UDL Express
UDL Express offers a quick, practical way to make course materials more accessible and inclusive. The series draws on the SLIDE framework—Styles, Links, Images, Design, and Evaluation—developed by Dr. Luis Pérez (CAST) as a guide to accessibility in digital materials. Whether you’re creating in Word, PowerPoint, or Quercus, small, evidence-informed changes add up to meaningful improvements for learners. Watch the Summer 2025 SLIDE into Document Accessibility session recordings embedded below or on our YouTube playlist.
MOVE into Accessibility in Summer 2026: UDL Express will be offered as a four-part synchronous workshop series, with opportunities to explore each element of the newly developed MOVE framework in real time alongside peers and facilitators. Stay tuned for more details.
Styles
Use built-in styles and headings to improve navigation and structure
Links
Make hyperlinks clear and meaningful for all users
Images
Add effective alt text and avoid common image accessibility barriers
Design
Apply colour and font choices that improve readability and reduce cognitive load
Evaluation
Use built-in accessibility checkers and review tools to assess and improve your content
Styles (Structure)
Learn how to use built-in styles and headings to improve navigation and structure. Watch the Styles (Structure) highlight video (05:05) for a quick overview. Download the Styles (Structure) slide deck (PDF) for future reference.
What did we talk about?
- “Flat text” (text without semantic headings) is hard to read and navigate.
- Structured content—using semantic headings—enhances visual hierarchy, cognitive processing, and screen reader navigation. Everyone benefits.
- Use headings to comply with AODA and WCAG 2.0 (criteria 2.4.6 and 2.4.10).
- Follow a logical heading structure (don’t skip from H1 to H3, etc.).
- Refer to instructions for applying headings in Word and the Rich Content Editor in Quercus.
What additional insights were shared?
- Headings are especially helpful for organizing and maintaining syllabi, handbooks, and dossiers.
- Font choices should support accessibility—prioritize legibility, cross-device compatibility, and distinguishability (e.g., between “1,” “l,” and “I”).
Recommended Resources
- Mercier, S. (2025). Design for all learners: Create accessible and inclusive learning experiences. American Society for Training & Development.
- Miller, S. (2025). Designing accessible learning content: A practical guide to applying best-practice accessibility standards to L&D resources. Kogan Page Limited.
- Robertson, D. A. (2025). 52 ways to reconcile: How to walk with Indigenous peoples on the path to healing. McClelland & Stewart.
Links
Learn how to make hyperlinks clear and meaningful for all users. Watch the Links highlight video (10:42) for a quick overview. Download the Links slide deck (PDF) for future reference.
What did we talk about?
- Use meaningful link text (e.g., “Download agenda” instead of “Click here” or “Read more”).
- Avoid long URLs. Screen readers will read out every character. Use descriptive text or shorteners like uoft.me.
- Indicate link behaviour (e.g., “opens in new tab” or “PDF”).
- Ensure links are visually clear. Use both underline and colour, not colour alone.
- Avoid empty or duplicate links. Each link should have a clear purpose and a unique label.
- Add alt text to image-only or icon-based links. This ensures screen readers can convey the purpose of the link.
- Clear, concise links benefit all users, not just those using assistive technologies.
- Note: Accessibility checkers do not always flag vague or ambiguous link text (e.g., “click here”) as an error or warning. This must be reviewed manually.
What additional insights were shared?
- QR codes should include alt text that describes the image as a QR code and indicates the destination.
- Link behaviour (e.g., opening in new tabs) should be transparent—there’s no one right way, but users should know what to expect.
- The POUR principles (Perceivable, Operable, Understandable, Robust) offer a helpful framework for evaluating accessible design.
Recommended Resources
- WebAIM. Links and Hypertext.
- Carleton College. QR Codes: Digital Accessibility.
Images
Learn how to add effective alt text and avoid common image accessibility barriers. Watch the Images highlight video (07:40) for a quick overview. Download the Links slide deck (PDF) for future reference.
What did we talk about?
- Images need intentional descriptions (alt text) to support access and learning.
- Alt text conveys the function and meaning of an image—not just its appearance.
