Start Small: Practical Steps Toward Accessible Digital Design

Kathryn Laster
3 days ago
4 min read

Updated: 2 days ago

Text reads: Start Small: Practical Steps Toward Accessible Digital Design. Green border, map design, Learning Forward Texas Blog.

For the past few years, many of us have been working to ensure that our professional learning is accessible to all participants. Whether we are designing virtual or face-to-face sessions, synchronous or asynchronous experiences, we want every educator in the room to be able to access and engage with the content.

That goal of equitable access now carries additional weight. Updates to the Americans with Disabilities Act go into effect for larger public entities in April 2026. These updates include specific standards for digital accessibility. In practical terms, digital content created by public school districts and other government entities must meet the Web Content Accessibility Guidelines, often referred to as WCAG 2.1 Level AA. Larger public entities must comply by April 2026, and smaller districts have an additional year.

You do not need to memorize that phrase. But it is helpful to know this: accessibility expectations now clearly extend to digital spaces. Websites, slide decks, PDFs, online forms, learning management systems, and videos are all part of the experience we design.

At a recent technology conference, I heard a friend repeatedly ask vendors in the expo hall, “Does your digital tool comply with WCAG 2.1 Level AA standards?” She mostly received blank stares, followed by invitations to speak with someone higher up in the company. That moment reminded me that while many educators are working to improve accessibility, not every tool or organization has made it a priority yet.

A couple of years ago, I wrote about Crafting Inclusive Presentations and shared practical tips related to color contrast, alt text, and audio support. Those ideas still matter and are part of the ADA updates. In this post, I want to add a few more simple design moves you can start using right away.

Remember POUR

A helpful way to think about accessibility is the acronym POUR. These four principles guide the WCAG standards and give us practical questions to ask as we design.

Perceivable

Can all learners, including those who cannot see or hear in a typical way, access the information?

Operable

Can someone navigate and interact with the content without a mouse?

Understandable

Is the content structured and written in a way that makes sense?

Robust

Will this content work across devices, browsers, and assistive technologies?

You don’t have to become a technical expert. Simply pausing to ask these four questions can elevate the design of your digital materials.

Three Design Moves You Can Start Using Today

Here are three small, manageable adjustments that make a meaningful difference.

Use built-in heading styles

Instead of just making text larger and bold, use the built-in Heading styles (Heading 1, Heading 2, etc.) in Google Docs, Word, or your learning management system. Screen readers rely on those structures to help users navigate content. Proper headings also make your documents easier to scan for everyone.

Pair color with text or symbols

Avoid directions like “Jump to the blue section” or “Look at the items in red.” Not everyone perceives color the same way. Add a label, icon, or heading so meaning is not dependent on color alone. Clear structure benefits all learners.

Write meaningful links

Instead of writing “click here,” link to the actual name of the resource. For example:

Explore the post on Crafting Inclusive Presentations.

Notice that the link itself tells you where you are going. Clear link text helps screen reader users understand where a link will take them, and it improves clarity for everyone else as well.

A Practical Caption Upgrade

You may already use live captions in PowerPoint or Google Slides.

However, not all presentation platforms provide real-time captions, and in tools like Zoom, captions must be intentionally enabled. It is worth checking your platform settings before your session begins, so you are not surprised in the moment.

Here is another common challenge. The moment you switch tabs to show a website, demo a tool, or reference a document, built in slide captions disappear.

Recently, I saw a free tool called ZipCaptions in action. It allows you to open a separate caption window that stays visible even as you move between tabs and applications. You can demo a website, toggle between resources, and keep captions active throughout.

I will include a short video demonstration below so you can see how it works in practice.

https://www.youtube.com/watch?v=T8Fjz7DCza8

This is a small adjustment, but it makes a real difference for participants who rely on captions for access, translation support, or clarity in large rooms.

Start Small

If accessibility has not yet been widely addressed in your district, this may feel overwhelming. It does not have to be.

Begin with your most visible or frequently used materials. Update a slide template. Adjust a shared document. Model meaningful links. Turn on captions and explore tools that make them easier to sustain.

Modeling accessibility in our own materials sends a message about what we value. The Learning Forward Learning Drivers standard reminds us that professional learning should welcome adults as learners and individuals, recognizing a range of experiences and needs. Digital accessibility is one way we make that commitment visible. When leaders build accessible templates, choose accessible tools, and model inclusive design practices, they are shaping the structures that sustain meaningful participation for all educators.

Accessibility is not just about compliance. It is about clarity. It is about inclusion. It is about designing learning environments where participation is truly open to everyone.

And if you are unsure where to begin, return to POUR. Four simple questions. Better design decisions.

Has your district updated its websites and learning materials to comply with WCAG 2.1 Level AA standards?

Yes
No
I am not sure