DANSK DS/ISO/IEC 20016-1 PDF

This part of ISO/IEC 20016 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 legislation17, regulations or policies that require equal access to education or information18. Like the ISO/IEC 24751-1"Framework" standard, this part of ISO/IEC 20016 is intended to support and meet the needs of learners with disabilities in a disability context. While focused on e-learning environments, this part of ISO/IEC 20016, like ISO/IEC 24751, identifies and supports generic individual 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 individual 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 this part of ISO/IEC 20016 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 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 (LRL)19"; and, 4) the need to take a systematic approach and focus on the fundamental, i.e., most primitive, requirements first. notes: 15 At its Jeju March, 2008 meeting, JTC1/SC36/WG7 adopted the following resolution #1 (see WG7N0123) "WG7 Resolution 01: Support the principles of UN-Convention SC36/WG7 resolves, that in its current standards development work and any of its new standards development projects, as well as any amendments or new editions of its existing standards, that these standards shall be architectured and structurally engineered to support and facilitate the implementation of the objectives and requirements of the 2006 "UN Convention on the Rights of Persons with Disabilities" and Optional Protocols, both generally and especially in the fields of e-learning, education, and training. Approved" 16 This is the scope of the multipart ISO/IEC 20016 standard itself based on the approved New Work Item Proposal (NWIP) as stated in document JTC1/SC36N1830. The "scope" for ISO/IEC 20016-1 "Framework and Reference Model and Reference Model" for Semantic Interoperability" is provided in Clause 1.2 below. 17 Such legislation, and pursuant regulations, exists in jurisdictional domains at various levels of jurisdictional domains, (e.g., at the country level, state, province, or länder level, and even at the "supranational regulatory governance" level such as the European Union). 18 See further, Annex C (informative) Accessibility Policies and Legislation in ISO/IEC 24751-1:2006.