If you use a media format that may be inaccessible to some students, you must provide a meaningful alternative version of the content. The classic example can be found in images—a Web image is useless to students who are blind if you don't provide a label with a text description. A video is useless to a student who is deaf unless you provide synchronized 
captions or a text transcript. Try to prepare your materials with the accessibility needs of students in mind. Alternative versions of course materials should always be provided for students who cannot access certain media formats.
Build Usable Navigation
Your navigation must be understandable and easy to use. Missing or inconsistent navigation menus make it difficult for students to access the information on your Web site. Hyperlinks, which connect the pages within your site and between your site and others, should describe the link destination. That way, screen readers or other tools that present links out of context can offer students the full benefit of the information you link together. Non-descriptive hyperlinks such as "click here" do not help students find information.
Write for Comprehension
Content has to be understandable. Titles of menu items should be intuitive or self-explanatory, and written content should be appropriately titled, clear, and easy to grasp. When you design your Web page to be easy to read and use, you're not only benefiting your students with cognitive difficulties—such as dyslexia—but also making the page more usable by everyone.
Follow Web Standards
Computers on the Web need a shared language to communicate. Hypertext markup language (HTML) is the most common. When you use HTML correctly, specialized software can adapt your Web site to meet your students' needs. If HTML standards are ignored, there is no guarantee a browser will be able to handle your Web site's code. Adhering to standards is a vital step toward Web accessibility.
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Even if you use a Web page editor (e.g. Microsoft FrontPage, Netscape Composer, Macromedia Dreamweaver), it's always good to know a little valid HTML. A good place to start learning HTML is the WebAIM Basic HTML Tutorial. |
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Separate Presentation from Content
You should strive to create a Web page that has a flexible design so that students can customize the presentation to meet their needs. Some students may have trouble with your chosen presentation methods, such as colors, text styles and images. For example, a student with limited vision might need to increase the text size to make it easier to read. A student who has a learning disability might need to remove your background pattern to limit distractions. Therefore, don't preset presentation elements so they cannot be altered by browser preferences. This technique is commonly known as separating presentation (things that may be adapted safely) from content (the message you are trying to convey to your students).
Degrade Gracefully
A Web page degrades gracefully if it can still be used without certain features enabled in the browser. For example, some students with disabilities don't have JavaScript available in their browsers. If a Web page uses JavaScript and still provides meaningful content when JavaScript is disabled, that page degrades gracefully. This concept applies to many Web design techniques, from tables and frames to scripts and multimedia.
Above all, it's important to realize that Web-based learning in the 21st century requires a very flexible approach. In addition to varying technical capabilities, your students will have different physical abilities. Situations will arise that you have never faced before, and you'll need to deal with each as it comes. How do you assign a textbook that is not available in electronic format for your blind students? What if your online tests have a time limit, but one of your students is allowed extra time to complete tests? Let your students know you are willing to work with them so the coursework can be completed through reasonable accommodation.
