scope:

This standard states the principles, rules and metadata elements for specifying language accessibility and Human Interface Equivalents (HIEs) in e-learning environments. It is structured to be able to support the requirements of applicable jurisdictional domains and in particular that of the UN Convention on the Rights of Persons with Disabilities. Many jurisdictional domains have enacted legislation15, regulations or policies that require equal access to education or information16. In addition, there are requirements arising from the UN Convention on Rights of Persons with Disabilities (2006). This standard can be used in meeting these requirements. Like the ISO/IEC 24751 Part 1 Framework standard, this standard is intended to support and meet the needs of learners with disabilities and anyone in a disability context. While focused on e-learning environments, this 562 standard, like ISO/IEC 24751, identifies and supports generic accessibility requirements. The primary difference between the two "AccessForAll" ISO/IEC 24751 and ISO/IEC 20016 multipart standards is that the former focuses on the functional services view (FSV) perspective and the latter on the content operational support (COS) perspective of learners with disabilities including multilingual requirements, decision-taking and commitment-making. As such, these two sets of standards interwork to support generic accessibility requirements. This multipart standard also supports individual needs and preferences related to language and culture (which are generic in nature and apply irrespective of individual accessibility requirements. This first edition of Part 1 focuses on the fundamental, i.e., primitive requirements, and does so from four key perspectives; namely: 1) the need to be able to support rights and needs of individuals especially those with disabilities to be able to specify their needs and preferences from a "human language" perspective including equal access to recorded information especially in e-learning; 2) support the requirement for individuals with disabilities - of their individual autonomy and independence, including the freedom to make their own choices. This includes being provided with unambiguous semantics of the recorded information at the level required for informed consent and the making of decisions which involve the making of a commitment(s). 3) the need to be able to support external constraints of jurisdictional domains as they apply to official, (or "de factor) or "legally recognized languages (LRN)"; and, 4) the need to take a systematic approach and focus on the fundamental, i.e., most primitive, requirements first.