Why Accessibility of Digital Learning Materials are essential?

Imagine a student named Noah, known for his brilliance in class. Despite his intelligence, he struggles to grasp the concepts of equations taught by his teacher. The reason? Noah is blind, and he cannot see the blackboard or read the textbooks like his peers. This leaves him feeling isolated and excluded in a classroom where knowledge is meant to be shared equally. So, what’s the solution?

One option could be providing braille books, enabling him to read and follow along as the teacher explains. However, braille books are costly, and Noah, who may have lost his sight later in life, might not even be familiar with braille. Another, seemingly perfect solution, is equipping him with a laptop and digital textbooks that he can access using screen readers. But what happens if the digital content isn’t accessible with these screen readers?

Now, consider another scenario. Sophia and her friends are excited to take a crash course on generative AI. But Sophia, who is hearing impaired, finds herself lost. The course video lacks captions and transcripts, leaving her unable to follow along. Her money and effort wasted, she’s excluded from an opportunity to learn.

These examples highlight a critical issue: the need for accessible digital learning materials. In a world where knowledge is power, every student, regardless of their abilities, deserves the chance to learn, grow, and succeed. Yet, many students with disabilities are unfairly deprived of this opportunity, simply because the materials they need are not accessible.

Technology has the potential to revolutionize education for students with disabilities, offering independence and boosting self-esteem. But this potential can only be realized if the digital content is truly accessible.

Let’s explore how we can ensure that digital learning materials are inclusive and accessible for everyone.

 

Choosing accessible formats

The first step in creating accessible digital learning materials is choosing the right format. Accessible formats include properly tagged PDFs, Word documents, HTML documents, and other text-based files that are compatible with screen readers. Avoid using images of text, as screen readers cannot interpret these. I've often seen text converted into images within PDFs, rendering the entire document inaccessible to those who rely on screen readers. This practice should be avoided to ensure inclusivity.

 

Accessibility of maths

Understanding mathematical concepts can be particularly challenging for students who are visually impaired. Many students cannot pursue maths in higher education. This limitation not only restricts their knowledge but also reduces their career opportunities in fields where math is essential.

Screen readers cannot interpret complex maths equations if it is not marked programmatically. MathML is a markup language that can be used to describe mathematical notation in a format that is both visually and aurally accessible on the web and in other formats. As HTML tags are used to define headings and paragraphs, MathML uses tags to describe various parts of mathematical expressions.

Built-in equations editor should be avoided in Ms word and excel documents, as it currently does not render math in a format that is accessible to screen readers. the MathType equation editor should be used to insert an equation.

You can learn more regarding to accessibility of maths here.

 

Using plain language

Not all students learn at the same pace, and some may struggle with jargon or complex language. To ensure that your content is accessible to everyone, use simple and clear language when explaining concepts. Supporting your explanations with charts and pictures can further enhance understanding, benefiting all students, including those who are learn from visual cues.

 

Providing alt text for images and charts

Always include alt text for images and charts. This is important for students who rely on screen readers, as it allows them to understand the content that others can see. If providing alt text for a chart is not feasible, consider including a descriptive paragraph or a table that explains the chart's content in detail.

 

Overall page structure

A well-structured page is key to ensuring that all students, including those using screen readers, can navigate your content effectively. Screen reader users typically navigate a page in a linear fashion, from top to bottom and left to right. They usually rely on quick navigation keys to move to specific sections. For example, the “h” key is used to jump to headings. Therefore, it’s important to use a proper heading structure. Similarly, tables should have clearly designated column and row headers. If tables are not structured properly, screen reader users may struggle to determine which cell corresponds to which header. Choose your layout carefully, distinguishing between layout tables and data tables to maintain clarity.

 

Icons and colours should not be the sole means of conveying information

Information should never rely solely on colours or icons to convey meaning or prompt a response. For instance, if selected students are marked in green and non-selected students in red, a student with colour vision deficiency may not be able to distinguish between them. Additionally, screen readers cannot interpret colours. Similarly, if you use a tick mark to indicate a correct answer and a cross mark for an incorrect one, students using screen readers won’t know if their answer is correct. Always provide text explanations alongside colours and icons to ensure all students can access the information.

 

Videos should have captions and transcripts

Videos should always include captions. This ensures that students with hearing impairments can benefit from the content. Moreover, captions can be helpful for all students, particularly while listening in noisy environments or when there are language barriers. Transcripts are also valuable, providing a text-based alternative to video content. This will help the student who are blind as well as hearing impaired.

 

I have only touched on a few key points here. To make your digital learning materials fully accessible, refer to WCAG 2.2 standards and apply Universal Design for Learning (UDL) principles. These resources offer essential guidance for creating inclusive content that caters to the diverse needs of all students. For a deeper understanding, you can explore my article on accessibility (A11Y) for more detailed guidance.

Last but not the least, making digital learning materials accessible is about giving every student a fair chance to learn. By following accessibility guidelines, we can ensure that no one is left out, allowing all students to succeed and thrive in their education.