Trainer / eLearning Specialist

eLearning is training designed for electronic delivery and may include text, video, and audio which must be accessible to all users. The best way to ensure an accessible end product is to consider the advantages and disadvantages of your training delivery method and tools.

HHS Custom Tabs for Microsoft Word

HHS Productivity Tab

The HHS Productivity Tab organizes the commands that help Word help you do better work faster. It just so happens that most of these commands also help you create accessible documents.

HHS Reports Tab

The HHS Reports Tab optimizes Microsoft Word so that the tools people use when creating reports are easier to find. These tools can also help you create accessible reports.

Guidelines & Checklists for Accessible Documents

Also review this brief guide on preparing for and delivering your presentationPDF to an audience that includes people with disabilities.

What Makes eLearning Content Accessible?

Accessible eLearning provides equivalent access or equivalent alternative access to any user needing accommodations because of a disability. When training material is accessible, it is not only visible and usable by a user without a disability, but also perceivable by a user with

  • visual impairments,
  • hearing impairments,
  • blindness,
  • deafness,
  • cognitive impairments, or
  • mobility impairments.

Many users with disabilities use assistive technology to access electronic content, including eLearning content. The HHS Basic Accessibility Tutorial describes how people with different types of disabilities access electronic content.

Techniques to Make eLearning Content More Accessible

Disability Type Techniques to Make eLearning Content More Accessible
Hearing disabilities
  • Provide synchronized captions for any audio that conveys content.
Photo epilepsy
  • Remove content that flashes faster than 3 times per second.
Motor disabilities
  • Ensure the content can be navigated with a keyboard.
  • Do not use elements that require fine motor skills to navigate. (For example: Use large, instead of small, clickable regions and form field labels.)
Cognitive disabilities
  • Give users control over time-sensitive content.
  • Provide easy-to-use controls and navigation schemes.
  • Be consistent.
  • Use the clearest, simplest language appropriate to the content.
Low vision
  • Provide plenty of contrast and allow users to change the contrast scheme.
  • Allow content to scale to a larger size.
  • Do not use color alone to convey information.
Blindness
  • Ensure the content can be read with a screen reader or provide an accessible alternative.
  • Ensure the material can be navigated with a keyboard.
  • Do not interfere with screen reader audio or keyboard commands.
  • Provide text equivalents for all non-text elements that convey content or provide a function.
  • Do not use color, shape, or font styling alone to convey information.
Multiple Disabilities
  • Use column and row headers to appropriately identify content in data tables.
  • Make sure that interactive content is accessible to assistive technologies and the keyboard.
  • If the training uses a specific software plug-in, tell the user where to download it.
  • Make sure that electronic forms allow people using assistive technology to access the information and submit the form.
  • Provide a link to skip over navigational menus or other lengthy lists of links.
  • Use a robust heading structure.
  • For all multimedia content, provide a text equivalent in a format that can be viewed on alternative output devices (for example: a Braille display). A multimedia alternative should be a text transcript, similar to a screenplay, that includes all spoken dialog and narration, descriptions of important sounds, and descriptions of important visual events.

eLearning Accessibility Reference Material

Training on Accessible Documents

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Page Last Reviewed/Updated: June 20, 2017