Introduction

Ensuring that course materials are accessible to all students is a fundamental responsibility for university faculty. Accessible Word documents allow students with disabilities, including those with visual, auditory, motor, or cognitive impairments, to access and engage with course content effectively. This guide provides practical steps and best practices to help faculty create Word documents that meet accessibility standards.

1. Use Headings and Styles Properly

Structured headings make it easier for screen readers to navigate documents. Use Word’s built-in heading styles (Heading 1, Heading 2, etc.) for section titles and subheadings. Avoid manually formatting text to look like headings (e.g., bold and larger font) without applying the actual style.

  • Select the appropriate heading style from the "Styles" group on the Home tab.
  • Maintain a logical heading order (Heading 1 for main titles, Heading 2 for subsections, etc.).

2. Provide Descriptive Text for Hyperlinks

Hyperlinks should be descriptive so users know where the link leads. Avoid generic text like “click here.”

  • Use meaningful link text (e.g., View the university library resources).
  • Right-click the hyperlink, select "Edit Hyperlink," and update the display text as needed.

3. Add Alternative Text to Images and Graphics

Alternative (alt) text ensures that images and graphics are accessible to users with visual impairments. Alt text should briefly describe the image’s content or function.

  • Right-click the image, select "Edit Alt Text," and enter a concise description.
  • For decorative images, mark them as decorative in the alt text panel.

4. Use Simple Tables and Specify Headers

Tables should be simple and easy to understand. Use header rows to label columns, and avoid merging or splitting cells in ways that confuse screen readers.

  • Insert tables using Word’s "Insert Table" feature.
  • Designate header rows by selecting the top row and checking "Header Row" under Table Design.
  • Provide a caption or summary if the table contains complex information.

5. Ensure Sufficient Color Contrast

Text and background colors should have enough contrast to be easily readable by everyone, including those with color vision deficiencies.

  • Use dark text on a light background or vice versa.
  • Avoid using color alone to convey meaning; use text labels or symbols as well.

6. Use Lists Appropriately

Lists (bulleted or numbered) help organize information and are easily recognized by assistive technologies.

  • Use Word’s built-in list features rather than manually typing numbers or bullets.
  • Keep lists concise and logically ordered.

7. Use Clear Fonts and Adequate Font Size

Choose readable fonts such as Arial, Calibri, or Times New Roman, and use a minimum font size of 12 points for body text.

  • Avoid using decorative or script fonts for main content.
  • Ensure consistent font use throughout the document.

8. Check Document Accessibility

Microsoft Word includes an Accessibility Checker that can help identify and fix common accessibility issues.

  1. Go to the "Review" tab and select "Check Accessibility."
  2. Review the inspection results and follow suggested actions to improve accessibility.

9. Use Simple Language and Clear Structure

Write in a clear, concise manner. Organize information logically, using headings, paragraphs, and lists to break up dense text.

10. Save and Share Documents in Accessible Formats

When saving or sharing documents, use accessible formats such as DOCX or PDF (exported with accessibility options enabled).

  • Use "Save As" to select the DOCX format.
  • When exporting to PDF, select "Best for electronic distribution and accessibility (uses Microsoft online service)" if available.

Conclusion

By following these guidelines, faculty can ensure that course materials are accessible to all students, supporting an inclusive learning environment. For more information, consult your university’s accessibility resources or contact the accessibility office for additional support.