Basic Accessibility Principles

Use headings, lists, and structure correctly

People often scan content to decide whether it is relevant. Some users rely on visual cues like headings and spacing, while others rely on auditory or tactile cues provided by assistive technologies. These cues depend on content being properly identified.

Identifying content types means using the built-in structure tools in your software—such as headings, paragraphs, and lists—rather than relying on visual formatting alone. Simply making text larger, bold, or a different color does not communicate structure to assistive technology.

Most software defaults to paragraph text. Choose the content type that best describes your information, not the one that “looks right.” Think of your content as an outline and apply structure accordingly.

Best practices:

• Use headings to create structure. Headings should follow a logical hierarchy (Heading 1, Heading 2, Heading 3, etc.). Most documents or pages should have one main heading, with subheadings used to organize sections.
• Use lists when appropriate. Lists improve readability and navigation. Use bulleted lists for related items and numbered lists when order or sequence matters.
• Use tables only for data. Tables should be reserved for presenting tabular data. Avoid using tables for layout or visual formatting, as this disrupts reading order for assistive technology users.

Any content that is not text-based must have a text equivalent so that the information is available to everyone. This includes images, charts, videos, audio, animations, and other multimedia.

Text equivalents ensure that users who cannot see or hear content still receive the same information. As the content creator, you are best positioned to determine what information needs to be conveyed.

If a non-text element does not add meaning or information, consider removing it.

Best practices:

• Write alternative (alt) text for images. Alt text should describe the purpose or meaning of the image, not just its appearance. This applies to photos, charts, graphs, illustrations, and animated images.
• Provide captions for videos. Captions display spoken content and relevant sounds in text form. Auto-generated captions should always be reviewed and edited for accuracy.
• Provide transcripts for audio and video. Transcripts include spoken content and relevant sounds. They support users who are deaf or hard of hearing and also help users who prefer to read or search content.

Color plays an important role in readability, but it should never be the only way information is communicated. Lighting conditions, screen glare, aging eyes, low vision, and color blindness can all affect how color is perceived.

Best practices:

• Do not rely on color alone. Always include a second indicator such as text labels, patterns, shapes, icons, or positioning. For example, do not use red text alone to indicate an error.
• Use sufficient color contrast. Text should have strong contrast against its background. Dark text on a light background—or vice versa—is the most readable. Body text should meet a contrast ratio of at least 4.5:1, and large text at least 3:1.

Links are often used for scanning and navigation, especially by screen reader users. When links are vague or unclear, users may not know where they lead.

Best practices:

• Use descriptive link text. Link text should clearly describe the destination or purpose of the link.
• Avoid vague phrases. Do not use “click here,” “read more,” or “learn more” as standalone links. Users should understand the link’s purpose without surrounding context.
• Embed URLs within text. Writing out full URLs causes screen readers to read every character, which can be disruptive.

Clear language helps users understand information quickly and accurately. Instructions, policies, emails, and course materials should be written so they can be understood the first time they are read.

Plain language benefits everyone, including people with cognitive disabilities, people experiencing high cognitive load, and individuals whose primary language is not English.

This does not mean eliminating academic or disciplinary complexity where it is appropriate. Course readings and subject-specific materials may require advanced language, but instructions and guidance should remain clear and concise.

Best practices:

• Limit jargon and idioms. Use specialized terminology only when it is necessary and appropriate for your audience.
• Be concise and direct. Especially for important information related to grades, deadlines, or safety, use straightforward language and simple sentence structures.