- Not all images need alt text, but every image needs a decision.
- Keep alt text short, specific, and contextual. Avoid phrases like “image of.”
- Mark decorative images so screen readers skip them.
- Refer to instructions for adding alt text in PowerPoint, Word, and Quercus.
What additional insights were shared?
- Auto-generated alt text often misses meaning—use with caution.
- Start with complex visuals (e.g., charts) when retrofitting old slides. For these, alt text should direct users to where full descriptions are available (e.g., slide notes).
- Redundant logo alt text on every slide creates noise—mark as decorative after first mention.
- Check with students on preferred file formats (e.g., PDF vs. pptx).
- To test alt text, try:
- VoiceOver (built into MacOS)
- NVDA (free screen reader for Windows)
- Microsoft Immersive Reader (available in Quercus)
Recommended Resources
- University of Toronto. Alternative Text (alt text): Best Practices Guide (PDF).
- Harvard University. Write Helpful Alt Text to Describe Images.
- W3C Web Accessibility Initiative (WAI). Images Tutorial.
- W3C Web Accessibility Initiative (WAI). An alt Decision Tree.
Design
Learn how to apply colour and font choices that improve readability and reduce cognitive load. Watch the Design highlight video (07:09) for a quick overview. Download the Design slide deck (PDF) for future reference.
What did we talk about?
- Design affects usability. It’s not just how things look—it’s how they work.
- Use readable fonts. Sans serif fonts, consistent sizes, and left alignment improve legibility. Minimize italics and ALL CAPS.
- Ensure sufficient colour contrast. Aim for 4.5:1 for normal text. Test with tools like the WebAIM Contrast Checker.
- Don’t use colour alone for meaning. Pair colours with text, labels, or icons for clarity.
- Use emojis sparingly. They’re read aloud by screen readers and can confuse or distract. Make sure meaning is still clear without them.
What additional insights were shared?
- Animations should be optional. When using animations, provide user controls (e.g., play/pause buttons) to reduce motion sensitivity and distraction. Avoid auto-playing content that users can’t pause.
- Extreme contrast can cause eye strain. High contrast (e.g., pure black on white) may lead to visual fatigue, especially over long periods. Softer tones, like dark grey on off-white, are often easier on the eyes.
- Accessible graph design uses more than just colour. Don’t rely solely on colour to differentiate data. Use patterns, clear labels, strong contrast, and test visuals in grayscale to ensure clarity for all users.
Recommended Resources
- Colour Blind Awareness. Welcome to Colour Blind Awareness.
- TEDx Talks. (2014, April 14). How to avoid death by PowerPoint with David JP Phillips [Video]. YouTube.
- Unicode Consortium. Full Emoji List, v16.0.
- University of Toronto. Brand Portal.
- University of Toronto. Microsoft Office Templates.
Evaluation
Learn how to use built-in accessibility checkers and review tools to assess and improve your content. Watch the Evaluation highlight video (06:21) for a quick overview. Download the Evaluation slide deck (PDF) for future reference.
What did we talk about?
- Accessibility is about people. Evaluation ensures our content works for the diverse learners we serve.
- Automated tools (like Word and Quercus built-in checkers) catch technical issues—missing alt text, contrast, headings, and table structure.
- But tools can’t judge clarity, tone, or usability. That’s where human insight matters.
- We need both: automated checkers for quick scans, and human review for meaningful access.
- Built-in tools are a strong starting point, offering clear, actionable guidance.
What additional insights were shared?
- PDFs can be tricky. Starting with accessible source files (like Word or PowerPoint) helps ensure better outcomes.
- Even as generative AI tools can help users work around some barriers—such as describing visuals—creating accessible documents from the start remains essential.
- Be mindful of what content you input into AI platforms. Use institutionally-supported tools like U of T’s enterprise version of Microsoft Copilot, which meets university privacy and data standards.
- Assessment accessibility matters. Consider assessment methods, materials, and environments (UDL Course Design).
- Community collaboration helps surface and solve access issues together.
Recommended Resources
U Design Learning | Teaching with Universal Design for Learning at U of T