Improving Accessibility: Simple Steps to Make Word Documents Accessible to All

Creating accessible online education materials is crucial for ensuring that all students, including those with disabilities, can engage fully with course content (Hashey & Stahl, 2014). As educators, it is our responsibility to remove barriers to learning and foster an inclusive environment. Accessible content not only meets legal and ethical requirements but also improves learning outcomes for all students by offering multiple ways to interact with material (Pashler et al., 2008). This blog post details the changes made to a Word document with accessibility issues, explains which elements met accessibility standards, and highlights best practices for making elements accessible. Also, resources for improving accessibility are provided.

Original Word Document - Accessibility Issues

Although there are a number of accessibility issues in the following Word document, a few elements meet accessibility requirements.

The text is readable in terms of font size and style, as legible font is used without decorative or overly complex features. Although they are not properly styled, the document follows a logical structure, with clear sections and subheadings. Additionally, the use of images is relevant to the material. However, these elements needed further adjustments to fully meet accessibility standards, such as proper heading formatting and the inclusion of alternative text for images.

Revised Word Document - Improved Accessibility

To improve the accessibly of the Word document, the following changes were made:

1. Structured Headings: I replaced the title and section titles of the document with proper heading styles (H1 for the main title and H2 for subheadings). This change helps screen readers navigate the document more easily, allowing students to jump between sections using assistive technology (WebAIM, n.d.).

2. Alt Text to Images: I removed the captions and added descriptive alt text to all images in the document. For example, instead of the "Caption: Orchard" under the first image, I right clicked to add the alt text, "An orchard: A group of trees in a garden", enabling students using screen readers to understand the image’s purpose (WebAIM, n.d.).

3. Text Color Contrast: I changed all red text to black text. Such an adjustment ensures sufficient contrast between the text and background (WebAIM, n.d.). In addition, all black text makes the document easier to read for students with visual impairments, particularly those with color blindness or low vision.

4. Created Hyperlink: I hit enter after the link to make the plain text for the webpage a hyperlink. Creating clickable links in a document makes it easier for all users, including those with disabilities, to navigate the content without having to manually copy and paste URLs (WebAIM, n.d.).

5. Descriptive Hyperlink: Instead of the long hyperlink text, I modified the hyperlink such that the link was descriptive. According to WebAIM (n.d.), descriptive hyperlinks provide a clear context for all students, especially for those using screen readers.

6. PDF: I saved the word document as a PDF. When properly formatted, converting a Word document to a PDF helps maintain the document’s structure, such as headings, lists, and alt text for images (Leporini & Paternò, 2004). PDFs are compatible with screen readers and assistive technologies, allowing users to navigate and understand the document more effectively. Additionally, PDFs often ensure better consistency across different devices, preserving the document’s layout and making it more universally accessible.

Conclusion

By making these changes, the Word document is more accessible and inclusive for all students. Accessible content not only meets legal requirements but also enhances learning for all students (Hashey & Stahl, 2014). With tools like Microsoft Word’s accessibility checker (Microsoft, n.d.) and resources like WebAIM (2023), instructors can create materials that support diverse learners and remove barriers to education.

References

Hashey, A. I., & Stahl, S. (2014) Making online learning accessibly for students with disabilities. Teaching Exceptional Children, 45(5), 70-78.

Leporini, B., & Paternò, F. (2004). Increasing usability when interacting through screen readers. Universal Access in the Information Society, 3, 57-70.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119.

Microsoft. (n.d.). Use the accessibility checker in Word. https://support.microsoft.com

WebAIM. (n.d.). Creating accessible Word documents. https://webaim.org