6 Point Accessible Video Checklist

More people are making their own video content, but it often isn't fully accessible. Check out our simple guide for advice on making sure your videos can be enjoyed by a bigger audience. Ideally, also test your film with people who have a range of abilities. 

1. Don't rely on Youtube's automatic subtitles

Subtitles are essential for people with hearing loss, but don't rely on Youtube's without editing them first, you could also write and upload your own or ask a subtitling company.  YouTube itself has provided some very helpful information on creating subtitles and closed captions on your Youtube videos. If you want to keep ownership of your video and not have it on YouTube, Paypal offers a good accessible video player option for videos that you host yourself.

2. Don't forget voice overs

If a slide/shot works on a visual level but has no voiceover it won't be seen or understood by someone with sight loss. Ensure that your voiceovers don't leave people with sight loss out of the full picture.

3. Be mindful of colours

Are the colours you’re using on your subtitles accessible? In particular, be mindful that people who are colour blind or dyslexic might not see particular colours / colour contrasts. Black text on a white background is often a good, clear option.rolling video type icon

4. Consider music levels

Make sure the music on your film isn't too disruptive. Most people will struggle to hear or understand dialogue over certain levels, but autistic people, those with learning disabilities or, cognitive disabilities, might find it even harder.

5. Minimise flashing Images

Using flashing images makes video unwatchable for those with people with photo-sensitivity epilepsy. Take a look at these guidelines from the Epilepsy Society.

6. Don't forget people with both sight and hearing loss

Some TED talk videos have captions and a text transcript option. One main advantage of this is that people who have sight and hearing loss can have captions and voice converted to braille.

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