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Contributors:Kari Goin Kono, Misty Hamideh, Lindsay Murphy

This guide outlines practical, easy-to-implement strategies for creating accessible documents in Google Docs and Microsoft Word. It covers essential topics such as using built-in headings, adding alternative text to images, and creating descriptive links. By following these steps, you can help all your students easily access course materials and focus on learning.

Digital accessibility changes for PSU faculty

In April 2024, the U.S. Department of Justice updated Title II of the Americans with Disabilities Act (ADA) to set clear requirements for accessible web content and mobile applications used by public entities, including public universities. The rule adopts WCAG 2.1 Level AA as the technical standard. The original compliance date of April 2026 has been extended and the new compliance deadline for PSU is April 26, 2027. Learn more about Title II compliance at PSU.

Explore instructional accessibility topics

How do I create accessible documents?

Accessible documents are designed to meet WCAG technical standards organized around making content Perceivable, Operable, Understandable, and Robust (the POUR framework). This ensures users with a wide range of dis/abilities can access the information in a spreadsheet. Not all of the following points will apply to every file, but many will apply to most.

You can download and use the Accessibility Checklist for Instructional Materials to review documents for accessibility.

Apply accessible file settings.

These settings help students find the file and access its critical content, while supporting screen readers in reading the document correctly.

Set the default language of the document to match its primary content.
- Docs: File > Language
- Word: Tools > Language
Avoid adding essential information in headers/footers. Include important information in the main body, so it is not overlooked by students and/or assistive technology. Use headers and footers for things like page numbers.
Use a descriptive file name. If using tabs in Google Docs, also make sure each tab has a descriptive name.

Follow accessible layout practices.

Use built-in features and consistent design practices to organize your content, which supports cognitive accessibility and assistive technology users.

Add a single Heading 1 title to each document. Every document needs a descriptive title formatted as a Heading 1. Do not apply Title styling. If using tabs in Google Docs, each tab should have its own Heading 1.
Use built-in heading styles (H2, H3, etc.) to structure information. Use hierarchical, nested heading styles to organize content and signal relationships between sections. Avoid using bold text or font size alone to indicate section breaks. Sequential headings create an outline for screen reader navigation and improve scanability for all users.
Add page numbers for multi-page documents. Page numbers help students navigate longer documents.
Use built-in features to break up longer documents. To improve scanability, consider using an anchored Table of Contents or the Tabs feature in Google Docs to organize information.

Use accessible fonts and formatting.

Use built-in formatting tools to organize your content, which work with assistive technology to ensure that visual styling is translated into accessible information.

Use clear, consistent formatting. Use a sans-serif font of at least 12-point and avoid using all caps outside explained acronyms.
Check color contrast between text and background. Use WebAIM’s Contrast Checker to identify accessible color combinations.
Avoid using color alone to convey meaning. Add text labels or icons whenever color is used to communicate information.
Use columns for layout design. Do not use spacing, tabs, or tables to create columns.
Use built-in bulleted or numbered list formatting instead of manually adding dashes or numbers.

Create accessible links.

Assistive technology users often navigate through a link menu, so use descriptive link text that tells where the URL will take them. From a cognitive accessibility perspective, using descriptive links helps maintain information flow.

Add descriptive link text (e.g., "Access the PSU Library", instead of “click here”).
Avoid pasting raw URLs into documents.

Include accessible images, charts, and media.

Presenting images and media with alternative text and visual formats supports Universal Design for Learning in addition to meeting WCAG requirements.

Add alternative text for all non-decorative images. (For help, visit ASU's Image Accessibility Generator.) If an image is also a link, include a description of where the link leads.
Avoid flashing images.
Ensure all linked video and audio files have accurate, synchronized captions, transcripts, and audio descriptions.
Only use simple tables. Documents can only support a table with one row or column of headers. Keep tables small, ideally no more than about three rows. Use Excel or other software for complex tables with two or more rows/columns of headers, or larger tables. Avoid merging or splitting cells, and don’t forget to add a caption!

Downloadable templates to get started

Create your own copy of the following resources to help you get started with accessible documents:

Accessible syllabus template. Includes accessible formatting, headings, and text.
Accessible course schedule template. Includes an accessible layout and clear, readable text.
Accessible content page template. Includes an accessible layout with structured topics and text.

What does an accessible document look like?

Review annotated examples of accessible Google Docs and Word documents. These examples explain key accessibility features, including alternative text, document layout, self-describing links, and tables.

Priority tips for an accessible syllabus

Simplify: Keep your syllabus as concise as possible.
Add headings: Use defined headings throughout the document to improve navigation.
Use only simple tables: Include only one row or column of headers. Avoid merging or splitting cells, and be sure to add a caption.
Choose accessible formats: Use a Word document or Google Doc to ensure access for all students. Try OAI’s Accessible Syllabus Template or watch these overview videos to learn more about making accessible versions of your chosen format:
- Making Google Docs accessible (8:53 duration)
- Making Word Docs accessible (8:39 duration)
Add an accessibility statement: (Example) I am committed to creating an accessible and inclusive learning environment for all of my students. If you encounter any accessibility barriers or challenges in this course, please reach out to me via email. I will work with you and our campus partners to evaluate the issue and find solutions.