Editorial note: This guide replaces an earlier AI-assisted article with unsupported global estimates and product comparisons. It is a practical starting point based on W3C Web Accessibility Initiative (WAI) and CAST guidance; it is not a formal accessibility audit.
A learning resource is only useful if students can perceive it, navigate it and respond to it. A video without captions, an unlabeled form or a lesson that works only with a mouse can create barriers even when the material is online and free. This checklist helps a teacher or course editor improve one lesson at a time.
Start with the task a learner needs to complete
Choose a representative lesson, assignment and quiz. Try to read the instructions, find the next step and submit an answer using only a keyboard. Then enlarge the page, turn off sound and inspect it on a phone. These are preliminary checks, not proof that every learner can use the course. W3C’s Easy Checks explains what a first review can and cannot establish.
Make words, images and media understandable
- Use clear headings in a logical order, descriptive link text and instructions that name the required action. Avoid links labeled only “click here.”
- For an informative image, write alternative text that conveys its purpose in context. A decorative image can have empty alt text. Do not repeat the whole caption mechanically.
- For a chart or diagram, explain the key relationships in adjacent text or a longer description when a short alt text cannot carry them.
- Provide accurate captions for video speech and meaningful sounds. Offer a transcript for audio, and consider descriptions of essential visual information that is not spoken.
See W3C’s image alternatives tutorial and audio and video accessibility guide. Automatic captions can be a draft, but names, technical terms and non-speech information need human review.
Check interaction, not only appearance
Use Tab and Shift+Tab to move through links, controls and form fields. The focus indicator should remain visible, and the order should follow the task. Enter, Space and arrow keys should work where the component expects them. Do not remove the browser’s focus outline simply because it seems visually distracting. W3C’s focus-visible explanation describes the purpose of the indicator.
Every form input needs a visible label or equivalent accessible name, with clear errors and instructions. Check text and interface contrast, resizing and reflow against the relevant WCAG 2.2 quick reference. A single automated score cannot cover comprehension, caption quality or whether an activity can be completed.
Offer more than one useful path to learning
CAST’s Universal Design for Learning guidelines organize options around engagement, representation, and action and expression. In a course, that could mean providing a readable text explanation alongside a diagram or video, and allowing a suitable alternative way to demonstrate understanding when the learning objective permits it. A different format still needs to teach and assess the same goal.
| Barrier in a lesson | Practical revision | Check with a learner |
|---|---|---|
| Video gives essential instructions only through sound | Add reviewed captions and a text summary | Can the task be completed with sound off? |
| Diagram has no explanation | Describe the important relationship in text | Does the description convey the conclusion? |
| Quiz requires dragging with a mouse | Offer keyboard-operable controls or an equivalent response | Can the answer be submitted by keyboard? |
| Large files load poorly | Provide a lightweight text version where possible | Can a student on a slow connection access essentials? |
A repeatable publishing workflow
- Before upload, write meaningful headings and image descriptions in the source document.
- Review captions and transcripts against the recording.
- Test the published lesson with a keyboard and at increased zoom.
- Ask learners using different devices and assistive technologies where they get stuck; give them a way to report a barrier.
- Record the issue, fix it, then retest the actual task. Recheck after changing the course platform or template.
Accessibility is an ongoing property of the full learning experience, including the platform, files, media and assessment. A checklist can reveal obvious barriers; a thorough evaluation and feedback from learners remain necessary.
Sources
- W3C WAI: Easy Checks
- W3C WAI: Images Tutorial
- W3C WAI: Accessible audio and video
- W3C WAI: WCAG 2.2 Quick Reference
- CAST: Universal Design for Learning Guidelines
