Accessible Training Materials Development Checklist

Content Best Practices

Content should be conveyed in multiple ways - audio, visual, and text - to account for different learning modes.
Clarify vocabulary and symbols - do not assume all learners know the terminology you are using. If possible, embed support for vocabulary and symbols within the text, such as a link to a resource that covers additional details.
Include alternative text with all visuals. Add alt text to images and gifs.
When emphasizing content, remember that bold is not picked up by assistive technology so if the note is important, think of including a label of important note and adding a heading to draw attention to that content.
Add meaningful and accurate hyperlink text and ScreenTips. To determine whether hyperlink text makes sense as standalone information, visually scan the links in your presentation. Do you know where that link will go without looking at content around it? Create accessible hyperlink text and add ScreenTips.

Design of content presented in the training should meet color contrast guidelines. You can verify color contrast of documents and graphics with TPGi's Color Contrast Analyser.
Ensure that color is not the only means of conveying information.
Minimize distractions - avoid animations unless needed and, if needed, ensure they can not trigger a seizure or vestibular disorder (vertigo, migraines, etc.). Examples of animations that can trigger both are flashing and strobing content as well as parallax effects. Users should have the ability to shut off these effects if they are implemented - in the case of training, this isn't possible and putting a warning in place means that the user is excluded from that training, so it's best to just avoid the use of these effects in training materials.
Avoid designs that include a striped or checkered pattern as these patterns can trigger epilepsy and vestibular disorders.
Avoid the use of saturated reds. Saturated reds can pose health risks to anyone with epilepsy or a traumatic brain injury.
Provide a way for people to contact your team with any unexpected accessibility issues they encounter.

The video media player used is accessible.
The video has both human-transcribed captions and an html transcript.
Visuals provided in the video are either described by the presenter or an audio description track is provided with the additional visual information. If the presenter will provide the visual descriptions, it's best to script the training ahead of time to ensure all visuals are accounted for so that you do not need to rework the video multiple times. Scripting ahead of time will help you avoid common mistakes such as saying, "click here," rather than describing what the user will activate on the page.
Avoid using the term "click" as not all users navigate with a mouse. Replace click with "activate" the link or button.
If the video is interactive and includes interactive questions, the method used for delivering those interactive questions has been tested for accessibility.
If the video is being integrated into a learning management system, confirm the LMS is accessible.

Use a larger font size (18pt or larger), sans serif fonts, and sufficient white space.
People who are blind, have low vision, or have a reading disability rely on slide titles to navigate. Give every slide a unique title
Make sure slide contents can be read in the order that you intend. Set the reading order of slide contents.
Include slide numbers so people can follow along when the PowerPoint is used in a live training.
If the PowerPoint will be used in a live training, ensure it is sent out ahead of time so attendees that need to reference it during the training can do so.
Ensure that requests for alternative formats can be accommodated.
Avoid slide transitions that could trigger epilepsy or a vestibular disorder.
Do not use animations to stagger the loading of content on a slide as this breaks the accessibility of the slide navigation for anyone using keyboard navigation and assistive technology.

Use a sans serif font and ensure sufficient white space.
Organize headings in the prescribed logical order and do not skip heading levels. For example, use Heading 1, Heading 2, and then Heading 3, rather than Heading 3, Heading 1, and then Heading 2.
Use built-in bullet and numbering styling for any unordered or ordered lists.
Ensure when adding a table of contents that you use the built-in table of contents functionality in Word.
Avoid writing important information in the Header or Footer sections of the document. Assistive technology users may not be able to access content in the header or footer of Word.