The Complete Guide to Digital Accessibility for Educators: Creating Inclusive Learning Experiences

As someone who spent 21 years in higher education as a professor, instructional designer, and accessibility specialist before joining Accessiblü, I’ve seen firsthand how digital accessibility can transform learning experiences for all students. Whether you’re a K-12 teacher or university faculty member, creating accessible educational content isn’t just about compliance—it’s about ensuring every student can fully participate in their education.

Digital accessibility in education has evolved dramatically over the past two decades. What once seemed like an overwhelming burden has become an essential skill that benefits all learners, not just those with documented accommodations. Let me walk you through what you need to know to make your educational materials truly accessible.

Understanding Student Accommodations: The Foundation of Inclusive Education

Before diving into the technical aspects of accessible content creation, it’s crucial to understand how student accommodations work across different educational levels. The process varies significantly between K-12 and higher education, and faculty responsibilities differ accordingly.

As a young faculty member, I can remember having no idea what to do when a student handed me an accommodation letter at the start of a semester. The college had never trained me on what to do! How was I supposed to give one student more time to take a test or quiz? And wasn’t that unfair to the other students?

Higher Education: Student-Driven Accommodation Process

In colleges and universities, students are responsible for self-disclosing their need for accommodations. Here’s how the process typically works:

Students who need accommodations must work directly with their campus student accommodation office (sometimes called disability services or accessibility services). They provide medical documentation supporting their need for accommodations and receive an official letter listing approved accommodations.

Critical point for faculty: You cannot ask students to disclose their disability status or accommodations publicly. Students choose if and when to share their accommodation letters with you privately. Once they do, you’re legally required to provide, or allow, the listed accommodations.

Remember, student accommodations are not retroactive. A student cannot disclose their need for accommodations after failing an exam to retake it. Student accommodations begin at the time the student presents their request to the faculty member.

If you do have a problem with the request, feel that it is unreasonable, or believe the request would negatively impact other students, do not tell the student “no!” That could land you in some legal trouble! Instead, direct any concerns you have to the student accommodation office.

K-12 Education: Collaborative Planning Under IDEA and Section 504

Elementary and secondary students receive accommodations through different legal frameworks:

IDEA (Individuals with Disabilities Education Act) covers students who qualify for special education services. These students have Individualized Education Programs (IEPs) that outline specific educational goals and accommodations.

Section 504 covers students with disabilities who don’t qualify for special education but still need accommodations to access their education equally. These students have 504 plans developed collaboratively between parents, teachers, and school administrators.

Legal Framework: Understanding Your Obligations

Educational institutions must comply with multiple accessibility laws:

ADA Title II applies to public educational institutions, requiring equal access to programs and services.

ADA Title III covers private schools and universities, mandating accessibility in places of public accommodation.

Section 508 requires federal agencies and institutions receiving federal funding to make their electronic information accessible.

Section 504 of the Rehabilitation Act prohibits discrimination based on disability in programs receiving federal financial assistance.

Creating Accessible Educational Content: The Technical Essentials

Now let’s tackle the practical aspects of making your educational materials accessible. These techniques will benefit all your students while ensuring compliance with accommodation requirements.

Making PowerPoint Presentations Accessible

PowerPoint accessibility goes beyond just adding alt text to images. Here’s your comprehensive checklist:

Slide Structure and Navigation:

• Use built-in slide layouts rather than creating custom text boxes
• Check each slide’s logical reading order. (Use the Accessibility Checker or the Arrange tool)
• Include unique, descriptive slide titles
• Use sufficient color contrast (dark text on light background)
• Avoid using color alone to convey information

Text and Typography:

• Use sans-serif fonts like Arial, Calibri, or Helvetica
• Maintain font sizes of at least 18pt for body text
• Use proper heading structures (Title, Subtitle, etc.)
• Keep bullet points concise and avoid complex nested lists

Images and Graphics:

• Add meaningful alt text to all images
• Only mark images with no purpose as being “decorative” (if the image was removed – would it impact ALL students?)
• Describe charts and graphs in detail, or provide separate data tables
• Ensure any text within images is also available as actual text

Word Document Accessibility Best Practices

Microsoft Word offers robust accessibility features when used properly:

Document Structure:

• Use built-in heading styles (Heading 1, Heading 2, etc.)
• Create proper document outlines using these headings
• Use the built-in list formats for bulleted and numbered lists
• Add alt text to images, charts, and SmartArt graphics

Tables and Data:

• Include header rows and columns in tables
• Use simple table structures when possible
• Provide table captions or summaries for complex data
• Avoid using tables for layout purposes

Remember: Alt text and captions serve two different purposes. They should not be the same descriptions. Alt text is only ready by screen reader users. Captions are text everyone will read. 

PDF Accessibility: Beyond the Basics

PDFs present unique challenges for accessibility, but proper techniques ensure screen reader compatibility:

Creation Best Practices:

• Start with accessible source documents (Word, PowerPoint)
• Use “Save as” from the source doc to make your PDF. Accessibility info from Word will be saved in the new PDF.
• Use Adobe Acrobat Pro’s accessibility checker
• Tag all content properly (headings, paragraphs, lists)
• Set proper tab order for form fields
• Include bookmarks for lengthy documents

Remediation Techniques:

• Run optical character recognition (OCR) on scanned documents
• Add alternative text to images and graphics
• Ensure proper color contrast throughout
• Create accessible forms with proper labels and instructions

Remember: Avoid making a PDF from a scanner or camera. Those are just images of text and are not accessible. Using OCR to convert them to text is not always accurate. 

