Introduction: This exploratory study examined how students with visual impairments navigate accessible Word and PDF documents. Methods: Using a combination of video observations and semi-structured interviews, data were collected on participants’ expressed and observed interactions with accessible Word and PDF documents. Results: Using a technique called summative content analysis, four core themes emerged from the findings: useful navigation elements or features (expressed and observed), strategies for navigating accessible documents, barriers to access, and coping strategies. Discussion: The findings suggest practical strategies for training participants to navigate accessible documents. Additionally, they identify the structural elements (i.e., headings, alternative text, etc.) most useful to the study’s participants when navigating accessible documents. Implications for practitioners: As suggested by the findings of this study, universities should implement targeted training initiatives for faculty on basic document accessibility, which could include clearly defining the accessibility features included in a document. Likewise, targeted assistive technology training for students with visual impairments on how to access these elements could increase reading efficiency and reduce cognitive load.

中文翻译：

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检查有视觉障碍的学生如何浏览无障碍文档

简介：这项探索性研究调查了有视觉障碍的学生如何浏览可访问的 Word 和 PDF 文档。方法：结合视频观察和半结构化访谈，收集参与者表达和观察到的与可访问的 Word 和 PDF 文档交互的数据。结果：使用一种称为总结性内容分析的技术，发现中有四个核心主题：有用的导航元素或特征（表达和观察）、导航可访问文档的策略、访问障碍和应对策略。讨论：研究结果提出了培训参与者浏览可访问文档的实用策略。此外，它们还标识结构元素（即标题、替代文本等）。) 对研究参与者在浏览可访问文档时最有用。对从业者的影响：正如本研究的结果所建议的那样，大学应针对教师的基本文档可访问性实施有针对性的培训计划，其中可能包括明确定义文档中包含的可访问性功能。同样，针对视障学生进行有关如何访问这些元素的有针对性的辅助技术培训可以提高阅读效率并减少认知负担。