While WSU Online can help with document remediation, the most effective way to support all students is to create accessible materials from the beginning. Designing with accessibility in mind not only saves time later, it also fosters a more inclusive, welcoming learning environment from day one. When you build with everyone in mind, you help every student feel seen, supported, and set up for success.
Descriptive Page Headings
Follow the same guidelines that are present for descriptive page headings for websites
Heading structure is crucial for document accessibility because it provides a way for individuals with disabilities, such as visual impairments or cognitive disabilities, to navigate and understand the content of a document. In short, it makes it easier to read.
Heading structure refers to the use of heading tags, such as H1, H2, H3, etc., to organize the content of a document into a hierarchical structure.
- There should only be one heading 1 (H1) and it should be the title of your document.
- Arrange the heading hierarchy in a meaningful order.
- Headings should not skip levels.
- Each heading level should correctly indicate its relationship to other sections. (H2: Adoptable Animals, H3: Cats, H3: Dogs).
Colors
Follow the same guidelines that are present for colors for websites
If it’s hard to read, don’t do it. Don’t refer to colors, sizes, shapes and other physical traits as the only method of description.
Don't say "Look ahead to the blue chart."
Lists
Breaking content into lists is important for document accessibility as it provides clear structure, improves readability, enhances screen reader accessibility, enables keyboard navigation, and promotes compliance with accessibility guidelines.
Use clear and consistent list styles to make it easy for users to identify and understand the list items. For unordered lists, use bullet points, and for ordered lists, use numbers or other appropriate markers. Consistency in list styles helps users quickly identify the type of list and understand the relationships between list items.
Images
Follow the same guidelines that are present for images in websites
Don’t rely solely on an image to convey information.
If you do use imagery, use alternative (alt) text.
Charts & Complex Graphics
Avoid using complex charts with intricate designs or patterns that may be difficult to understand. Consider using simple bar charts, line charts, or pie charts that can be easily described
Provide descriptive alternative text (alt text) for each chart or infographic, which can be read by screen readers. Alt text should convey the main content and purpose of the chart or infographic. Avoid using generic phrases like "chart" or "graph" and instead provide specific details about the data or information being presented.
Include a text-based summary of the information presented in the chart or infographic. This summary should provide a concise and meaningful overview of the data or information being conveyed. Place the summary adjacent to the chart or infographic, so it can be easily found by people using screen readers.
Include a text-only version of the chart or infographic alongside the visual version. This can be done by providing a plain text description or by including a separate accessible version of the chart or infographic in the document. This ensures that people who cannot interpret visual content can still understand the information being presented.