1.1 Who will use this standard?

This standard was developed for all levels and bodies of the federal government of Canada and federally regulated industries. This standard refers to them collectively as "organizations" and talks to them directly.

1.1.1 Adoption is voluntary

This standard applies to organizations in addition to their other obligations or duties. Organizations using this standard should discover other relevant provincial and federal legislation, regulations, and standards that address accessibility issues related to different forms of communication.

1.1.2 Applies for the benefit of all people

The audiences for the communications under this standard include all people in Canada and others outside Canada who communicate with or receive communications from the organizations or federal government offices. ,

1.2 Plain language is variable

This standard recognizes that plain language is different from one audience to another and varies according to the form or platform of communication or language. ,

1.3 Applies to all natural languages

This standard applies to all natural languages and specifically refers to, but is not limited to, these languages:English;French;Sign languages: American Sign Language, Langue des signes québécoise, Indigenous sign languages. ,

1.4 Terms have consequences

In this standard, shall expresses a requirement that the user must satisfy.Should expresses a recommendation or advice that is not a requirement.May expresses a choice within the limits of this standard.Can expresses permission, possibility, capability, or statement of fact.Notes in text do not include requirements or alternative; a note separates explanations, definitions, or other information from the main text.Notes to tables and figures that are part of the table or figure may be written as requirements.Annexes shall be identified as normative, meaning required, or informative, so not required in use. ,

1.5 Use of headings to describe contents

In this standard, headings are meant to describe the content and aid in understanding the content. ,

1.6 Standard does not apply to all forms of communication

This standard does not apply to all possible forms or platforms of communication, or to informal conversations, works of art, or constructed languages, including mathematical languages or computer code. The organization shall track constantly evolving technologies that require adapting to meet the goal of this standard.

The following documents are referred to in the text in a way that some or all of their content are requirements of this standard. For dated references, only the edition cited applies. For undated references, the latest edition of the referenced document (including any amendments) applies.Government of CanadaWriting Tips PlusLanguage Portalhttps://www.noslangues-ourlanguages.gc.ca/en/writing-tips-plus/index-engStandards Council of Canada (SCC)Requirements and Guidance - Approval of National Standards of Canada Designation (October 2015)International Organization for Standardization (ISO)ISO Guide 71: Guide for addressing accessibility in Standards, ReferenceISO/IEC Guide 71:2014, Guide for addressing accessibility in standardsISO 24495-1, Standard for Plain LanguageWorld Wide Web Consortium (W3C3)WCAG 2.0 and 2.1 (2018)Web Content Accessibility GuidelinesFor more publications, including standards and other resources that might be complementary or of interest, see Annex C or Bibliography.

For this standard, the following definitions apply:Accessible -complying with WCAG 2.1 level AA requirements.Alternate formats -different ways of presenting information, so everyone has equal access to the information.Assistive technology or assistive device -a piece of equipment, product, system, hardware, software, or service used to improve access to information.Primary audience -people who are readers, users, or visitors.Secondary audience -other people affected by the information or interested in it.Communication -any information intended to be shared.Annex - informative -providing additional information to help the understanding or use of a standard.Annex - normative -stating requirements for claiming compliance with a standard.Note: Consult the ISO and IEC terminology databases for standardization at these addresses: ISO Online browsing platform, IEC Electropedia.

4.1 Know the audience for a communication

4.1.1 Create plain language for the intended audience

The organization shall create communication that is clear, timely, accurate, and accessible in plain language for anyone who might need it.

4.1.2 Meet information needs

The organization shall:meet the information needs of the audience;consult with members of the audience to identify their barriers to finding, understanding, and using communications, andidentify the primary audience of the communication.Notes:The organization might achieve this by consulting existing studies, research data, or new data to identify the intended audience's comfort and skills with types and levels of literacy relevant to the communication.People in your audience have different communication skills and you might need to adjust the choice of words in your content or the format of your communication to meet their needs.

