Designing learning materials for everyone means designing for accessibility. As instructional designers and technologists, we aren’t just packaging content — we’re shaping how people can access, engage with, and learn from it. During this module, I completed an accessibility assessment of a short learning object titled Orchards and Vineyards. At first glance, the content seemed straightforward, but under closer inspection, it included multiple barriers to equitable learning access. Below is a summary of six key changes I made to increase accessibility and better align with both technical standards and inclusive design principles.
What Worked, And What Didn’t
The simulated object had a few strengths. It used simple language, provided a relevant image, and referenced a credible source. However, from an accessibility perspective, it missed the mark in several ways. The document lacked heading structure, used visual cues without embedded meaning, and relied on color and spacing without semantic markup. These are common issues that screen readers and other assistive technologies can’t easily interpret (WebAIM, 2023).
I revised the object to address six specific accessibility barriers:
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Lack of Heading Structure
I applied semantic headings (Heading 1, Heading 2) to establish hierarchy and navigation. This improves screen reader functionality and supports cognitive processing (W3C, 2018).
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Missing Alt Text for Images
Instead of relying on captions alone, I added descriptive alternative text for both images to support users who cannot see visual elements.
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Non-Descriptive Hyperlink
The original link was a raw URL, which is problematic for screen readers. I converted it into meaningful link text (“Grafting a scion to a rootstock”) that gives context about where the link leads.
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Text Size Inconsistency
I standardized the font size to ensure a minimum of 12pt throughout the document for readability and compliance with accessibility norms.
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Inappropriate Use of Paragraphs for Procedures
The grafting procedure was rewritten as a numbered list to clearly convey sequential steps. This aids screen readers and enhances clarity for all users.
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Lack of Document Title and Language Tag
I added a document title via the metadata and set the language to English (U.S.) so that screen readers can interpret pronunciation and language-specific rules correctly.
Recommended Tools and Resources
If you’re designing or auditing educational content, here are three resources I’ve found especially helpful:
• WebAIM.org
Offers checklists, simulations, and guides for evaluating document and web accessibility.
• Microsoft Word Accessibility Checker
Built into Word, this tool highlights formatting issues, missing alt text, and reading order problems in real time.
• CAST UDL Guidelines
Their framework goes beyond compliance, encouraging content creators to design with multiple means of engagement and representation in mind.
Final Thoughts
Accessible design isn’t just about checking boxes; rather, it’s about honoring the diverse ways people interact with content. By using tools like heading structures, alt text, and meaningful hyperlinks, we create experiences that are more inclusive, intuitive, and learner-centered. My revisions to Orchards and Vineyards are a small step, but they serve as a reminder: access is a right, not an afterthought.
References
CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
W3C. (2018). Web Content Accessibility Guidelines (WCAG) 2.1. https://www.w3.org/TR/WCAG21/
WebAIM. (2023). Introduction to web accessibility. https://webaim.org/intro/