The document provides guidance on writing accessible web content, emphasizing the importance of clarity and organization to accommodate individuals with disabilities. It outlines barriers to accessibility and offers practical techniques for improving content, such as using clear titles, headings, and descriptive link text. The key takeaway is that well-structured, user-focused content not only complies with legal standards but also enhances user experience and accessibility for all.

1. Presented by:
Farah Hirani
Writing for web accessibility
How to create understandable content

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Background
Benefits
Writing for accessibility
How-to: Organization
How-to: Writing
Next steps & wrap-up
Overview

3. 1. How much do you know about designing for digital
accessibility?
2. Are you actively involved in the implementation of digital
accessibility at your organization in your current role?
3. How far along is your organization to having an accessible
website?
Quick poll

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Background
Definitions and context
Background
Benefits
Writing for accessibility
How-to: Organization
How-to: Writing
Next steps & wrap-up
1

5. “Web accessibility means that websites, tools, and
technologies are designed and developed so that people with
disabilities can use them. More specifically, people can:
• perceive, understand, navigate, and interact with the Web
• contribute to the Web”

6. “Accessibility is the practice of making your websites usable
by as many people as possible.
• You might also think of accessibility as treating everyone the
same, and giving them equal opportunities, no matter what
their ability or circumstances.”

7. • Auditory
• Cognitive, learning, and neurological
• Physical
• Speech
• Visual
Really great resource from W3C
https://www.w3.org/WAI/people-use-web/abilities-
barriers/
Diverse abilities and barriers

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Background
Benefits
Writing for accessibility
How-to: Organization
How-to: Writing
Next steps & wrap-up
Benefits
Why make your content accessible?
2

9. In Canada, 22% of adults have a disability.
22%

10. In the US, 26% of adults have a disability.
26%

11. • Be visible or invisible
• Be permanent, temporary, episodic
• Exist in varying degrees
• Change over time
• Be recognized or not
Disabilities can…

12. Ability barriers

13. Designing for accessibility helps everyone
Solutions
Transcripts for audio &
video
Closed captioning for
video

14. Designing for accessibility helps everyone
!!
Content that’s:
Clearly structured
Well-organized
Solutions

15. Legal
compliance
Lowered call
centre costs
Positive brand
image
Competitive
advantage
Improved SEO
Additional benefits
Really great resource from W3C
https://www.w3.org/WAI/business-case/

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Background
Benefits
Writing for accessibility
How-to: Organization
How-to: Writing
Next steps & wrap-up
Writing for accessibility
Techniques for writing understandable content
3

17. Content writing practices that cause accessibility barriers
Organization Writing Link text
Links on this page:
introduced
significant improvements
automatically communicate the car’s
location
silent epidemic
click here
Learn more
More information

18. Content writing practices that cause accessibility barriers
Organization Writing Link text
Links on this page:
introduced
significant improvements
automatically communicate the car’s
location
silent epidemic
click here
Learn more
More information

19. Poor on-page organization
• Unclear title
• No sections

20. Poor on-page organization
• Title and headings are
there
• But they aren’t descriptive
or informative
• Are confusing

21. • People using screenreader’s must tediously read every word.
• Users with cognitive or learning disabilities may not find and
understand content.
• Users with limited short-term memory may need descriptive
headings.
Impact of poor content organization

22. Content writing practices that cause accessibility barriers
Organization Writing Link text
Links on this page:
introduced
significant improvements
automatically communicate the car’s
location
silent epidemic
click here
Learn more
More information

23. Content writing practices that cause accessibility barriers

24. Content writing practices that cause accessibility barriers
Organization Writing Link text
Links on this page:
introduced
significant improvements
automatically communicate the car’s
location
silent epidemic
click here
Learn more
More information

25. • This is 2 sentences
• Both “very hard to read”
• Post-graduate readability
level
Complex, difficult writing

26. Complex, difficult writing
• 50% of sentences “hard to
read”
• Grade 12 readability level

27. • Users with cognitive or learning disabilities may not understand
content and context.
• Complex language can be a source of frustration, wasted time,
and energy for these users.
• Some won’t be able to overcome these barriers.
Impact of complex writing

28. Content writing practices that cause accessibility barriers
Organization Writing Link text
Links on this page:
introduced
significant improvements
automatically communicate the car’s
location
silent epidemic
click here
Learn more
More information

29. Poor link text
• Not helpful out of context
• Don’t demonstrate
purpose or destination
• Don’t warn that will open in
new page
• Inconsistent phrases for
same purpose

30. • Links can’t be easily “clicked” using
speech input.
• Links can’t be scanned effectively by
screenreader and keyboard-only
users.
• Screenreaders also read entire link.
Impact of unclear link text

31. 1
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Background
Benefits
Writing for accessibility
How-to: Organization
How-to: Writing
Next steps & wrap-up
How to write for accessibility
Working through examples
4
5

32. Two
Examples
1. On-page structure
2. Understandable writing

33. Create clear, on-page structure
1

34. • Assess properties in BC
• Sends annual notice
• Tells owner property value
Example 1: BC Assessment

