IMS Learner Information Package Accessibility for LIP Information Model Version 1.0 Final Specification

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Document Name: IMS Learner Information Package Accessibility for LIP Information Model
Revision: 18 June 2003 

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Table of Contents

1. Introduction

1.1 Overview

Accessibility for LIP (ACCLIP) provides a means to describe how learners can interact with an on-line learning environment based on their preferences and needs. These preferences will likely have a considerable impact on the user interface of learning delivery, tools, and managers and how content is selected. Two new elements (plus sub-elements) have been added: <accessForAll> is added, <disability> is deprecated, and <accommodation> has been added to <eligibility> in the LIP Information Model.

The <accessForAll> element defines accessibility preferences that were left for future work in the IMS Learner Information Package (LIP) specification version 1.0. The "accessibility" data structure includes the following elements: <language>, <preference>, <eligibility>, and <disability> in the LIP. This specification adds the <accessForAll> element under <accessibility> because it is intended to address the needs of learners beyond those with disabilities. The <disability> element is deprecated henceforth.

As the name implies, <accessForAll> is meant to serve the needs and preferences of all users, not only those with a disability. In this model, accessibility extends beyond disability to benefit users in learning situations which require alternative modes of use, such as in an extremely noisy environment where captions are needed for a video or a "hands-busy, eyes-busy" application like just-in-time training while repairing an aircraft engine. The user preferences that have been defined herein will aid the user in displaying learning material in the style best suited to their particular needs and in specifying an interface that they can interact with effectively which allows the accessible display and control of the learning material.

The purpose of <accessForAll> is to allow information to be gathered from users regarding their needs and preferences so that the user interface and content can be appropriately adapted. Students with disabilities may have specific requirements for the format in which information is presented and the way in which they provide input to the system. For example, learners can specify whether they require use of a screen reader with speech, require use of a screen reader with a Braille display, or prefer one but can optionally use the other.

The information collected in <accessForAll> is associated with the student's functional abilities and the assistive technology or other non-standard technology in use as well as other user preferences (a functional approach), rather than with the name and other details of the disability (a medical approach). If the structure were based on information about users' disabilities it would still need to address their functional abilities at some stage, as it is this information that is needed by learning systems to adapt content and navigation. A medical approach would exclude many of the details that the system would require. One example would be a user with a learning disability: because learning disabilities are so varied, that classification does not capture the range of options that can be offered in a functional description. Another example would be the preferences of a blind user: knowing that a user is blind (the medical terminology of the disability) does not indicate whether or not they can read Braille and whether they need output to a Braille display or to a screen reader with speech; only a functional approach can accommodate this. Many users with disabilities and users with alternate preferences will require the user interface to be compatible with the assistive or non-standard technology that they use, so <accessForAll> focuses on the hardware and software used by the user.

In addition to the <accessForAll> element, an extension to the LIP <eligibility> section is included here. The <accommodation> element allows a description of the accommodations made for interactions with a particular learning object (or set of them). Also included is a means to represent who authorized this accommodation, when it was authorized and when it expires. These extensions represent the start of a more systematic approach to describe eligibility and accommodations.

Learning technology is moving toward a more service oriented approach to defining what is available to systems, applications, and users. As such, Accessibility for LIP includes an object model which defines an Accessibility Preference Manager, which is part of a larger abstract Profile Manager. The Profile Manager was defined after the creation of the LIP as part of the IMS Abstract Framework documents. This document is an early attempt to define some aspects of a profile manager, i.e., those which deal with accessibility preferences. The object model attempts to go beyond a data model of interoperability by defining which pieces of the <accessForAll> data structure can be accessed independently. This, in turn, allows applications to be optimized by drawing on the preferences needed to adapt the user interface and content according to situational context.

