Learn Accessibility Essentials
Learn the basics to build better accessibility habits.
Before you begin making accessibility changes, become familiar with a few foundational practices. These accessibility principles apply across many programs and file types, although the specific steps for applying them may vary. You do not need to master every accessibility practice at once. Start with the elements you use most often in your own content. Focus on learning just one principle at a time and applying it to your content. As you become more comfortable, you can begin learning and applying additional principles.
Accessibility Essentials
The following accessibility principles are not an exhaustive list. For a more comprehensive overview of potential accessibility barriers and common issues to look for, visit our Common Accessibility Issues page.
Explore Common Accessibility Issues
Use headings to structure content. Headings are signposts that organize documents and help readers navigate content more easily. They divide information into meaningful and digestible chunks, allowing users to better understand relationships between sections and topics—especially those using assistive technologies.
More than simply bolded or italicized words, headings provide extra information about the structure of the document at the code level. Headings nest under one another based on their rank (or level), creating a hierarchical outline of the document.
Use lists to organize related information. Lists help sighted users quickly scan your content and understand relationships between items. They also allow screen reader users to recognize and navigate grouped content more effectively.
Avoid manually creating lists using numbers, symbols, or tabs. Instead, apply built-in list styles for both bulleted and numbered lists so assistive technology users can properly interpret them.
Provide concise and meaningful alternative text for all images. This text should convey the same information to a user that an image would. This ensures that users who rely on screen readers understand visual elements in your content. When writing alternative text, always consider the purpose of the image and the context in which it is used; it is not solely about describing the appearance of the image.
Images that are purely decorative do not need a description and should be marked as decorative so that assistive technologies can skip them.
Write link text that clearly describes the destination or purpose of the link (e.g., “Download the accessibility checklist” instead of “Click here”). This helps users understand where a link will take them or what will happen when they select it.
Screen reader users can also navigate through links independently of the surrounding content, making descriptive link text especially important. Avoid vague phrases such as "Read More" or "Learn More," as they may not make sense without additional context.
Use sufficient color contrast to make content easier to perceive. Color contrast is the difference in brightness between foreground and background colors, such as text and its background. In charts, graphs, and other visual content, use sufficient contrast and avoid relying on color alone to communicate meaning. Instead, use additional visual indicators, such as labels, patterns, or symbols, to help users distinguish information.
Use tables to organize data, not to control the visual layout of your content. Keep tables simple and use headers to identify rows or columns. Avoid merged cells and unnecessarily complex table designs that can make content more difficult to navigate and understand with assistive technologies.
Make visual data understandable. Charts and graphs should include clear titles, labels, and sufficient contrast. Do not rely on color alone to distinguish information, and provide an appropriate text alternative for meaningful visual information.
Order content so everyone can follow along. Reading order is the sequence in which a screen reader or other assistive technology encounters content on a page, slide, or document. While sighted users can often determine how information is organized based on its visual layout, screen reader users generally encounter content one item at a time.
Provide alternatives for audio and visual information. Videos should include accurate captions for spoken content and other meaningful audio. Additional descriptions or transcripts may be needed when important information is communicated visually or through audio alone.
Find Accessibility Guidance by File or Program Type
While the accessibility principles remain the same across content types, how you apply them can vary by program and file type. Some programs and file types also require additional accessibility considerations. Explore the resources below for more detailed guidance.
| Microsoft 365 | Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Microsoft Outlook Email |
|---|---|
| Blackboard | Blackboard Ultra Documents |
| PDFs | PDF Accessibility, Remediate PDFs in Adobe Acrobat, Remediate Forms in Adobe Acrobat |
| Forms and Surveys | Form Accessibility, Microsoft Forms, Qualtrics Forms and Surveys, Remediate Forms in Adobe Acrobat |
| Multimedia | Audio and Video Accessibility |
Course Materials
For guidance on UND supported external programs, platforms, and materials used in online courses, visit the Course Materials page. Here, you will find guidance on creating an accessible syllabus, choosing an accessible textbook, and engaging your students in external polling, survey, and discussion platforms.