LCC's Accessibility Guidelines
PowerPoint Presentations
PowerPoint Presentations
General
PowerPoint Presentations Accessibility Rule | How To Fix |
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Document has a set language*, and the set language is correct. *Note: The default language is English. 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. |
To review or set the document language:
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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. Colors of the text and background must be different enough to make the text easy to see. A contrast ratio of at least 4.5:1 for normal text, and 3:1 for large text should be present. |
To edit text font color:
Avoid the use of font colors such as pink, yellow and orange. |
All slides have a title, and slide titles are unique. Slide titles are presented as a heading to screen reader users, and will be the first thing read on each slide. Unique titles make it much easier for screen reader users to read and navigate a presentation. Avoid the use of duplicated slide titles as this poses an accessibility issue for those navigating the document using screen reading technologies. If needed, slide titles can be hidden on the slide, but will remain visible in Outline View allowing for usability by screen readers. |
To avoid duplicated slides titles: Add additional text to the title such as Part 1, Part 2. To hide a slide title:
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The reading order of the objects on a slide presentation is logical. Screen reading technologies read the items on each slide in the specified order. Occasionally, the reading order is incorrect. If the reading order is not logical, the content being presented will not make sense. |
To review or change the reading order:
Note: The reading orders should be as follows: For Mac Users: The correct reading order should read from top to bottom. For PC Users: The correct reading order should read from bottom to top. |
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. For example, color alone should not be used to distinguish hyperlinks from surrounding text unless the luminance contrast between the link and the surrounding text is at least 3:1 and an additional differentiation (e.g., it becomes underlined) is provided when the link is hovered over or receives focus. |
Add additional elements to items in which meaning is illustrated through color alone. This could include underlining, 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. |
Real text is used (not graphical text, such as Word Art). Graphical text may not be readable by screen readers and should be avoided in the body of text. |
Do not use graphical text. |
Font Type: Easily readable sans serif fonts (such as Tahoma, Verdana, Arial or Calibri) is used. Font Size of at least 18 point. 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. Avoid the use of decorative or overly stylized fonts, which are often difficult to read even for users without visual impairments or reading disabilities. |
To edit the font type or size:
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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" is meaningless in this context. Use unique and descriptive hyperlink text, taking care to:
Example:
Note: For emails and printed documents it is best practice to add the URL after the description, for example: For more information, visit the State of Michigan website (https://www.michigan.gov/som/). |
Link to a website:
Link to a place in a document, new document, or email address:
Change the color of a hyperlink: You can change the color of a hyperlink if you like. If you want to change the display text of a link, right-click it and select Edit Link.
Test the hyperlink:
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Images
PowerPoint Presentations Accessibility Rule | How To Fix |
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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. Screen readers speak the alternative text to describe images and other non-text content that users cannot see. Based on alt text, users can understand the purpose and meaning of the described content. Decorative images should be identified as decorative. 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:
Note: The Title field can be left empty. |
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. |
To adjust the contrast of an image: 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:
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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, which is a very serious and potentially life-threatening condition. 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. |
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 on a Windows Computer:
To screenshot an image on a Mac Computer:
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. |
Multimedia
PowerPoint Presentations Accessibility Rule | How To Fix |
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Accurate closed captions/transcripts are included for inserted audio and video. Without a transcript or closed captioning, the information in a video or audio segment may be entirely lost to people with disabilities. For audio and video files to be accessible, they must include:
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For videos created using Kaltura:
For YouTube videos you do own: Use YouTube's captioning tool to caption videos. The auto-generated captions are not accurate enough to meet accessibility guidelines; therefore, captions will need to be reviewed and edited. For video/audio files from Publishers:
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Tables
PowerPoint Presentations Accessibility Rule | How To Fix |
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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 a table header:
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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:
Some reformatting may be needed. Restructure nested items by: Reformatting the content into a simple format- bulleted list, numbered list, etc. |
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