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Accessibility Checklist for Word Documents
Make Accessible Word Documents
Creating accessible Word documents helps students using screen readers access and navigate your content. Many of these features will also help visual users find what they need in long documents quickly.
Address the five major areas below to make your Word documents more accessible.
All links go to MSU Web Access tutorials, unless otherwise noted.
Who are We?
We are the Accessible Course Design Learning Community. We are a group of faculty and staff that meets once a month and takes a practice-based approach to exploring accessibility and Universal Design for Learning.
Do your Word documents properly use headings?
Use headings to designate major sections of your document. Headings provide context and a way to navigate quickly for users of assistive technologies like screen readers. Well-structured headings also make it easier to generate a meaningful table of contents for your document.
Creating Headings in Microsoft Word
An explanation of heading structure from WebAIM
Do all images use alternative text?
Alternative (alt) text describes visual images, charts or graphs within the context that they appear. It helps individuals that rely on assistive technology, such as screen readers, to understand the provided content.
Adding alt text to images, charts, and graphs in Microsoft Word
Tips for creating meaningful alternative text from WebAIM
Are tables structured properly?
Tables need to be structured properly for the screen readers to navigate correctly. That usually means designating header rows, so users can understand what information is in each table cell. Well-structured tables also help visual users understand your data.
Creating Table Headers from Microsoft Office support (Windows)
Creating Table Headers from Microsoft Office support (Mac)
Are lists structured properly?
Lists items must be in a Word-formatted numbered or bulleted list so that they are grouped together for users of assistive technologies. Using list formatting also lets you quickly change the style or appearance of your list.
Using list styles in Microsoft Word
More information about lists from WebAIM
Do hyperlinks provide context to the user?
People who use screen readers sometimes scan a list of links. Links should convey clear and accurate information about the destination. Avoid the dreaded "click here!"
How to create links in Word from Microsoft Office support
Tips for creating meaningful links from WebAIM - this is about links more generally (not just about Word), but provides detailed information about how to use links effectively
Other considerations
Text should have a strong contrast against the background. You can use color contrast checkers to test your colors. WCAG 2.0 requires a contrast ratio of 4.5:1.
Avoid using repeated blank characters, like carriage returns between paragraphs, to create white space. Use text spaces practices instead.
Avoid "floating" images, charts, or other objects. Floating occurs when an object is not "inline" with the text, so the text either wraps around the objects or appears behind or in front of the object. To correct this, right click on the object, choose "Wrap Text" from the menu, and choose "In Line with Text."
Interested in learning more?
Visit the Create more accessible Word documents training series by Microsoft.
Creating accessible Word documents helps students using screen readers access and navigate your content. Many of these features will also help visual users find what they need in long documents quickly.
Address the five major areas below to make your Word documents more accessible.
All links go to MSU Web Access tutorials, unless otherwise noted.
Who are We?
We are the Accessible Course Design Learning Community. We are a group of faculty and staff that meets once a month and takes a practice-based approach to exploring accessibility and Universal Design for Learning.
Do your Word documents properly use headings?
Use headings to designate major sections of your document. Headings provide context and a way to navigate quickly for users of assistive technologies like screen readers. Well-structured headings also make it easier to generate a meaningful table of contents for your document.
Creating Headings in Microsoft Word
An explanation of heading structure from WebAIM
Do all images use alternative text?
Alternative (alt) text describes visual images, charts or graphs within the context that they appear. It helps individuals that rely on assistive technology, such as screen readers, to understand the provided content.
Adding alt text to images, charts, and graphs in Microsoft Word
Tips for creating meaningful alternative text from WebAIM
Are tables structured properly?
Tables need to be structured properly for the screen readers to navigate correctly. That usually means designating header rows, so users can understand what information is in each table cell. Well-structured tables also help visual users understand your data.
Creating Table Headers from Microsoft Office support (Windows)
Creating Table Headers from Microsoft Office support (Mac)
Are lists structured properly?
Lists items must be in a Word-formatted numbered or bulleted list so that they are grouped together for users of assistive technologies. Using list formatting also lets you quickly change the style or appearance of your list.
Using list styles in Microsoft Word
More information about lists from WebAIM
Do hyperlinks provide context to the user?
People who use screen readers sometimes scan a list of links. Links should convey clear and accurate information about the destination. Avoid the dreaded "click here!"
How to create links in Word from Microsoft Office support
Tips for creating meaningful links from WebAIM - this is about links more generally (not just about Word), but provides detailed information about how to use links effectively
Other considerations
Text should have a strong contrast against the background. You can use color contrast checkers to test your colors. WCAG 2.0 requires a contrast ratio of 4.5:1.
Avoid using repeated blank characters, like carriage returns between paragraphs, to create white space. Use text spaces practices instead.
Avoid "floating" images, charts, or other objects. Floating occurs when an object is not "inline" with the text, so the text either wraps around the objects or appears behind or in front of the object. To correct this, right click on the object, choose "Wrap Text" from the menu, and choose "In Line with Text."
