Digital Accessibility through Design
Ensuring meaningful access to learning by designing for inclusion.
With a greater emphasis on digital and web-based learning materials in inclusive settings, students with visual impairments require independent, skillful access to learning content using a toolkit of specialized and mainstream technology.
By championing the principles of digital accessibility in the creation and delivery of digital learning content, Teachers of Students with Visual Impairments (TSVIs) work to support equitable and meaningful access to learning for all students, including those with visual impairments:
- Content is Perceivable. Learners should be able to perceive the content through different and adjustable modalities so that students with diverse access requirements can interact with the content in the manner that works best for their learning profiles.
- Content is Operable. Learners should be able to interact with content through a variety of input methods. For many students, this means that all functionality that is operable via the mouse is also operable via the keyboard.
- Content is Understandable. Learners should be able to follow content that is logical, clear, and provides sufficient context/background to new or complex concepts or features. Understandable content uses plain language and avoids the unnecessary use of jargon or complex terminology.
- Content is Robust. Learners should be able to access content using a variety of software and hardware solutions. Content is checked for accessibility and user-tested.
Featured Resources in Inclusive Design and Digital Accessibility for TSVIs
Sources for Digital Alternate Format Materials
An overview of sources of books in digital alternate formats for students with perceptual disabilities, including visual impairment.
Remote Learning and Digital #A11Y
Resource guides for supporting learners using online collaboration platforms via non-visual access tools such as screen readers and braille displays.