The Importance of WCAG 2.1 Standards in Learning Design: A Commitment to Accessibility

In today’s rapidly evolving digital landscape, ensuring that learning materials are accessible to everyone is not just a legal obligation—it’s a moral imperative. As instructional designers, we are responsible for creating content that all learners can access and utilize, regardless of their physical or cognitive abilities. The Web Content Accessibility Guidelines (WCAG) 2.1 offer a robust framework for achieving this goal, and I’m committed to incorporating these standards into every learning solution I design.

Understanding WCAG 2.1: An Overview

The WCAG 2.1 guidelines, developed by the World Wide Web Consortium (W3C), build upon previous versions to provide more comprehensive recommendations for making web content accessible. These guidelines are organized around four core principles: Perceivable, Operable, Understandable, and Robust (POUR).

Perceivable: This principle ensures that information and user interface components are presented in ways that users can perceive. For instance, adding text alternatives for non-text content (like images or videos) allows learners with visual impairments to access the material using screen readers.

Operable: This principle ensures that users can operate the interface effectively. This includes making all functionality available via keyboard (for users who cannot use a mouse) and providing enough time for users to read and interact with content.

Understandable: The content should be easy to comprehend. This involves making text readable and predictable and offering input assistance, such as providing clear instructions for form fields.

Robust: Content must be robust enough to be interpreted reliably by a wide variety of user agents, including assistive technologies. This means using clean code and staying up to date with web standards.

The WCAG 2.1 guidelines introduce new success criteria to address the needs of users with cognitive and learning disabilities, users with low vision, and users with disabilities on mobile devices. Key updates include:

• 1.3.4 Orientation: Content should not restrict its view and operation to a single display orientation, such as portrait or landscape.

• 1.3.5 Identify Input Purpose: The purpose of input fields collecting user data should be identifiable by assistive technologies.

• 2.5.1 Pointer Gestures: All functions available via a path-based gesture (like swiping) should also be operable via a single pointer gesture (like a tap).

• 2.5.4 Motion Actuation: Functionality triggered by motion (like shaking or tilting a device) should also be operable through other user interface components.

These updates are critical for making sure that our learning materials are accessible on a variety of devices and usable by all learners.

The Importance of WCAG 2.1 in Learning Design

Incorporating WCAG 2.1 standards into learning design is essential for several reasons:

1. Inclusivity: By adhering to these guidelines, we ensure our content is accessible to a broader audience, including those with disabilities. This not only enhances the learner's experience but also fosters an inclusive environment where everyone has the opportunity to succeed.

2. Legal Compliance: Many countries have laws requiring digital content to meet accessibility standards. In the United States, for example, the Americans with Disabilities Act (ADA) and Section 508 of the Rehabilitation Act require adherence to WCAG guidelines. Non-compliance can lead to legal repercussions and damage to an organization’s reputation.

3. User Experience: Accessible design improves the overall user experience for all learners, not just those with disabilities. Clear navigation, readable content, and predictable interfaces benefit everyone.

4. Future-Proofing: As technology evolves, so do the needs of learners. Following WCAG 2.1 standards ensures that our content remains relevant and accessible as new devices and technologies emerge.

My Commitment to WCAG 2.1

As an instructional designer, I am dedicated to incorporating WCAG 2.1 standards into all my learning solutions. I continually learn and apply what I know so that the content I create is compliant with legal requirements and meets the highest standards of inclusivity and accessibility. By doing so, I help organizations provide equitable learning opportunities to all individuals, regardless of their abilities.

Adopting WCAG 2.1 standards in learning design is not optional but necessary. It’s about creating learning environments where every individual, regardless of their physical or cognitive abilities, can thrive. I encourage all organizations to prioritize accessibility in their learning strategies and partner with instructional designers committed to these essential standards.

This Job Aid was created by me to assist in ensuring the WCAG compliance of my learning solutions.

References

Burgstahler, Sheryl. Universal Design in Higher Education: From Principles to Practice. 2nd ed., Harvard Education Press, 2015.

Seale, Jane K. E-Learning and Disability in Higher Education: Accessibility Research and Practice. 2nd ed., Routledge, 2013.

U.S. Department of Justice. "Information and Technical Assistance on the Americans with Disabilities Act." ADA.gov, https://www.ada.gov/.

World Wide Web Consortium (W3C). "Web Content Accessibility Guidelines (WCAG) 2.1." W3C Recommendation, 5 June 2018. https://www.w3.org/TR/WCAG21/.