Interested in learning more?
Visit the Create more accessible Word documents training series by Microsoft.
Authored by: A11y / UDL Learning Community
Pedagogical Design
Posted on: #iteachmsu
Spartan Ally: What will it do and what won't it do?
Spartan Ally: What will it do and what won't it do?
With the recent launch of Spartan Ally in D2L, you might be more tuned in to the accessibility of your course. Spartan Ally is a wonderful resource to support faculty and staff in the creation of accessible content. Ally's built-in scanner can provide you with a snapshot of accessibility issues thorughout your course, however Spartan Ally does not have the capability to scan for all accessibility issues.
Since technologies supporting accessibility are relatively new, they often are a tool that can be used to support a process, but can't be the entire process on its own. As of now, manual checking content and other systems is the most reliable and effective way to ensure that your content is fully accessible. With that being said, the following checklists (see tables below) have been created in order to best support faculty when using Spartan Ally. These checklists will allow you to understand what Ally will scan for you and what you will still have to manually check for yourself.
Word
Checklist for Word Files
Accessibility Element
What will Spartan Ally scan?
What will Spartan Ally not scan?
Headings
Use of headings*
Appropriate heading structure*
*if a document contains a minimum of 12 paragraphs
Use of headings*
Appropriate heading structure *
*if a document does not contain a minimum of 12 paragraphs
Tables
Header row marked in the table properties
Use of merged and/or split cells
Caption or alternative text
Images
Use of alternative text
Accuracy of alternative text
Color and Contrast
Adequate color and contrast
None
Text Styles
None
Use of two text features when emphasizing text
Links
None
Descriptive link text
Lists
None
Use of built-in bullet and numbering list structures
PowerPoint
Checklist for PowerPoint Files
Accessibility Element
What will Spartan Ally scan?
What will Spartan Ally not scan?
Title
Use of title*
*minimum one title for every seven slides
Use of title on every slide
Reading Order
None
Accurate reading order of slide content
Tables
Header row marked in the table properties
Use of merged and/or split cells
Caption or alternative text
Images
Use of alternative text
Accuracy of alternative text
Color and Contrast
Adequate color and contrast
None
Text Styles
None
Use of two text features when emphasizing text
Links
None
Descriptive link text
Lists
None
Use of built-in bullet and numbering list structures
HTML Pages
Checklist for HTML Pages within D2L
Accessibility Element
What will Spartan Ally scan?
What will Spartan Ally not scan?
Headings
Use of headings
Appropriate heading structure
None
Tables
Header row marked in the table properties
Use of merged and/or split cells
Caption or alternative text
None
Images
Use of alternative text
Accuracy of alternative text
Color and Contrast
Adequate color and contrast
None
Text Styles
None
Use of two text features when emphasizing text
Links
Links are distinguished from surrounding text
Broken links
Descriptive link text
Lists
Use of built-in bullet and numbering list structures
None
Videos
Embedded YouTube videos for captions
Videos hosted on platforms other than YouTube for captions
PDF
Checklist for PDF Files
Accessibility Element
What will Spartan Ally scan?
What will Spartan Ally not scan?
PDF type
PDF is malformed
PDF is encrypted
PDF is scanned
None
Reading Order
Tags used throughout the document
None
Headings
Use of headings*
Appropriate heading structure*
*if a document is minimum three pages
Use of headings*
Appropriate heading structure*
*if a document is not minimum three pages
Tables
Header row marked in the table properties
Use of merged and/or split cells
Caption or alternative text
Images
Use of alternative text
Accuracy of alternative text
Color and Contrast
Adequate color and contrast
None
Text Styles
None
Use of two text features when emphasizing text
Links
None
Descriptive link text
Lists
None
Use of built-in bullet and numbering list structures
Properties
Title set in document properties
Language set in document properties
None
Images (JPG, JPEG, GIF, PNG, BPM, and Tiff files)
Checklist for Image Files
Accessibility Element
What will Spartan Ally scan?
What will Spartan Ally not scan?
Images
Use of alternative text
Adequate color and contrast within images
Accuracy of alternative text
With the recent launch of Spartan Ally in D2L, you might be more tuned in to the accessibility of your course. Spartan Ally is a wonderful resource to support faculty and staff in the creation of accessible content. Ally's built-in scanner can provide you with a snapshot of accessibility issues thorughout your course, however Spartan Ally does not have the capability to scan for all accessibility issues.
Since technologies supporting accessibility are relatively new, they often are a tool that can be used to support a process, but can't be the entire process on its own. As of now, manual checking content and other systems is the most reliable and effective way to ensure that your content is fully accessible. With that being said, the following checklists (see tables below) have been created in order to best support faculty when using Spartan Ally. These checklists will allow you to understand what Ally will scan for you and what you will still have to manually check for yourself.