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6
3
?
6
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?
Review and compare for accuracy
Contact us to discuss
File first level appeal
Review FAQ
Visit Ministry of Finance
File second level appeal
Use different appeal process
Example 1: BC Assessment

36. 3
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3
?
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1
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?
Review and compare for accuracy
Contact us to discuss
File first level appeal
Review FAQ
Visit Ministry of Finance
File second level appeal
Use different appeal process
Example 1: BC Assessment

37. 3
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6
3
?
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1
2
3
4
5
6
?
Review and compare for accuracy
Contact us to discuss
File first level appeal
Review FAQ
Visit Ministry of Finance
File second level appeal
Use different appeal process
Example 1: BC Assessment

38. 3
1
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4
2
3
2
3
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5
3
6
3
?
6
1
2
3
4
5
6
?
Review and compare for accuracy
Contact us to discuss
File first level appeal
Review FAQ
Visit Ministry of Finance
File second level appeal
Use different appeal process
Example 1: BC Assessment

39. 3
1
2
4
2
3
2
3
4
5
3
6
3
?
6
1
2
3
4
5
6
?
Review and compare for accuracy
Contact us to discuss
File first level appeal
Review FAQ
Visit Ministry of Finance
File second level appeal
Use different appeal process
Example 1: BC Assessment

40. 3
1
2
4
2
3
2
3
4
5
3
6
3
?
6
1
2
3
4
5
6
?
Review and compare for accuracy
Contact us to discuss
File first level appeal
Review FAQ
Visit Ministry of Finance
File second level appeal
Use different appeal process
Example 1: BC Assessment

41. 3
1
2
4
2
3
2
3
4
5
3
6
3
?
6
1
2
3
4
5
6
?
Review and compare for accuracy
Contact us to discuss
File first level appeal
Review FAQ
Visit Ministry of Finance
File second level appeal
Use different appeal process
Example 1: BC Assessment

42. 2.4.2 Page titles
Web pages have titles that describe topic or
purpose.
2.4.10 Section headings
Section headings are used to organize the
content.
2.4.6 Headings & labels Headings and labels describe topic or purpose.

43. • Technically already meets
this standard
• “Appeals” is topic, but isn’t
meaningful to users
• Could be better
2.4.2 Page titles
Web pages have titles that
describe topic or purpose.
Example 1: BC Assessment

44. • Must represent page’s topic accurately
• Most unique/relevant info first
• Accurate, brief, unique
• For task-based pages, start with
action verb ending in “ing”
• Use SEO keywords if/when
appropriate
• 60-70 characters max
Tips for
creating
effective
titles

45. New title Disagreeing with your assessed property value
• Must represent page’s topic accurately
• Most unique/relevant info first
• Accurate, brief, unique
• For task-based pages, start with action verb ending in “ing”
• 60-70 characters max (it’s 45 characters)
• Use SEO keywords if/when appropriate
?

46. Example 1: BC Assessment
• No headings
• Does not meet this
standard
2.4.10 Section
headings
2.4.6 Headings &
labels

47. Tips for
creating
effective
section
headings
• One topic per heading or subheading
• Descriptive, indicates what’s below
• Most important words first
• Avoid generic or clever headings
• Use H1-H6 tags
• Use parallel structure
• Keep it concise

48. New structure
Disagreeing with your assessed property value
H1
Step 1: Review your property information for accuracy
H2
Step 2: Contact us to discuss your concerns
H2
Step 3: File a formal appeal (due: February 1, 2021)
H2
Step 4: Prepare for your appeal hearing
H2
Step 5: File a second level appeal (due: April 30, 2021)
H2

49. Example 1: BC Assessment
• Bullets aren’t mentioned in
WCAG
• Used correctly, they
improve user experience
WCAG standard None

50. • Bullet lists instead of inline lists
• Bullet lists for related items
• Numbered list when number matters
• Parallel structure for list items
• Different bullet type for nested lists
• Separate longer lists
Tips for
using
bullet
lists

51. Before
Prior to filing a complaint (appeal), use Assessment Search to
review your assessment and sales of similar properties to ensure
your assessment is accurate. If you still have concerns, we
encourage you to contact us before submitting an official Notice
of Complaint (Appeal).
After
Step 1: Review your property assessment information for
accuracy
Log in to Assessment Search to learn more about your property
assessment, including:
• How we assessed your property.
• What information we have on file.
• How your property value compares to similar properties in
your area.

52. before after

53. Write in a way that’s easy to understand
2

54. Example 2: McGill University
• For grad & postdoc students
• Provides resources
• Great page structure

55. Example 2: McGill University
• For grad & postdoc students
• Provides resources
• Great page structure

56. Example 2: McGill University
• For grad & postdoc students
• Provides resources
• Great page structure

57. Example 2: McGill University
• For grad & postdoc students
• Provides resources
• Great page structure

58. • Page title
• Section heading ?
Example 2: McGill University

59. • Page title
• Section heading ?
Example 2: McGill University

60. • Page title
• Section heading ?
Example 2: McGill University

61. ?
• Page title
• Section heading
• Writing is unclear
Example 2: McGill University

62. ?
• Page title
• Section heading
• Writing is unclear
Example 2: McGill University

63. ?
• Page title
• Section heading
• Writing is unclear
• Readability level: grade 11
Example 2: McGill University

64. ?
• Page title
• Section heading
• Writing is unclear
• Readability level: grade 11
• Writing: “them”-centric
Example 2: McGill University

65. 2.4.2 Page titles
Web pages have titles that describe topic or
purpose.
2.4.6 Headings & labels Headings and labels describe topic or purpose.
2.4.4/2.4.9 Link purpose Purpose of link is clear from the link text alone.