1.2 IMS ACCLIP Components

The ACCLIP documents deal only with accessibility preferences. They are a subset of the whole IMS Learning Information Package (LIP), described in the following set of interrelated documents:

• Accessibility for LIP Information Model (this document) - the normative reference that defines the data elements needed to represent accessibility preferences in a LIP Profile. The document also describes a set of services that provide accessibility support via preferences included in a Learner Information Package. It includes examples of the kinds of transactions that are likely to occur with a Profile Manager and the objects associated with it. This portion of the document uses the terminology and structures defined by the IMS Abstract Framework document.
• Accessibility for LIP XML Schema Binding - describes how the information model is represented as additional elements in the Learner Information Package XML Schema set.
• Accessibility for LIP Best Practice Guide - describes considerations and examples for using the accessibility preferences defined in the Information Model. This includes examples drawn from the ACCLIP Use Cases.
• Accessibility for LIP Use Cases - describes use cases from which requirements used as the basis for Accessibility for LIP development.

1.3 Accessibility for LIP and Other Specifications

ACCLIP provides a means to describe how learners prefer to interact with an on-line learning environment. These preferences will likely have a considerable impact on the user interface of learning delivery, tools, and managers and the content delivered by them.

The need to identify and access alternative forms of content for accessibility purposes has been identified. Currently, there are limited provisions for this in the IMS Content Packaging specification. Selection of alternative content forms also has an impact on learning activity sequencing as defined in the IMS Simple Sequencing specification. Accessibility preferences will likely have an impact on how assessments are delivered. These are not currently included in either QTI or this specification. Similarly, Learning Design has the need to identify alternative content, but has no specific provisions for it at this time.

1.4 Future Meta-Data Work

Besides providing a means to adapt user interfaces to the needs of a particular user, accessibility preferences can also be used to guide the learner in selection of learning material that supports his or her style of learning and accessibility needs. A means is required to enable content to be marked in a manner that supports content search and selection based on accessibility preferences. This will be an extension to IMS Meta-Data but is outside of the scope of this project.

As a guide to this future work, the following meta-data information has been identified as likely to support the Access For All LIP extensions. This does not address the need to identify the accessibility of content using Meta-data.

