8. August9. September10. October11. November12. December

Example 2Using the word bank, place the missing months of the year in the correct order

Word bank

September August June November May February March

Calendar to fix

1. January2. What’s missing? 3. What’s missing?4. April5. What’s missing?6. What’s missing?7. July8. August9. September10. October11. What’s missing?

12. December

Correct Order

1. January2. February3. March4. April5. May6. June7. July8. August9. September10. October11. November12. December

Celebrating HolidaysThe student selects dots on the screen and various information is displayed

Simplified: The student is asked to proceed through a slideshow and is presented with static content

Example Text VersionsWhile the student is asked to click on various areas of the screen, this is a basic slideshow. As there is only one level in this example, we can easily summarize with an unordered list. Developers may also opt to break the content up using header tags depending on the amount of content. An example could read as follows:

Why do we have holidays?

To Honor – We honor someone who did something important. We honor American workers on Labor Day.

To Remember – We remember something or someone important. On Columbus Day, we remember Christopher Columbus’ explorations.

Ocean ZonesThe student selects various levels on the screen and information is displayed describing the various levels

Simplified: The student is asked to proceed through a slideshow and is presented with static content

Example Text VersionsWhile the student is asked to click on various areas of the screen, this is a basic slideshow. While having a visual representation of the various levels is helpful, it is not critical to the learning objective. The

student knowing the depths of the various zones is critical, and that information is communicated in the text version.