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Introduction
Introduction
Creating accessible content is essential not only to ensure that all members of our community—students, staff, faculty, and external partners—can fully engage with educational materials but also to improve the overall learning experience for everyone. Accessibility aligns with the principles of Universal Design for Learning (UDL), ensuring that your materials are flexible and usable for all, regardless of ability. For many, the task of making materials accessible might seem daunting, but with a focus on the basics, the process becomes manageable. This post will help guide you through the 80% of accessibility that is easy to implement.
Accessibility in for Education and as a Public Service
Accessibility in for Education and as a Public Service
Accessibility means that individuals with disabilities can acquire the same information, engage in the same interactions, and enjoy the same services as those without disabilities. This requires that opportunities are provided in an equally effective and integrated manner, with the same ease of use. Our goal is not only to meet legal obligations but also to create a learning environment where every member of our community feels valued and supported.
Why It Matters
Why It Matters
Increases Audience Reach: Accessible content ensures inclusivity for individuals with disabilities, expanding usability across different devices and assistive technologies, such as screen readers. This benefits not only students but also faculty and staff who may rely on various accessibility features in their work environments.
Improves User Experience: Logically structured and accessible content benefits everyone. It reduces barriers by providing features like alternative text for images, clear heading structures, and straightforward navigation. These improvements help all users—students, colleagues, and external community members—engage with the materials more easily.
Ensures Legal Compliance: Meeting legal standards like ADA and Section 508 is critical for protecting our institution from legal risks. However, beyond compliance, creating accessible content demonstrates a commitment to diversity, equity, and inclusion, aligning with our broader mission to serve all community members effectively and ethically.
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Who benefits from document accessibility?
Who benefits from document accessibility?
Accessible documents will benefit you if you identify with any of the following categories:
Researchers:Accessible documents that use proper headings, consistent styles, and well-structured text are easier to navigate when working through large bodies of literature. Researchers benefit from the ability to quickly search and jump to relevant sections of a document, helping them organize their writing, reference work, and locate key information more efficiently.
Mobile Users:When documents are designed with accessibility in mind (e.g., proper headings, large text, high contrast), they are more easily viewed and navigated on smaller screens like smartphones or tablets. This improves the user experience for anyone accessing content on the go, regardless of ability.
Users in Low-Bandwidth Environments:Accessible documents are often optimized for performance, meaning they load faster and are less dependent on high-speed internet connections. This helps people in areas with limited internet access as they can still access the content quickly and efficiently.
Multitaskers:Tools like text-to-speech, originally designed for users with visual impairments, allow anyone to listen to documents while performing other tasks (e.g., driving, exercising). This increases flexibility for all users, enhancing convenience and efficiency.
Aging Population:As people age, they may face declining vision, hearing, or dexterity. Accessible documents with larger fonts, high contrast, and simple navigation become easier for aging users to read and interact with, extending their ability to engage with digital content.
Individuals with Temporary Disabilities:Accessible documents benefit those with temporary conditions such as a broken arm or eye strain. For instance, keyboard navigability or adjustable text sizes become useful when a person temporarily can’t use a mouse or needs to reduce screen glare
Users with Different Learning Preferences Accessible documents that present information in multiple formats—such as visual aids with alt text, captions for videos, and text-to-speech options—support users who prefer to learn by listening, reading, or seeing. This flexibility benefits learners with diverse preferences.
The buttons at right will take you to our text and video training with d. Each page will provide step by step how tos with embedded video segments:
The buttons at right will take you to our text and video training with d. Each page will provide step by step how tos with embedded video segments:
S is for Styles and Structures
S is for Styles and Structures
When building a document, especially in Microsoft Word, using heading styles rather than manually formatting text is crucial. This approach not only simplifies document management (e.g., for creating tables of contents) but also enhances accessibility. For students and colleagues who use screen readers or have learning disabilities, consistent styles allow them to navigate documents efficiently, jumping from heading to heading without unnecessary reading.
How to Implement:
In Microsoft Word or similar processors, use built-in heading styles (e.g., Heading 1, Heading 2) to structure your content.
In PowerPoint, use templates and placeholders to properly organize slide elements, making the content easier to understand for all.
Other Technologies: Most website builders and document designers will offer styles when generating text. Using these features in all of your applications will make what you produce more accessible to all readers.
Additionally, ensure that you are using app tools to format list and spacing to ensure that those items are clear, consistent, and coded for screen readers.
The example of the Word document carries over to other formats. Headings in Google Docs or and many HTML editors will work similarly.
L is for Links
L is for Links
Links should provide context to users. Instead of using “Click here,” offer descriptive phrases like “Read more about accessibility standards on the ADA website.” A best practice is to list the name of the document, webpage or article that your reader will end up on. This ensures that individuals using screen readers—and all users—can quickly understand where a link will take them. For printed documents, provide shortened URLs in parentheses (e.g., LinkHere.com/Guide).
