Use properly formatted headings to structure a page.

Headings help to organize content, making it easier for everyone to read. Headings are also a primary way for people using screen reading software to navigate a page of text.

Format lists as proper lists.

Formatting is conveyed to assistive technologies and mobile devices so they can present information as it is meant to be presented. Properly formatted documents are more understandable and accessible using provided bullets and numbers.

Write meaningful link text.

Links embedded in text should describe the link's destination. This helps all users navigate more efficiently, especially screen reader users. Avoid generic “click here” or a full url unless the url is included in a handout or pdf the students may print.

Create tables with column and/or row headers, and ensure a proper reading order.

Why the Reading Order in a Table is Important --
Using table headers is important to conveying tabular data accurately.
Why Column Headers in a Data Table are Important --
Screen readers read tables from left to right, top to bottom, one cell at a time. If cells are split or merged, it could throw the reading order off which may make the table difficult to comprehend by users who are blind and using a screen reader to navigate.

• Use sufficient color contrast.
• Don't use color alone to convey meaning.

Without sufficient color contrast between font and background, people who are color blind and low vision will not benefit from the information. Using color alone to convey meaning will leave those who are color blind or blind unable to interpret the meaning.

Any action that uses a mouse should also be able to be completed using only the keyboard.

Mobility and visual disabilities often make using a mouse impossible or ineffective. If content is not keyboard accessible, it will limit who can learn from the content.

Provide brief alternative (Alt) text descriptions for images. Enter "null" for decorative images.

Alt text is read by a screen reader. It should briefly describe what is being displayed. This allows screen reader users to benefit from the information being conveyed by the image. Long descriptions are covered in Section 8A. If the image is decorative, use “null”.

Any students requiring an intepreter can be accommodated.

Interpreters are available to provide accessible translation of on-line meetings in Bb Collaborate or Bb Ultra. Contact the Disability Support Services office in advance. Once a student has requested accommodations, you must arrange for interpreters for any on-line or synchronous meeting.