4.1.3 Identify audiences

The organization shall identify the audiences:a primary audience: the main people who need to find, understand, and use the communication;one or more secondary audiences, affected or concerned, such as intermediaries who deliver the message to the primary audience or other people who might be affected by the communication.The organization shall determine whether more than one format of communication is required to deliver the message to intended audiences.Notes:Communications usually have a primary audience and one or more secondary audiences made up of people with different needs, knowledge levels, and abilities, as well as members of different social, economic, geographic, or ethnic groups. The organization's communication should meet the information needs of the different people it is trying to reach. Secondary audiences might be intermediaries involved in sending the communication to the primary audience.Primary and secondary audiences might have conflicting interests. Where this conflict cannot be reconciled, consider creating separate communications.

4.1.3.1 Update audience information

The organization shall regularly update the information to learn about audiences, their requirements, and evolving technologies to revise communications.Note: Regularly reassess the understanding of the audiences as they might change. Consider who else might benefit from the information.

4.1.3.2 Maintain an audience focus

The organization shall create a communication for the primary audience, but consider how a secondary audience might:interact with the communication, orhave different concerns that require a separate communication, andneed to request individualization.

4.1.3.3 Discover the audience diversity

The organization shall identify the geographic, demographic, psychographic, and behavioural features of the intended audience using reliable sources and consultations.

4.1.3.4 Use plain language in all languages

The organization shall deliver any information needed by the intended audience in plain language and, if needed, shall:deliver information in languages other than the official and priority languages of Canada;make communication available in other languages, andidentify in a communication the languages that are available.Notes:Indicate where the communication is indexed or available.Canada's Official Languages Act, s. 23 of the Charter of Rights and Freedoms , and other policies or guidance specific to the organization might govern the languages in which the communications are offered.Provide information in the languages the intended audience best understands.Learn which languages the intended audience best understands by consulting representative members of the intended audience and using reliable sources, like Statistics Canada census data.

4.1.4 Engage with the intended audience

Notes: Communicating in plain language involves considering the variety of ways people might engage with the material, format, and design of the communication or how people are not able to engage with it because of barriers.Researching, consulting with, and engaging with intended audiences are aids in the process of evaluating content and communications in the development stage, before publication, and after publication.

4.1.4.1 Learn about the intended audience

The organization should consult representative members of the intended audience to:identify their abilities, their preferences, their literacy levels, and their level of comfort and skills with written, spoken, and signed languages, or numeracy;learn the following features of the audience:how much background information they need included in the communication, andif different content or material is needed for audience members with different levels of knowledge.

4.1.5 Consult the audience

The organization should consult representative members of the intended audience to learn:the situation and physical or digital environment in which the audience will receive the communication, andthe likely way the audience will feel or respond when they use the information.Note: The context in which the members of the audience interact with a communication influences their stress levels and attention, which affects how well they receive and process information.The organization should consult representative members of the intended audience while developing a communication toconfirm they can find, understand, and use the communication, anddetermine the structure, wording, and design.Note: The representatives of the audience might engage in participation in planning and creating the communication or through surveys, questionnaires, or focus groups.If it is not possible or feasible to consult representative members of the intended audience, or if the information is confidential, the organization shall use methods and information from consultations on other communications.

5.1 Design the material for ease of use

5.1.1 The organization shall make the information findable

The organization shall use document design principles to make the information easy to find, considering priority, similarities and differences.Note: Refer to the following:ISO 24495-1 standard;W3C's WCAG2ICT documentation;W3C's COGA documentation and other sources for document design ideas.

5.1.1.1 Make information findable

The organization shall format and distribute the material so the audience is able to easily find and use the information.Note: Consider line length in text, font size, and open space around text as they affect legibility.

5.1.1.2 Maintain logical sequence

The organization shall:group content elements into logical, topical parts, andconsider the logical order and sequencing that the audience perceives for the topics.Note: The audience often perceives the relationship of elements differently than is perceived by the organization. People have different perspectives on logical order.

5.1.1.3 Make information easy to follow

The organization shall structure the material to be easy to follow:using descriptive headings;making the structure obvious by using an outline, menu, or table of contents, andproviding an index for material of over 10,000 words.

