Google Docs

Formulas and Equations are created using MathType.

It is recommended that formulas and equations are created using MathType in Microsoft Word. MathType is an add-on that allows users access to an interactive equation editor. Equations created with MathType are more accessible to screen reading users.

To open a Google Doc in Microsoft Word:

1. Select File.
2. Expand the Download Menu, then select Microsoft Word.
3. Open the file in MS Word.
4. Use the MathType interactive equation editor to create formulas and equations.

Exponents are created using the exponents tool in MathType.

Screen readers cannot differentiate between super-script, sub-script and other numbers. For an exponent to be read correctly, MathType must be used.

To open a Google Doc in Microsoft Word:

1. Select File.
2. Expand the Download Menu, then select Microsoft Word.
3. Open the file in MS Word.
4. Use the MathType interactive equation editor to create formulas and equations.

Document has a proper title.

The title of a document identifies the content of the document. Titles are important because they distinguish documents from one another and identify the focus of the document.

To add or edit the title:

1. Select File.
2. Select Rename.
3. Enter a title, or edit the existing title.
4. Select enter on the keyboard, OR click out of the area to save the new title.

Document has a set language, and the set language is correct.

Documents should specify the language in which it has been created. Screen reading technologies rely on the specified language to determine how to pronounce the document text. The default language for Google Docs is English.

To set or verify the language:

1. Select File.
2. Expand the Language menu.
3. Review the current language selected; if incorrect, select the appropriate language.

Sufficient contrast between text and background is present.

People with low vision, poor vision, or color blindness often find it hard to read text that does not contrast with the background. Avoid the use of font colors such as pink, yellow and orange.

To edit text font color:

1. Select the text.
2. Use the font color menu to change light font colors to a darker shade; or if using a dark background, change dark font colors to a lighter shade.

Clear descriptions are used for hyperlinks that convey where the link goes.

Screen reader users generate a list of links to assist in navigating a document; therefore, hyperlinks should be descriptive and clearly identify the target of the hyperlink. Redundant or ambiguous link text such as "More" or “Click here” should be avoided.

To add a hyperlink:

1. Copy the URL (web address) you wish to use.
2. In the Google Doc, highlight the text you wish to make a hyperlink.
3. Right-click on the highlighted text, then select Insert Link.
4. Paste the URL into the text field.
5. Select Apply.

Multiple elements (i.e. color, underline, italics, etc.) are used to illustrate meaning.

Color should not be used as the sole method of conveying content or distinguishing visual elements. If color is used to illustrate a concept, be sure to provide alternative means of obtaining the same information or provide an explanation within the text itself.

Add additional elements to items in which meaning is illustrated through color alone. This could include underlining, or adding a note at the top of the document explaining that correct answers are underlined.

Keep in mind that color can be used with additional elements, as long as the contrast ratio of at least 4.5:1 for normal text and 3:1 for large text is present.

Select an easily readable sans serif font type; use a font size of at least 12 point (for printouts).

Select a font that is easily legible to benefit all users. Basic, simple sans serif fonts, including Tahoma, Verdana, Arial or Calibri were developed specifically for use in electronic media. Sans serif fonts contain no extra decorations or flourishes, making them highly legible fonts.

To edit the font type or size:

1. Highlight the desired text.
2. From the Font menu, select a font type.
3. From the Font Size menu, select 12 or larger.

Use proper ordered/unordered list structures.

Hand-created lists cannot be read properly by screen readers because a proper list structure is needed to inform users that a list is present. Lists convey a hierarchical content structure to screen reader users:

• Unordered lists (bullet points) are used when list items can be arranged randomly.
• Ordered lists (numbered or lettered) are used when a sequential order is important.

Use the built-in bullet or numbering tool to create an ordered or unordered list structure:

1. Highlight the list items.
2. Select either the bullet icon or the numbering icon.

Document uses headings, and follows a logical structure.

Sighted users rely on text size and bold to identify different sections; properly coding those as headings allows screen reading users to do the same.

Headings should be hierarchical, starting at heading level 1 for the title of the document, then heading level 2 for the sections of the document, then heading level 3 for subsections, and so on. Heading levels should not be skipped.

Headings are important as they provide structure to a document, especially those that consist of many pages. When proper headings are used, the document becomes much easier to understand and navigate for all users.

To review or identify headings:

1. Highlight the text.
2. From the Styles drop-down menu, select the appropriate heading level.
3. If reviewing, verify that heading levels are correct and follow a logical structure.

The headings begin at level 1.

Document headings should always begin with Heading 1 or Level 1. For most documents, the title of the document should be Heading 1 or Level 1. Documents should only have one Heading 1 identified.