No.	Name	Description	Meta-Data Required
1	content	Preferences regarding the content, specifying any desired transformations or enhancements.	(container)
1.1	alternativesToVisual	Modality preference. How to present visual content in a different modality.	(container)
1.1.1	audioDescription	Audio descriptions of visual elements	Meta-data on audio description that includes pointer to primary video and a label of either "expanded" or "standard"
1.1.1.1	xml:lang	Language to use for audio descriptions	Meta-data specifying the language.of the audio description
1.1.2	altTextLang	Language to use for alt text.	Meta-data on alt-text identifying language of alt-text
1.1.3	longDescriptionLang	Language to use for long descriptions	Meta-data identifying language of long-desc.
1.1.4	colorAvoidance	Preferences regarding the use of color in display of information.	(container)
1.1.4.1	avoidRed	Avoid the use of red to display information.	Meta-data on content specifying that red is avoided or is used.
1.1.4.2	avoidRedGreen	Avoid the use of red and green to display information.	Meta-data on content specifying that red and green in combination are avoided or are used.
1.1.4.3	avoidBlueYellow	Avoid the use of blue and yellow to display information.	Meta-data on content specifying that blue and yellow in combination are avoided or are used.
1.1.4.4	avoidGreenYellow	Avoid the use of green and yellow to display information.	Meta-data on content specifying that green and yellow in combination are avoided or are used.
1.1.4.5	avoidOrange	Avoid the use of orange to display information	Meta-data on content specifying that orange is avoided or is used.
1.1.4.6	avoidRedBlack	Avoid the use of red and black to display information	Meta-data on content specifying that red and black in combination are avoided or are used.
1.1.4.7	avoidPurpleGray	Avoid the use of purple and gray to display information.	Meta-data on content specifying that purple and gray in combination are avoided or are used.
1.1.4.8	useMaximumContrastMonochrome	Use monochromatic displays at maximum contrast.	Meta-data on content specifying maximum contrast monochrome
1.2	alternativesToText	Modality preference. How to present textual content in a different modality.	(container)
1.2.1	graphicAlternative	Use a graphic alternative if available	Meta-data on content stating graphic system used (e.g., Bliss, PicSyms, etc.) also whether text is blended with graphics and whether animation is used
1.2.2	signLanguage	Language to use for sign language alternatives	Meta-data on sign language interpretation video with pointer to primary text and identification of language used
1.3	alternativesToAuditory	How to present auditory content in a different modality.	(container)
1.3.1	captionType	What form of text caption is preferred.	(container)
1.3.1.2	verbatim	Enable verbatim captions which may include descriptions of sound effects. Mutually exclusive with reducedReadingLevel	Meta-data on caption that includes pointer to primary video, synchronization file if necessary and a label verbatim.
1.3.1.3	reducedReadingLevel	Reduce the reading level. Mutually exclusive with verbatim	Meta-data on caption that includes pointer to primary video, synchronization file if necessary and a label of reduced reading level.
1.3.1.4	reducedSpeed	Reduce the speed of captions as expressed in a words -per -minute 'value' rate.	This is handled by the interface; no metadata is needed.
1.3.1.4.2	captionRate	Reduced rate of captions.	This is handled by the interface; no metadata is needed.
1.3.1.5	enhancedCaption	Enhance the captions to include more information. This includes the use of video layers to provide information about the paralinguistic content of speech, music, and other non-speech sounds.	Meta-data on caption that includes pointer to primary video, synchronization file if necessary and a label of enhanced
1.3.2	signLanguage	Language to use for sign language alternatives	Meta-data on sign language interpretation video with pointer to primary video, audio or text and identification of language used
1.4	learnerScaffold	Analogous to a bookbag, a scaffold is a place to carry common tools.	Meta-data on learner scaffold specifying: dictionary, calculator noteTaking, peerInteraction, abacus thesaurus, spellchecker, homophoneChecker, mindMappingSoftware outlineTool.
1.5	personalStylesheet	URI to a style sheet	If URI provided in preferences no need for metadata but if stylesheets can be reused we may want to re-examine this
1.6	extraTime	Allows the user to request extra time when viewing content or responding to requests for information, such as during a test. Expressed as a multiplier of the time allowed.	This is handled by the interface; no metadata is needed.
1.7	structuralPresentation	Settings for how the structure of the content is displayed.	(container)
1.7.4	showTranscript	Display a transcript of the audio presentation when available.	Meta-data on transcript of audio pointing to primary content.
1.7.5	showNotes	Display annotations (notes) when available.	Meta-data on annotations with pointer to primary content annotated and synchronization or link file.

1.5 Context, Scope, and Assumptions

1.5.1 Context

The ACCLIP information contained here extends the IMS LIP v1.0 Specification by adding substantial descriptive material that define accessibility preferences. These new elements are intended to be completely compatible with all of the LIP work done previously, especially with regard to privacy, access, and information integrity.

This new work is also intended to be compatible with the terminology and structures defined by the IMS Abstract Framework. The Abstract Framework describes a layered system of services and how those services are accessed by higher level services, applications, and users.

1.5.2 Scope

The ACCLIP elements provide a means to describe how a learner desires to access online learning content and related applications via a set of preference elements. These elements are grouped into three main types: display information, control information, and content information. Taken together, they provide a way that allows a learner to create preferences in how content is delivered in a particular context.

Later development of Accessibility for LIP may include support for describing user characteristics independently of accessibility preferences. These characteristics may include descriptions of various conditions, abilities, etc. While the group felt that this was an important part of accessibility preferences, especially given an expressed business need, there was insufficient time to develop the safeguards needed to prevent these extensions from being misused. The ACCLIP recommends that this be considered for follow on work.

The <accommodation> element under the <eligibility> element allows one to specify accommodations for which a learner is eligible when using a learning object, particularly a test.

1.5.3 Assumptions

In designing the <accessForAll> element and sub-elements it is assumed that content to be presented to the learner is compliant with basic accessibility specifications delineated in the World Wide Web Consortium Web Accessibility Guidelines (W3C WCAG). Compliance with W3C WCAG priority 1 and 2 would insure that the presentation and control of text is transformable. This would negate the need to provide multiple static presentations of textual material to accommodate the varying needs of learners.

