Word Documents

Formulas and Equations are created using MathType.

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.

For MathType formulas and equations, alternative text is not required. Even though the MS Office Accessibility Checker will flag them as needing alt text this error can be ignored.

Generally, if a symbol can be typed using the keyboard, it should be readable by a screen reader. For example, %, +, etc.

Create formulas and equations using the MathType interactive equation editor. Alternative text does not need to be added.

MathType is available for staff and faculty by request from the Help Desk.

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 add a simple exponent in MathType:

1. Select the MathType tab.
2. Select Open Math Input Panel.
3. Write the number using the mouse. It will be converted to MathType.
   

For more complicated formulas, click on Display for the MathType Equation dialog box.

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.

To review or set the document language:

1. Select the Review tab.
2. Select Language.
3. Select Set Proofing Language.
4. Select the appropriate document 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.

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:

1. Select the text.
2. Use the font color menu to change light font colors to a darker shade.
   

Avoid using font colors such as pink, yellow and orange.

If using headings modify the style to save time:

1. Expand the box in the Styles pane.
2. Right-click on the heading level and select Modify.
3. Select Format and adjust the color in the Font tab.
   

The document is not corrupt (malformed).

Documents that are malformed cannot be opened and viewed by many or even most people. While some technologies might be able to deal with some malformed documents, there is no guarantee that everyone will be able to view the document or that the formatting and content will be as intended.

If you can open the file on your computer:

1. Copy and paste the content in a new document.
2. Save the new document.
   

If you do not have the original source document or cannot open the file: You may not be able to fix this problem.

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 12 point (for printouts) is used.

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:

1. From the Font menu, select an appropriate font type.
2. From the Font Size menu, select 12 or larger.
   

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:

• Avoid the use of the URL as the hyperlink.
• Avoid phrases such as "Click Here", "More", or "Click for Details".
• Example: Avoid using the webpage URL https://www.michigan.gov/som/ as the hyperlink text.
• Instead, use a clear, concise descriptive text, such as: For more information, visit the State of Michigan website.

To add a hyperlink:

1. Copy the URL (web address) you wish to use.
2. In Word, select the text you wish to make a hyperlink.
3. Right-click on the highlighted text, select Hyperlink from the options.
4. Paste the URL (web address) into the Address bar.
5. Select Ok.
   

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.

To add an ordered or unordered list structure:

1. Use the built-in bullet or numbering tools to create a list structure. 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 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.

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.

A Table of Contents is recommended for documents 20 pages or longer.

To set headings:

1. Select the text that should become a heading (document title, section titles).
2. Under the Home tab in the Styles group, select the appropriate heading level. (If you do not see the heading level you are looking for, expand the Styles menu to browse the full list of styles.)
3. Repeat these steps for all the text that should become headings.

To review the heading structure:

1. Select the View tab.
2. Select the checkbox for Navigation Pane. This will allow you to view the documents heading structure.
3. Check to see that the correct sections are nested under the parent sections by clicking through the headings of the document to uncover any skipped heading levels (e.g. going from heading level 2 to heading level 4).

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 change heading levels:

1. Select the document title.
2. From the Styles menu, select Heading 1.
3. Make sure section titles begin at heading level 2, with sub-sections at heading level 3.

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 View tab.
2. Select the checkbox for Navigation Pane. This will allow you to view the documents heading structure.

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:

1. Right-click on the image (Shft + F10).
2. Select Edit Alt Text.
3. Enter alternative text in the field.
   

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 set images/objects to inline:

1. Right-click on the image/object.
2. Select Wrap Text.
3. Select Inline with Text.

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:

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.

To screenshot an image on a Mac Computer:

1. Press Shift, Command, and 4 on the keyboard.
2. Use your mouse to drag a box around the image to create a single image.
3. Select the preview of the image and then select Done. The screenshot will be saved to your desktop.
4. Delete the pieces that make up the older image.
5. Add Alt text to the single image.
6. Multimedia (Audio and Video) Tab.

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.

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:

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, 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.

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

Users rely on the table layout to navigate through the content. It 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.

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. Place the mouse cursor in the first cell to be changed.
2. Right-click and select either Merge (to correct split cells) or Split Cells (to correct merged cells).

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

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:

1. Click on the table row that contains the headers.
2. Right-click (Shift + F10) to display the menu options, select Table Properties.
3. Under Row tab, select Repeat as header row at the top of each page.
   

Alternative text (alt text) is provided for tables.

The same way alt text can convey the meaning of an image, the alt text in a table provides screen reader users a summary of information that sighted users get when quickly browsing a table.

To add/edit/review alternative text:

1. Right-click on the table and select Table Properties from the menu.
2. Select the Alt Text tab, and then enter text explaining the contents of the table.
3. Select Ok.
   

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.

Mimicking tables by tabbing will not alert screen reader users that a table-like object is present.

To create a table using the table tool:

1. Create a table using the Table Tool by selecting Insert, then Table.
2. Select the number of rows and columns needed.
3. Type or copy/paste the information into the table.