Section outline

  • A proposed visual identity for the printed booklet and the accompanying website, so both stay consistent and so a translated edition can be reproduced without re-inventing the design. This uses the same palette already applied to this draft document. 

    D.1 Colour Palette 

    Colour 

    Hex 

    Used for 

    Contrast check 

    Navy 

    #1F3864 

    Main headings, cover title 

    8.7:1 on white — passes WCAG AAA 

    Teal 

    #2E7D74 

    Section headings, Part titles 

    4.8:1 on white — passes WCAG AA 

    Amber 

    #9C5700 

    Guidance notes, callouts 

    5.4:1 on cream tint — passes AA 

    Grey 

    #595959 

    Source lines, running header 

    7.0:1 on white — passes AAA 

    Light teal tint 

    #EAF1F1 

    Table headers, quote boxes 

    Background only — not used for text 

    Amber tint 

    #FBF1E0 

    Guidance-note background 

    Background only — not used for text 

    GUIDANCE NOTE: Every colour pairing above meets at least WCAG 2.2 AA contrast (4.5:1 for body text). Colour is never used as the only way to distinguish content — headings, borders, and icons carry meaning too, so the toolkit still works for colour-blind readers or in black-and-white print. 

    • Each Part 3 category could additionally take one small accent colour on its chapter-opening page only (e.g. a coloured rule under the chapter title) purely for quick visual navigation — not applied to body text or tables, so it never becomes a fourth text colour to contrast-check. 

    D.2 Typography 

    • Body text: a plain sans-serif at 11–12pt for print, 16px for web — Calibri, Arial, or (recommended if budget allows) Atkinson Hyperlegible, which is designed specifically for readability including for readers with dyslexia and low vision. 

    • Headings: same family as body text, bold, not a decorative or script font — this matters more for accessibility than for style. 

    • Line spacing: at least 1.15–1.5x for print, 1.5x for web. 

    • Avoid justified text (ragged-right only), avoid underlining for emphasis (reserve underline for links only), avoid setting long passages in italics or bold. 

    • Uzbek and Russian editions: confirm the chosen font has full Cyrillic and Uzbek Latin character support before finalising — not all 'accessible' fonts do. 

    D.3 Icon Set 

    A small, consistent icon per recurring element — used the same way in every chapter so a returning reader recognises the pattern without reading the label. 

    Icon 

    Marks 

    Style note 

    🔍 (magnifier) 

    A. What the Teacher Needs to Understand 

    Simple line icon, not filled — keeps ink-cost low for printing 

    ⚠ (barrier) 

    B. Possible Barriers in Teaching 

    A simple broken-path or wall glyph, not an alarming warning triangle — this is descriptive, not a hazard warning 

    ✅ (action) 

    C. What the Teacher Should Do 

    Three small sub-markers for Before / During / After — e.g. a clock face at three positions 

    ⚙ (adjustment) 

    D. Reasonable Adjustments 

    A simple sliders/dial glyph — adjustment, not repair 

    🚫 (avoid) 

    E. What Teachers Should Avoid 

    A plain crossed-circle, used sparingly so it doesn't read as alarming 

    💬 (in practice) 

    In Practice scenario box 

    A speech-bubble or small scenario-card glyph 

    ☐ (checklist) 

    F. Quick Teacher Checklist 

    Already used throughout this draft as a literal checkbox 

    GUIDANCE NOTE: These are placeholder emoji standing in for a proper icon set — recommend commissioning a single-weight line-icon set (7 section icons + 1 category-agnostic set) rather than emoji, so print reproduction is crisp at small sizes and the set has one consistent visual language. Noun Project or a matching Figma icon library would be a reasonable, low-cost source.