Word
Checklist for Word Files
Accessibility Element
What will Spartan Ally scan?
What will Spartan Ally not scan?
Headings
Use of headings*
Appropriate heading structure*
*if a document contains a minimum of 12 paragraphs
Use of headings*
Appropriate heading structure *
*if a document does not contain a minimum of 12 paragraphs
Tables
Header row marked in the table properties
Use of merged and/or split cells
Caption or alternative text
Images
Use of alternative text
Accuracy of alternative text
Color and Contrast
Adequate color and contrast
None
Text Styles
None
Use of two text features when emphasizing text
Links
None
Descriptive link text
Lists
None
Use of built-in bullet and numbering list structures
PowerPoint
Checklist for PowerPoint Files
Accessibility Element
What will Spartan Ally scan?
What will Spartan Ally not scan?
Title
Use of title*
*minimum one title for every seven slides
Use of title on every slide
Reading Order
None
Accurate reading order of slide content
Tables
Header row marked in the table properties
Use of merged and/or split cells
Caption or alternative text
Images
Use of alternative text
Accuracy of alternative text
Color and Contrast
Adequate color and contrast
None
Text Styles
None
Use of two text features when emphasizing text
Links
None
Descriptive link text
Lists
None
Use of built-in bullet and numbering list structures
HTML Pages
Checklist for HTML Pages within D2L
Accessibility Element
What will Spartan Ally scan?
What will Spartan Ally not scan?
Headings
Use of headings
Appropriate heading structure
None
Tables
Header row marked in the table properties
Use of merged and/or split cells
Caption or alternative text
None
Images
Use of alternative text
Accuracy of alternative text
Color and Contrast
Adequate color and contrast
None
Text Styles
None
Use of two text features when emphasizing text
Links
Links are distinguished from surrounding text
Broken links
Descriptive link text
Lists
Use of built-in bullet and numbering list structures
None
Videos
Embedded YouTube videos for captions
Videos hosted on platforms other than YouTube for captions
Checklist for PDF Files
Accessibility Element
What will Spartan Ally scan?
What will Spartan Ally not scan?
PDF type
PDF is malformed
PDF is encrypted
PDF is scanned
None
Reading Order
Tags used throughout the document
None
Headings
Use of headings*
Appropriate heading structure*
*if a document is minimum three pages
Use of headings*
Appropriate heading structure*
*if a document is not minimum three pages
Tables
Header row marked in the table properties
Use of merged and/or split cells
Caption or alternative text
Images
Use of alternative text
Accuracy of alternative text
Color and Contrast
Adequate color and contrast
None
Text Styles
None
Use of two text features when emphasizing text
Links
None
Descriptive link text
Lists
None
Use of built-in bullet and numbering list structures
Properties
Title set in document properties
Language set in document properties
None
Images (JPG, JPEG, GIF, PNG, BPM, and Tiff files)
Checklist for Image Files
Accessibility Element
What will Spartan Ally scan?
What will Spartan Ally not scan?
Images
Use of alternative text
Adequate color and contrast within images
Accuracy of alternative text
Authored by: Gabrielle King
Posted on: Center for Teaching...
Planning for Accessible Presentations: Accessible Presentations Guide
Accessible Presentations Guide
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the second of three in its series:
Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations
Template Slides
I have created template slides for educators to use and adapt for their contexts. These template slides guide the user through accessibility considerations and were designed to be accessible.
Planning for Accessible Presentations
In addition to the template, there are additional considerations for access with presentations.
Access Copies and HandoutsAccess copies, also known as scripts, are a way for your participants to follow along. It is also helpful for Communication Access Realtime Translation (CART) captioners or sign language interpreters. There are many ways to create access copies, such as providing a transcript of the talk, providing an outline of the talk per slide, and/or providing a list of important terminology (e.g., quotations, proper names, acronyms, jargon). In addition, access copies can be circulated electronically or in print. For print copies, it is generally recommended to bring a third of the prints compared to your total audience attendance. About 30% of these prints should also be in large print of 20-point font. CaptioningHave a plan for captioning the presentation and plan ahead for any CART captioners in attendance to sit near the presenter. Recorded presentations and any videos/audio within them should have captions. To caption real-time presentations, there are many options:
Captioning with PowerPoint
Captioning with Google Slides
Captioning with Zoom
Content WarningsCertain topics of discussion or multimedia depictions can trigger trauma reactions. For these, consider if they are necessary to the presentation, and if they are, give content warnings for the information. Inclusive LanguageThere are many considerations for presentation delivery:
The work should avoid jargon and idioms that are not understandable for a wide audience.
Acronyms should not be used without first defining them.
Avoid using language that excludes and/or harms participants, such as ableist language or genderist language (e.g., “ladies and gentlemen,” assuming the gender of a participant).
