Accessible training materials checklist

?Which rules apply to you

The rules in Canada are built on the Web Content Accessibility Guidelines (WCAG). The codes on each checklist item, like 1.1.1, are the WCAG success criteria they relate to.

Other provinces have their own accessibility laws at different stages. This checklist is practical guidance, not legal advice.

1Documents and PDFs

• Use built-in heading styles (Heading 1, 2, 3)Not bold or larger text. Screen reader users navigate by headings.1.3.1
• Add alt text to every meaningful imageDescribe what the image tells the reader. Mark purely decorative images as decorative.1.1.1
• Write link text that makes sense on its own"Download the facilitator guide," not "click here."2.4.4
• Check colour contrastAt least 4.5:1 for normal text, 3:1 for large text (18 pt, or 14 pt bold).1.4.3
• Don't use colour alone to show meaningAdd a word, icon or pattern. For example, "Incorrect" as well as red.1.4.1
• Use real tables with a header row, only for dataDon't use tables to lay out a page, and avoid merged cells.1.3.1
• Set the document title and languageIn File > Properties. Screen readers announce the title and use the language to pronounce words.3.1.1
• Export PDFs as tagged PDFs and check the reading orderUse "Save as PDF" with accessibility tags on, not "Print to PDF."1.3.2
• Run the built-in accessibility checkerWord, PowerPoint and Acrobat all have one. Fix everything it flags.Tool

2Slides

• Use built-in slide layoutsText boxes added by hand are often read in the wrong order.1.3.2
• Give every slide a unique titleEven if you hide it visually. It's how people move through the deck.2.4.6
• Avoid text inside imagesIf you must use it, repeat the text in the alt text or on the slide.1.4.5
• No flashing more than three times a secondRapid flashing can trigger seizures.2.3.1
• Share the slides in an accessible formatSend the original file, not just a PDF of the slides, so it works with assistive technology.1.3.1

3Video and audio

• Accurate captions on all pre-recorded videoAutomatic captions are a starting point. Edit them, especially names and terms.1.2.2
• A transcript for audio-only contentPodcasts, recorded calls and audio instructions.1.2.1
• Describe important visuals in the narrationOr add audio description. It's an AODA exception, but blind learners still need it.1.2.5
• No sound that plays automatically for more than 3 secondsOr give an obvious way to pause or mute it.1.4.2
• The video player works with a keyboardPlay, pause, captions and volume all reachable without a mouse.2.1.1

4E-learning and web pages

• Everything works with a keyboard aloneTab, Shift+Tab, Enter, Space and arrow keys, with no traps.2.1.1
• You can always see where keyboard focus isA clear outline on the active button or link.2.4.7
• Drag-and-drop has an alternativeSuch as selecting from a list. Many people can't drag.2.1.1
• Time limits can be turned off or extendedIncluding timed quizzes and auto-advancing slides.2.2.1
• Every form field and quiz answer has a labelThe label is announced by screen readers, not just shown nearby.3.3.2
• Errors are explained in textSay what's wrong and how to fix it, not just a red outline.3.3.1
• Content works zoomed to 200% and on a phone-width screenNothing cut off, no sideways scrolling for text.1.4.4 · 1.4.10
• Ask your LMS vendor for an accessibility conformance reportOften called an ACR or VPAT. Your course is only as accessible as the platform it runs on.Procurement

5Live sessions, in person or online

• Ask about accommodation needs at registrationWith enough lead time to arrange interpreters, captioning or materials.Practice
• Send materials in advanceSo people using screen readers or magnifiers can follow along.Practice
• Turn on live captionsBuilt into Teams, Zoom and Meet. For important sessions, book a human captioner (CART).1.2.4
• Describe what's on screen out loudAnd read chat questions aloud before answering them.Practice
• Build in regular breaksA break at least every hour helps everyone, especially people with fatigue or attention-related disabilities.Practice

6Language

• Write in plain languageShort sentences, common words, active voice. Not required at Level AA, but it helps every learner.3.1.5 (AAA)
• Spell out acronyms the first timeThen use the short form.3.1.4 (AAA)
• Mark passages in another languageFor example, a French term in English material, so screen readers pronounce it correctly.3.1.2

7Testing and follow-up

• Run an automated checkerSuch as WAVE or axe for web pages. These catch only some problems, so don't stop here.Tool
• Go through it with only a keyboardPut the mouse away and complete the whole course.2.1.1
• Try it with a screen readerNVDA is free on Windows. VoiceOver is built into Mac and iPhone.Tool
• Test with people with disabilities, and pay them for their timeNothing replaces feedback from people who use assistive technology every day.Practice
• Tell learners how to ask for another formatIn Ontario, organizations must provide accessible formats and communication supports on request.AODA s. 12