---
title: "Accessibility Considerations"
artifact: "summary"
resource_person: "W3C Web Accessibility Initiative team"
resource_person_role: "International web-accessibility standards and education group"
vertical: "technology"
module: "Digital Literacy and Inclusion"
lesson: "Accessibility Considerations"
lesson_key: "accessibility-considerations"
source: "curated"
source_channel: "W3C Web Accessibility Initiative (WAI)"
---
# Accessibility Considerations

**Resource person:** W3C Web Accessibility Initiative team - International web-accessibility standards and education group

**Curated from:** W3C Web Accessibility Initiative (WAI)

## Summary

Accessibility becomes easier to understand when it is tied to ordinary tasks. W3C's ten short perspectives show people reading, navigating, listening, typing, zooming, and responding with different bodies, senses, devices, and environments. The same feature often helps several groups at once. Captions serve Deaf viewers, people in noisy rooms, and learners working in a second language.

The compilation covers keyboard compatibility, sufficient contrast, clear layout, text-to-speech, large controls, captions, customisable text, speech recognition, understandable content, and visible notifications. These features map onto a practical question set: can learners perceive the material, operate the controls, understand the interface and language, and use it across assistive technologies?

For teaching resources, run that check before release. Add accurate captions and a transcript to video; use real headings and descriptive links in documents; write text alternatives for meaningful images; preserve visible keyboard focus; avoid colour-only meaning; and test zoom and reflow on a narrow screen. Accessibility belongs in the first draft, the content review, and the final test. Feedback from disabled learners should guide the next revision.