Creating Accessible Content for Learners with Cognitive and Learning Disabilities

We all have different abilities, and our tools and preferences are just as unique as we are. This is why creating accessible digital resources is essential for all students. While visible disabilities, such as physical or visual impairments, are easier to recognize, hidden disabilities—such as cognitive and learning disabilities—are equally impactful but often go unnoticed. These challenges can make even simple tasks, such as reading emails, following a slide deck presentation, or engaging with course materials, feel overwhelming.
In this session, we will explore how to create accessible slide decks, emails, and learning materials (e.g., Word documents, PDFs) while addressing cognitive and learning disabilities. Participants will learn strategies to improve content clarity, simplicity, and navigability, drawing from accessibility principles such as adaptability, distinguishability, readability, and understandability—all framed within the Web Content Accessibility Guidelines (WCAG 2.2). These strategies will help ensure content works effectively for students with cognitive challenges, making it both accessible and engaging.
Rather than focusing solely on compliance with accessibility standards, this session will emphasize the importance of evaluating the true impact of design decisions on learners. Attendees will explore how to assess whether content helps students focus, process information effectively, and navigate without frustration. We will discuss key strategies, such as breaking content into digestible sections, offering meaningful alternative text for visuals, and simplifying navigation. These examples will demonstrate how focusing on the user experience can make learning more meaningful and accessible for everyone.
The session will be interactive, with group activities and hands-on examples, allowing participants to assess and redesign their own materials for better accessibility. We will also explore how to measure the success of accessibility practices—asking whether compliance alone is enough, or whether more subjective measures should be considered to ensure content truly works for students with cognitive disabilities. By the end of the session, attendees will have concrete tools to create, maintain, and evaluate accessible content that supports all students, leaving a lasting impact on their learning experience.