Since one of Cultivate Learning’s core values is equity, we want our content to be accessible to users of all abilities and backgrounds. Accessible writing demonstrates equity and inclusion by ensuring our writing is clear, easy to understand, and can be interacted with using devices or other tools. How we write is just as important as what we write. At Cultivate Learning we adhere to accessibility practices outlined in the Accessibility Toolkit.

Review the Production and Product Development part for additional guidance on specific types of products. For example, there you will find the Powerpoint Guidelines chapter which includes more detailed guidance related to PowerPoint presentations including visual examples.

Accessiblity Compliance Guides

These asynchronous modules cover key aspects of creating accessible documents and presentations. You will find step-by-step guides, best practices, and practical tips to ensure that our materials are inclusive and meet ADA compliance standards.

WORD ADA Compliance Guide

PowerPoint ADA Compliance Guide

Tips to Ensure Accessibility

• Use plain language and pay attention to readability.
• Use the accessibility checker for WORD or PowerPoint and correct all issues.
• Acurately list the document title in the file properties.
• Use a designed template. Templates are set up with accessible fonts, text size, and color contrast.
  • Use sans serif fonts, like Arial, in at least a 12-point type.
• Use headings to create a logical document order so that a screen reader can meaningfully read a document.
• Avoid double returns or spaces between periods.
• Ensure the document has a title. Headings and PowerPoint slides have unique titles.
• Add a Table of Contents for documents with multiple headings/sections or formal reports longer than 10 pages.
• Use alt-text for images and videos, so readers with low vision can understand what the image is depicting. More importantly, use alt-text describing how the image relates to the body of the text, so readers can get more context. Video alt-text can include the title of the video. Media that does not convey meaning can be marked as decorative.
• Reading order should be logical.
• Use tables sparingly and to convey data, not for organization. All tables must have a header row. A header row helps a screen reader to read the text in the format you are trying to convey with the table.
• Do not use color to convey meaning.
• Use descriptive hypertext. Links such as “learn more” are difficult for users with screen readers because links blend together. People using screen readers will often see many links in the same place that say, “learn more,” without knowing where those links lead. Examples of meaningful call to action phrases that can be used include, but are not limited to:
  • Download the (agenda, handout)
  • Watch the video (fill in video title or subject)
  • Read more about (fill in subject matter)

Summary of Accessibility Tasks for Writers and Content Developers

• Run the Accessibility Checker (WORD and PPT) as you write. The checker will help you to see where you may need to edit headers, alt-text, reading order, etc. Address any edits, as needed.
  • University of Washington, Accessible Technology
    • Checking Microsoft Office for accessibility
    • Headings in documents
    • Tab and read order in documents
    • PowerPoint presentations
  • Ensure all images. graphics, logos, icons, etc.  include alt text.
    • What constitutes good alt text? (University of Washington DO-IT)
    • University of Washington, Accessible Technology Images in documents
  • Use tables correctly including a header row.
    • University of Washington, Accessible Technology: Tables in documents
  • Pay attention to reading order.
  • Ensure all products go through design for a final Form and Function Review, which includes some accessibility features.
• Review the Production and Product Development section for additional guidance on specific types of products. For example, there you will find more detailed guidance related to PowerPoint presentations including visual examples.
• Use the Content Quality Check tool to ensure all accessibility guidelines are being met. (See the Reviewing Our Work chapter)
• For online courses, the alt text should be recorded in a column on the Multimedia Asset Tracking sheet. The content developer should copy and paste each image, graphic, and video’s alt text into the tracking sheet so it is easy to access and apply in the online course materials. Collaborate with the instructional designer if you have any questions.

Additional Resources

• University of Washington Policy – IT Accessibility | Accessible Technology describes the University of Washington’s accessibility policy and provides accessibility guidelines and tools to support creating accessible content.
• University of Washington – Accessible Technology Webinar Series – watch current and archived webinars related to accessibility.
• Section508.gov – technical assistance to ensure 508 compliance.
• W3C Web Accessibility Initiative : Web Content Accessibility Guidelines (WCAG) Overview
• WCAG Levels: Level A, AA and AAA Compliance describes how the conformance levels differ.
• Acccess That: Accesible Media Resources – Rooted in Rights
• Accessibility Center at Washington State Board for Community and Technical Colleges – explore resources and information about understanding accessibility and creating accessible content.
• WebAIM: Web Accessibility in Mind – explore a variety of resources and articles to support creating accessible content.
• Color Contrast checker – A technical tool to support checking for color contrast.
• Adobe® Acrobat® X Creating Accessible PDF Files from Microsoft® Word

WORD Resources