5.1.2 Assess material for consistency and adequacy

The organization shall ensure that:the message is consistent across all delivery formats;the length of the material is adequate and appropriate for the complexity of the information;all essential information is included in the communication, andcomplex information is accurately expressed, well structured, and organized for the intended audience.Note: It is best to have longer material that is explained to and easily understood by the audience than to have too little information.

5.1.3 Make information accessible

In accordance with this standard, the organization shall prioritize information in a way that:summarizes key information at the beginning and at the end of the material;puts the main message near the beginning (clarifies the purpose of the communication);places cautions or warnings early in the material;makes the structural plan clear and prominent to the audience by using an outline, menu, or table of contents;includes an index for content over 100 pages;repetition help emphasize important information to remember:use repetition when the audience will only read, listen to, or view parts of the content;repeat instructions;repeat key points in longer content;places conditions and exceptions at the end of a sentence or paragraph.

5.1.4 Use colour to help organize

The organization should use colour in visual communications to make organization, structure, and priority visible. It should otherwise use contrast and colour to compare, identify, and differentiate.The organization should avoid using colours as the sole way to communicate emphasis.

5.1.4.1 Consider both colour and contrast

Opt for a plain, clear background to gain the most effect from using colour.All information should be legible without the need for colour.Reinforce colour meaning with a shape, image, or text.Make sure that colours arenot the only way of differentiating important information, andeasily distinguishable from each other. ,

5.2 Plan content for audience and purpose

5.2.1 Make the purpose clear

The organization shall clarify the purpose of the communication and tell the audience:the information that the audience wants or needs;why the content is necessary for the task or activity;how the organization intends the information to be used;what the organization expects or needs the audience to do with the information, andwhat the goal of the organization is for the communication.Notes:Content is created for many purposes. It can be to inform, instruct, persuade, reassure, or issue a call to action. Identifying the audience of the content helps identify the purpose for the content. Using plain language increases the likelihood the intended audience is able to find, understand, and use the communication.Examples of clear purposes include persuading someone to change behaviour, explaining a process, instructing someone to apply for a benefit, making people aware of something, helping someone make an informed decision, or collecting information.

5.2.2 Focus the content on essentials

The organization shall focus the communication on necessary and essential information with enough context to complete the task or activity.The organization shall use content that is appropriate:for the audience to understand the purpose of the material, andto address the beliefs and concerns identified by the audience, the details the audience needs to understand to satisfy the organization's goals, within the time and effort the audience has available.The organization shall structure material according to the needs, abilities, limitations, and requirements of the intended audience, to best serve the:needs and perspectives of the audience,expression of the information the organization wants to share, andformats in which the information will be shared: printed document, online document, video, audio file, prepared speech, and others.

5.2.3 Identify the organization and how it communicates

The organization shall give identifying and explanatory information:who creates, owns, and publishes the material;on which dates the material was created, published, revised, or updated;where and how the audience will find the information in different formats or languages, andthe purpose or goal of providing the information.

5.2.3.1 Tell the audience how to contact the organization

The organization shall tell the audience, in the communication:how to access more information;how to contact the organization;how to get alternate formats, platform, or languages;how to give feedback, andhow to inform the organization when the audience cannot access the material because of some barrier.

5.2.3.2 Give supplementary information

The organization shall inform the audience how to get more information:on accessible ways to contact the organization.Note: These could include telephone, telecommunications for deaf people (TTY/AST), video relay service (VRS), text, email, social media, and postal mail.Identify where the audience goes to get supplementary plain language information about the subject, including other documents, videos, web sites, or movies.Give the exact title of any supplementary information.

6.1 Use clear language

6.1.1 Make information clear and understandable

The organization shall develop communications with clear and understandable language, including using language for the nature of the material and the intended audience.Note: See the Resources of the Language Portal of Canada for modern writing guidelines and its accessibility glossary. Other resources are provided in Annex C.

