Chapter 1: Reviewing and Remediating OER for accessibility

Document Accessibility

If you start with a new document, make it accessible as you create it. It’s easier to create an accessible document than it is to remediate an existing document.
Start with the built-in accessibility checker if there is one available for the tool the OER was created in. Run the tool and address any issues it detects.

Use the headings tool to divide content into logical chunks. Many people will change the text appearance instead of using the built in Headers.
Headings need to follow a logical nesting order and do not exceed six levels.
Use H1 once in a document/page/chapter and use H2-H6 for the rest.
- NOTE: The “Title” Style in Word is not read by a screen reader, so use H1 for accessibility purposes.
Use the Paragraph option in the Header tool for regular text.

Images have alternative text (alt-text).
Alt-text conveys the same information as the image itself, appropriate for the context – whatever meaning you want to convey with the image should be put in the alt-text. Consider describing the image in the content of the document if the alt-text exceeds
Images can be enlarged to 200% without pixelating.
Images are added in-line and do not have wrapped text in Word and Google Docs.
Images do not flash more than three times per second.

Images containing words (e.g., memes, comics, etc.): Use the image text as the alt-text.
Diagrams (e.g., flowcharts, graphs, etc.) – if they are the sole source of information: Provide alt-text that conveys the same information as the diagram.
Diagrams (flowcharts, graphs, etc.) – if they are a visual representation of information already explained in-text: Use “Diagram as described in text” for the alt-text.
Images of tables: Convert to tables. Adequate alt-text cannot be added.
Images that are purely decorative: type “decorative” in the alt-text field and check the “decorative” box (if available).

Color is not used as the only means of representation.
There is sufficient contrast between the background and text.
Colors are limited to 2-3 complementary colors.
Cultural connotations and common usages of colors have been considered.
If you are unsure if the contrast is accepable, you can use the WebAim Color Contrast Checker.

Links have descriptive titles that inform the user where the link goes (e.g. title of article, title of webpage, title of video).
Links do not use ambiguous titles such as “click here,” “learn more,” or “more information.”
Links are visibly distinct and identifiable as links.
Non-webpage links are identified as such (e.g., links to Word documents or PDF).
Shortened URLs are used when the user cannot click on the link (e.g. printed documents, in-person presentations).

Lists are formatted using the List tool found in the application’s toolbar menu.
Lists are not the sole mode for formatting instructional content (i.e., lecture/content outlines – e.g., accessible headings are used for major sections).
The correct list type is used:
- Ordered (numbers or alphabetical) for information that is chronological or hierarchical.
- Unordered (bulleted) for information with no ranking or order attached.

Formatting and Layout

PDF Documents have been OCRed (not scanned) and are selectable, searchable, properly tagged, and the reading order is accurate.
Underlined text is not used for emphasis as it can be mistaken for a link (use bold and italics instead).
Spelling and Grammar have been checked.
Documents are consistent in style and navigation.
Text is left justified – no full justification is used.
Common, easy-to-read fonts are used (no cursive or overcomplicated fonts).
A minimum of 11pt Calibri and 12pt Times New Roman equivalent font size is used.
Line spacing between lines is at least 1.15.

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