PracticeIn the practice for the presentation, you should be thinking about a final accessibility check. This includes making sure your speaking speed is conversational as well as practicing verbal multimedia descriptions and aural indicators. Multimedia descriptions are the alternative text that is integrated into the presentation aloud. Aural indicators are to announce a new name when switching speakers (e.g., “Bethany here”).
Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.
Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”
Continue to the next article in this series, Delivering Accessible Presentations.This article, Accessible Presentations Guide: Planning for Accessible Presentations © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Planning Key" by Mike Lawrence, is licensed under CC BY 2.0.
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the second of three in its series:
Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations
Template Slides
I have created template slides for educators to use and adapt for their contexts. These template slides guide the user through accessibility considerations and were designed to be accessible.
Planning for Accessible Presentations
In addition to the template, there are additional considerations for access with presentations.
Access Copies and HandoutsAccess copies, also known as scripts, are a way for your participants to follow along. It is also helpful for Communication Access Realtime Translation (CART) captioners or sign language interpreters. There are many ways to create access copies, such as providing a transcript of the talk, providing an outline of the talk per slide, and/or providing a list of important terminology (e.g., quotations, proper names, acronyms, jargon). In addition, access copies can be circulated electronically or in print. For print copies, it is generally recommended to bring a third of the prints compared to your total audience attendance. About 30% of these prints should also be in large print of 20-point font. CaptioningHave a plan for captioning the presentation and plan ahead for any CART captioners in attendance to sit near the presenter. Recorded presentations and any videos/audio within them should have captions. To caption real-time presentations, there are many options:
Captioning with PowerPoint
Captioning with Google Slides
Captioning with Zoom
Content WarningsCertain topics of discussion or multimedia depictions can trigger trauma reactions. For these, consider if they are necessary to the presentation, and if they are, give content warnings for the information. Inclusive LanguageThere are many considerations for presentation delivery:
The work should avoid jargon and idioms that are not understandable for a wide audience.
Acronyms should not be used without first defining them.
Avoid using language that excludes and/or harms participants, such as ableist language or genderist language (e.g., “ladies and gentlemen,” assuming the gender of a participant).
PracticeIn the practice for the presentation, you should be thinking about a final accessibility check. This includes making sure your speaking speed is conversational as well as practicing verbal multimedia descriptions and aural indicators. Multimedia descriptions are the alternative text that is integrated into the presentation aloud. Aural indicators are to announce a new name when switching speakers (e.g., “Bethany here”).
Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.
Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”
Continue to the next article in this series, Delivering Accessible Presentations.This article, Accessible Presentations Guide: Planning for Accessible Presentations © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Planning Key" by Mike Lawrence, is licensed under CC BY 2.0.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: Center for Teaching...
Multimedia: Accessible Design Checklist
Accesible Design Checklist: Multimedia
This checklist meant to serve as a starting place, rather than a complete list or expert regulations. Accessibility should be considered throughout all parts of the design process, and designing accessible compositions benefits all people, not just those with disabilities. This post is the third and last part of the Accessible Design Checklist series:
Overview
Text and Content
Multimedia
Multimedia Accessibility
Multimedia includes any design that pairs text, visuals, and/or sound, such as videos, audio recordings, and graphics.
AudioA text version of the transcript is provided for all audio with accurate transcriptions. Ideally, there are also descriptive audio descriptions for users. When possible, the audio should also be high-quality audio with clear language spoken slowly.GraphicsGraphics may include images, photographs, logos, and charts and graphs. For charts and graphs, information should not be communicated with color alone to differentiate between categories. Avoid memes and screenshots of text (except in a logo). All graphics should be marked as decorative or have alternative text (alt-text), which has multiple considerations:
Decorative images convey no meaning nor give additional information for users. Decorative images should be marked as “decorative,” “artifact,” or assigned a null attribution in the code (i.e., alt="").
Alternative text should consider the audience and purpose of the content in its description. This means that only key information is conveyed rather than every extraneous detail.
Alternative text should be concise and generally less than 150 characters. If describing visuals such as paintings or charts, then a long description of the visual can be given within the text and the alternative text can be shorter (e.g., “Vincent van Gough’s 1889 “Starry Night.” More information in long description.”)
Alternative text should not include phrases such as “image of” or “photo of.”
VideoVideos or moving graphics should not flash more than three times per second. Videos should not autoplay, and users should also have the ability to pause the video. In addition, videos should have similar considerations to audio and graphics, including:
A transcript is provided for all audio from the video with accurate transcriptions and descriptive audio. The transcript may also contain descriptions of visual information.
A video has real-time captions, and when possible, sign language interpretation.
References and Resources for Accessible Design
Level Access’ Must-Have Web Content Accessibility Guidelines (WCAG) Checklist
Michigan State University’s Create Accessible Content
University of Washington’s Accessibility Checklist
Web Accessibility in Mind’s WCAG 2 Checklist
Web Accessibility Initiative's Design and Develop Overview
Accessible Design Checklist: Multimedia © 2024 by Bethany Meadows is licensed under CC BY-NC 4.0. The cover photo, "video- (1962) 'Canon Reflex Zoom 8-3' 8mm movie camera- A Modern Rediscovery" by Crunchy Footsteps is licensed under CC BY 2.0.