6.1.2 Consider all aspects of communication

The organization shall use a style and tone in language appropriate to the audience, the purpose, the genre, the context, and the medium of communication, andUse familiar language unless a topic is unfamiliar and requires knowing technical terms, then those must be defined.Prefer positive language, instead of negative.Avoid the negatives, like not and don't, except to give warnings or communicate danger or to correct information or inaccuracies.Use respectful language always. andUse a conversational tone if it is appropriate and if it will increase clarity.Notes:For example, a positive tone could be: "We are used to working more autonomously." A negative tone could be: "We are not used to such constant supervision."Tell the audience what it is able to do rather than what it is not able to do.Serious or urgent subjects should be discussed with a proper tone and style, such as brevity for urgent action or compassion in trauma.

6.1.3 Use personal language to talk to the audience directly

The organization shall use pronouns to direct the message to the audience, and:Use first-person pronouns ("we, us, our") to refer to the organization.Use second-person pronouns ("you, your") for the audience.Use first-person singular ("I") when using the audience's voice.Note: For example "By signing this document, I understand and agree to the terms of the application" and "When do I have to return the application?"Use gender-neutral, or gender-free, pronouns, nouns, and phrases that are culturally appropriate.Note: Examples of language:parent or people with children, not mother or father,they, them, theirs as a singular, 3rd person pronoun,the plural form of noun and pronoun, andwhen possible, avoid the pronoun and restructure the sentence.

6.1.4 Be sensitive to audience preferences for self-identity

The organization shall consult audience members so that, when referring to race, ethnic group, or a disability, it uses the term the audience prefers.Note: Advocacy groups and people with lived experience often publish a style guide showing preferences. Resources are in Annex C and the Bibliography. ,

6.2 Choose appropriate wording

6.2.1 Use common and familiar words

The organization shall choose wording (words, phrases, sentences, or sign language gestures) that are appropriate to the audience, purpose, and genre of the communication:Use words that are culturally appropriate and respectful.Use the same word consistently to mean the same thing throughout the material.Use the simplest form of a word familiar to the audience to express meaning, unless another, more specific word is also known to the audience.Notes:Use simple conjunctions like "and", "or", and "but" instead of "in addition" or "however".When a name is long, consider using an acronym, or abbreviation, referenced after the first use, or simpler words, like "the union" instead of "CUPE", "the association" instead of "CMA", "the Commission" instead of "CRTC" can also be used.

In accordance with this standard, the organization will consider the following guidelines. ,

A.1 Developing forms

Follow all plain language practices when creating forms. ,

A.2 Structure of forms

Use a title and an introduction to explain to the audience the purpose of the form and why it needs to be completed.Include a table of contents, a list of essential abbreviations or a lexicon.Group the content or questions by themes.Give each group a unique title.Follow a structure the audience is most accustomed to.Identify the sections of the form the audience does not need to complete.Make mandatory sections of the form obvious for the audience.Include an explanatory guide, if needed, such as in an appendix or incorporate a hyperlink that opens in a new window. ,

A.3 Questions and answers

Use the same structure for all questions and answers but closed-ended questions are preferred.Label each form field in a clear manner, for example "Name as it appears on your birth certificate" instead of "Name".Number each question.Allow for a "don't know" or "other" response.Leave enough space for text answers and enough space between each item or question. ,

A.4 Help the audience complete the form

Plan alternative formats according to the needs of the audiences: audio, video, etc.Make sure forms are compatible with all browsers.Alert the audience to any items needed at hand before completing the form. A good example is: "Gather your documents before completing this form."Give the audience the choice to complete the form either on paper or electronically.Place instructions where the audience needs them, instead of at the top or bottom of the page.

