Use Headings To Make Documents Accessible

 

Who Are You Doing This For?

When it comes to using visual references to indicate the hierarchy and structure of a document, you may be accustomed to just changing the font, enlarging the type size, or making text bold, underlined, or italicized to the impression of a heading. Yet this approach presents problems when creating material with accessibility in mind because headings are one of the primary ways that students navigate through a document or Canvas page.

Everyone benefits from having content that’s clearly organized. In addition, well-organized and hierarchically-tagged content supports students who:

  • Are blind or have low vision, for example, students like Jacob
  • Have a learning disability, for example, students like Ann

 

Jacob is blind
Jacob: “This gives me more control in navigating through the document. I can skip to the relevant section, instead of having to read the whole thing in a linear fashion.”

When students who use screen readers encounter a section of text that has simply been bolded or underlined their screen reader won’t identify the text as a heading. Instead, a screen reader will just “read” through the text of a heading as if it were part of another paragraph of content, missing your intended cues about structure and organization.

Because screenreaders use the organizational cues provided by text headings and table structure to help users navigate the page, it’s important to make sure that your document is divided into subsections with properly-tagged headings and subheadings.

 

Ann has a learning disability that makes it difficult for her to concentrate
Ann: “This allows me to go back and easily find the important points.”

Headings also provide a visual cue that helps sighted readers quickly navigate through sections of a document, skimming through content until they find a section they are looking for.

 

To create effective, accessible headings in Microsoft Word:

Click on the “Styles” panel at the top of your document or search for the word “Styles” in the help bar.

From there, you should have the option to select, edit or create headings or other formatted styles. Tag the highest-level heading with Heading 1, sub-sections with Heading 2, and sub-sections of sub-sections with Heading 3. Label body text Paragraph.

Word document Styles dropdown
The Microsoft Word Styles dropdown in action.

 

To create effective, accessible headings in Canvas:

Use the Text Editor to tag sections with Heading 1, sub-sections with Heading 2, and sub-sections of sub-sections with Heading 3. Label body text Paragraph.

 

Canvas text editor buttons.
The Headers dropdown is on the right-hand side of your rich-text editor icons bar in Canvas.

 

Clicking on the headings dropdown will display more options. The highest-level heading in Canvas is Header 2, so start with this as the top-level heading you insert into a page.

Listen To A Screen Reader In Action

The video below captures the Mac Voiceover function reading one of our course pages. In it, the screen reader describes page components aloud, something that is especially apparent when the voiceover includes the words “Heading Level 3” in the title and when it describes the “Curb Cut” image.

This video includes a screen reader rendering of a page about Universal Design.

 

For an overview of an experienced user’s everyday screen reader workflow, visit this video about screen readers.

The WebAIM website provides information about how to evaluate a page’s screen-reader accessibility by using VoiceOver (a built-in component of Mac laptops) or NVDA (Windows) to listen to that page’s content. If you are someone who has minimal experience with screen readers, I’d encourage you to try enabling voiceover on a device and trying it out for a while. This will help you to understand and anchor web accessibility principles related to structure and organization.

Media Attributions

Creative Commons License

This adaptation of BCcampus Accessibility Toolkit: 2nd Edition is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This means that you should feel free to adopt and adapt content from this page for your own teaching, but we ask that you observe the terms of the license (linked above) and that you provide attribution to Sue Bauer, John Raible, and Jessica Tojo of UCF, The UW-Madison Collaborative for Advancing Learning and Teaching, and UW-Madison Learning Support Services  

 

License

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Tiny Teaching Tools Copyright © by Naomi Salmon is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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