Accessibility Checklists
Five checklists have been developed based on the CDCI Accessibility
Guidelines. Use these checklists as reminders to be accessible in your all
your CDCI activities.
• Creating Accessible Documents and Materials
• Creating and Delivering Accessible Presentations
• Preparing Materials for Accessible Web Pages
• Planning Accessible Meetings and Events
• Using Accessible Distance Technology
Developed by:
Michaella Collins, Susan Edelman , Deborah Lisi-Baker, and Darren McIntyre (2013)
1. Creating Accessible Documents and Materials
Done!
Guideline
1. Use people first language in writing.
2. Always maintain a text-only version.
3. Provide easy to follow content with clear organization.
Use heading styles to format text.
4. Create tables that have simple rows and columns, and a title
for each row and column.
5. Add alternative text (alt tags) to all images. (The option to add
alt tags in Word is often available through >right click on
image>format picture>alt tag).
6. Use standard fonts with clear characters, at a minimum of
12-point size, without excessive special formatting for
Microsoft Word documents. Verdana and Ariel are examples of
standard accessible fonts.
7. Powerpoint Presentations: use a default 36-point font for
headings, 32 point for bullets, with no more than 6 lines per
slide.
8. PDFs: Do not scan a document as an image. Use OCR
(optical character recognition) so text is readable. Provide
tagged PDFs. Provide text version also when sending pdf files
electronically.
9. Ask different users to preview the material before distributing.
10. Always be prepared to provide materials in other formats.
CDCI Accessibility Checklists: Developed by Michaella Collins, Susan Edelman,
Deborah Lisi-Baker, and Darren McIntyre (2013).
2. Creating and Delivering Accessible Presentations
Done!
Guideline
1. Apply UDL Principle of Multiple Forms of Representation:
Share all material and information by making it available in
multiple modes (e.g., auditor ally, visually) or disseminate it
in multiple formats (e.g., digital text file, audio file, video,
outline, and available on flash drive, CD, DVD or paper).
2. Apply UDL Principle of Multiple Forms of Expression:
Design activities that require physical action so that persons
can participate using a variety of possible alternative actions.
3. Speak clearly. Avoid speaking too fast, so participants and
sign language interpreters can better understand you and
can keep up.
4. Use simple language. Avoid or explain jargon, acronyms,
and idioms. For example, expressions such as “raising the
bar” can be interpreted literally by some people with
cognitive disabilities and can be confusing.
5. Give people time to process information: pause between
topics. When you ask if anyone has questions, some people
with cognitive disabilities will need extra time to form their
thoughts into words.
6. Be visible. Position yourself in good light so participants can
see your face when you talk, which helps some people hear
and understand better. Do not face away from the audience
to read projected material.
7. Use a microphone. Even in a small room, some people might
need the audio electronically, including people using
ALDs/hearing loops and remote CART writers. Note that if
you ask “Can everyone hear me OK?” some people might be
uncomfortable saying that they cannot. Don’t rely on just
audience feedback.
8. Ensure that all relevant sound is audible through the sound
system. If an audience member asks a question or
comments, repeat their question and/or comment into your
microphone before replying or commenting further.
9. Cover all displayed text. Speak out all of the key information
that is on each slide. This does not mean that you have to
read the slide exactly as it is, it just means that you cover the
visual information in what you say.
10. Describe pertinent parts of graphics, videos, and other
visuals. Describe them to the extent needed to understand
the presentation. You usually do not need to describe
decorative images.
11. Describe other visual information. If you ask a question of the
audience, summarize the response. For example the
speaker asks, “If you make your websites fully accessible,
please raise your hand.”...then says, “About half raised their
hand.”
CDCI Accessibility Checklists: Developed by Michaella Collins, Susan Edelman,
Deborah Lisi-Baker, and Darren McIntyre (2013).
3. Preparing Materials for Accessible Web Pages
Done!
Guideline
1. Make sure that text is clearly written and easy to read.
2. Provide content that is organized and written with headings
to convey meaning.
3. Provide text descriptions for all images.
4. Ensure all content can be accessed by keyboard alone, not
just the mouse.
5. Ensure that meaning is not conveyed by color alone.
6. Provide captions for videos, and transcripts for audio.
7. Avoid page elements that flicker, or are animated.
8. Give links descriptive names (not just “click here”).
9. Provide forms that all users can complete.
10. When a page requires an application or plug-in, provide that
link.
CDCI Accessibility Checklists: Developed by Michaella Collins, Susan Edelman,
Deborah Lisi-Baker, and Darren McIntyre (2013).
4. Planning Accessible Meetings and Events
Done!
Guideline
1. Reach out and engage disability and Deaf organizations as
resources and partners in planning meetings and events.
2. Understand and use people first language and other
disability/Deaf Culture etiquette.
3. Apply UDL Principle of Multiple Forms of Representation:
Share all material and information by making it available in
multiple modes (e.g., auditor ally, visually) or disseminate it in
multiple formats (e.g., digital text file, audio file, video, outline,
and available on flash drive, CD, DVD or paper).
4. Apply UDL Principle of Multiple Forms of Expression: Design
activities that require physical action so that persons can
participate using a variety of possible alternative actions.
5. Ask speakers and participants in advance of event and at start
of event if they have accessibility requirements.
6. Ensure the facility and area is accessible to speakers and
participants including entrances, meeting rooms, bathrooms,
presentation stage, refreshments and breakout spaces.
7. Ensure adequate sound system, and arrange for
microphones.
8. Arrange for good visibility of the speakers and interpreters
including good lighting on their face and upper body and
avoiding distracting backgrounds, such as bright sunlight,
media screens or flashing light.
9. Arrange for assistive learning devices, hearing loops,
interpreters, and/or CART (Communication Access Realtime
Translation) writers, as needed by contacting UVM ACCESS
or an interpreter relay service (IRS) for teleconferences.
10. Arrange for good Internet connection when needed.
11. Consider accessibility when planning the schedule, taking into
account the time it takes for people to move from space to
space, to care for medical needs, to have sufficient breaks.
Keep to the schedule as much as possible, and inform
participants ahead of time of any changes.
12. Give guest speakers accessibility requirements and guidance.
CDCI Accessibility Checklists: Developed by Michaella Collins, Susan Edelman,
Deborah Lisi-Baker, and Darren McIntyre (2013).
5. Using Accessible Distance Technology
Done!
Guideline
1. Make certain online and other course materials are
accessible to all.
2. Also provide all materials in text-only format.
3. Provide a statement on how to obtain alternate formats.
4. If real-time, synchronous communication is used, provide an
alternative method of communication for those who cannot
fully participate using synchronous methods (i.e. an
interpreter, captioning, etc.).
5. Provide captioning for video presentations for individuals with
hearing impairments, and audio description for those who are
blind.
6. For synchronous events (same time, different place),
consideration is given to how participants will interact whether
they may be on-site and/or off-site.
7. For asynchronous events (different time, different place),
recordings stored should be accessible in audio, text, and,
video formats.
8. Instructions are provided about how to access recorded
events.
CDCI Accessibility Checklists: Developed by Michaella Collins, Susan Edelman,
Deborah Lisi-Baker, and Darren McIntyre (2013).