Digital accessibility is no longer optional in education. It is a matter of equity, compliance, usability, and professional responsibility. Whether we frame it as “becoming more digitally accessible” or as aligning our materials with Web Content Accessibility Guidelines (WCAG), the underlying principle is the same: design content that all learners can access, navigate, and understand.
Accessibility is not a specialized add-on. It is a core component of instructional design, communication strategy, and leadership practice.
In this article, I will outline practical, high-impact steps educators and institutions can take immediately to improve digital accessibility across documents, presentations, websites, learning management systems (LMS), and multimedia materials.
Start with the Basics: Use Built-In Accessibility Checkers
The most efficient entry point for evaluating accessibility is leveraging the tools already available in productivity platforms. In MS Office, the accessibility checker is built directly into Word, PowerPoint, and Excel. The tool identifies missing alternative text, insufficient heading structures, table issues, and more. Errors are categorized by severity and include guided remediation steps.
Similarly, many LMS platforms, such as D2L and Canvas, provide built-in accessibility checkers for course content. The complete version of Adobe Acrobat includes an Accessibility Checker for PDFs. Web-based tools such as accessibilitychecker.org and WebAdmin’s WAVE can audit web content and contrast ratios.
A simple institutional expectation, “run the accessibility checker before publishing,” can dramatically reduce barriers.
Color Contrast
Digital accessibility has several facets. One of the easiest to address is color contrast, which remains one of the most common accessibility failures.
WCAG 2.0 Level AA requires:
- A contrast ratio of at least 4.5:1 for normal text
- A contrast ratio of at least 3:1 for large text
WCAG 2.1 extends requirements to graphics and interface components, requiring at least 3:1 contrast. Level AAA raises expectations to 7:1 for normal text. Large text is defined as 14-point bold (approximately 18.66px) or 18-point regular (24px).
Contrast is not about aesthetics; it is about legibility for users with low vision, color vision deficiency, or aging-related visual decline. Tools such as WebAIM’s Color Contrast Checker and browser developer tools can quickly evaluate compliance. ColorZilla can extract color codes from page elements for precise analysis.
Critically, color cannot be the sole means of conveying meaning. If red text indicates “important,” it must also include textual reinforcement such as “Important” or bold/underline formatting.
Typography and Readability
Font choice and formatting significantly influence accessibility. Use simple plain legible fonts such Verdana, Calibri, Tahoma, Georgia, Raleway, Gill Sans, Corbel, Garamond, or Century Gothic.
Beyond that, best practices include:
- Avoid ALL CAPS, which reduce readability and are difficult for screen readers.
- Use left-aligned (or right-aligned in RTL languages) text rather than fully justified blocks.
- Avoid decorative script or overly stylized fonts.
- Use consistent font families and sizing throughout a document.
- Use the largest reasonable font size.
For projected presentations, the minimum font size should be calculated based on viewing distance. Multiply the distance from the farthest seat (in inches) by 0.11 to determine the minimum projected font height in inches. For example, in a room where the farthest seat is 20 feet (240 inches) away, the projected text should be at least 2.64 inches high. Design for the person in the back row or the student viewing on a small screen.
Alternative Text: Describing Visual Information
Images, charts, and graphics must include alternative (alt) text so screen reader users can understand the content. Alternative text should convey the purpose of the image, be concise while still descriptive, and avoid redundant phrasing such as “Image of…” unless necessary.
For example, instead of writing “Photo,” write: “Bar graph showing 15 students prefer chocolate ice cream, the highest category.” If an image is purely decorative, it should be marked as decorative so screen readers skip it.
Use Informative Links, not “Click Here”
Screen reader users often navigate by scanning a list of links. If every link reads “click here,” the content becomes meaningless out of context.
Link text should describe the destination. Instead of “Click here,” use “Accessibility Guidelines from the National Center on Accessible Digital Educational Materials.”
Descriptive link text improves both accessibility and usability for all users.
Structure and Navigation Landmarks
Accessibility depends on structure, not visual formatting. Make sure to use proper heading styles (Heading 1, Heading 2, etc.) rather than bold text alone. Include page numbers, headers, and footers when appropriate. Use bullets or numbered lists instead of narrative listings separated by commas.
These structural elements create navigation landmarks for screen readers and magnification software.
Designing for Magnification and Reflow
Users who rely on magnification software often zoom content to 120% or more. Content must remain usable at increased magnification without requiring horizontal scrolling.
Consider the following:
- Avoid fixed column widths.
- Ensure text reflows dynamically.
- Avoid overlapping text boxes.
- Use solid backgrounds instead of complex textures.
- Enable reflow in PDFs.
- Avoid horizontal scrolling; screen readers rely on vertical flow.
Responsive web design principles inherently support accessibility by adapting content to screen size.
Tables: Use for Data, not Layout
Tables should present data and not be used to control layout. Accessible tables should include:
- A clearly defined header row.
- Avoid merged or split cells.
- Avoid complex nested structures.
- Include alt text describing the table’s structure or purpose.
- Do not split rows across pages.
Do not “fake” tables using tabs or spacing as screen readers will not understand how to present that information appropriately.
Multimedia: Captions and Transcripts
Audio and video content must include text alternatives. Creators should include closed captions for video and transcripts for both audio and video files. Many platforms, such as Zoom, automatically generate transcripts, though these should be reviewed for accuracy. Transcripts can also support translation for multilingual communities.
Accessibility in multimedia supports not only individuals who are deaf or hard of hearing, but also multilingual learners, users in noisy environments, and those who prefer reading to listening.
Keyboard Navigation
All web content and LMS environments should be fully navigable via keyboard. Users who cannot operate a mouse rely on tab navigation, logical focus order, and accessible form controls. Institutions should regularly test their sites by navigating using only the keyboard.
Emerging AI and Assistive Technologies
Emerging tools that expand accessibility possibilities:
- DeepL and Google Translate support multilingual access.
- Read&Write Gold supports dyslexic learners.
- Google Lens and Microsoft Seeing AI assist users with visual impairments.
- Khanmigo and other AI tutors can provide alternative explanations.
Remember that technology is not a substitute for accessible design. An AI tool can augment accessibility; it does not excuse inaccessible content.
Accessibility as Leadership Practice
Digital accessibility is not merely a compliance requirement under ADA or Section 508. It reflects institutional values around inclusion, universal design, and educational equity.
Resources such as these provide frameworks for systemic implementation of accessibility.
- The National Center on Accessible Digital Educational Materials
- The National Instructional Materials Accessibility Standard (NIMAS)
- The DAISY Consortium
Leaders should move from individual compliance toward institutional culture. Establish accessibility review processes and provide faculty development. Consider creating accessible templates from which faculty can work. Include accessibility considerations in procurement decisions and embed accessibility expectations in instructional design policies.
Accessibility improves usability for everyone. Clear structure benefits busy professionals. Captions support multilingual learners. Strong contrast improves readability in bright rooms. Accessible PDFs improve mobile usability. In short, accessibility is good design.
Accessibility is iterative, not perfectionist. Each improvement removes a barrier for someone. When educators design with accessibility in mind from the outset, they signal that all learners belong and that access to knowledge is not conditional on ability. That commitment is not merely technical. It is ethical.