This document assumes that all users are likely to have accessibility preferences, not just individuals with disabilities. With the increasing variety of interface choices and environments in which on-line learning occurs, learners will need to be able to control how they interact. Some of these may be considered personal preferences, while others will be required to permit access to learning content in unusual environments such as noisy locations, hands free operation, etc.

It is assumed that learners will need different preferences at different times and locations.

Accessibility preferences are intended to describe aspects of a computer system (including networked systems) that can be adjusted to improve accessibility. It is not intended to address larger systems that may include physical location, other people, external processes, etc.

1.6 Nomenclature

Several of the definitions below were drawn from the IMS Abstract Framework Glossary, v1.0.

Access
An access is any action (such as a query or direct hyperlink) by either a human or machine enabling the retrieval of data.

Accessibility
Accessibility is concerned with ensuring that products and technologies are capable of supporting people with disabilities. The term disability is accepted in its broadest sense and so both physical and cognitive accessibility must be addressed.

Accommodation
Accommodation is a change from the default conditions (content, format, and/or administration procedure) that is intended to enable a learning object to fulfill its intended purpose for individuals who cannot use the learning object under default conditions. The term use is often used in the context of assessments and tests used by individuals with disabilities or other special populations. For example, the provision to use a spellchecker during examinations, or the provision of a private room for those students who may require the use of text-to-speech which may not be acceptable to use in an examination hall.

Learner Profile
A learner's profile is a collection of information about a learner. This information may include performance data, accessibility and language preferences, and other characteristics defined by the IMS LIP specification.

Learning Content Management System (LCMS)
An LCMS is a multi-user environment where learning developers can create, store, reuse, manage, and deliver digital learning content from a central object repository. LCMS products allow organizations to create and reuse units of digital instructional content. An LCMS manages the process of creating and delivering learning content, just as the names indicate.

Preference
An element or set of data which describes how a user desires to interact with a learning application or environment.

Profile Manager
A service that enables access and manipulation of a learner's profile, including a Life Long Learning Log or Life Long Learning Profile. This service enables a single point of management access to a profile that may be replicated and or distributed in partial form across many Profile Repositories.

Service Access Point
A service access point is an interface between two adjacent layers of the abstract framework. The SAP is an abstract representation of the service available through the interface and as such its implementation could be referred to as an API.

1.7 Abbreviations

The following abbreviations and acronyms are used in this document.

ACCLIP	Accessibility for Learner Information Package
ADL	Advanced Distributed Learning
AICC	Aviation Industry CBT Committee
API	Application Programming Interface
ANSI	American National Standards Institute
ATRC	Adaptive Technology Resource Centre, University of Toronto, Canada
CBT	Computer Based Training
CMI	Computer Managed Instruction
CPI	Content Packaging Interchange
DTD	Document Type Definition
IEEE	Institute of Electronic & Electrical Engineering
ISO	International Standards Organization
JTC	Joint Technical Committee
LCMS	Learning Content Management System
LIP	IMS Learner Information Package
LTS	Learning Technology System
LTSC	Learning Technology Standards Committee
SCORM	Shareable Content Object Reference Model
SS	Simple Sequencing
W3C	World Wide Web Consortium
XML	Extensible Mark-up Language
XSD	XML Schema Document

2. Information Model

The Accessibility for LIP Information Model extends the previous version of the IMS LIP by adding a new element under <accessibility> called <accessForAll>, by deprecating the <disability> element previously defined, and by adding a new element under <eligibility> called <accommodation>.

2.1 Inherited LIP Meta-data

The Learner Information Package defined a set of meta-data elements to be associated with all LIP elements. Since <accessForAll> and <accommodation> are name spaced extensions of that specification, they both are required to support LIP meta-data, as well.

