Accessible Vs. Inaccessible Syllabus

• Lack of real headings or headings not used in order.

• Images without alternate text

• Using images of text instead of real text

• Inconsistent formatting

  • Too many font types

  • Too many colors used

  • Using color alone to communicate meaning

  • Manually-created or "fake" lists

• Tables without headers or used only for content layout

• Image PDFs – If you create or scan a document into an image PDF,  the content cannot be accessed by assistive technologies (AT)

Content has structure, is logical, organized and it is easy to follow. Using built-in tools such as headings, lists, descriptive hyperlinks, tables with headers and images with alt text, has additional information in the background to identify roles and structure for assistive technology.

The example shown demonstrates how a syllabus without any structure, that is, no headings, lists, tables without headers appears (or is announced) screen reader users. This is their experience.

Can you tell what reading is assigned to week 4? Or what percentage of the grade is the final exam?

The document shown is the same content but with accessible structures. This syllabus will be read as expected by assistive technology.