This checklist meant to serve as a starting place, rather than a complete list or expert regulations. Accessibility should be considered throughout all parts of the design process, and designing accessible compositions benefits all people, not just those with disabilities. This post is the third and last part of the Accessible Design Checklist series:
Overview
Text and Content
Multimedia
Multimedia Accessibility
Multimedia includes any design that pairs text, visuals, and/or sound, such as videos, audio recordings, and graphics.
AudioA text version of the transcript is provided for all audio with accurate transcriptions. Ideally, there are also descriptive audio descriptions for users. When possible, the audio should also be high-quality audio with clear language spoken slowly.GraphicsGraphics may include images, photographs, logos, and charts and graphs. For charts and graphs, information should not be communicated with color alone to differentiate between categories. Avoid memes and screenshots of text (except in a logo). All graphics should be marked as decorative or have alternative text (alt-text), which has multiple considerations:
Decorative images convey no meaning nor give additional information for users. Decorative images should be marked as “decorative,” “artifact,” or assigned a null attribution in the code (i.e., alt="").
Alternative text should consider the audience and purpose of the content in its description. This means that only key information is conveyed rather than every extraneous detail.
Alternative text should be concise and generally less than 150 characters. If describing visuals such as paintings or charts, then a long description of the visual can be given within the text and the alternative text can be shorter (e.g., “Vincent van Gough’s 1889 “Starry Night.” More information in long description.”)
Alternative text should not include phrases such as “image of” or “photo of.”
VideoVideos or moving graphics should not flash more than three times per second. Videos should not autoplay, and users should also have the ability to pause the video. In addition, videos should have similar considerations to audio and graphics, including:
A transcript is provided for all audio from the video with accurate transcriptions and descriptive audio. The transcript may also contain descriptions of visual information.
A video has real-time captions, and when possible, sign language interpretation.
References and Resources for Accessible Design
Level Access’ Must-Have Web Content Accessibility Guidelines (WCAG) Checklist
Michigan State University’s Create Accessible Content
University of Washington’s Accessibility Checklist
Web Accessibility in Mind’s WCAG 2 Checklist
Web Accessibility Initiative's Design and Develop Overview
Accessible Design Checklist: Multimedia © 2024 by Bethany Meadows is licensed under CC BY-NC 4.0. The cover photo, "video- (1962) 'Canon Reflex Zoom 8-3' 8mm movie camera- A Modern Rediscovery" by Crunchy Footsteps is licensed under CC BY 2.0.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: Center for Teaching...
Delivering Accessible Presentations: Accessible Presentations Guide
Accessible Presentations Guide
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the final of three in its series:
Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations
Delivering Accessible Presentations
Multimedia includes any design that pairs text, visuals, and/or sound, such as videos, audio recordings, and graphics.
Access Throughout:There are two main ways of doing access throughout the presentation. The first is a holistic overview at the beginning, usually through an access statement (sometimes also called an invitation or invocation). The second are ongoing access checks. This includes asking the audience about adjustments to sounds, visuals, the space, etc. (e.g., “How’s the microphone volume? Anything we need to adjust about things right now?”).
Audio: Always use the microphone whenever it’s available, even if you have a loud voice. For participants who may not have a microphone, repeat their question or comment into the microphone before moving on. As discussed in the previous article in this series, you will also want to have a conversational speaking speed, inclusive speech, and aural indicators.
Introductions: At the beginning of the presentation, it is best practice to introduce yourself and give a brief visual description of yourself. For example, I usually say, “Hi, I’m Bethany Meadows, and I use she/they pronouns in tandem to refer to me. Visually, I am a white femme person with glasses and dark hair, and I’m wearing [specific outfit].” That said, there can be many embodied implications and consequences for certain disclosures of identity, and your safety is also important so only share what you feel comfortable doing.
Pathways for Engagement: Consider access before requiring certain forms of engagement from participants. This includes reflection before asking them to stand up, look at visuals/listen, walk around, talk with others, etc. These pathways may be exclusionary from some who don’t have the ability to move or be in a place to communicate with others. In general, it’s recommended to have alternative pathways for engagement that will not exclude participants.
Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.
Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”
This article, Accessible Presentations Guide: Delivering Accessible Presentations © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Photo of a Woman Doing a Speech with a Microphone" by Mikhail Nilov is licensed for use by Pexels.
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the final of three in its series:
Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations
Delivering Accessible Presentations
Multimedia includes any design that pairs text, visuals, and/or sound, such as videos, audio recordings, and graphics.
