Why Accessibility Matters
When creating online learning materials, it is easy to focus on whether the information is accurate and visually appealing. However, I have learned that accessibility deserves just as much attention. Students should be able to access and understand instructional materials regardless of their abilities or the technology they use. Huss (2022) examined 600 high school websites and found that 390 contained accessibility errors that required immediate attention. This finding highlights how easily accessibility can be overlooked in educational settings.
The Web Content Accessibility Guidelines (WCAG) identify four important principles: perceivable, operable, understandable, and robust (World Wide Web Consortium [W3C], 2023). These principles provide a foundation for designing materials that support different learning needs.
Evaluating the Simulated Learning Object
For this assignment, I reviewed a simulated learning object titled Orchards and Vineyards. At first glance, the document appeared to be straightforward. It included information on planting trees, grafting procedures, and photographs to support the lesson. The content was organized into sections and included a reference.
A closer look at the document's accessibility revealed several concerns. Although the section titles were visible, they were not formatted using Word's built-in heading styles. The photographs also lacked meaningful alternative text, making it difficult for students using screen readers to understand their purpose. Additionally, some information relied on red text for emphasis.
These issues reminded me that a document can look organized without being accessible. WebAIM (n.d.) recommends using meaningful headings, alternative text, and readable formatting to make Word documents more accessible.
Figure 1. Original Simulated learning object
Note. Original Ochards and Vineyards learning object before accessibility revisions.
Changes Made to Improve Accessibility
After identifying the barriers, I made nine documented improvements. I applied Heading 1 to the document title and Heading 2 to the section headings, including the references section. I also increased the body-text size to improve readability.
Next, I added descriptive alternative text and clearer captions to the orchard, grape, and graft-union images. These changes provided additional context for students who cannot see the photographs. I also removed the red text that was used throughout the document.
I utilized highlighting and revision notes to identify the changes and explain their purpose. One important takeaway from this process was recognizing that accessibility improvements do not require redesigning an entire lesson. Sometimes changes to formatting and descriptions can make instructional content easier to navigate and understand.
Figure 2. Revised simulated learning object
Note. Revised learning object showing improved formatting and highlighted accessibility annotations.
Helpful Accessibility Resources
Three resources stood out as especially useful for evaluating digital learning materials.
Microsoft Word's Accessibility Checker can identify missing alternative text and other document problems. WebAIM's Wave evaluation tool can detect potential accessibility barriers on web pages. Finally, screen readers such as NVDA and VoiceOver allow educators to examine how learners experience digital content through assistive technology.
Rybin Koob et al. (2022) found accessibility problems in commonly used educational technology tools and emphasized the importance of testing them with screen readers. Their findings demonstrate why automated checks should be combined with practical testing.
Final Reflection
This assignment helped me recognize the difference between creating a document that looks good and creating one that works for everyone. Before reviewing the learning object, I might not have paid much attention to heading styles or alternative text. Now I have a better understanding of how these details can affect students' access to information.
As I continue developing instructional materials, I want accessibility to become a part of my regular planning process rather than something I check only after finishing a lesson. Making these improvements is one way I can help create a more inclusive learning environment.
Let's Continue This Conversation
When creating online learning materials, what accessibility features do you think educators are most likely to overlook, and what steps can we take to make accessibility a natural part of our instructional planning?
References
Huss, J. A. (2022). A high school website is a school community's communication center…but is it ADA compliant? School Community Journal, 32(1), 245–264. http://www.schoolcommunitynetwork.org/SCJ.aspx
Rybin Koob, A., Ibacache Oliva, K. S., Williamson, M., Lamont-Manfre, M., Hugen, A., & Dickerson, A. (2022). Tech tools in pandemic-transformed information literacy instruction: Pushing for digital accessibility. Information Technology and Libraries, 41(4). https://doi.org/10.6017/ital.v41i4.15383
WebAIM. (n.d.). Microsoft Word: Creating accessible documents. https://webaim.org/techniques/word/
World Wide Web Consortium. (2023, November 29). WCAG 2 at a glance. https://www.w3.org/WAI/standards-guidelines/wcag/glance/
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