7.3: Readable Text

Criterion Overview

Text is the foundation of most online courses. To ensure equitable access, instructional content should be presented in formats that can be read by both students and assistive technologies. Whenever possible, course content should be created directly within the Learning Management System (LMS) using accessible HTML pages rather than uploaded documents. HTML pages are generally easier to navigate, adapt to different screen sizes, and work more effectively with screen readers such as JAWS, NVDA, and VoiceOver.

When documents such as PDFs, Word files, or PowerPoint presentations are used, they should be created with accessibility in mind. Accessible documents include proper headings, readable text, meaningful document structure, and searchable text rather than scanned images. Likewise, text that appears within images should be avoided unless an accessible text equivalent is provided.

Providing text in accessible formats ensures that students using screen readers, text-to-speech software, screen magnification, or mobile devices can successfully access and engage with course content.

Why It Matters

Students access course materials using a variety of devices and assistive technologies. If instructional content is presented only as scanned PDFs or images containing text, many students may be unable to read or navigate the information independently.

Accessible text benefits all learners. HTML pages are responsive, searchable, and easier to read on computers, tablets, and mobile devices. Properly formatted documents also improve readability, allow students to use built-in accessibility features, and support note-taking, searching, and text-to-speech tools.

What This Looks Like

A well-designed course typically includes:

• Course content presented as accessible HTML pages whenever possible.
• PDFs, Word documents, and presentation files that are properly structured and readable by assistive technologies.
• Searchable text rather than scanned images of documents.
• Text within images replaced with actual text or accompanied by an equivalent text alternative.
• Documents that include headings and logical reading order.
• Instructional materials that can be accessed across multiple devices and assistive technologies.

Students can independently access and read instructional content regardless of the technology they use.

Design Tips

Ask yourself: Can every student independently read and navigate this content using the assistive technology or device of their choice?

✔ Whenever possible, present instructional content as Canvas pages rather than uploaded documents.

✔ Ensure PDFs contain searchable text and are not scanned images.

✔ Use built-in heading styles when creating Word documents or presentations.

✔ Avoid placing important instructional text inside images.

✔ Review uploaded documents with an accessibility checker before publishing.

✔ Test documents with a screen reader or text-to-speech tool whenever possible.

✔ Keep instructional materials readable across computers, tablets, and mobile devices.