Access Throughout:There are two main ways of doing access throughout the presentation. The first is a holistic overview at the beginning, usually through an access statement (sometimes also called an invitation or invocation). The second are ongoing access checks. This includes asking the audience about adjustments to sounds, visuals, the space, etc. (e.g., “How’s the microphone volume? Anything we need to adjust about things right now?”).
Audio: Always use the microphone whenever it’s available, even if you have a loud voice. For participants who may not have a microphone, repeat their question or comment into the microphone before moving on. As discussed in the previous article in this series, you will also want to have a conversational speaking speed, inclusive speech, and aural indicators.
Introductions: At the beginning of the presentation, it is best practice to introduce yourself and give a brief visual description of yourself. For example, I usually say, “Hi, I’m Bethany Meadows, and I use she/they pronouns in tandem to refer to me. Visually, I am a white femme person with glasses and dark hair, and I’m wearing [specific outfit].” That said, there can be many embodied implications and consequences for certain disclosures of identity, and your safety is also important so only share what you feel comfortable doing.
Pathways for Engagement: Consider access before requiring certain forms of engagement from participants. This includes reflection before asking them to stand up, look at visuals/listen, walk around, talk with others, etc. These pathways may be exclusionary from some who don’t have the ability to move or be in a place to communicate with others. In general, it’s recommended to have alternative pathways for engagement that will not exclude participants.
Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.
Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”
This article, Accessible Presentations Guide: Delivering Accessible Presentations © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Photo of a Woman Doing a Speech with a Microphone" by Mikhail Nilov is licensed for use by Pexels.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: Center for Teaching...
Overview: Accessible Design Checklist
Accesible Design Checklist: Overview
This post provides an overview checklist for some digital composition accessibility requirements. This is meant to serve as a starting place, rather than a complete list or expert regulations. Accessibility should be considered throughout all parts of the design process, and designing accessible compositions benefits all people, not just those with disabilities. This post is the first part of the Accessible Design Checklist series:
Overview
Text and Content
Multimedia
Overall Design Accessibility
When looking at the design, composers should consider the overall structure and content.
Design FormatFor digital distribution, web pages with HTML or CSS are the most accessible. Other accessible options (when following the design checklist) are Word or Google Docs. PDFs are only accessible if they have been remediated correctly. DisplayInformation is set to be perceivable in either landscape or portrait modes. The design should not require users to scroll in both up/down and left/right. The design can be zoomed in without losing meaning. The design should be able to be navigated and interacted with using a keyboard alone. HeadingsHeadings use tagged heading structures with hierarchies. The headings do not skip levels. Use the Level 1 Heading designation only once per design.LanguagesThe design’s language is set to the primary language of the document. Any words or phrases in additional languages are set for those words as a different language. NavigationThe design allows for more than one way to find relevant pages within a set of pages. The design also provides content overviews with links so that users may bypass content.OrderThe design provides an easily understandable order to the content. When using lists, use bullet points and order the information logically, such as alphabetically or by data size.TitleThe design has a specific title. This title is displayed in the document name or the tab of a website.
References and Resources for Accessible Design
Level Access’ Must-Have Web Content Accessibility Guidelines (WCAG) Checklist
Michigan State University’s Create Accessible Content
University of Washington’s Accessibility Checklist
Web Accessibility in Mind’s WCAG 2 Checklist
Web Accessibility Initiative's Design and Develop Overview
Continue to read more about the checklist in the next part of the series, Accessible Design Checklist: Text and Content.Accessible Design Checklist: Overview © 2024 by Bethany Meadows is licensed under CC BY-NC 4.0. The cover photo, "Close checklist wooden surface" is marked with CC0 1.0.
This post provides an overview checklist for some digital composition accessibility requirements. This is meant to serve as a starting place, rather than a complete list or expert regulations. Accessibility should be considered throughout all parts of the design process, and designing accessible compositions benefits all people, not just those with disabilities. This post is the first part of the Accessible Design Checklist series:
Overview
Text and Content
Multimedia
Overall Design Accessibility
When looking at the design, composers should consider the overall structure and content.
Design FormatFor digital distribution, web pages with HTML or CSS are the most accessible. Other accessible options (when following the design checklist) are Word or Google Docs. PDFs are only accessible if they have been remediated correctly. DisplayInformation is set to be perceivable in either landscape or portrait modes. The design should not require users to scroll in both up/down and left/right. The design can be zoomed in without losing meaning. The design should be able to be navigated and interacted with using a keyboard alone. HeadingsHeadings use tagged heading structures with hierarchies. The headings do not skip levels. Use the Level 1 Heading designation only once per design.LanguagesThe design’s language is set to the primary language of the document. Any words or phrases in additional languages are set for those words as a different language. NavigationThe design allows for more than one way to find relevant pages within a set of pages. The design also provides content overviews with links so that users may bypass content.OrderThe design provides an easily understandable order to the content. When using lists, use bullet points and order the information logically, such as alphabetically or by data size.TitleThe design has a specific title. This title is displayed in the document name or the tab of a website.