The learning information meta-data is broken into three categories:

• Time Information: Time of creation and time of expiration of a piece of data; Temporal Information.
• Index and Source: Supports a pair consisting of a source and an ID assigned by that source, a local index that is used for cross-referencing, and a URI; Referential Information.
• Privacy and data protection information: Unstructured data to be determined by practice and implementation. Privacy Information.

All LIP and ACCLIP data elements have meta-data sub-elements with the exception of atomic elements that can always inherit their meta-data. The following information is excerpted from the IMS LIP v1.0.

No.	Name	Description	Mult	Data Type	Value Space	Default Value
1	contentype	The data that is used to describe the contents of the learner information structures.	[0..1]
1.1	referential	Reference information that is used to uniquely identify the learner information and the data structures within it.	[1..*]
1.1.1	sourcedid	The initiating system's source identification for the learner information.	[0..1]
1.1.1.1	source	The name of the source system creating the learner information.	[1]	string
1.1.1.2	id	A unique identifier for the learner information record assigned by the creating entity.	[1]	id
1.1.2	indexid	A unique identifier for the actual data structure containing the learner information content.  This identifier is persistent and so mapping tables should be maintained to allow the identifier to be used in subsequent transactions.	[1]	id
1.2	temporal	Data describing time-based information about the data structure e.g. time of creation, date of expiry, etc.	[0..*]
1.2.1	typename	The type of temporal relationship.	[0..1]	string
1.2.2	temporalfield	The fields defined to contain the temporal data structures.	[0..*]
1.2.2.1	fieldlabel	The field type that will contain the temporal definition data.	[0..1]	string
1.2.2.2	fielddata	The field type that will contain the temporal data.	[0..1]	string
1.3	privacy	Data that is to be used to describe the access to and to ensure the integrity of the learner information.	[0..1]
1.3.1	privacyfield	The fields defined to contain the privacy data structures.	[0..*]
1.3.1.1	fieldlabel	The field type that will contain the privacy definition data.	[0..1]	string
1.3.1.2	fielddata	The field type that will contain the privacy data.	[0..1]	string
1.3.2	date	Dates appropriate to the privacy information e.g. expiry.	[0..*]	date

See IMS Learner Information Package v1.0 for more information.

2.2 Changes to the <accessibility> Element Formatting

The ACCLIP Information Model defines user preferences in a hierarchy of data elements. The top level of this hierarchy has <accessForAll> at the root, which is a new element as a child of <accessibility>. The <disability> preference is no longer used and is deprecated.

2.2.1 The 'usage' Information Model

The term 'usage' applies to an attribute that many of the <accessForAll> elements include. It allows the user to specify that this element is required, preferred, optionally used, or not used. Interpretation of these terms may vary depending on the context of use and on the specific element the attribute is applied to. Some examples are given below. These terms are defined as follows:

• required: The learner cannot use content or tools that do not provide this feature or allow this transformation.
• preferred: The learner prefers content or tools that provide this feature or allow this transformation.
• optionallyUse: The learner would use this setting if the content or tool they have selected for other reasons provides or allows it.
• notUse: The learner cannot use content or tools that include this feature or require this transformation; this feature should be turned off if possible, or content that includes this feature should not be offered.

2.2.2 The <accessForAll> Information Model

The <accessForAll> element defines accessibility preferences for a user collected into named contexts.

No.	Name	Description	Mult	Data Type	Value Space	Default Value
1	accessForAll	Root element that groups the user's accessibility preferences.	[0..1]
1.1	context	Defined below.	[1..*]

2.2.3 The <context> Information Model

The <context> element defines a named preference set that allows learners to create multiple preference sets to suit varying conditions. The first context defined is considered the default context if none is specified.

A context may have an external context reference. If an external context is specified, preferences are used from the remote context definition. Context identifiers of the local and remotely defined context must be identical. Fully specified preference values included locally will override the externally defined ones. Locally defined container elements do not cause externally defined preferences to revert to defaults. Circular external references are not allowed. Multiple levels of external references are allowed.

