How to create accessible online course content for students with disabilities
Making online course content accessible helps every student learn more effectively and reduces barriers for people with disabilities. This guide gives practical, achievable steps you can implement in any learning management system in 1–4 hours per module. Follow these best practices to create content that is clear, navigable, and usable by diverse learners.
Step 1: Plan accessibility from the start
Set accessibility goals for each module before creating materials. Allocate 30–60 minutes per module to checklist tasks (captions, alt text, headings) so adjustments are intentional rather than retroactive.
[Illustration: teacher mapping module plan on whiteboard with checklist items and timelines]
Step 2: Structure content with headings
Use logical headings (H1–H3) and lists to break content into 3–8 minute chunks; consistent structure helps screen reader users and improves scanning for all students. Ensure each page has one clear H1 and descriptive subheadings.
[Illustration: webpage wireframe showing hierarchical headings and short paragraphs]
Step 3: Provide accurate captions and transcripts
Add synchronized captions for all videos and provide a verbatim transcript in plain text; aim for captions within 200 ms of spoken words and upload SRT files when possible. Captions help learners who are Deaf, hard of hearing, or studying with sound off.
[Illustration: video player with caption overlay and transcript panel on side]
Step 4: Include descriptive alt text for images
Write concise alt text (5–25 words) describing the image's purpose, not appearance; mark decorative images as null (empty alt) so screen readers skip them. Review 5–10 images per module and update alt text during content review sessions.
[Illustration: course page highlighting an image with an alt text tooltip being edited]
Step 5: Use plain language and clear layouts
Write in short sentences (10–20 words) and use familiar words; limit each page to 200–400 words and include a summary sentence at top. Clear language reduces cognitive load and benefits learners with learning disabilities or limited language proficiency.
[Illustration: course content showing short paragraphs, bullet points, and a one-sentence summary at top]
Step 6: Ensure keyboard and focus accessibility
Test navigation using only keyboard (Tab, Enter, Arrow keys) and confirm all interactive elements are reachable in 5–15 keystrokes. Provide visible focus indicators and logical tab order so students who cannot use a mouse can complete activities.
[Illustration: keyboard navigating a form with visible focus rings on inputs and buttons]
Step 7: Design accessible assessments and activities
Offer multiple ways to demonstrate learning (text, audio, video) and allow at least 48 hours extra time as an accommodation option. Create question formats that work with screen readers (avoid image-only questions) and provide rubrics in advance.
[Illustration: assessment page showing multiple submission options and a downloadable rubric]
Step 8: Test with users and automated tools
Combine automated checks (run in 10–20 minutes) with at least one person with a disability testing a module; prioritize and fix the top 5 issues found. Repeat testing after major changes to maintain accessibility.
[Illustration: laptop screen showing accessibility report and a person reviewing the course with notes]
- Keep each video under 10 minutes to improve attention and simplify captioning.
- Use high-contrast color combinations (e.g., dark text on light background) and a contrast checker to meet 4.5:1 ratio.
- Provide downloadable content in accessible formats (tagged PDF or HTML) and keep file sizes under 5 MB when possible.
- Label links with clear text (avoid 'click here'); aim for 5–8 words that describe the destination.
- Save and reuse accessibility templates (alt text patterns, heading templates) to reduce work to 10–15 minutes per new page.
- Offer a simple accessibility statement with contact information and response time (e.g., reply within 48 hours).
- Use common, accessible fonts (16–18 px base size) and allow users to resize text without layout breaking.
- Record a short orientation (2–5 minutes) explaining navigation and available supports for each module.
- Avoid relying solely on automated accessibility tools; they catch only about 30–40% of issues. User testing is essential.
- Do not use images of text for important information; screen readers cannot access those words and they may scale poorly.
- Avoid auto-playing audio or video; unexpected sound can disrupt assistive technology or cause sensory overload.
- Do not assume one solution fits all disabilities—offer multiple ways to access content and accept various submission types.
Was this guide helpful?
More Education & Communication guides
How to use formative quizzes in Google Forms to track student understanding
Formative quizzes in Google Forms are a quick, low-stakes way to check where students are in their learning and adjust instruction. With simple setup and regular use, you can gather actionable data in minutes, support mastery learning, and give students timely feedback that guides improvement.
How to create engaging multimedia assignments with free online tools
Engaging multimedia assignments help students practice skills while expressing creativity. This guide shows a step-by-step workflow using free online tools so you can design clear, accessible, and assessable projects in about 1–3 hours of prep per assignment.
How to create an engaging syllabus checklist that students can use to prepare for the course
A syllabus checklist helps students move from confusion to confidence by turning course information into clear next steps. This guide shows instructors how to build a concise, student-facing checklist that orients learners in the first 10–20 minutes of class and supports regular preparation throughout the term.