Digital Accessibility Skills: Making Documents Easier to Read and Use

A useful document lets the reader find information, understand the order and carry out the next step. Attractive colours alone cannot achieve that. A worksheet may look tidy while its headings are difficult to navigate, its links are unclear or its most important instructions exist only inside a picture.

For an adult learner, accessible document skills are practical study and workplace skills. This guide gives you a repeatable editing routine for ordinary notes, reports and handouts. It is not a certification of legal compliance. Your provider or employer may require a particular template, format or specialist accessibility review.

Begin with the reader and the task

Write down who will use the document and what they need to do. A revision sheet needs quick routes to topics; an application guide needs clear actions and deadlines; a report needs a structure that separates evidence from recommendations. Choose that structure before changing fonts and colours.

Imagine a course handout that begins with three pages of background and hides the submission instructions at the end. Moving the required action near the beginning may make it more useful without removing necessary context. Give each section one clear purpose and avoid repeating the same instruction in slightly different ways.

If using the software itself feels unfamiliar, start with our guide to essential digital skills for online learning. Practise on a copy so that you can compare the original and revised document safely.

Give the document a real structure

Use the software’s built-in heading styles to identify sections, rather than making ordinary paragraphs look like headings with bold text alone. Keep the hierarchy logical. A section heading introduces a section; a lower-level heading divides that section into smaller parts. Avoid choosing a heading level simply because you like its size.

For example, a study report might contain an introduction, findings, discussion and next steps, with smaller headings inside findings for each theme. Look at the navigation or outline view if your application provides one. The list should tell a sensible story even before the paragraphs are read.

Use actual list tools for steps or parallel points. Repeated spaces, manually typed numbers and blank lines are fragile ways to create structure. They can become awkward when someone changes the font size, opens the file in another application or edits an earlier item.

Make wording and links useful

Prefer direct instructions with the action first: “Upload the completed worksheet to the course portal” is easier to act on than a paragraph about the existence of an uploading process. Explain an abbreviation when it first appears. Keep essential conditions beside the action they qualify.

Link wording should explain the destination or purpose. “Assignment submission guidance” gives more information than several identical “click here” links. If two links go to different documents, give them different useful labels. Check that the destination still matches the label after you update a file or page.

Plain language does not mean removing necessary technical terms. Define the term, give a relevant example and use it consistently. A reader learning a new subject needs accurate vocabulary as well as a manageable sentence.

Explain visual information appropriately

A meaningful image needs an alternative that conveys its purpose in the document. A photograph illustrating a general setting has a different purpose from a chart that contains the report’s main finding. Avoid filling alternative text with irrelevant visual detail while omitting what the reader needs to know.

For an original example, a chart might show that attendance fell from 18 to 12 learners across two sessions. A nearby sentence explaining that change can help all readers. If the exact figures matter, provide them in accessible text or a suitably structured table as well. Do not leave a crucial conclusion available only through coloured bars.

Decorative elements should not create unnecessary interruptions. Follow the application’s guidance for marking decorative images where appropriate. If you use a tool to suggest alternative text, check its accuracy yourself. Our guide to responsible AI use in adult learning explains why a plausible description still needs review.

Keep presentation and tables manageable

Choose readable text, adequate contrast and a layout that does not depend on colour alone. For instance, a red cell labelled “late” communicates more than a red cell with no explanation. Check the document after increasing the display size, rather than assuming that the view on your own screen suits everyone.

Use tables for genuine relationships between data, with identifiable headers and a simple reading order. A long instruction squeezed into a tiny cell may work better as a short paragraph below the table. Avoid elaborate merged cells when a simpler arrangement can communicate the same information.

Consistency helps the reader predict what comes next. Keep similar headings, warnings and examples formatted consistently. If your course requires an approved template, improve the content within that template and ask the provider before making changes that affect assessment requirements.

Check the file you will actually share

Microsoft’s Word guidance covers heading structure, image alternatives, links and its Accessibility Checker. Use the checker to find issues, then review the meaning and reading order yourself. An automated result cannot establish whether a description is useful or an instruction is understandable in context. (Microsoft: make Word documents accessible)

Government publishing guidance also emphasises format choice and structured accessible content. Its government publishing requirements should not be treated as a blanket rule for every student assignment. Ask your tutor which submission formats are accepted and how an accessible alternative can be provided if needed. (GOV.UK: publishing accessible documents)

After exporting, reopen the final file. Test the links, inspect the headings and confirm that text remains selectable where expected. Keep the editable source separately. If you also work with figures, our guide to learning Excel for work offers a practical next step for developing clear, organised spreadsheets.

Common questions

Is making the font larger enough?

Larger text may help some readers, but it does not fix unclear structure, missing image information or vague links. Review the document as a whole. Start with the reader’s task, then check headings, wording, visual information and the exported file. Follow any specific requirements from your provider or employer.

Why use heading styles instead of bold text?

A heading style identifies the role of the text as well as changing its appearance. That supports a more meaningful document structure and can enable navigation features. Use the levels in a logical sequence, and check the outline to see whether the section names explain how the document is organised.

Does every image need a long description?

No. The useful alternative depends on the image’s purpose and the surrounding text. Explain information that a reader needs, without repeating unrelated detail. A complex chart may need supporting text or data, while a purely decorative image should be handled using the application’s appropriate decorative-image option.

Can I rely on an automatic accessibility checker?

Use it as part of the review, not as the entire review. It can flag certain structural problems, but you still need to judge meaning, clarity and usefulness. Read instructions in context, check the order of information and inspect the actual exported file that other people will receive.

Should I avoid tables completely?

No. Tables can make comparisons easier when the information genuinely belongs in rows and columns. Give the table clear headers and keep its structure simple. If a cell contains a long explanation or several unrelated actions, consider placing that information in a paragraph or list outside the table.

Is a PDF automatically accessible?

No. The format alone does not establish accessibility. How the document was created and exported matters, and a scanned picture of text presents different issues from structured text. Check the required submission format with your provider, retain the editable source and review the final file before sharing it.

What if my course template is difficult to use?

Tell the tutor or support team which task is difficult and what happens when you try it. Ask whether an accessible version or alternative format is available. Avoid silently changing essential assessment requirements; agree the approach and keep a record of the instructions you are expected to follow.

How can I practise without a large project?

Choose a short document you already understand, such as a one-page study checklist. Improve the headings, link labels and layout, then reopen the exported version and compare it with the original. This small exercise makes it easier to notice specific improvements and repeat the routine on longer work.

Sources and further reading

• GOV.UK: publishing accessible documents — government publishing guidance on format and document structure.
• Microsoft: make Word documents accessible — document features and checking guidance.