No.	Name	Description	Mult	Data Type	Value Space	Default Value
1	context	For defining different sets of preferences depending on different situations (e.g., time of day).	[1..*]
1.1	identifier	Identifies the context.	[1]	string	unique user-assigned name
1.2	external	A link to an external context definition which may be used as a group, or shared settings. Sub-elements contained in a context with an external reference override those in the externally defined context. The local and external identifiers must agree.	[0..1]	URI
1.3	language	The user's preferred language for this context.	[0..1]	xml:lang	ISO LanguageID ISO 639:1988	en
1.4	display	Defined below.	[0..1]
1.5	control	Defined below.	[0..1]
1.6	content	Defined below	[0..1]

2.2.4 The <application> Information Model

The <application> element allows application specific preferences to be defined. Each generic <display> and <control> preference elements have a corresponding <application> element referenced in the information model tables that follow.

No.	Name	Description	Mult	Data Type	Value Space	Default Value
1	application	1. Declare a specific technology that implements screen enhancement. 2. Optionally allow for additional settings for that specific technology.	[0..*]		.
1.1	name	The name of the application to use, such as "JAWS"	[1]	string
1.2	version	The version of the application to use, such as "1.0"	[0..1]	string
1.3	priority	How high a priority this is.	[1]	integer	positive, nonzero 1 is the highest priority.
1.4	param	Name/value pair for specifying a setting for a specific technology. These values are understood only by their corresponding applications.	[0..*]
1.4.1	name	An application specific parameter name.	[1]	string		-
1.4.2	value	An application specific parameter value.	[0..1]	string		-

2.2.5 The <display> Information Model

The <display> element allows preferences in how material is displayed or communicated to a learner.

