Web Accessibility in Mind draft

Keeping Accessibility in Mind: What I Updated

• Gave the title a proper style so screen readers can find it easily.

• Changed the subheadings to real headings so the document has a clear structure.

• Turned a long paragraph into numbered steps so assistive tools can read them in order.

• Replaced the plain web address with a short, descriptive link that tells readers where it goes.

• Added short alt text to each image so everyone can understand what’s shown.

• Made sure all text is at least 12-point and easy to read.

• Set the document language to English (U.S.) so screen readers pronounce words correctly.

• Formatted the references neatly so they’re simple to find and navigate.

10/18/2025

Blog 2: When Access Becomes Belonging

Our teaching duties reach further than providing students with academic content. We need to establish learning environments which enable all students to actively participate. Some students who need assistance will never request it, yet they depend on built-in support to succeed. Laws such as the ADA and Section 504 require materials to be accessible, but to me, accessibility represents something greater than legal compliance. It is about basic fairness. I have watched students quietly use captions, readers, or audio features to complete their work while staying unnoticed by their peers. When we make content accessible from the start, we are not giving someone an advantage. We are making sure no one is locked out.

I have personally known dignity because I have lived through it. I have a workplace 504 that allows me to keep a refrigerator in my classroom due to a health need. It does not make my work easier. It simply allows me to remain present and continue doing my job. That experience changed how I view support for students. During my review of accessibility research, I learned that Kahoot and Padlet, along with other popular digital tools, fail to provide access for students who use screen readers (Rybin Koob et al., 2022). Just because a tool is enjoyable does not mean it is inclusive. It reminded me that even small design choices can cause unintentional exclusion.

When I reviewed the “Orchards and Vineyards” learning object, I noticed several issues that could make it difficult for students to use. I corrected missing headings, added alt text to images, replaced a raw URL with a clear link, and turned a long paragraph into numbered steps so the process was easier to follow. Small changes like that make a real difference, especially for students using screen readers or voice typing. I use Read and Write often in my classroom, along with Google tools like voice typing and live captions. I also value Microsoft Immersive Reader because it reads aloud, adjusts spacing, and removes visual clutter for students who get overwhelmed by heavy text. I have also seen what research points out—Edyburn (2019) explains that tools like read-aloud or speech-to-text give students another way to show what they know when writing is a barrier. These tools are not extras. They let students participate without having to ask for special help.

Accessibility is not about adding one more task to a checklist. It is how we show students they belong in the room. When materials are designed with everyone in mind, students do not just receive information. They are able to engage with it, respond to it, and grow from it.