B.1 Expressing numbers

Numbers should be given context in text, expressed consistently and in parallel form within a sentence or paragraph. Do not switch between or compare numerals and percentages.Express numbers in a consistent format throughout the material:Express numbers as digits (2, 3, 4) rather than words (two, three, four).Use digits for numbers 2 through 999.Note: Exceptionally, use words if the number is the first word in a sentence.Use hyphens inside the digits of a telephone number instead of periods or spaces.Notes:For example "There were 359 vaccine appointments and only one cancellation."This requirement does not apply to figures of speech. For example, one-time payment, a two-piece suit, a three-ring circus, a four-leaf clover, a five-star hotel, the seven seas, a figure eight, on cloud nine, a top-ten list, etc.Choose a font that lets the audience differentiate between the digits when the document has many numerals.Note: Prefer fonts which will align the numbers so that they are easily differentiated from others.Use words when they are easier to understand than figures, for example:Use words to express numbers one, thousand, million, billion, and trillion.In non-technical material, express simple fractions like "one-half", "one-quarter", "two-thirds", and "three-quarters".Note: There is an exception for imperial units of measure (e.g., ½ cup).For each metric unit of measurement, provide the equivalent imperial units in brackets according to the audience (pounds - kilograms) .Express dates using standard word format: March 22, 1963 (English)/22 mars 1963 (French)" to avoid confusion.Number formats are interpreted differently depending on the language and culture.For examples, see 4.4.6.5 in the following document: https://www.w3.org/TR/coga-usable/#examples-16.Express dates using the standard number format or words in printed documents: yyyy-mm-dd or March 22, 1963 (English)/dd-mm-yyyy or 22 mars 1963 (French).Express a number in word form when it appears at the beginning of the sentence.Note: A good example is "Twenty-nine children received their vaccine."Use simple prose captions or explanatory phrases with numbers to improve clarity.Note: Here is an example: Only a few people are affected by this, or 1 in 1,000 people.Decide whether numerals or words are clearer following these practices:Only use complicated fractions in number format or spelled out in technical material.Only use decimals when it is essential, as in medicine dosage, or when the number is too large to round up or down, such as a budget number of $1.7 billion.Only use Roman numerals when:They are part of the proper name of a person, place, or things, such as Charles IV or Bluenose II.They are used in existing publications, such as books or laws.Situate an event in time using simple benchmarks known to the audience. For example. "A long time ago…" instead of "In 1835…", "After the Second World War…" instead of "In 1952…". ,

B.2 Use the simplest math to explain the idea

Use frequency rather than percentages (9 out of 10 instead of 90%).Use numbers that are more easily comparable. For example, "1 out of 10" or "1 out of 100".Use visual images, such as tables, graphs, pictures and pictograms to enhance understanding of numbers.People understand familiar, visual, or spatial metaphors, like saying a food serving is the size of a deck of cards.Use a visual of things that people use for the task or activity: a clock, calendar, thermometer, or phone.Make numbers represent people. Avoid, if possible, abstraction or decimals. For example, "The average family has 1.4 children." should be avoided. Use 1 in 4 people instead of 25% of the population.

C.1 Web accessibility checklist, guidelines, and monitors

WCAG. Accessibility by Design, wcag2.com/accessible-plain-language/The Must-Have WCAG Checklist, LevelAccess.com, 2023: s42509.pcdn.co/wp-content/uploads/2023/10/08-Aug-MRKT_WP-WCAG-Checklist-2.2_QA-APPROVED.pdfWeb Content Accessibility Guidelines (WCAG) 2.0 Comprehensive guidelines for accessibility of digital documents: w3.org/TR/WCAG20/Web Accessibility Monitor: chromewebstore.google.com/Microsoft Inclusivity Monitor: inclusive.microsoft.design/ ,

C.2 Accessible design and production

Check PDF accessibility and create accessible PDFs (Acrobat Pro DC): helpx.adobe.com/acrobat/using/create -verify-pdf-accessibility.html Colour Oracle, colour-blindness simulator: colouroracle.org/DAISYpedia, "Making publications accessible for all": daisy.org/daisypedia/making -publications-accessible- allDos and don'ts on designing for accessibility: Six posters designed by the UK's Home Office Digital and Karwai Pun illustrate how to approach accessibility from a design perspective: accessibility.blog.gov.uk/2016/09/02/dos-and-donts-on-designing-for-accessibility/ and hodigital.blog.gov.uk/category/accessibility/Government Design Principles, UK Government: gov.uk/guidance/government-design-principlesHow screen readers read typographic symbols: http://www.deque.com/blog/dont-screen-readers-read-whats-screen-part-1-punctuation-typographic-symbols/Nemeth MathSpeak system for accessible math: http://www.gh-mathspeak.com/examples/grammar-rules/Nielsen Norman Group. (n.d.) NN/g World Leaders in Research-Based User Experience: nngroup.comPDF Association, "PDF/UA: The ISO Standard for universal accessibility": https://www.pdfa.org/resource/pdfua-in-a-nutshell/Recite Me. (2015) Choosing an accessible font. reciteme.com/uploads/articles/accessible_fonts_guide.pdf ,

