Introduction to Digital Accessibility
Welcome to Accessibility 101, your go-to resource for understanding the fundamentals of digital accessibility. This page introduces digital accessibility, key definitions, and the basics you need to know to create inclusive digital experiences.
Digital Accessibility Heading link
Digital accessibility refers to designing and developing digital content, websites, applications, and technology in a way that ensures people with disabilities can perceive, navigate, interact with, and contribute to them. It involves making digital resources usable for individuals with a range of disabilities, including visual, auditory, motor, and cognitive impairments.
Importance of Digital Accessibility Heading link
- Digital accessibility is essential for creating an inclusive campus where everyone can participate fully in academic and social activities.
- By making our digital content accessible, we ensure that all users, regardless of their abilities, can access and engage with our resources.
- This not only complies with legal requirements but also reflects our values of diversity, equity, and inclusion.
Benefits of Digital Accessibility Heading link
- Apart from supporting our mission to create inclusive environments, digital accessibility benefits all individuals, including those with temporary impairments or situational limitations.
- Digital accessibility has many other benefits, including improved user experience, increased audience reach, and enhanced brand reputation.
Concepts & Practices Heading link
Below are basic accessibility concepts and best practices:
Alt Text for All Images
- Alternative text (alt text) provides a textual description of images for users who rely on screen readers.
- Alt text should clearly convey the purpose of the image, whether it is decorative, informative, or functional. Avoid vague descriptions like “image123” and instead describe key details relevant to the content.
Proper Use of Color
- Color should not be the only way information is conveyed.
- Ensure sufficient contrast between text and background to improve readability for people with low vision or color blindness. Use alternative indicators like text labels, patterns, or symbols alongside color coding.
Use of Descriptive Links
- Hyperlinks should be meaningful and provide context.
- Instead of generic text like “Click here” or “Read more,” use descriptive language such as “Download the accessibility guide” or “Learn more about inclusive design.” This helps users with screen readers navigate more effectively.
Readability
- Content should be easy to read and understand. Use clear, concise language, avoid jargon, and break up text with headings and bullet points. Choose fonts and sizes that enhance readability, and provide an option for text resizing without loss of functionality.
Semantic Structure
- Semantic structure refers to the use of proper HTML elements to organize content in a meaningful and hierarchical way. This helps both users and assistive technologies understand the relationships between different parts of a webpage.
- Use proper HTML elements (e.g., H1, H2, etc.) to structure content logically. This improves navigation for screen reader users and ensures that assistive technologies can interpret content in a meaningful order.
Tables
- Tables should be used for data, not for layout design. Ensure tables have clear headers () and captions to describe their purpose.
- Avoid complex table structures that may be difficult for screen readers to interpret.
Videos (Captions & Audio Description)
- All video content should include captions for users who are deaf or hard of hearing. Captions should be accurate, synchronized, and include speaker identification and sound effects when relevant.
- Audio descriptions should be provided for visually impaired users when necessary, offering narration of key visual elements.
Practice Inclusive Language Heading link
Inclusive language refers to using words and phrases that intentionally avoid excluding certain groups of people based on factors like gender, race, ethnicity, disability, or sexual orientation, aiming to treat everyone with respect and dignity by acknowledging diversity and avoiding stereotypes; essentially, it’s about actively choosing language that makes everyone feel welcomed and included.
Inclusive Language Tips:
- Use Gender-Neutral Terms:Replace gender-specific terms with neutral ones. For example, use “chairperson” instead of “chairman” and “sales professional” instead of “salesman”
- Respect Pronouns: Always use the pronouns that individuals prefer. If possible, ask them which pronouns to use. Consider adding your preferred pronouns to your email signature or screen name to make this task easier for others
- Avoid Ableist Language: Refrain from using terms like “crazy” or “lame.” Instead, choose respectful alternatives like “unpredictable” or “uninspiring”. Learn the correct terms for different disabilities and use them.
- Be Mindful of Word Choices: The history and connotations of a term matter. Use terms like “allowlist” instead of “whitelist” and “blocklist” instead of “blacklist.”
Frequently Asked Questions Heading link
Accessibility versus Accommodation
Most faculty are familiar with the accommodation process facilitated by the Disability Resource Center (DRC) and may wonder why meeting reasonable accommodations for students with documented disabilities is not sufficient.
Accommodations are based on the needs of individual students who have registered a disability with the DRC. Accommodations are for adaptations that can’t be anticipated or standardized. They are unique to each student and may include testing, ASL/CART, assistive technology, mobility, attendance flexibility etc.
Whereas, Accessibility is what we should expect to be ready for us without asking or planning ahead. Everyone can benefit from accessibility, without having to announce or explain why they need it.
Increasing a course’s overall accessibility helps a broader range of students:
- Students with undiagnosed disabilities.
- Students who are apprehensive to share their disability with professors.
- Students who commute, parent, or work and benefit from consuming course content in alternate formats.
- All students have unique learning styles.
DRC Accommodations
Academic accommodations will still be very important for full student access, and the DRC is still available to support students and staff in implementing accommodations.
DRC Basics for Instructors (link to guide)
DRC Guide to Accommodations (link to site with explanations of common accommodations)
Our 2026 goal is about digital accessibility, which is about creating a universally inclusive learning environment that reduces the need for individual accommodation. By embracing accessibility guidelines, you:
- Create a single set of universally accessible materials, streamlining course delivery and reducing the need for individual student accommodations.
- Improve document and file compatibility with evolving technologies, increasing the longevity of your course materials.
- Create a more equitable learning experience for all students.
This proactive approach shifts from reactive accommodations to inclusive design. It allows all students, regardless of abilities, to engage with your content with fewer barriers. Meeting accessibility guidelines does more than ensure compliance—it enhances learning for everyone and promotes a culture of inclusion at UIC.