1

Give every slide a unique, descriptive title.

Slide titles are one of the most critical accessibility features in a presentation. Screen readers announce the slide title when a user navigates to a new slide, and assistive technology users can jump between slides by title the same way sighted users skim a deck visually. Students who use keyboard navigation or voice control software also rely on slide titles to move efficiently through a long presentation.

Every slide must have a title, and no two slides should share the same title. If a topic continues across multiple slides, use numbered titles (e.g., “Glaucoma Diagnosis | Part 1” and “Glaucoma Diagnosis | Part 2”) rather than repeating the same heading.

If you do not want a title to appear visually on a slide, you can drag the title placeholder off the visible slide area in PowerPoint — the title will still exist in the file structure and be announced by screen readers, but it will not display to sighted viewers

2

Use built-in slide layouts, not blank slides with manual text boxes.

Every presentation application includes a library of pre-built slide layouts (e.g., Title Slide, Title and Content, Two Content, Blank). These layouts contain designated placeholder areas that are recognized by screen readers and accessibility checkers. When you type into a layout placeholder, your content is properly structured and sequenced.

When you insert a blank slide and manually add floating text boxes, images, or shapes, those objects may not be recognized as slide content by assistive technology, and their reading order is unpredictable. Avoid this approach whenever possible.

To apply or change a layout in PowerPoint: right-click the slide thumbnail > Layout, then choose the appropriate layout.

To apply or change a layout in Google Slides: go to Slide > Apply Layout and select your preferred option.

3

Set and check the reading order.

The reading order determines the sequence in which a screen reader announces the elements on each slide. In a perfectly built slide using layout placeholders, the reading order is typically correct by default. However, if you have added extra text boxes, images, or shapes directly to a slide, you must manually check and correct the reading order.

• In Microsoft PowerPoint: Make slides easier to read by using the Reading Order pane
• In Google Slides: Reading order

4

Provide alt text for every meaningful image, chart, and graphic.

Every image, diagram, photograph, chart, or icon that conveys information must have descriptive alternative text (alt text). If an image is purely decorative and adds no informational meaning, mark it as decorative so screen readers skip it. See our companion guide How do I write alt text for images? for detailed guidance and examples.

5

Ensure sufficient color contrast.

All text on your slides must meet WCAG 2.2 contrast requirements: a minimum ratio of 4.5:1 for normal-sized text and 3:1 for large text (18pt or larger, or 14pt bold or larger). This applies to every text element: titles, body content, captions, labels on charts, and text embedded in images. See the companion guide How do I use accessible color contrast? for detailed guidance.

6

Do not rely on color alone to convey meaning.

If your slide uses color to communicate information, such as red text for warnings, green for correct answers, or colored highlights to group related concepts, always pair the color with a text label, symbol, or pattern. Students with color blindness or low vision may not be able to distinguish the colors you intend. See the companion guide How do I use accessible color contrast? for detailed guidance.

7

Format text for readability.

Beyond contrast, the formatting of text on your slides affects how accessible and readable they are for all students:

• Font size: Use a minimum of 24pt for body text and 36pt or larger for titles. Text smaller than 24pt on a projected slide is difficult to read for students with low vision, those seated at the back of a room, and those viewing slides on a small screen.
• Font choice: Use clean, familiar sans-serif fonts (e.g., Arial, Calibri, Helvetica, or similar). Avoid decorative, script, or novelty fonts that reduce legibility.
• Avoid ALL CAPS for anything longer than a single word or short label. Extended passages in all caps reduce reading speed for all users and are particularly challenging for students with dyslexia.
• Limit italics and underlining. Reserve underline for hyperlinks only, as underlined non-link text is confusing for screen reader users and students with reading disabilities.
• Left-align body text. Centered or justified body text creates uneven word spacing that increases cognitive load, particularly for students with dyslexia.
• Limit the amount of text per slide. Dense, paragraph-heavy slides are difficult to read and process. Break long passages into multiple slides or direct students to a companion document.

  See How do I build accessible course materials? for detailed guidance.

8

Make hyperlinks descriptive.

Any links embedded in your slides should use descriptive link text that makes sense when read out of context. Screen readers can pull up a list of all links on a page, so a list of “Click here,” “Click here,” and “Click here” provides no useful information.

• Instead of: “Click here for the reading.”
• Use: “Assigned Reading: Optometric Clinical Practice Guidelines (PDF)”

Avoid pasting raw URLs as link text (e.g., https://www.aoa.org/practice/clinical-guidelines/…)unless the URL itself is the meaningful information.

9

Avoid flashing, auto-advancing, or motion-heavy animations.

Content that flashes more than three times per second can trigger seizures in users with photosensitive epilepsy and is prohibited under WCAG 2.2. Beyond this hard limit:

• Avoid auto-advancing slides in self-paced or asynchronous materials. Students using screen readers or keyboard navigation need control over the pacing.
• Use slide transition animations sparingly. Rapid or complex transitions can be disorienting for students with vestibular disorders, migraines, or attention-related disabilities.
• If you use animated builds to reveal bullet points one at a time, ensure the final state of the slide (with all content visible) is what gets saved and distributed as the student-facing file, so students can review the complete slide at their own pace.