C.3 Universal design and inclusive language

Association of Registered Graphic Designers (RGD), AccessAbility handbook: rgd.ca/resources/accessibility.phpBC Open Textbook Accessibility Toolkit: opentextbc.ca/accessibilitytoolkit/Conscious Style Guide: consciousstyleguide.com/Government of Canada, Inclusive writing – Guidelines and resources: noslangues-ourlanguages.gc.ca/en/writing-tips-plus/inclusive-writing-guidelines-resources.html"Inclusive: A Microsoft design toolkit": https://www.microsoft.com/en-us/design/inclusive us/design/inclusive ,

C.4 Accessible images and other non-text content

Adding alt text to images on X: https://help.twitter.com/en/using-x/picture-descriptionsCanadian National Institute for the Blind. (2018). Clear Print Accessibility Guidelines . cnib.ca/sites/default/files/2018-07/CNIB%20Clear%20Print%20Guide.pdfPortland Community College, "Complex image accessibility": https://www.pcc.edu/resources/instructional-support/access/complex-images.htmlWebAIM, "Alternative text": webaim.org/techniques/alttext/ ,

C.5 Legislation

Accessibility for Manitobans Act: accessibilitymb.ca/Accessibility for Ontarians with Disabilities Act (AODA): ontario.ca/laws/statute/05a11"Canada's accession to Marrakesh Treaty brings treaty into force": wipo.int/pressroom/en/articles/2016/article_0007.html "Creating new national accessibility legislation: What we learned": https://www.canada.ca/en/employment-social-development/programs/accessible-canada/reports/consultations-what-we-learned.htmlNova Scotia'sAccessibility Act: novascotia.ca/coms/accessibility/U.S. Department of Justice, Civil Rights Division, Disability Rights Section, "Effective communication": ada.gov/effective - comm.htm ,

C.6 Libraries for works in alternative formats

Centre for Equitable Library Access (CELA), through CNIB: celalibrary.ca/National Network for Equitable Library Service (NNELS): nnels.ca/ ,

C.7 Relevant blog posts

Christine Albert, "Promoting accessibility in editorial businesses," BoldFace: The official blog of Editors Toronto, March 8, 2017: http://editorstorontoblog.com/2017/03/08/promoting-accessibility-in-editorial-businesses/Iva Cheung, "Four levels to accessible communications," September 17, 2016: http://www.ivacheung.com/2016/09/four-levels-to-accessible-communications/Iva Cheung, "Grey matters: Why NGOs should start thinking like self-publishers," November 4, 2015: http://www.ivacheung.com/2014/11/grey-matters-why-ngos-should-start-thinking-like-self-publishers ,

C.8 Screen readers

Activating TalkBack: support.google.com/accessibility/android/answer/6007100?hl=enActivating VoiceOver on Apple mobile: https://support.apple.com/en-us/HT204390JAWS screen reader for PC: freedomscientific.com/Products/Blindness/JAWSNVDA screen reader for PC: nvaccess.org/Read Out Loud and other accessibility features in Adobe Acrobat (Reader): helpx.adobe.com/reader/using/accessibility - features.htmlUsing VoiceOver on a Mac: apple.com/voiceover/info/guide/_1124.html

Annex D - Legal notice for standards (normative)

