Accessible Instructional Materials

Headings

Using proper heading tags isn’t just an accessibility best practice; it’s how we help everyone navigate content more easily.

Think of it like walking into a grocery store: if the aisles weren’t labeled, you’d spend forever wandering around looking for the cereal. Headings work the same way.

They give structure, guide the flow of information and support cognitive load for all learners—not just those using screen readers—making content clearer, faster to scan and easier to understand.

For more information about how to apply headings, view the Accessibility in Digital Content – Seven Core Skills Checklist.

Links

Using clear, descriptive link text helps every reader understand where a link will take them before they click.

It’s a bit like handing someone directions: saying “turn left at the big red barn” is far more helpful than “go over there.”

Links like “Click here” or “Read more” leave people guessing, while meaningful links—like “Download the syllabus” or “Visit the Writing Center website”—provide clarity, reduce cognitive load and support both accessibility and user trust.

For more information about how to create accessible links, view the Accessibility in Digital Content – Seven Core Skills Checklist.

Alternative Text

Writing effective alternative text (alt text) ensures that all learners can access the meaning of your images, even if they can’t see them.

Think of it like describing a photo to a friend over the phone—you wouldn’t just say “image,” you’d explain what’s important and why it matters.

Alt text serves the same purpose: it conveys the essential information or function of an image, so no one misses out, while also helping all users when images don’t load or when they’re viewing content on a slow connection.

For more information about how to apply alt text, view the Accessibility in Digital Content – Seven Core Skills Checklist.

Utilize Microsoft CoPilot to save time creating Alternative Text and Image Descriptions for images!
For detailed instructions, please visit the Using Microsoft CoPilot to Create Alternative Text for Images webpage.

Tables

Accessible tables are all about clarity and structure—giving everyone a fair chance to understand the data.

Think of it like sitting down at a restaurant: if the menu had items scattered randomly across the page with no categories, it would be nearly impossible to make sense of your options. Well-formatted tables, with clear headers and a logical layout, work the same way.

They help screen readers interpret information correctly and make it easier for all users to scan, compare and understand data at a glance.

For more information about how to create accessible tables, view the Accessibility in Digital Content – Seven Core Skills Checklist.

Color Contrast

Good color contrast ensures that text and visuals are easy for everyone to see—no squinting, guessing or zooming required.

It’s a bit like trying to read a street sign at dusk: if the lettering blends into the background, it doesn’t matter how good your eyesight is, the message gets lost.

Strong contrast makes content clearer and more comfortable to read, supports users in bright or low-light environments and ensures that important information doesn’t disappear for anyone.

For more information about how to ensure color is used appropriately, view the Accessibility in Digital Content – Seven Core Skills Checklist.

Lists

Using proper list formatting helps organize information so everyone can follow it more easily.

Think of it like making a to-do list on a sticky note—you don’t write everything in one long paragraph; you break it into steps, so it’s quick to scan and simple to follow.

Properly formatted lists in your course content work the same way. They help screen readers announce items clearly, reduce cognitive load and make information easier for all learners to understand at a glance.

For more information about how to create accessible lists, view the Accessibility in Digital Content – Seven Core Skills Checklist.

Media

Providing captions, transcripts and accessible players for video and audio isn’t just an accommodation—it’s a way to support everyone’s learning.

Think of it like watching a movie on a plane: even if you can hear the audio, background noise or a poor connection can make captions essential.

Accessible media helps students learn in varied environments, supports multilingual learners, enables quick searching and reviewing content and ensures no one misses key information because of technology or context.

For more information about how to ensure video and audio content is accessible, view the Accessibility in Digital Content – Seven Core Skills Checklist.