Accessibility statement

This book is designed to align with the Web Content Accessibility Guidelines (WCAG) 2.1, Level AA, and with the BC Accessibility Act (2021) and UBC’s Disability Accommodation policies. The rendered HTML has been checked directly against the criteria below; the PDF has known limitations (see Verification and known limitations). This is an alignment goal, not a certified conformance claim. Where we fall short, we welcome correction — please open an issue on the GitHub repository or email the author.

What we have done

  • Semantic HTML with proper heading hierarchy (h1 → h2 → h3) for screen reader navigation.
  • Text labels alongside colour. Quiz answers and status badges include ✓ / ✗ symbols and text in addition to colour. Most charts carry meaning in position, height, and labelled axes rather than colour; the few multi-series line charts that distinguish series mainly by colour also provide a labelled legend and descriptive alt text, and we are adding non-colour cues (such as line type) so no information depends on colour alone.
  • Keyboard accessibility — every interactive element (quiz options, expand/collapse callouts, navigation) is reachable and operable via keyboard alone.
  • Alt-text on charts — every R-generated chart includes a fig-alt description that conveys the chart’s content to screen reader users.
  • High-contrast colour palette — foreground/background combinations are chosen to align with WCAG AA contrast targets (4.5:1 for normal text, 3:1 for large text).
  • Embedded-resources HTML — every rendered chapter is a single self-contained file that works offline, on slow connections, and with browser extensions for screen magnification or text-to-speech.
  • Plain-language headings — chapter and section titles describe what the section does, not abstract jargon.
  • Free tools throughout — no paid software required.
  • Multiple output formats — chapter sources render to HTML and PDF so learners can choose the format that works best for their assistive technology. The HTML is the most accessible output; see Verification and known limitations.
  • Lab session flexibility — every chapter’s lab activity is structured to allow individual or group completion at the learner’s pace.

What we ask of instructors

  • Confirm accommodations with the UBC Centre for Accessibility (or your institution’s equivalent) ahead of any timed exam or in-class presentation. Approved accommodations may include extended time, alternative formats, scribes, rest breaks, captioning, or remote participation.
  • Where the timed final exam creates equity concerns, consider an alternative assessment format (e.g., a take-home practical exam, or an oral exam) for the entire cohort, not just learners with formal accommodations. Universal design benefits everyone.
  • Use the book’s accompanying lecture material with captions and transcripts. Whenever you record a lecture, caption it.
  • If a learner reports an accessibility barrier in this book, please report it on the GitHub repository. Your report will lead to a fix in the next revision.

Verification and known limitations

What has been checked. The rendered HTML was audited directly: all 16 displayed charts carry a meaningful fig-alt description (with units such as hectares, parts per billion, and fiscal year), the book cover now has descriptive alt text, and the self-assessment quizzes include text and symbol labels plus a PDF-friendly fallback note. Contrast and colour-only checks are ongoing rather than certified.

The list below is honest about what still needs work. We are working on each item.

  • Figure alt text in the PDF. The fig-alt descriptions are screen-reader accessible in the HTML edition, but the PDF does not expose them to assistive technology (a standard LaTeX PDF is not tagged). In the PDF each figure shows a visible in-image title; we are adding visible captions so the description is available in print as well. There is currently no Word output; request one if needed and we will generate a version with image alt text.

  • A few multi-series line charts distinguish series mainly by colour; we are adding non-colour cues (such as line type) so they do not rely on colour alone.

  • Math notation for statistical formulas (e.g., μg/m³) uses Unicode characters; screen readers handle these inconsistently. If a learner’s screen reader does not announce μg/m³ correctly, the spelled-out “micrograms per cubic metre” is provided in parentheses on first use in each chapter.

  • Interactive leaflet maps (in the optional spatial-data resource) depend on JavaScript and may not be fully usable by screen-reader users; a static geom_sf version of every interactive map is provided there as an alternative.

  • Spatial buffer and intersection results are visual by nature; we describe what the result shows in prose immediately after each map.

  • Live R code execution during the lab session requires fine motor control; learners who use voice input or alternative keyboards should request accommodation for practical assessments.