No.	Name	Description	Mult	Data Type	Value Space	Default Value
1	display	Display technology preferences: how the user interface and content should be presented.	[0..1]
1.1	screenReader	Display technology that presents text using a speech synthesizer.	[0..1]
1.1.1	screenReaderGeneric	Common settings for screen readers.	[1]
1.1.1.1	link	How to present a hyperlink. The screen reader can say the word, 'Link', or speak in a different voice, or use a sound effect, or do nothing special. It can also do more than one of these, such as say 'Link' and use a sound effect, so more than one link element is permitted.	[1..*]	vocabulary	speakLink differentVoice soundEffect none	speakLink
1.1.1.1.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.1.1.2	speechRate	Words per minute. Applications which do not support either the high end of the range or the low should play at the maximum or minimum rate possible.	[1]	integer	[1 - 1000]	180
1.1.1.2.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.1.1.3	pitch	The pitch of the voice.	[1]	float	[0.0 - 1.0] where, 0.0 = "low" 0.5 = "medium" 1.0 = "high"	0.5
1.1.1.3.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.1.1.4	volume	The loudness of the voice.	[1]	float	[0.0 - 1.0] where, 0.0 = "quiet" 0.5 = "medium" 1.0 = "loud"	0.5
1.1.1.4.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.1.2	application	Defined above.	[0..*]			-
1.2	screenEnhance	Technology that makes the display easier to see. For example, display text in a larger font, and/or with greater contrast. Screen magnifiers are a type of screen enhancer.	[0..1]
1.2.1	screenEnhanceGeneric	Common settings for screen enhancers.	[1]
1.2.1.1	fontFace	What type of font to be used in a screen enhancer.	[1]
1.2.1.1.1	fontName	A font name.	[0..*]	string
1.2.1.1.1.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.1.1.2	genericFace	One of the five defined generics.	[1]	vocabulary	serif sansSerif monospaced cursive fantasy	sansSerif
1.2.1.1.2.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.1.2	fontSize	Point size of the font.	[1]	positiveInteger		12
1.2.1.2.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.1.3	foregroundColor	The foreground color. This is often used as the color of text.	[1]	color	RGB plus Alpha	ff000000 (black)
1.2.1.3.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.1.4	backgroundColor	The background color. The background color shall not be the same color as the foreground color.	[1]	color	RGB plus Alpha	ffffffff (white)
1.2.1.4.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.1.5	highlightColor	The highlight color to be used. The highlight color shall not be the same as the foreground or background colors.	[1]	color	RGB plus Alpha	ffff0000 (red)
1.2.1.5.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.1.6	cursorSize	Size of the cursor.	[1]	float	[0.0 - 1.0] where, 0.0 = "standard" 0.5 = "large" 1.0 = "extra large"	0.5
1.2.1.6.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.1.7	cursorColor	The color of the cursor.	[1]	color	RGB plus Alpha	fffffff (white)
1.2.1.7.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.1.8	cursorTrails	Length of cursor trail where 0.0 is no trail at all and 1.0 is the maximum allowed by the system.	[1]	float	[0.0 - 1.0] where, 0.0 = "no trail" 0.5 = "medium" 1.0 = "longest"	0.5
1.2.1.8.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.2	invertColorChoice	Invert the choice of colors for better readability.	[1]	boolean		false
1.2.2.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.3	tracking	What the screen enhancer tracks	[0..1]
1.2.3.1	mouse	Track the mouse.	[1]	boolean		true
1.2.3.1.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.3.2	caret	Track the caret (text insertion point)	[1]	boolean		true
1.2.3.2.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.3.3	focus	Track the focus.	[1]	boolean		true
1.2.3.3.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.4	magnification	Magnify the screen content by an integer amount. The default of 1x means no magnification.	[0..1]	integer	[1 - 20]	1
1.2.4.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.2.5	application	1. Declare a specific technology that implements screen enhancement. 2. Optionally allow for additional settings for that specific technology.	[0..*]		Defined above.
1.3	textReadingHighlight	Highlight the text as it is read by a speech synthesizer.	[0..1]
1.3.1	textReadingHighlightGeneric	Common settings for text reading with highlighting.	[1]
1.3.1.1	speechRate	Words per minute. Applications which do not support either the high end of the range or the low should play at the maximum or minimum rate possible.	[1]	integer	[1 - 1000]	180
1.3.1.1.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.3.1.2	pitch	The pitch of the voice.	[1]	float	[0.0 - 1.0] where, 0.0 = "low" 0.5 = "medium" 1.0 = "high"	0.5
1.3.1.2.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.3.1.3	volume	The loudness of the voice.	[1]	float	[0.0 - 1.0] where, 0.0 = "quiet" 0.5 = "medium" 1.0 = "loud"	0.5
1.3.1.3.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.3.1.4	highlight	Highlight by word, line, sentence, or by paragraph.	[1]	vocabulary	word line sentence paragraph	word
1.3.1.4.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.3.1.5	speakAltText	Speak the alternative text.	[1]	boolean		true
1.3.1.5.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.3.1.6	speakWhenTabbing	Speak controls such as links, buttons, form elements, etc. when tabbing.	[1]	boolean		true
1.3.1.6.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.3.1.7	readingUnit	Unit of reading to be spoken	[1]	vocabulary	word line sentence paragraph	word
1.3.1.7.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.3.2	application	1. Declare a specific technology that implements a text reader that highlights. 2. Optionally allow for additional settings for that specific technology.	[0..*]		Defined above.	-
1.4	braille	A Braille display is a device that presents text, and other information, using Braille.	[0..1]
1.4.1	brailleGeneric	Common settings for Braille displays.	[1]
1.4.1.1	grade	Grade of Braille to use. Grade 2 supports contractions and other possible extensions. Grade 1 corresponds to "uncontracted" Braille, and Grade 2 corresponds to "contracted" Braille.	[1]	vocabulary	1 2 uncontracted contracted	1
1.4.1.1.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.4.1.2	numDots	Number of dots in a cell.	[1]	integer	6 8 (6 or 8)	6
1.4.1.2.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.4.1.3	numCells	Number of active cells.	[1]	integer	[8 - 120]	80
1.4.1.3.1	usage	Indication of how this preference is to be used.	[0..1]	vocabulary	required preferred optionallyUse notUse	preferred
1.4.1.4	markHighlight	Mark highlighted text.	[1]	boolean		false