66. 3.1.3 Unusual words
Define words/phrases used in an unusual or
restricted way, including idioms and jargon.
3.1.4 Abbreviations Define abbreviations.
3.1.5 Reading level
Text should require reading ability at or below
grade 8, or have supplemental content.

67. • Page title
• Sections headings are
unclear
2.4.2 Page titles 2.4.6 Headings & labels
Example 2: McGill University

68. before after

69. before after

70. before after

71. • Links should make sense
out of context
• Could be more descriptive
2.4.4/2.4.9 Link purpose
Example 2: McGill University

72. • Links should make sense
out of context
• Could be more descriptive
2.4.4/2.4.9 Link purpose
Example 2: McGill University

73. • Use sparingly to minimize distraction
• Concise and descriptive language
• As short as possible
• Should make sense out of context
• Be consistent
• No URLs or “link to”
Tips for
descriptive
link text

74. workshops
semi-annual conference
Leading Effective Discussions:
Facilitation Skills for Graduate
Students
send an email
Build leadership skills through a suite
of 90-minute workshops
Free Emerging Leaders Mini-
Conference
Learn facilitation skills through a one-
day workshop
leadership.training@mcgill.ca
before after

75. workshops
semi-annual conference
Leading Effective Discussions:
Facilitation Skills for Graduate
Students
send an email
Build leadership skills through a suite
of 90-minute workshops
Free Emerging Leaders Mini-
Conference
Learn facilitation skills through a one-
day workshop
leadership.training@mcgill.ca
before after

76. workshops
semi-annual conference
Leading Effective Discussions:
Facilitation Skills for Graduate
Students
send an email
Build leadership skills through a suite
of 90-minute workshops
Free Emerging Leaders Mini-
Conference
Learn facilitation skills through a one-
day workshop
leadership.training@mcgill.ca
before after

77. workshops
semi-annual conference
Leading Effective Discussions:
Facilitation Skills for Graduate
Students
send an email
Build leadership skills through a suite
of 90-minute workshops
Free Emerging Leaders Mini-
Conference
Learn facilitation skills through a one-
day workshop
leadership.training@mcgill.ca
before after

78. workshops
semi-annual conference
Leading Effective Discussions:
Facilitation Skills for Graduate
Students
send an email
Build leadership skills through a suite
of 90-minute workshops
Free Emerging Leaders Mini-
Conference
Learn facilitation skills through a one-
day workshop
leadership.training@mcgill.ca
before after

79. • No unusual words
3.1.3 Unusual words
3.1.5 Reading level
3.1.4 Abbreviations
Example 2: McGill University

80. • No unusual words
• Abbreviations handled
correctly
3.1.3 Unusual words
3.1.5 Reading level
3.1.4 Abbreviations
Example 2: McGill University

81. • No unusual words
• Abbreviations handled
correctly
• Readability level: Grade 11
3.1.3 Unusual words
3.1.5 Reading level
3.1.4 Abbreviations
Example 2: McGill University

82. • Shorter words and simple sentences
• 6-8 grade reading level
• Active voice instead of passive voice
• User-focused approach
• Research is your friend
• Most important information first
Tips for
user-
focused,
plain
language

83. before after

84. before after

85. before after

86. before after

87. before after

88. before after

89. 1
2
3
4
5
6
Background
Benefits
Writing for accessibility
How-to: Organization
How-to: Writing
Next steps & wrap-up
Next steps & wrap-up
Where to go from here
6

90. Getting started with accessibility: Next steps
Web
accessibility
first aid
Sustain
Implement
Plan
Initiate
Really great resource from W3C
https://www.w3.org/WAI/planning-and-managing/

91. • Designing for accessibility is about designing content to be
flexible.
• Lowers barriers for the 1 in 5 people with disabilities.
• Also allows access for people experiencing ability barriers.
Re-cap

92. Make your content easier to understand by:
• Organizing it with effective titles, headings, and bullet lists.
• Writing it using user-focused plain language.
• Making sure link text is descriptive and makes sense out of
context.
Re-cap

93. 3
1
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3
?
6

94. “The one argument for accessibility that doesn’t get made
nearly often enough is how extraordinarily better it makes
some people’s lives.
How many opportunities do we have to dramatically
improve people’s lives just by doing our job a little better?”
― Steve Krug
Author of Don’t Make Me Think:
A Common Sense Approach to
Web Usability

95. Get in touch.
farah@contentstrategyinc.com
content-strategy-incorporated
team_cs_inc