Designing Courses For Learners With Visual Impairments: 9 Steps

Designing courses for learners with visual impairments can feel pretty intimidating at first. I get it—there’s a lot to think about, and it’s easy to end up with “accessible in theory” materials that fall apart in real use.

What I’ve learned (sometimes the hard way) is that accessibility isn’t just about fonts and contrast. It’s about whether your learners can actually move through your course, understand what they’re seeing, and complete activities without getting stuck.

Below are 9 practical steps I use when I’m building or auditing an online course—plus examples you can copy, specific checks to run, and a few common mistakes to avoid.

Step 1: Create Accessible Course Materials for Learners with Visual Impairments

Accessible course materials aren’t “special versions.” They’re the regular materials built so everyone can read, scan, and understand them.

Typography that actually works: I stick to common sans-serif fonts like Arial or Helvetica. If your LMS lets you control it, I aim for 16–18px body text rather than hovering at the minimum. And whatever you do—don’t lock text into fixed-size containers. Learners zoom, and your layout shouldn’t break.

Contrast: High contrast helps low-vision learners a lot. If you’re using light gray text on white backgrounds, that’s the first thing I’d change. A quick practical test: can you still read it when you squint or view it on a cheap phone screen?

Alt text (with examples): Alt text is where many courses quietly fail. Screen reader users don’t need decorative descriptions—they need meaning.

• Bad: “image of a chart”
• Better: “Line chart showing course enrollment rising from 120 in January to 240 in April.”
• Best (when it matters): “Bar chart comparing quiz scores: Module 1 (72%), Module 2 (81%), Module 3 (88%). The highest score is Module 3.”

Multiple formats: If you provide only one file type, you’re limiting tools and workflows. In my experience, offering both PDF and DOCX (or HTML when possible) helps. For math-heavy content, consider exporting with accessible structure (not just screenshots).

Quick QA checklist (Step 1): Can a learner zoom to 200% without losing content? Do images have meaningful alt text? Is body text readable without pinching and squinting?

Step 2: Understand Different Types of Visual Impairments

Here’s the thing: “visual impairment” covers a wide range of needs. Designing for one type (say, low vision) can still leave blind learners stuck if navigation and structure aren’t right.

What the numbers mean for design decisions: Public disability statistics often report that a portion of people are totally blind while a larger portion have low vision. For example, the World Health Organization’s World Report on Vision discusses that most people with vision loss have some vision rather than total blindness. That matters because low-vision learners may rely heavily on contrast, font size, and spacing, while blind learners rely on screen reader structure and keyboard navigation.

Co-occurring needs are common: Many learners have additional challenges alongside vision loss—sometimes cognitive processing, sometimes motor access, sometimes hearing-related needs. When you build your course, assume that “visual impairment only” won’t always be the full story. That’s why I prioritize clear instructions, simple layouts, and predictable controls—they help regardless of the extra disability.

Practical implication: If your course depends on “seeing” something to answer a question (like “choose the correct option based on the highlighted area”), you’re going to cause problems. Instead, describe the relevant information in text or provide an accessible alternative.

Tip I use: When you write an activity, ask: “If someone can’t perceive the visual element, can they still complete it?” If the answer is no, redesign the prompt.

Step 3: Implement Accessible Design Techniques

This is where you make screen readers and keyboard navigation behave like they should.

Use headings like a real outline: Proper heading tags (<h1>, <h2>, <h3>) help learners jump around fast. Don’t skip levels just because it “looks fine.”

Example heading outline (what I aim for):

• h1: Module 1: Introduction to Accessibility
• h2: Lesson 1: Why Structure Matters
• h3: Activity: Reading a Screen Reader Outline
• h3: Common Mistakes
• h2: Lesson 2: Creating Accessible Images

Group related content: If your LMS editor lets you, use lists for steps, bullet points for items, and tables only when you truly need them. Screen reader users benefit when content isn’t one long wall of text.

Keyboard-accessible interaction: I always do a keyboard-only pass. Click nothing. Use Tab and Shift+Tab to see what order focus moves through, and Enter/Space to activate controls.

Common failure mode: Focus gets trapped inside a modal, or the “Next” button is reachable but has no clear accessible name (it might read as “button” with no context).

Transcripts and time-based media: For audio/video, transcripts aren’t optional “nice-to-haves.” Captions help learners who need them, and transcripts help everyone who wants to skim or review. If the video includes important visuals (graphs, text on screen), include that information in the transcript or add audio description.

Mini accessibility QA (Step 3): Are headings in a logical order? Can you navigate every interactive element using only the keyboard? Do images have meaningful alt text? Do videos have captions and a transcript?

Step 4: Ensure Effective Navigation and Interaction

Navigation is where learners often get frustrated—not because they can’t learn, but because the course makes it hard to figure out what to do next.

Clear labels for buttons and links: “Click here” is useless for screen reader users. I try to make link text descriptive on its own.

• Bad: “Read more”
• Better: “Read more: Module 2 grading rubric (PDF)”
• Best: “Open Module 2 grading rubric (PDF, 2 pages)”

Consistent layout: If every lesson uses the same pattern—“Overview → Content → Activity → Quiz”—learners build a mental model. That reduces cognitive load, especially for learners who take longer to process information.

Breadcrumbs (when appropriate): Breadcrumbs help people understand where they are inside the course structure. Not every LMS supports it nicely, but if yours does, it’s a helpful feature.

