7.7: Tables

Criterion Overview

Tables are designed to organize and present data—not to control page layout or visually arrange content. When used appropriately, tables help students interpret relationships between information such as schedules, comparisons, statistics, and numerical data. However, tables that are used for formatting or are improperly structured can create significant barriers for students using screen readers and other assistive technologies.

Screen readers such as JAWS, NVDA, and VoiceOver navigate tables by identifying header rows and reading data cells in relation to those headers. If tables are missing headers, contain merged cells, or are used solely to position text or images on a page, students using assistive technology may be unable to understand the information being presented.

When a table is necessary, it should include a simple structure with clearly identified header rows and logical organization. If information does not represent data, it is often more accessible to present it using headings, lists, or paragraphs instead of a table.

Why It Matters

Accessible tables ensure that all students can interpret data accurately, regardless of how they access course materials. Students using screen readers rely on properly structured tables to understand the relationship between rows, columns, and headings. Poorly designed tables may cause information to be read out of sequence or lose important context.

Using tables only for data also improves readability for everyone. Simple, well-organized tables reduce visual clutter, display more effectively on mobile devices, and make information easier to locate and understand.

What This Looks Like

A well-designed course typically includes:

• Tables used only to organize data, not to create page layouts.
• Header rows that clearly identify the information contained within each column.
• Simple table structures without unnecessary merged or split cells.
• Logical reading order that is compatible with screen readers such as JAWS, NVDA, and VoiceOver.
• Alternative formatting, such as headings or lists, when information is not truly tabular.

Students can easily understand the relationship between the information presented in each row and column.

Design Tips

Ask yourself: Is this table helping students understand data, or am I using it simply to arrange content on the page?

✔ Use tables only to organize data—not to control page layout.

✔ Always include a clearly identified header row.

✔ Keep tables simple by avoiding merged or split cells whenever possible.

✔ Use headings, lists, or paragraphs instead of tables when presenting non-tabular information.

✔ Test tables with the Canvas Accessibility Checker before publishing.

✔ Consider how students using JAWS, NVDA, or VoiceOver will experience the table.

✔ Add a brief description when a table presents complex or detailed information.