Which experience do you prefer?
Which of these two links takes you to the CAST home page?
Click here
Click here
Let’s try that again with more descriptive link text.
CAST
The AEM Center
I is for Images
I is for Images
If you include an image in any resource, please take a moment to describe it using the “alt text” field. Brevity is of the essence here, so please do not tell your reader that the image is a photo or any such terminology, unless that is relevant (e.g. if the image is a charcoal drawing in the context of an art class). Whether it is a blind person with a screenreader or a search engine accessing your resource, it will be conveyed that it is an image. You can find instructions on how to write and add alt text in the resources below; it is a very quick process.
For images of graphs, tables, and other data visualizations, including the full description or data table in the main document body and using an alt tag that refers to that content is often easiest for readers.
Here are a few tips:
When to Use Alt Text: If an image adds valuable content, such as a chart or illustration, include a descriptive Alt Text.
When to Use Decorative Markings: If an image is purely decorative and adds no essential information, mark it as decorative to allow screen readers to skip it.
D is for Design
D is for Design
Simple, clear design is foundational to accessibility. Avoid relying solely on color to convey meaning, and always pair color with text, symbols, or other visual elements to ensure understanding. Also, ensure that fonts are readable and have sufficient contrast against the background.
Design Considerations:
Tables: When using tables, especially in Word or Excel, clearly mark the header rows and columns. This is vital for accessibility, allowing screen readers to convey the table's structure properly.
Colors: Ensure a contrast ratio of at least 4.5:1 for regular text, or use a contrast checker to evaluate your color choices. Good contrast helps all users, including those with low vision or color vision deficiencies. Additionally, when using colors to convey meaning ensure that you have redundant coding - that is another way to get your meaning across, this could be bolding, italics, or symbols like icons or line makers.
Fonts: Use simple, sans-serif fonts like Arial, Calibri, or Verdana, which are easier to read on screens. Avoid decorative fonts for body text, as they can reduce readability, especially for people with dyslexia or visual impairments. Maintain consistent font choices throughout the document or presentation.
Document and Slide Titles: Every document and slide should have a unique and descriptive title. In PowerPoint, titles serve as navigation markers for screen readers. Use meaningful titles that clearly convey the topic or purpose, helping all users—including those scanning content quickly.
The two graphics above show examples of how color and other aspects of images and background can impact our ability percieve information from an image or text.
E is for Evaluation
E is for Evaluation
Evaluation is a critical step in ensurin that your content meets accessibility standards. After creating your materials, it's essential to evaluate their accessibility using built-in tools such as the Accessibility Checker in Word and PowerPoint, as well as gathering feedback from actual users, particularly those who rely on assistive technology. Regular evaluation allows you to identify potential barriers and make necessary adjustments to improve the overall user experience. By continuously reviewing and refining your content, you ensure that it remains accessible and effective for all learners, maintaining both legal compliance and inclusivity.
Don't let the perfect stop your progress.
Don't let the perfect stop your progress.
The steps outlined above are not a comprehensive guide to document accessibility, but they provide a strong starting point. By taking these simple steps, you are making a significant difference for members of our SSW community—students, faculty, staff, and external partners. Remember, you are not alone in this process. Each step you take towards making your documents more accessible contributes to a more welcoming, inclusive educational environment.
Selected Resources
Selected Resources
General Resources about Document Accessibility
General Resources about Document Accessibility
General Guidance
Why accessibility? Web Accessibility Perspectives Videos: Explore the Impact and Benefits for Everyone
What is the Experience of a Screen Reader User: Screen Reader User's Experience and MS Word
National Center on Accessible Educational Materials: Creating Accessible Documents
Video from NCAEM: Creating Accessible Documents Playlist
Section508.gov: Typography
Program Specific Guidance
Word accessibility: Make your Word documents accessible to people with disabilities
Styles Headings and Formats Heading Styles Video by Microsoft
Microsoft: Make your PowerPoint presentations accessible to people with disabilities
Excel accessibility:Accessibility best practices with Excel spreadsheets
Image and Video Accessibility Resources
Image and Video Accessibility Resources
How tos:
How to write a good alt tag for an image: Alternative Text
All things captions and audio description: Carl and Ruth Shapiro Family National Center for Accessible Media
Use the Alt Decision Tree from the W3C to triage images.
Smart Art: Making SmartArt accessible
Tools:
Free Color contrast analyzer: Colour Contrast Analyser (CCA)
Beautiful color palettes that are a11y friendly : RamdomA11y
Apply color blindness filters to your web page right within Chrome: I Want To See Like The Color Blind
A color blindness simulator for Windows, Mac and Linux, showing you what people with common color vision impairments will see: Color Oracle
And now, a silly obligatory music video:
Date Last Updated/Reviewed: 9/26/2024
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