Content that looks like a list may not be formatted using the list tools in the editor. This often happens when content is typed or pasted in as plain text instead of using the built-in list options.

When a properly formatted list is used, screen readers will announce "list, 8 items," which helps students understand they are entering a grouped set of information. Without this structure, the content may be read as a continuous block of text, making it harder to follow and understand. Proper lists also improve readability for all students, especially when scanning key points or instructions.

1. Highlight the items in your list.
2. Select the bulleted list or numbered list option in the editor.

• If your list was created by typing or pasting content, it may not be recognized as a true list.
• Even if it looks correct visually, it still needs to be formatted using the list tools.
• This is a quick fix and usually only takes a few seconds.

A table is included, but it does not have a caption explaining what the table represents.

Tables often contain important information, but without a caption, students may not immediately understand what the table is showing or why its included. A caption acts like a title, giving students quick context of the contents of the table. This is especially helpful for students using screen readers, who rely on that context to navigate efficiently.

1. Click into the table.
2. Click the Add table caption icon.
3. Add a short caption that describes what the table is showing.

• Think of the caption as a title for your table.
• A simple phrase like "Grading Breakdown" or "Course Schedule" is often enough.

Headings may not be used in a clear or consistent order, or content may be styled to look like a heading without actually being formatted as one.

Headings create structure in your syllabus, similar to sections in a document. This structure allows students to quickly scan and locate information such as policies, assignments, or schedules. For students using screen readers, headings act as navigation points, allowing them to jump between sections. When headings are used consistently, it makes the syllabus easier to navigate for everyone, not just those using assistive tools.

1. Use heading styles from the editor (H3 and H4) for section titles.
2. Keep headings in a logical order (for example: H3 followed by H4, not skipping levels).
3. Avoid manually styling text (bold, larger font) to act as a heading.

• If you copied content from another document, headings may not carry over correctly.
• If something looks like a heading but isn't behaving like one, reapply the heading style.
• H1 and H2 headings are reserved for the template.

A table is missing a defined header row that labels the data.

Headers tell students what each column or row represents. For example, without headers like "Assignment," "Due Date," or "Points," the data in a table can be unclear. Screen readers rely on these headers to provide context as users move through the table. Adding headers ensures that the information is understood as intended, rather than being read as disconnected values.

1. Click into the table.
2. Click the Table Header button to add a table header row.
3. Fill in the table header with the appropriate column titles.

• The first row is usually your header (for example: Assignment, Due Date, Points).
• Most tables only need a header row to meet this requirement.

The color of the text and its background may be too similar, making the content difficult to read.

Low contrast can make text hard to read for many students, especially those with visual impairments or those viewing content on different screens or lighting conditions. Improving contrast makes your syllabus easier to read for everyone. In many cases, this simply means avoiding very light text colors or unusual color combinations.

1. Use darker text on a light background or light text on a dark background.
2. Avoid light or overly bright colors for text.

• Content pasted from Word or websites often brings in color formatting that may need to be removed.

An image is included without a description that explains its content or purpose.

Students who use screen readers cannot see images, so they rely on alt text to understand what the image represents. Adding alt text ensures that all students receive the same information, whether its a diagram, chart, or visual example. It also helps clarify the purpose of the image, even for students who can see it.

1. Click on the image.
2. Select the T (alt text) option.
3. Add a short description of the image and click update.

• Focus on the purpose of the image, not every detail.
• If the image is decorative and doesn't add meaning, you can mark the image as decorative.

A heading has been added but does not contain any text. This often happens accidentally when editing or adding spacing.

Screen readers use headings to navigate content. An empty heading can interrupt that navigation and create confusion, as it signals a section that doesn't actually exist. Cleaning up empty headings helps maintain a clear and consistent structure throughout your syllabus.

1. Add text to the heading or remove the heading if its not needed.

• This often happens accidentally when pressing Enter multiple times.
• It can also happen when deleting text but leaving the heading behind.
• If you notice extra spacing, check for an empty heading instead of adding more line breaks.

A heading is longer than 120 characters, often because it includes too much detail or is written as a full sentence.

Headings are meant to act as quick labels for sections. When they are too long, they become harder to scan and navigate. Short, focused headings make it easier for students to find information quickly and understand the overall structure of the syllabus.

1. Shorten the heading to focus on the main idea.

• Aim for a short phrase instead of a full sentence.
• If your heading feels long, consider moving extra detail into the paragraph below.