Day 2: Document Structure

Structure can helps us to get oriented and make sense of an unknown document.

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What is it? Importance of titles, headings and font choice

How can we tell what a document is about? Typically, we rely title and headings , format, and and content to identify and make sense of a document, but this can be difficult when we are presented with a wall of text without headings and white space. 

As part of the new Title II ADA regulations, public colleges and universities must ensure digital materials meet WCAG 2.1 AA standards, including correct use of document structure (like headings, lists, and paragraph styles). These built-in formatting tools aren’t just for aesthetics—they’re essential for screen readers, keyboard navigation, and mobile device compatibility.

What helps us to navigate a document?

  • a clear an unique title (both the title of the file and the title at the top of the document itself)
  • headings and subheadings that give us a sense of the outline and help us find the information we are looking for
  • clear fonts that are large enough and easy to read
  • white space 

Who benefits from accessible Documents?

  • Students who are screen reader users
  • Deaf students whose first language is American Sign Language
  • Students who have mental health issues such as anxiety and depression 
  • Students with attention deficit disorders (ADHD) or other executive functioning disabilities
  • Students who have never had good organization modeled
  • Students with reading disabilities
  • And many more students who will be able to find the information they are looking for quickly and easily

How do you create Accessible Headings

Dig Deeper into accessible headings and fonts

Now it’s your turn!

Before tomorrow

  • Have you consulted the tutorial for your chosen platform/software? 
  • Is the title of your syllabus file clear and unique?
  • Have you added appropriate headers throughout your syllabus?
  • Is your syllabus’ font at least 12pt font (14 is better!) and from the following list: Arial, Calibri, Helvetica, Tahoma, Verdana, or a similar typeface?

We also invite you to meet Taylor, who experiences a print disability and navigates course content using screen reading software. Without proper structure, Taylor’s screen reader can’t “understand” how your syllabus is organized—making it much harder to find key info like office hours or grading policies. Clear structure helps everyone: from Taylor to multilingual learners to students juggling multiple courses on a small screen

Throughout the Semester

  • Apply the same steps to every new document you create
  • Apply the same steps to existing documents in your course, including text in your Brightspace course
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Accessibility is a journey, not a destination.
There is always more to learn but the goal remains the same: greater ease of access for all.