As campus efforts continue to meet Title II of the Americans with Disabilities Act compliance, the digital accessibility team is providing weekly articles on creating accessible content.
This week focuses on creating accessible emails.
Creating accessible emails
Email is one of the most common communication tools on campus. Making emails accessible ensures that everyone, including individuals using screen readers, Braille displays or other assistive technology, can easily read and understand the information being shared.
Accessible email practices rely on clear structure, meaningful text and thoughtful formatting. Visual formatting alone does not communicate structure to assistive technology. Built-in formatting tools and clear language are essential.
Write a clear subject line: Treat the subject line as the title of your email. It should be concise and clearly summarize the purpose of the message. Avoid vague wording, excessive punctuation and all caps.
Structure your content: Organize your email so readers can quickly identify key information. Break up long paragraphs and focus on one main idea per paragraph. Place the most important information at the beginning of the message. Avoid decorative or script fonts that may reduce readability.
Use clear and simple language: Write in plain, direct language. Keep sentences short and avoid unnecessary filler. Start with the most important information and eliminate jargon when possible. If acronyms are necessary, define them the first time they are used.
Explain images and attachments: When sending an attachment, explain key details in the email body, such as dates, deadlines, location, cost or required actions. For longer documents, include a short summary and clearly state what the reader should do. Add alternative text for meaningful images so individuals using screen readers understand their purpose. Alt text should briefly describe what the image represents in context.
Write descriptive hyperlinks: Use meaningful link text rather than “click here” or pasting full URLs/website addresses. Descriptive links help screen reader users understand where the link will take them.
Be mindful of color use: Do not rely on color alone to convey meaning. Use bold or italics in addition to color for emphasis. Ensure strong contrast, such as dark text on a light background, to support readability for all users.
Professional development and support
To further assist the campus community, the following list includes various professional development :
- A second Digital Accessibility Summit is being planned for March. More details to be announced in the coming weeks.
- The Digital Accessibility team is available to visit departments, offices, or student groups for training or discussion.
Additional learning opportunities include:
- Accessibility tutorials on creating and checking accessible documents
- The asynchronous “Access: A Quest Toward Inclusion” course
- SUNY Access for All webinar series
- Winter breakout workshop recordings through CELT
- Digital Accessibility website resources
Staying informed
Additional updates on campus accessibility efforts and Title II implementation will continue to be shared through Oswego Today and occasional campus emails.
Creating an inclusive digital environment is a shared responsibility. Thank you for your attention to this important initiative and for helping ensure that SUNY Oswego remains a welcoming, accessible community for all.
– Submitted by members of the Digital Accessibility Steering Committee and the Workgroup on Accessibility Practices who can be reached at accessibilitypractices@oswego.edu.
–- Submitted by members of the Digital Accessibility Steering Committee and the Workgroup on Accessibility Practices who can be reached at accessibilitypractices@oswego.edu.