Preface
Final report
Table of Contents
Executive Summary
     i.	Introduction
     ii.	Statement of the situation
1	CHAPTER 1 – Telecommunications and ICT accessibility policy and regulatory framework
     1.1	Introduction: Why promote and implement accessible telecommunications and ICTs for PwD and with specific needs?
     1.2	Legal, policy, and regulatory framework for telecommunications and ICT accessibility for PwD and with specific needs
     1.3	Guidelines and recommendations for implementing necessary changes to existing legislation to promote ICT accessibility
     1.4	Overview of current policies and regulations for telecommunications and ICT accessibility for PwD and with specific needs
     1.5	Good practices, challenges and available case studies
2	CHAPTER 2 – Technologies and solutions in ICT accessible ecosystem
     2.1	Mobile communication accessibility policy framework
          2.1.1	Accessible mobile phones and services
          2.1.2	Accessibility features on mobile phones
          2.1.3	Mobile applications
          2.1.4	Relay services and access to emergency services
     2.2	Trends, requirements, and guidelines for mobile phone accessibility
          2.2.1	Guidelines and recommendations
     2.3	Television/video programming accessibility policy framework
          2.3.1	Accessibility services
     2.4	Trends, requirements, and guidelines for television/video programming accessibility
     2.5	Good practices and available case studies
     2.6	Policy approaches to Web accessibility
     2.7	Trends, requirements and guidelines for Web accessibility
     2.8	Accessible ICT public procurement
     2.9	Requirements and guidelines to promote, implement and use public accessible telecommunication and ICT spaces
     2.10	Requirements for Relay Services for the PwD
          2.10.1	Accessible emergency services via telecommunications and ICT networks
          2.10.2	Standard-based commercial solutions to promote ITU telecommunications and ICT accessibility, including web accessibility
3	CHAPTER 3 – Accessibility with ICT in education
     3.1	Requirements and guidelines to promote and implement accessible e-Education
     3.2	Accessibility tools for people with difficulties mastering reading and writing
     3.3	Good practices of practical applications for accessible e-education
          3.3.1	Accessible school computer centers
          3.3.2	Learning and setting preferences on class room computers – Basic self-accommodation framework in the United Kingdom
          3.3.3	Mobile phone strategies to support learning for students with disabilities
          3.3.4	Accessibility technologies for e-Learning, speech and language technologies
4	CHAPTER 4 – Conclusions and general recommendations
     4.1	Key issues to be considered to implement policy and regulatory framework for telecommunications and ICT accessibility for PwD and specific needs in developing countries
     4.2	How to promote accessibility in public ICT spaces, such as telecentres and public pay phones?
     4.3	How to promote accessibility tools for accessible e-Education, which can be used for people with difficulties mastering reading and writing?
     4.4	Key policy considerations for Web accessibility
     4.5	Key policy considerations in the area of accessible mobile phones and services
     4.6	Key issues identified by Members in developing policies and services for accessibility to audio-visual media content
     4.7	Key considerations in the area of public procurement
     4.8	Raising awareness and educating all stakeholders about accessibility policies and technology trends to strengthen advocacy effectiveness
     4.9	Final comments – Food for thought
Abbreviations and acronyms
Annexes
Annex 1: Good practices and achievements in ICT Accessibility worldwide
Annex 2: Resources and tools
Annex 3: Accessibility related to other ITU groups and ITU-D cooperation with other organisations
Annex 4: Technology trends of relay services, international standardization trends in line with ITU-T
Annex 5: List of contributions received for consideration by Question 7/1 during the 2014-2017 study period