Making learning content accessible

What is accessibility?

Accessibility is about considering the needs of learners with disabilities and designing and delivering content that removes barriers to their learning.

Why should I consider it?

According to the JISC Digital Experience Insights Survey 2023, 18% of Ulster University students declared an impairment, health condition or learning difference. A few simple choices in the presentation of our content, for instance font or format, will make learning materials accessible to the broadest range of learners. It is a legal requirement for the university to produce materials that adhere to Web Content Accessibility Guidelines (WCAG). However, adhering to simple accessibility guidelines can often make the learning experience more inclusive for all learners.

Accessibility guidance

You can use Blackboard Ally to generate accessible versions of your learning and teaching materials. The following guidance will improve the readability of your content and its accessibility for students with a range of conditions including anxiety (A), autism spectrum (AS),  Dyslexia (D), Deaf (D/d), low-vision (LV), physical or mobility disabilities (PMD) and users of screen readers (SR).

Text

• Write in plain language (AS, D/d)

• Align text to the left (D)

• Don’t underline words, use italics or write in capitals (D)

• Use simple short sentences and bullet points (AS, D, A)

• Make important information clear (A)

• Use a 12-14 pt sans-serif font such as Arial, Verdana, Helvetica for screen display (D, LV)

• Avoid figures of speech and idioms (AS) 

Structure

• Break up large blocks of text with paragraphs and sub-headings (AS, D/d, D)

• Use white space to separate different sections or concepts (D)

• Add images, diagrams and videos to support text (D/d, D, AS)

• Use simple, logical and consistent layouts (A, AS, D, D/d, LV)

• Adopt a linear, sequential reading order (SR)

Media

• Use subtitles and/or provide transcripts for videos (d/D)

• Let users change the contrast between background and text (D)

• Add Alt-text to describe images (SR)

• Create descriptive hyperlinks (SR, AS)

• Provide shortcuts (PMD)

• Avoid animated elements and auto-play videos (AS)

Colour

• Avoid bright colours and busy designs (AS)

• Employ good colour contrast (LV)

• Don’t just rely on colour for meaning, provide text descriptions (LV)

Tasks

• Give users enough time to complete an action (A)

• Let users check their answers before they submit (A)

• Provide clear instructions, repeat explanations and/ instructions throughout tasks (A)

• Make buttons descriptive and close to instructions (AS, LV)

• Buttons should have large clickable areas (PMD)

• Provide additional support (A)

Related Articles

• Making your learning materials accessible with Ally

  Useful Links

• Ulster University accessibility standards

• British Dyslexia Association Dyslexia friendly stye guide

• Dos and don’ts for designing for accessibility posters

• W3C Designing for Web accessibility

• Designing for people on the autism spectrum

• Web Content Accessibility Guidelines (WCAG).