Typography

Use a large enough, readable font that is easy to distinguish from the background, avoid using decorative fonts, italics, or all-caps, as these can make the text difficult to read.

Alternative text (Alt Text)

Use clear and concise descriptions for descriptive images that accurately convey the purpose or content of the image.

Avoid using "image of" or "picture of" as the screen reader will already call out this information. 

Audio descriptions

Non-sighted learners or those who have low vision can miss important visual elements in a video. Audio descriptions provide a narrative of the visual elements on a separate track. The best practice is to integrate important visual elements in the main audio track and to not need a separate one but in some situations where that's not possible, audio descriptions should be provided.

Audio control

For any audio that plays for more than 3 seconds there should be a way for the learner to pause or stop the audio, separately from the volume of the rest of the computer.

Audio autoplay

Avoid audio that autoplay as this can often interfere with the screen reader and cause confusion to the learner. The best practice would be to provide learners with a choice at the beginning of the course if they would like the audio to autoplay.

Heading levels

Screen readers read out the content of a page to the learner and rely on heading levels to convey the structure of the content.

By using heading level in a hierarchical manner, screen reader users can navigate the content more easily and understand the relationship between different sections of the content.

Focus order

Ensure that the content is arranged in a logical for it to make sense to screen reader users when tabbing through the content.

Link text

Use descriptive link text that accurately describes the content of the link.

Avoid using generic or vague link text, such as "click here" or "read more".

Ensure a color contrast ratio of 3:1 between links and background and surrounding element

Images of text

Use text instead of images of text unless required in case of graphs and charts provide Alt Text or description of the image.

Time limits

Provide adequate time for learners to read and interact with content. If the content requires time limits, provide a way to extend or turn off the time limits. 

eLearning is a popular way for people to learn and acquire new skills especially in this day and age of remote work.

It is up to instructional designers to take the necessary steps to ensure that their content is accessible and inclusive for all learners. By implementing the practical steps outlined above, we can break down barriers and create a more equitable and inclusive learning environment.

In conclusion, accessibility should not be an afterthought when it comes to eLearning design but should be prioritized from the outset, so that all learners can access valuable learning opportunities.

What steps can you take to ensure that your content is accessible to learners with visual disabilities?

References: 

World Health Organization. (2019). World report on vision from World report on vision (who.int)

WCAG Quick Reference Guide