References and Resources for Accessible Design
Level Access’ Must-Have Web Content Accessibility Guidelines (WCAG) Checklist
Michigan State University’s Create Accessible Content
University of Washington’s Accessibility Checklist
Web Accessibility in Mind’s WCAG 2 Checklist
Web Accessibility Initiative's Design and Develop Overview
Continue to read more about the checklist in the next part of the series, Accessible Design Checklist: Text and Content.Accessible Design Checklist: Overview © 2024 by Bethany Meadows is licensed under CC BY-NC 4.0. The cover photo, "Close checklist wooden surface" is marked with CC0 1.0.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: Center for Teaching...
Choosing a Physical Space: Accessible Presentations Guide
Accessible Presentations Guide
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the first of three in its series:
Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations
Choosing a Physical Space
If you're not going to be presenting in a face-to-face modality, you can jump to the next article. Before reserving a physical space for the presentation, consider:
Food: If food will be provided, consider if there is a way for folks to serve themselves from a table without needing outside assistance. Additionally, avoid snacks and surface contamination from tree nuts, peanuts, gluten and seafood.
Lighting: The lighting in the room should be adequate and flexible. You may want to ask the following questions:
Are the lights able to be adjusted?
Is there adequate lighting for those that need more to see?
Is there the ability to turn off the glare near projector screens?
Are any of the lights flickering which may affect those with migraine or seizure disorders?
Pathways into Space: The pathways to get to and around the space should be flat (or ramped) and free from obstruction. The doorways should be able to be propped or automatic as well as large enough for mobility devices to enter.
Rest, Lactation, and Health Rooms: The space should be near and able to be navigated to without obstruction to lactation rooms, personal health rooms, restrooms with disability access, and an all-gender restroom.
Seating: The seating in the space is able to be moved for access to the tables. The seating should also have non-arm options to be flexible for different body types. The table heights (for both presenters and participants) should be between 28-34 inches from the floor.
Signage: The signage to the room and its location is easily perceivable and understandable, including the use of Braille. Emergency signage is not above eye height for those in wheelchairs.
Smells: Avoid a space that may have chemical or deep fragrances. Note that this may also mean that presenters should not wear scented items on days of the presentation.
Travel: The space should be with facilities that allow for disability parking. The elevators should be in working condition, and the path to the room should be unobstructed.
Technology: There is a working microphone and speaker in the room, preferably. If using digital technology, it should be able to be reached and accessible for the presenter as well as have the functionality for assistive devices (e.g., closed caption, Job Access with Speech (JAWS)).
Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.
Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”
Continue to the next article in this series, Planning for Accessible Presentations.This article, Accessible Presentations Guide: Choosing a Physical Space © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Earth Day Presentation" by NASA Goddard Photo and Video, is licensed under CC BY 2.0.
This article series provides an overview of pathways for delivering presentations, workshops, etc. for some of digital composition accessibility requirements. This is meant to serve as a starting place, rather than an end-all-be-all to access. Accessibility should be considered throughout all parts of the presentation design process, and designing accessible compositions benefits all people, not just those with disabilities. This article is the first of three in its series:
Choosing a Physical Space
Planning for Accessible Presentations
Delivering Accessible Presentations
Choosing a Physical Space
If you're not going to be presenting in a face-to-face modality, you can jump to the next article. Before reserving a physical space for the presentation, consider:
Food: If food will be provided, consider if there is a way for folks to serve themselves from a table without needing outside assistance. Additionally, avoid snacks and surface contamination from tree nuts, peanuts, gluten and seafood.
Lighting: The lighting in the room should be adequate and flexible. You may want to ask the following questions:
Are the lights able to be adjusted?
Is there adequate lighting for those that need more to see?
Is there the ability to turn off the glare near projector screens?
Are any of the lights flickering which may affect those with migraine or seizure disorders?
Pathways into Space: The pathways to get to and around the space should be flat (or ramped) and free from obstruction. The doorways should be able to be propped or automatic as well as large enough for mobility devices to enter.
Rest, Lactation, and Health Rooms: The space should be near and able to be navigated to without obstruction to lactation rooms, personal health rooms, restrooms with disability access, and an all-gender restroom.
Seating: The seating in the space is able to be moved for access to the tables. The seating should also have non-arm options to be flexible for different body types. The table heights (for both presenters and participants) should be between 28-34 inches from the floor.
Signage: The signage to the room and its location is easily perceivable and understandable, including the use of Braille. Emergency signage is not above eye height for those in wheelchairs.
Smells: Avoid a space that may have chemical or deep fragrances. Note that this may also mean that presenters should not wear scented items on days of the presentation.
Travel: The space should be with facilities that allow for disability parking. The elevators should be in working condition, and the path to the room should be unobstructed.
Technology: There is a working microphone and speaker in the room, preferably. If using digital technology, it should be able to be reached and accessible for the presenter as well as have the functionality for assistive devices (e.g., closed caption, Job Access with Speech (JAWS)).