ASC LEGAL NOTICE - PUBLIC REVIEW DRAFT STANDARDNote: This draft is under development and subject to change; it should not be used for reference purposes.Please read this Legal Notice before using the draft standard document.Legal Notice for StandardsThe Canadian Accessibility Standards Development Organization (operating as "Accessibility Standards Canada") standards are developed through a consensus-based standards development process approved by the Standards Council of Canada. This process brings together volunteers representing varied viewpoints and interests to achieve consensus and develop standards.Although Accessibility Standards Canada administers the process and establishes rules to promote fairness in achieving consensus, it does not independently test, evaluate or verify the content of the standards. During this process, Accessibility Standards Canada makes the draft standard available for comment, review, and approval.Disclaimer and exclusion of liabilityThis is a draft document for the purpose of comment, review and approval only. This document is provided without any representations, warranties, or conditions of any kind, expressed or implied, including, without limitation, implied warranties or conditions concerning this document's fitness for a particular purpose or use, its merchantability, or its non-infringement of any third party's intellectual property rights. Accessibility Standards Canada does not warrant the accuracy, completeness or currency of any of the information published in this document. Accessibility Standards Canada makes no representations or warranties regarding this document's compliance with any applicable statute, rule, or regulation.IN NO EVENT SHALL ACCESSIBILITY STANDARDS CANADA, ITS CONTRACTORS, AGENTS, EMPLOYEES, DIRECTORS, OR OFFICERS, OR HIS MAJESTY THE KING IN RIGHT OF CANADA, HIS EMPLOYEES, CONTRACTORS, AGENTS, DIRECTORS, OR OFFICERS BE LIABLE FOR ANY DIRECT, INDIRECT, OR INCIDENTAL DAMAGES, INJURY, LOSS, COSTS, OR EXPENSES, HOWEVER CAUSED, INCLUDING BUT NOT LIMITED TO SPECIAL OR CONSEQUENTIAL DAMAGES, LOST REVENUE, BUSINESS INTERRUPTION, LOST OR DAMAGED DATA, OR ANY OTHER COMMERCIAL OR ECONOMIC LOSS, WHETHER BASED IN CONTRACT, TORT (INCLUDING NEGLIGENCE), OR ANY OTHER THEORY OF LIABILITY, ARISING OUT OF OR RESULTING FROM ACCESS TO OR POSESSSION OR USE OF THIS DOCUMENT, EVEN IF ACCESSIBILITY STANDARDS CANADA OR ANY OF THEM HAVE BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES, INJURY, LOSS, COSTS, OR EXPENSES.In publishing and making this document available, Accessibility Standards Canada is not undertaking to render professional or other services for or on behalf of any person or entity or to perform any duty owed by any person or entity to another person or entity. The information in this document is directed to those who have the appropriate degree of knowledge and experience to use and apply its contents, and Accessibility Standards Canada accepts no responsibility whatsoever arising in any way from any and all use of or reliance on the information contained in this document.Accessibility Standards Canada publishes voluntary standards and related documents. Accessibility Standards Canada has no power, nor does it undertake, to enforce conformance with the contents of the standards or other documents published by Accessibility Standards Canada.Intellectual property and ownershipAs between Accessibility Standards Canada and users of this document (whether it be printed, electronic or alternate form), Accessibility Standards Canada is the owner, or the authorized licensee, of all copyright and moral rights contained herein. Additionally, Accessibility Standards Canada is the owner of its official mark. Without limitation, the unauthorized use, modification, copying, or disclosure of this document may violate laws that protect Accessibility Standards Canada and / or others' intellectual property and may give rise to a right in Accessibility Standards Canada and/or others to seek legal redress for such use, modification, copying, or disclosure. To the extent permitted by licence or by law, Accessibility Standards Canada reserves all intellectual property and other rights in this document.Patent rightsSome elements of this standard may be the subject of patent rights or pending patent applications. Accessibility Standards Canada shall not be held responsible for identifying any or all such patent rights. Users of this standard are expressly informed that determination of the existence and/or validity of any such patent rights is entirely their own responsibility.Assignment of copyrightIn this legal notice, a "comment" refers to all written or orally provided information, including all suggestions, that a user provides to Accessibility Standards Canada in relation to a standard and/or a draft standard. By providing a comment to Accessibility Standards Canada in relation to a standard and/or draft standard, the commenter grants to Accessibility Standards Canada and the Government of Canada a non-exclusive, royalty-free, perpetual, worldwide, and irrevocable licence to use, translate, reproduce, disclose, distribute, publish, modify, authorize to reproduce, communicate to the public by telecommunication, record, perform, or sublicense the comment, in whole or in part and in any form or medium, for revising the standard and/or draft standard, and/or for non-commercial purposes. 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Bibliography

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