As digital content remains a fixture of modern education, learning institutions must ensure students with disabilities can navigate and interact with this content. Unfortunately, many educational websites and online resources fall short of accessibility standards, reducing student engagement and affecting learning outcomes. Below are some of the most common website accessibility barriers to watch out for—and how to address them.
1. Low color contrast
Color contrast plays a critical role in ensuring content is readable for everyone, including users with low vision or color blindness. Low-contrast color combinations, such as light gray text on a white background, can make text difficult or impossible to read. A contrast ratio of at least 3:1 for large text and 4.5:1 for normal text is recommended by the Web Content Accessibility Guidelines (WCAG).
How to fix it: Use online tools, such as a contrast checker, to measure color contrast ratios. Choose high-contrast color combinations, like black on a white background. It’s also an accessibility best practice to avoid relying on color alone to convey information. Consider using symbols or labels in addition to color coding for important elements like error messages. For example, you may add a checkmark for correct input, and an “X” for incorrect input.
2. Missing alt text
Alternative (alt) text is essential for users who rely on screen readers to interpret web content. Alt text refers to a textual image description that’s embedded in a web page’s HTML code, enabling users who can’t physically see an image to understand its content and context. Missing or poorly written alt text can keep users from accessing critical information.
How to fix it: Ensure all meaningful images, such as charts, infographics, or photos, have descriptive and concise alt text. Avoid using phrases like “image of” or “picture of” in your descriptions; screen readers already identify the element as an image. For decorative images, include a null alt attribute (alt=””) to prevent screen readers from unnecessarily announcing them.
3. Poorly written link text
Hyperlinks with vague or generic text, such as “click here” or “read more,” may create challenges for users navigating websites with assistive technologies. These links provide little context, making it difficult for users to understand their purpose or destination.
How to fix it: Write descriptive link text that clearly conveys the purpose of the link. For example, if a link directs users to a syllabus, use the text “Download the syllabus here” instead of “Click here.” Ensure that the text for each link is unique, particularly when links appear multiple times on the same page.
4. Screen reader incompatibility
Screen readers enable users to navigate websites through audio cues, and they’re vital tools for many people who are blind or have low vision. However, if websites lack proper semantic structure or fail to use HTML elements correctly, screen reader users may have a difficult time accessing their content. Examples of common web accessibility barriers for screen reader users include missing headings, improper use of ARIA (Accessible Rich Internet Applications) attributes for interactive elements, or tables that lack proper labeling, particularly for important data.
How to fix it: Use semantic HTML to structure content correctly. For instance, use heading tags (<h1>, <h2>, and so on) in a logical hierarchy and include descriptive labels for forms and tables. Consider engaging an accessibility expert to perform manual testing with screen readers like JAWS or NVDA, which will help you identify and prioritize any existing compatibility issues.
5. Missing video captions
Videos without captions exclude individuals who are deaf or hard-of-hearing from engaging with multimedia content. Captions not only provide access for people with hearing disabilities, but also improve the overall user experience, as many students watch videos in sound-sensitive environments like libraries or dormitory rooms.
How to fix it: Add accurate captions to all videos. You may write captions manually or using automated tools; however, manual review is necessary to ensure the accuracy of automatically generated captions. To provide an equitable experience for caption users, include descriptions of nonverbal sounds (e.g., “soft music playing” or “door creaks”), not just dialogue. Additionally, consider providing full transcripts for users who prefer to read rather than watch videos.
6. Improper fonts
Fonts that are overly decorative, too small, or difficult to read can be a significant barrier for users, including those with low vision or reading disabilities like dyslexia. Fonts with excessive ornamentation can slow down reading, while small font sizes can strain the eyes.
How to fix it: Choose simple, sans-serif fonts like Arial, Helvetica, or Verdana. Use a font size of at least 16 pixels for body text and ensure line spacing and letter spacing are sufficient.
Prioritizing accessibility for all users
Educational institutions have an ethical obligation to provide equitable learning experiences—and in today’s digital world, web accessibility is essential to fulfilling that obligation. Addressing common barriers such as poor color contrast, missing alt text, and screen reader incompatibility can make a significant difference for students with disabilities.
By proactively identifying and eliminating these barriers, colleges and universities can better set every student up for success, in and beyond the classroom.