Design with Accessibility in Mind
Accessibility means creating materials that as many learners as possible can use comfortably and successfully. In ELT publishing, that includes clear language, readable design, supportive audio and visuals, and layouts that reduce unnecessary effort. It also helps to work in line with recognised accessibility standards, including WCAG, wherever possible.
◎Aims
All learning materials should be usable by the widest possible range of learners, including people with visual, auditory, cognitive, or learning differences. Accessibility is not an optional extra; it is a core quality standard in professional ELT publishing.
1Language of Instructions
- Use short, simple sentences.
- Avoid jargon and unnecessary complexity.
- Begin instructions with a clear action verb.
- Keep one instruction focused on one task only.
2Text Design
- Use a readable sans serif font.
- Allow learners to resize text when possible.
- Maintain strong contrast between text and background.
- Avoid ALL CAPS in body text.
- Avoid italics and underlining unless they are essential.
3Audio & Video
- Provide transcripts for all listening material.
- Provide captions or subtitles for video content.
- Write digital content so it can be read clearly by screen readers.
- Avoid unnecessary background noise or distracting sound effects.
- Make sure audio supports the task, rather than making it harder.
4Visuals & Graphics
- Use clear, relevant images that support the task.
- Add alt text for digital images where needed.
- Avoid cluttered diagrams and overcrowded charts.
- Keep labels short, clear, and easy to read.
5Layout & Navigation
- Use consistent headings, numbering, and icons so learners can quickly recognise task types.
- Leave enough white space between tasks to reduce visual overload.
- For gap-fills, place the bracketed word or clue before the gap if that helps readability.
6Cognitive Load
- Break complex tasks into smaller steps.
- Number multi-step instructions clearly.
- Use scaffolding such as sentence starters, word banks, and model answers where needed.
- Avoid asking learners to combine too many skills in one instruction.
7Inclusivity & Representation
- Use names, images, and contexts that reflect a range of people and experiences.
- Avoid humour, references, or cultural assumptions that may not be familiar to all learners.
- Check that examples are respectful, balanced, and appropriate for the audience.
✓Key Takeaway
- Clear: instructions, layout, and language should be easy to follow.
- Flexible: provide support such as transcripts, captions, and alt text.
- Inclusive: design materials that work for learners with different needs and backgrounds.
Accessible task example
Listen to the dialogue. Are the sentences true (T) or false (F)?
Transcript available in the appendix.