Course Documents, Slides and PDF Accessibility
The most direct control we have over accessibility is in source documents (Word/Google Docs, PowerPoint, etc.). A strict rule of thumb is: make it accessible in the authoring tool first, then export/share—because “fixing it later” (especially in PDF) is usually slower and more error-prone.
Word documents and similar files
WebAIM’s Word guidance and Microsoft’s documentation both emphasize using the built-in Accessibility Checker to identify issues such as missing alt text, heading problems, and more. However, you should treat automated results as “to-do items,” not proof of full compliance. Visit Microsoft’s Accessibility site for more information.
Use built-in structure (this is the single biggest improvement most faculty can make).
Use built-in title and heading styles instead of manually formatting text to “look like a heading.”Make headings descriptive and logically nested (Heading 1 → Heading 2 → Heading 3). This supports the “information and relationships” expectation and makes documents easier to navigate.
Use real lists (bullets/numbering) rather than typed hyphens. This preserves structure for screen readers.
Write meaningful link text (e.g., “APA style guide (website)” rather than “click here”). WCAG highlights that assistive tech can present lists of links, so the link text must carry meaning.
Provide alt text for meaningful images (and mark decorative images as decorative where your tool supports it).
Avoid merged/split cells in tables or using tables to organize information (screen readers can struggle with complex table structures).
Avoid color-only meaning (e.g., “items in red are required”) and ensure adequate contrast when you control colors.
PowerPoint slides and lecture decks
PowerPoints can be very accessible if you use the features that preserve structure. The tips below outline common PowerPoint pitfalls, and more information can be found on the Microsoft PowerPoint Accessibility Website.
Start with built-in slide layouts. Microsoft's built-in layouts help ensure content can be read in an inclusive order. Using the Accessibility Checker can help to identify reading order concerns.
Make the reading order match your teaching order.
Screen readers read slide content in the order defined by the layout and by the order objects were added—so object order matters. Microsoft provides a “Reading Order” workflow via Review → Check Accessibility and then verifying object order.
Slide checklist
Ensure every slide has a unique, descriptive title (helps navigation for screen reader users).
Add alt text to meaningful visuals and mark decorative items as decorative.
Avoid "floating text boxes everywhere" unless you verify reading order afterward.
Avoid merged/split cells in tables on slides (screen readers can struggle with complex table structures).
PDFs: When to use them and how to avoid the biggest traps
PDFs are commonly used for syllabi, readings, and worksheets, but PDFs can be inaccessible if exported incorrectly or created from scans.
Prefer accessible pages in the LMS when feasible.
Content created directly in an LMS often adapts better to mobile devices, zoom/reflow expectations, and user readability settings (important for criteria such as reflow and text spacing).If you must use PDF, create it from an accessible source document and check it.
Saving a document as a PDF rather than printing to PDF preserves accessible structures such as headings and tags. Adobe products include tools to prepare for accessibility and prompt you to address issues such as missing titles/descriptions, scanned text, form fields, tables, and images. WebAIM provides practical steps for reviewing PDF structure and using tools like Reading Order alongside automated checks.
Biggest PDF pitfalls
Scanned readings that are just images of text (no selectable text, no tags). Acrobat’s accessibility preparation workflow explicitly calls out scanned text as something that often needs action.
Headings that only “look” like headings (visual formatting without real tags). This undermines the same structural goals WCAG describes for relationships and organization.
Reading order that doesn’t match the logical order (especially with columns, sidebars, or text boxes).