Accessibility Blog Series for Content Editors

1. Introduction to Accessibility for Content Editors

Introduction: Web accessibility ensures that people with disabilities (visual, auditory, motor, cognitive, etc.) can perceive and use our content. The W3C’s WCAG 2.2 guidelines explain that following these recommendations “will make content more accessible to a wider range of people with disabilities” and often more usable for everyonew3.org. Content editors play a crucial role: even with an accessible design, the words, images, and structure you create directly affect usability. As Harvard Library notes, “accessibility extends beyond designers and developers. It’s the responsibility of content editors to create and maintain content that’s inclusive and accessible to all users”library.harvard.edu.

Learning Objectives:

• Explain what web accessibility means and why it matters (legal, ethical, SEO and user benefits).
• Identify how content (structure, language, media) affects accessibility.
• Understand key WCAG 2.2 principles (Perceivable, Operable, Understandable, Robust).
• Recognize the content editor’s role in implementing those principles (headings, text, alt text, etc.).

Related Topics:

• WCAG 2.2 overview (principles/success criteria)w3.org.
• Assistive technologies (screen readers, magnifiers) basics.
• Inclusive design and plain language.
• Legal standards (e.g. ADA, Section 508) and organizational policies.

Examples (Inaccessible vs Accessible):

• Headings & Structure: An article with no headings or only visual styling forces all readers to parse a “wall of text.” Accessible: the same text broken into logical sections with <h2>, <h3> tags (or Markdown headings) so users and screen readers can scan it easilylibrary.harvard.edulibrary.harvard.edu.
• Images: An image captioned only as “diagram1.png” (screen readers read the filename) vs. the same image with alt="Flowchart showing the signup process with steps A→B→C"developer.mozilla.orgdeveloper.mozilla.org.
• Language: Complex jargon (“optimize your utilization of”) vs. plain language (“use”). Accessible writing uses common words and short sentencesdeveloper.mozilla.orglibrary.harvard.edu.

WCAG Guidance: Use WCAG 2.2 as your framework. For example, Success Criterion 1.1.1 (Non-text Content) requires text alternatives for images, and 2.4.6 (Headings and Labels) encourages proper heading structure so “screen readers can navigate using lists of headings”library.harvard.eduusability.yale.edu. Meeting these means your content is machine-readable and user-friendly.

Tips & Checklist:

• Checklist: Start with a simple Accessibility Content Checklist (e.g. Yale’s content-editor checklist or W3C’s Easy Checks) to ensure you cover basics.
• Templates: Provide editors with templates or style sheets that include proper HTML heading structure and placeholders (e.g. a template with <h1>, <h2>).
• Style Guide: Maintain a style guide recommending plain language and inclusive terms (e.g. “people with disabilities” rather than labels)library.harvard.edu.
• Testing: Regularly run an automated checker (like WAVE or Lighthouse) to find obvious issues, but pair with human review (e.g. try navigating with a screen reader or keyboard). Yale emphasizes that checklists “translate WCAG into understandable language” and that tools like WAVE or Axe can help but don’t catch everythingusability.yale.eduusability.yale.edu.

Downloadable Resources: Consider creating a PDF checklist for newcomers and a one-page Introduction to WCAG 2.2 summary. Provide examples files (e.g. a badly formatted page vs. an accessible one) to illustrate the difference.

2. Writing Inclusive and Understandable Web Content

Introduction: Good writing is at the heart of accessibility. Clear, concise, and inclusive language helps all readers, especially those with cognitive or learning disabilitieslibrary.harvard.edu. Using active voice, defining terms, and avoiding jargon or idioms reduces confusion. Harvard’s guidelines stress that “plain language and well-organized writing benefits all users, but especially those with cognitive disabilities such as dyslexia and ADHD”library.harvard.edu. Similarly, MDN’s accessibility training advises using “simple plain language, steering clear of slang and abbreviations… and providing definitions where it is not possible”developer.mozilla.org.

Learning Objectives:

• Use plain language principles (short sentences, common words, active voice).
• Apply inclusive writing: use person-first language (“people with disabilities”) and respect (avoid “victim” wording, don’t talk down).
• Avoid discriminatory or ableist terms (e.g. say “person uses a wheelchair” not “wheelchair-bound”).
• Define acronyms on first use, and explain complex terms (WCAG 2.2 AAA encourages simpler versions for difficult textw3.org).
• Structure content with bullets or lists to aid scanning and comprehension.

Related Topics:

• Inclusive content style guides (ableist language, cultural sensitivity).
• WCAG 3.1 (Readable content, acronyms, alternatives).
• Plain-language guidelines (e.g. PlainLanguage.gov).
• Assistive tech limitations (e.g. text-to-speech struggles with slang).

Examples (Inaccessible vs Accessible):

• Jargon/Complexity: “Please commence utilization of the hyperlink below for additional elucidation.” vs. “Click this link to learn more.” (Accessible uses simple verb “click” and common words).
• Tone: “Users must log in to access the portal.” vs. “To access the portal, please log in here.” (Accessible is more polite/neutral and direct).
• Inclusive Language: “The blind cannot see our interface.” vs. “A blind person may need descriptive text or an audio cue.” (Use person-first and factual language).
• Acronyms: “You must follow SOPs (Standard Operating Procedures).” vs. “You must follow the Standard Operating Procedures (SOPs).” (Accessible expands the acronym on first mention).

WCAG Guidance: While WCAG 2.2 doesn’t require specific reading levels at AA, it does have AAA criteria (3.1.4 Abbreviations and 3.1.5 Reading Level) that encourage clear writing and explanationsw3.org. For AA compliance, use consistent terminology (SC 3.2.4) and ensure instructions don’t rely solely on complex language or senses (SC 3.2.5 Change on Request). The core idea is under Guideline 3.3 and 3.1: make content understandable.

Tips & Checklist:

Resources: Use readability tools (Flesch scores) and inclusive language checkers. Many organizations have glossaries (e.g. APA Inclusive Language guidelines).

Checklist: Include items like “No more than one idea per sentence” or “Acronyms defined.” Yale’s content-editor checklist or simple checklists (e.g. number of words per sentence) can be handyusability.yale.edu.

Templates: Provide a “style sheet” template with examples of inclusive phrasing. For instance, a library example suggests “Use the word accommodations, not special treatment” when discussing disability serviceslibrary.harvard.edu.

Review: Have multiple eyes review content (especially for bias). Consider a plain-language review (checklist at PlainLanguage.gov). Harvard even links to a checklist for plain languagelibrary.harvard.edu.