To review or identify a Heading 1: 

1. Highlight the title of the document.
2. From the Styles drop-down menu, select Heading 1 to set the heading level.
3. If reviewing, verify that Heading 1 is selected.

The heading structure is six levels or less.

When heading elements are correctly applied, they provide the same type of efficient navigation to individuals with visual disabilities. Proper heading elements allow screen reading technologies to quickly identify the headings on the page. In general, headings should not go beyond six levels.

To review heading levels:

1. Select the Show Tabs and Outlines icon, located in the top left-hand corner of the page.
2. Review the heading structure.
3. Make edits as needed.

Alternative text (alt text) is provided for all non-text content, including Images, Drawings, Elements (arrows, lines, etc.), or Charts.

Alternative text is a textual alternative for an image that makes it easier to connect the image to its context and allows users with visual impairments to perceive the image. Images that do not provide any meaning or content, also known as decorative images, should be identified as such. Images identified as decorative will be skipped over by screen readers so be purposeful when identifying images as decorative.

To add/edit/review alternative text:

1. Right-click on an image (Shft + F10).
2. Select Alt Text.
3. Enter text in the Description field (not the Title field).

Repeat this process for all images throughout the document/presentation.

Images or objects are inline with the text.

If the image or object is not positioned inline with the surrounding text, it may be difficult for screen reader users to interact with the object. It may also be difficult to know where the object is relative to the text.

To check/change images/objects to inline:

1. Select the image/object.
2. On the pop-up menu, select or verify In Line is selected.

Images made of many parts are snipped into one single image and includes alternative text.

For images made up of many pieces, screen readers will read each individual piece of the image including lines and arrows, etc.

Making a snip or screenshot of the image will create a single image in which alternative text can be added for the image as a whole.

To use the snipping tool:

1. Search for Snipping Tool on the computers search bar.
2. Use the snipping tool to create a single image.
3. Save the new image and add it to the document.
4. Delete the pieces that make up the older image.
5. Add Alt text to the single image.

Contact the Center for Student Access: For complex diagrams, work with the Center for Student Access to create a tactile diagram as an accommodation. This may be the easiest way for the student to understand what is being represented.

Images do not have contrast issues.

Images that contain text with low contrast between the text and its background can cause the text to be difficult to read, especially for those with low vision, poor eyesight or color blindness.

If you have access to an editing program, such as Photoshop: Upload the image into a program to increase the contrast.

If you do not have access to an image editing program:

1. Open PowerPoint.
2. Insert the image to a slide.
3. Under the Picture Format tab, adjust the contrast of the image in the Corrections dropdown menu.
4. Right-click on the image to save it as a picture.

Images or other multimedia are not prone to induce seizures.

Animated images that contain flashing or contrasting lights or patterns can lead to seizures for people that suffer from photosensitive epilepsy. In addition, animated images with these characteristics can be generally unpleasant to look at, even for those not prone to seizures.

Find an alternative image. Do not use this image.

Table layouts are structured for easy navigation and proper reading order.

Users rely on the table layout to navigate through the content. Tables must be ordered logically for users to understand and navigate the content. It is important to ensure that the reading order of the table makes sense. Screen reader technologies read tables from left to right, top to bottom, one cell at a time (no repeats).

To test the reading order:

1. Place your cursor in the first cell of the table.
2. Press the Tab key repeatedly to navigate through the table.

This will be the reading order that assistive technologies follow.

Tables specify column header information.

Users rely on the table headings to understand the content that is subsequently read by the screen reader. Also, screen reading technologies often use the table header row to help convey to the user the current cursor location in the table and to provide information that enables the user to navigate the table.

Tables should not be used for layout purposes. If a table does not need headings (the top row or first column does not serve as a label for the data/info underneath/beside) then do not use a table.

To specify column header information:

1. Select the cells of the header row.
2. Right-click and select Pin Header Row.

Table has a simple structure.

Tables should be built using the table tool with no split cells, merged cells, or nesting (table within another table). Users navigate tables via keyboard shortcuts and screen reading technologies, which rely on simple table structures.

Blank spaces in tables to allow for completion are okay as long as the table is formatted as a table with headers.

To remove split cells/merged cells:

1. Highlight the split or merged cells.
2. Right-click to display the menu options.
3. Select Unmerge or unsplit.

Restructure nested items by reformatting the content into a simple format- bulleted list, numbered list, etc.

Table is created using the table tool. Avoid using tabs to mimic tables.

Table data or information must be presented using the table tool. Proper table markups will alert users that a table is present, including the number of rows and columns.

Do not mimic tables by tabbing as this will not alert screen reader users that a table object is present.

To create a table:

1. Select Insert.
2. Expand the Table menu.
3. Select the number of rows and columns needed.
4. Type or copy/paste the information into the table.