Writing Meaningful Alt Text: The Art of Description

Alt text writing requires balancing brevity with descriptiveness. The context determines the appropriate approach:

For Educational Images:

• Describe the essential information the image conveys
• Include relevant details that support learning objectives
• Keep descriptions concise but complete
• Consider the image’s purpose in the lesson

For Assessment Images: This presents a unique challenge. You need to describe the image without revealing the answer. Focus on observable details rather than interpretive elements. For example, instead of “The graph shows a positive correlation,” describe “A scatter plot with points trending upward from left to right.”

Link: Accessiblü Guide to Mastering the Art of Alt+Text

Online Learning and Virtual Classroom Accessibility

The shift to digital learning has highlighted the importance of accessible online education:

LMS Accessibility Features

Modern learning management systems should include:

• Screen reader compatibility
• Keyboard navigation support
• Captioned video capabilities
• Accessible quiz and assignment tools
• Discussion board accessibility
• Mobile device compatibility

Popular platforms like Canvas, Blackboard, and Schoology offer varying levels of accessibility support. Always test your content with accessibility checkers and consider student feedback.

Link: Accessiblü Guide for an Accessible LMS

Virtual Classroom Best Practices

When conducting online classes:

• Provide multiple ways to participate (voice, chat, polls)
• Use breakout rooms thoughtfully, ensuring all students can participate
• Share materials in advance when possible
• Describe visual content shown on screen
• Record sessions with captions for later review

Supporting Neurodiverse Students

Neurodiversity encompasses various learning differences including ADHD, autism, dyslexia, and others. Best practices include:

Environmental Considerations:

• Minimize distracting elements in presentations and documents
• Provide clear, consistent navigation
• Use white space effectively to reduce cognitive overload
• Offer content in multiple formats when possible

Instructional Design:

• Break complex information into digestible chunks
• Provide clear instructions and expectations
• Offer flexible deadlines when appropriate
• Use visual aids to support textual information

Link: Accessiblü Guide to Unlocking Inclusive Learning

Addressing Common Faculty Concerns

Let me tackle the questions I hear most frequently from educators:

“Do I have to make all of my PowerPoints accessible? That seems like too much work!”

I understand this concern completely. Start with these alternatives:

• Begin with new presentations and gradually update older ones
• Focus on presentations used most frequently
• Provide accessible handouts or transcripts for inaccessible slides
• Use the PowerPoint accessibility checker to identify quick fixes

The goal isn’t perfection overnight—it’s continuous improvement toward full accessibility.

“How do I write alt text for assessment images without giving away answers?”

Focus on factual, observable descriptions rather than analytical interpretations. Describe what students need to see to answer the question, but let them draw their own conclusions. For mathematical graphs, describe the axes, scale, and general shape without stating relationships.

“How do I know if third-party materials are accessible?”

This is increasingly important as publishers move online. Ask vendors for:

• VPAT (Voluntary Product Accessibility Template) documents
• Accessibility conformance statements
• Evidence of WCAG 2.1 AA compliance

Remember, ultimate responsibility for accessibility often falls to the institution, so work with your administration to establish vendor requirements and evaluation processes.

“Do 504 plans carry over from high school to college?”

No, they don’t. Students must establish new accommodations through their college’s accommodation office. However, previous documentation can support new accommodation requests.

“What if I think a requested accommodation is unreasonable?”

Never make this determination alone. Direct concerns to your institution’s accommodation office. They’re trained to evaluate whether accommodations create undue burdens or fundamentally alter course requirements. These decisions require careful legal and pedagogical analysis.

“Can I require cameras on for video classes?”

This is complex territory. Some students may have legitimate reasons for keeping cameras off, including accommodations for anxiety, home environment issues, or technical limitations. Consult your accommodation office and consider alternative engagement methods.

“What’s the difference between service animals and emotional support animals in the classroom?”

Service animals are individually trained to perform specific tasks for people with disabilities and are generally allowed in classrooms. Emotional support animals provide comfort through companionship but aren’t trained for specific tasks and have different access rights. Always refer these situations to your accommodation office for proper handling.

Moving Forward: Building Sustainable Accessibility Practices

Creating accessible educational content isn’t a one-time task—it’s an ongoing commitment to inclusive teaching. Start small, focus on high-impact changes, and gradually build your skills and awareness.

Remember that accessibility benefits everyone: captions help students in noisy environments, clear navigation assists all learners, and well-structured documents are easier for everyone to follow.

As educators, we have the power to create learning environments where all students can succeed. By embracing digital accessibility, we’re not just following legal requirements—we’re modeling inclusive practices and preparing students for a more accessible world.

For questions about specific accommodation requests or complex accessibility challenges, always consult your institution’s accommodation office. They’re your partners in creating truly inclusive educational experiences.

About the Author: Jeff Rodgers brings 21 years of higher education experience as a professor, instructional designer, and accessibility specialist to his current role at Accessiblü. He holds a masters degree in Learning Design and Technology and specializes in WCAG, ADA, and Section 508 compliance in educational settings.