Gratitudes and Resources for Accessible Presentations
The first iteration of this series came from the work of Raven Baugh and Bethany Meadows for the East Center Writing Center Association’s 2022 conference, sponsored by the Writing Center at Michigan State University.
Ada Hubrig’s 2021 "Conference on Community Writing Presentation Accessibility Guide"
Conference on College Composition and Communication’s 2024 "Conference Accessibility Guide"
Composing Access’ “Preparing Your Presentation”
Continue to the next article in this series, Planning for Accessible Presentations.This article, Accessible Presentations Guide: Choosing a Physical Space © 2024 by Bethany Meadows, is licensed under CC BY-NC 4.0. The cover photo for this article, "Earth Day Presentation" by NASA Goddard Photo and Video, is licensed under CC BY 2.0.
Authored by: Bethany Meadows
Justice and Belonging
Posted on: #iteachmsu
IT Virtual Workshops April 2022
April - Getting Started & Looking Back
The MSU IT Educational Technology workshops in April have a split focus: 1) resources for newer educators getting started in the summer & 2) deep dive into D2L tools for course review. If you want to review past workshops, please check out the archive of workshop recordings on the MSU Tools and Technologies site and the Instructional Technology & Development Mediaspace channel. As always, if you would like a one-on-one consultation on course design or academic technologies, please submit a service request to the MSU Help Desk and ask for the Instructional Technology & Development team.You may also want to check out the MSU IT Training Team's offering list (yep, there are two IT teams with free virtual trainings!).
Using Articles and Library Resources in Your Course
Friday April 8th, 10 a.m. – 11 a.m. ET Facilitators: Heidi Schroeder & Jessica SenderThis webinar will review how to find and link to library articles & resources. We will discuss the importance of creating and using stable links in courses/D2L to ensure seamless access for students that adheres to library license agreements and copyright. We will also briefly discuss library e-resource accessibility and show attendees how to create accessible stable links.Register for Using Articles and Library Resources in Your Course
D2L Course Statistics
Wednesday April 20th, 10 a.m. – 11 a.m. ET Facilitators: Susan Halick & Dr. Jennifer Wagner D2L tracking can be used to identify needs, prompt action, and impact course design. This webinar will demo a variety of D2L course analytics for monitoring your online course. Tools include the Course Overview widget, Engagement Dashboard, Content Reports, and Class Progress. Assessment statistics will also be covered, including grade item stats, quizzes, discussions, and rubrics.Register for D2L Course Statistics
D2L Basics for Educators
Wednesday April 27th, 10 a.m. – 11 a.m. ET Facilitators: Dr. Cierra Presberry & KJ Downer-ShojgreenThis informational webinar will cover the basics of D2L, including an overview of the interface, how to create and manage the grade book, creating discussion forums, assignments and quizzes and uploading and creating your course content, quicklinks, and external activities.Register for D2L Basics for Educators
The MSU IT Educational Technology workshops in April have a split focus: 1) resources for newer educators getting started in the summer & 2) deep dive into D2L tools for course review. If you want to review past workshops, please check out the archive of workshop recordings on the MSU Tools and Technologies site and the Instructional Technology & Development Mediaspace channel. As always, if you would like a one-on-one consultation on course design or academic technologies, please submit a service request to the MSU Help Desk and ask for the Instructional Technology & Development team.You may also want to check out the MSU IT Training Team's offering list (yep, there are two IT teams with free virtual trainings!).
Using Articles and Library Resources in Your Course
Friday April 8th, 10 a.m. – 11 a.m. ET Facilitators: Heidi Schroeder & Jessica SenderThis webinar will review how to find and link to library articles & resources. We will discuss the importance of creating and using stable links in courses/D2L to ensure seamless access for students that adheres to library license agreements and copyright. We will also briefly discuss library e-resource accessibility and show attendees how to create accessible stable links.Register for Using Articles and Library Resources in Your Course
D2L Course Statistics
Wednesday April 20th, 10 a.m. – 11 a.m. ET Facilitators: Susan Halick & Dr. Jennifer Wagner D2L tracking can be used to identify needs, prompt action, and impact course design. This webinar will demo a variety of D2L course analytics for monitoring your online course. Tools include the Course Overview widget, Engagement Dashboard, Content Reports, and Class Progress. Assessment statistics will also be covered, including grade item stats, quizzes, discussions, and rubrics.Register for D2L Course Statistics
D2L Basics for Educators
Wednesday April 27th, 10 a.m. – 11 a.m. ET Facilitators: Dr. Cierra Presberry & KJ Downer-ShojgreenThis informational webinar will cover the basics of D2L, including an overview of the interface, how to create and manage the grade book, creating discussion forums, assignments and quizzes and uploading and creating your course content, quicklinks, and external activities.Register for D2L Basics for Educators
Authored by: Natalie Vandepol