Working Version of Accessibility

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<h1>Accessibility Walkthrough</h1> This walkthrough uses the POUR framework to guide a quick accessibility check. Choose one principle to explore and answer a few short questions. Each section ends with a brief summary and the option to return to the menu. [[Perceivable]] [[Operable]] [[Understandable]] [[Robust]] [[Exit|End]]

Perceivable In this section, you’ll look at common visibility and media-access issues that affect how students detect and understand your content. You’ll check whether meaningful images include alt text, required media has captions or transcripts, and whether your text has strong enough contrast to be read comfortably. These short questions help confirm that core information in your course is accessible to students with different sensory or situational needs. [[Begin check|P1]] [[Back to menu|Start]]

Operable This path looks at whether students can navigate and use your course without barriers. You’ll check items such as keyboard access, predictable navigation, focus order, and the presence of controls for audio, video, or timed content. These quick questions will help you confirm that students using different devices or assistive technologies can move through your course smoothly. [[Begin check|O1]] [[Back to menu|Start]]

Understandable This section focuses on clarity and consistency in your course materials. You’ll check whether instructions use student-friendly language, whether links and buttons describe their purpose clearly, and whether similar items across your course follow a consistent naming pattern. These checks help reduce confusion so students can focus on learning rather than deciphering interface details. [[Begin check|U1]] [[Back to menu|Start]]

Robust This section looks at whether your course materials work reliably across tools, devices, and assistive technologies. You’ll review whether key documents use real text and proper headings, whether you’ve checked important items in student view, and how you handle any known accessibility limitations. These questions help ensure your course remains usable for students working with different technologies or access needs. [[Begin check|R1]] [[Back to menu|Start]]

Thank you for exploring this accessibility walkthrough. You can return to the checklist on the portfolio page or restart the walkthrough from the main menu. [[Back to menu|Start]]

Do images that convey meaning include clear and accurate alt text? [[Yes|P1_Yes]] [[Some need work|P1_No]]

Do important videos and audio materials include captions or transcripts that students can rely on? [[Yes|P2_Yes]] [[Some need work|P2_No]]

Good. Alt text helps students who use screen readers or have difficulty seeing images. [[Next|P2]]

Before launch, plan to add alt text to key images that explain ideas or present important information. [[Next|P2]]

Great. Captions and transcripts support many learners and improve comprehension. [[Next|P3]]

Try to add captions or provide written alternatives for essential media, especially for items that students use in Week 1. [[Next|P3]]

Is your text easy to read, with strong contrast on the background and no very light or low contrast combinations? [[Yes|P3_Yes]] [[Some need work|P3_No]]

Good. Strong contrast helps reduce strain and supports longer reading sessions. [[Perceivable summary|P_Summary]]

Plan to adjust colours or background elements so that text stands out clearly against the page. [[Perceivable summary|P_Summary]]

<h2>Perceivable summary</h2> You reviewed images, media, and text contrast. Use the full checklist for a more complete review, or continue exploring other principles. [[Back to menu|Start]] [[Exit|End]]

Can students reach key items in the course using only the keyboard, without getting stuck? [[Yes|O1_Yes]] [[Not fully|O1_No]]

Good. Keyboard access supports students who do not use a mouse and is a strong baseline for accessibility. [[Next|O2]]

Try navigating important pages with only the Tab and Enter keys to identify areas that need adjustment. [[Next|O2]]

When you move through the course with the keyboard, is the focus indicator clearly visible and does it follow the reading order? [[Yes|O2_Yes]] [[Some issues|O2_No]]

Clear focus indicators help students understand where they are on the page. [[Next|O3]]

Consider using themes or settings that make the focus outline more obvious, and avoid layouts where focus seems to jump unexpectedly. [[Next|O3]]

If any content moves, scrolls, or plays automatically, can students pause or stop it easily? [[Yes|O3_Yes]] [[Not always|O3_No]]

That is helpful. Being able to pause or stop movement gives students more control and reduces distraction. [[Operable summary|O_Summary]]

Where possible, allow students to pause or stop movement and autoplay. This supports focus and reduces strain. [[Operable summary|O_Summary]]

<h2>Operable summary</h2> You looked at keyboard access, focus, and control of moving content. Use the full checklist if you want more detail, or return to the menu to review another principle. [[Back to menu|Start]] [[Exit|End]]

Are instructions for key activities written in clear student facing language, with concrete actions and timelines? [[Yes|U1_Yes]] [[Some need clarification|U1_No]]

Clear instructions reduce confusion and help students plan their work. [[Next|U2]]

Consider rewriting important instructions in shorter sentences, with step by step actions and dates that match your outline. [[Next|U2]]

Do link labels and button texts describe their destination or action, rather than relying on phrases such as "click here?" [[Yes|U2_Yes]] [[Many are vague|U2_No]]

Descriptive labels help all students and are especially important for students who use screen readers. [[Next|U3]]

Try to rename links so that the text explains where they go, for example “Download Week 1 readings” instead of “click here.” [[Next|U3]]

Do similar items in the course use consistent names and icons, so students do not have to relearn patterns each week? [[Yes|U3_Yes]] [[Some are inconsistent|U3_No]]

Consistent patterns make it easier for students to focus on content rather than navigation. [[Understandable summary|U_Summary]]

Consider adjusting names and icons so that the same type of item always looks the same across modules. [[Understandable summary|U_Summary]]

<h2>Understandable summary</h2> You reviewed instructions, link labels, and consistency. Use the full checklist to go deeper, or choose another principle to review. [[Back to menu|Start]] [[Exit|End]]

For key documents such as PDFs or Word files, do you use proper headings and real text rather than scanned images? [[Yes|R1_Yes]] [[Some are unstructured or scanned|R1_No]]

Structured documents are easier to navigate, search, and read with assistive technology. [[Next|R2]]

When possible, replace scanned files with real text versions and add headings so students can navigate quickly. [[Next|R2]]

Have you previewed your course in student view, or the closest available mode, to confirm that key items are visible and functional? [[Yes|R2_Yes]] [[Not yet or only partially|R2_No]]

That is an important step. Student view often reveals problems that are hidden in the instructor view. [[Next|R3]]

Try to do a quick pass in student view before launch, focusing on Week 1 materials and key assessments. [[Next|R3]]

If you know about any accessibility limitations that you cannot fix immediately, have you noted them and considered temporary alternatives? [[Yes|R3_Yes]] [[Not yet|R3_No]]

Documenting known issues and alternatives shows care for students and supports future improvements. [[Robust summary|R_Summary]]

Consider keeping a short list of known issues and simple workarounds, and sharing this with your support team if you have one. [[Robust summary|R_Summary]]

<h2>Robust summary</h2> You looked at document structure, student view, and how you handle known issues. Use the full checklist for a more detailed pass, or return to the menu to explore another principle. [[Back to menu|Start]] [[Exit|End]]