Predictable keyboard focus order: Here’s what I check: the focus should move from top to bottom, left to right, and logically follow the page flow. If focus jumps around, learners can’t reliably find controls.

Practical example: In a typical LMS lesson page, focus should go: Lesson title → “Start lesson” button → first heading → content links → activity submit button → feedback. If it lands on hidden elements, off-screen controls, or repeated navigation, fix the markup or the theme settings.

Step 4 QA: Can you complete a lesson from start to finish without a mouse? Are buttons and links understandable out of context?

Step 5: Adapt Learning Environments for Accessibility

Accessibility isn’t only about the content inside the course. It’s also about how learning happens—especially in live sessions and group work.

Offer participation choices: If students are doing a group discussion, don’t force everyone into one format. Provide options like:

• Text chat for live Q&A
• Audio participation for those who prefer speaking
• Accessible prompts for written responses

Assistive technology support: Screen readers, text-to-speech, and (for some learners) braille displays are common. The course should not rely on hover-only interactions or visual-only cues.

Video conferencing: If you use Zoom, Teams, or similar tools, make sure captions are enabled and that chat transcripts are accessible after the session. Also, describe what you’re doing when sharing screens (“I’m now switching to the rubric…”).

Adaptive tech in the classroom: If students are using screen magnifiers or reading devices, provide materials that don’t break when zoomed. And if you’re using worksheets, make sure they’re not just scanned images.

Step 5 takeaway: Think beyond LMS pages. If your course includes live components, accessibility needs to be planned there too.

Step 6: Enhance Multimedia Accessibility

Multimedia can be great for engagement. It can also be a barrier if learners can’t access the information in more than one way.

Captions for videos: Captions help learners who are deaf/hard of hearing, but they also help learners who prefer reading. Make sure captions are accurate enough to follow the lesson—auto-captions are a start, but they often need cleanup.

Transcripts: I recommend including transcripts for every meaningful audio/video component. If the video is 8 minutes long and includes key steps, a transcript turns it into something learners can review and search.

Audio descriptions: If visuals carry essential information—like charts, diagrams, or demonstrations—add audio descriptions. For instance, if a video shows a math problem being solved visually, the description should explain what’s happening, not just “a person writes on a board.”

Graphics and diagrams: Don’t just add alt text. For complex diagrams, consider:

• Summarizing the diagram in text below the image
• Providing a short “key takeaway” and a list of labels
• Separating decorative images from informative ones

Step 6 quick check: If you turned off the visuals, could learners still understand the lesson? If the answer is “no,” you need transcripts, descriptions, or a text-based alternative.

Step 7: Focus on User Experience and Gather Feedback

User experience is the real test. Automated tools can catch certain issues, but they won’t tell you what feels confusing or where learners get stuck.

How I test (a process you can copy):

• Recruit a small group: 3–5 learners if you can (or accessibility testers). Include different needs: low vision and screen reader users.
• Give tasks: “Open Module 2, find the rubric, submit the activity, and review feedback.” Real tasks beat generic questions.
• Observe silently: Watch where they hesitate. Don’t coach them unless you’re doing a guided session.
• Follow up with a short debrief: Ask what was hardest, what was unclear, and what they expected to happen.

What I usually change after testing: I often end up fixing three things: unclear button labels, heading structure that doesn’t match the content outline, and navigation that makes it hard to find key resources (like rubrics or downloadable files).

Use surveys—but don’t stop there: A quick form can help you spot patterns, but real usability testing is what reveals the “why.” If you only collect feedback after launch, you’re paying for fixes with learner frustration.

Step 7 QA: Can learners complete core tasks without getting lost? Are instructions clear enough to follow using screen reader output and keyboard navigation?

Step 8: Utilize Additional Resources and Tools for Accessibility

I’m a big fan of using established guidance instead of guessing. If you’re not sure what “good” looks like, you don’t have to reinvent the wheel.

Tools and assistive tech to be familiar with: screen readers (like NVDA/JAWS/VoiceOver), speech recognition, and braille displays. You don’t need to become an expert overnight, but you should know what your learners are using.

Trusted resources: If you want solid, non-guessy references, start with the American Foundation for the Blind and W3C Accessibility Initiative. Both are useful for practical guidance, not just theory.

Connect accessibility to teaching strategies: Accessible design also improves instruction quality. If you want more ideas on how to structure content and learning activities, read effective teaching strategies and translate those principles into accessible formats (clear prompts, structured practice, and feedback that’s easy to find).

Step 8 takeaway: Use resources to validate your choices, then test with learners to confirm those choices actually work.

Step 9: Follow Best Practices for Interaction with Learners

Accessibility isn’t only technical. It’s also how you communicate and support students day to day.

Speak directly to the learner: If you’re working with someone who uses a screen reader or has low vision, talk to them—not to a companion. In my experience, this simple habit makes conversations smoother and more respectful.

Use clear, conversational language: Ask how they prefer to receive information. Some learners want text first. Others prefer audio. Many use both.

Avoid assumptions: Don’t assume someone’s abilities based on how their vision looks. Two learners with the same diagnosis may use completely different tools and workflows.

Offer specific choices: Instead of “Let me know if you need help,” try: “Would you prefer a transcript, a text summary, or both?” That gives learners something concrete to respond to.

Step 9 reminder: Rapport matters. When learners feel understood, they’re more likely to engage—and your course becomes easier for everyone.

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