Creating Accessible Word Documents

Overview

This guide covers best practices for creating accessible Word documents in alignment with WCAG 2.1 and Section 508 standards. 

• File properties
• Document structure
• Structured headings, lists, and columns
• Alternative Text, Links, and Equations
• Creating Tables
• Creating Forms
• Exporting accessible PDFs

 

File Properties

A document's accessibility starts with how it is initially prepared. The document properties, or metadata, are identifiers embedded within a file, such as title, author, and language. 

Saving a File 

To save a file, locate the File tab and select Save As. Choose Word Document (.docx) as the file type; then enter a descriptive file name in the "Enter file name here" field. 

File Title 

A file's title should not be confused with the external file name used when initially saving a document or the title of the first page. The external file name is used within applications such as File Explorer and Finder to search for files. A file name can be easily changed by anyone with the file downloaded, but the title embedded within the document's properties and will remain the same unless deliberately edited. This helps preserve the creator's intended label for the content, regardless of how the file is renamed externally. 

To edit the title of a document: 

1. Go to the File tab and select Info. 
2. In the Properties section locate the Title field. 
3. Enter the title of the document. 
   
   

When reviewing the document properties, ensure that the title describes the content within the document accurately. For example, the file name can be “QEP_Forum_3_2026’ while the document properties title is “Quality Enhancement Plan Forum March 2026”.  

Set Language 

Assistive technology uses the document’s set language to determine how to pronounce the words. To set the language, go to the Review tab, select Language, then Set Proofing Language, and choose English language. If any portion of your document is written in a different language than the rest, highlight the text and set its language separately.  

Document Structure 

Avoid manual formatting workarounds in Word and PowerPoint, such as using blank lines to add spacing. Instead, use the built-in formatting tools so that assistive technologies can correctly interpret the document structure. 

Reading Order 

Assistive technology like screen readers moves through a document from top to bottom, based on the underlying document structure. This structure isn't necessarily what things look like on screen. For example, if you have an inserted text box for a callout to the reader that's visually after a heading of a major section but is positioned before it in the document structure, a screen reader will read the text box content first, then the heading, which is confusing for users expecting the heading to introduce the section.  

Some common things that break logical reading order in Word are: 

• Lists and multi-column layouts created manually instead of with the built-in tools. 
  
  
• Floating images, text boxes, or anything set to any text wrapping other than "In Line with Text" can end up being read at an unexpected point in the flow.  
  
  
• Shapes or decorative elements that aren't marked as decorative will be interpreted as an unlabeled graphic to the user. 
  
  

Example: Inserted Text Boxes

Sometimes striving for the perfect visual layout can interfere with the accessibility of a document. In this example, a text box has been inserted beside a heading indicating that the section's topic is commonly flagged in accessibility reports. 

In this case, it is best to first decide if a text box is needed. If not, consider reworking how you're presenting this information. If a text box can be presented as paragraph text, consider integrating the information into the body text instead of separating it using text boxes.  

There are times when it is best to prioritize using simple formatting rather than complex design because the information is the purpose of the document. If a visual text box is the right choice, there are a couple of ways to achieve the desired design without compromising accessibility.

Formatting a Style

Adding Text Boxes Accessibly

Verifying Accessibility: Text Boxes

The previous example was tested using NVDA Screen Reader to verify the reading order of the page that contains a standard text box. Despite the text box being visually after the heading, the screen reader still read it as "Text Box 1, heading level 3 Set Language.” When a text box is set to “In line with text.” it will appear in the document at the point where it was inserted, reflecting its actual position in the reading order. 

Structured Headings, Lists, and Columns

Structured Headings

Use built-in heading styles, such as Heading 1, Heading 2, and others, to maintain consistency and accessibility in your content. Avoid manually manipulating text to achieve a desired visual format, as this can lead to inconsistencies and potential issues with screen readers. 

Lists and Columns 

Do not use manual formatting practices like using graphics or symbols to create lists and text boxes to make columns. These methods interfere with reading order and prevent assistive technology from recognizing the intended structure. Use the built-in tools instead. For lists go to the Home tab and select Bullets or Numbering. For columns highlight the desired text, go to the Layout tab, select Columns, and choose the preferred number. 

When a list item contains sub-items, avoid manually typing letters or numbers inline such as A, B, or 1, 2. This may look structured visually, but assistive technology reads it as plain unstructured text with no hierarchy. Use the built-in nested list tools instead. 

Inaccessible Example

1. A. Question 1: Part 1
   B. Question 1: Part 2
2. Question 2 
   
   

Accessible Alternative

1. Question 1
   1. Part 1
   2. Part 2
2. Question 2 
   
   

If a question contains multiple parts, consider restructuring the numbering or wording to convey the hierarchy without relying on manual formatting. Rewording the question to naturally incorporate all parts eliminates the need for sub-items while preserving the intended structure. 

Verifying the Accessibility of Columns and Lists 

To verify the accessibility of columns and lists first highlight your list or column text. If the bullet or column option is active/highlighted, it is accessible. If nothing is active the list or column is not accessible and needs to be recreated using built-in tools. 

Alternative Text, Links, and Equations

Alternative Text

Images, links, or other non-text content need alternative text for assistive technology. Non-text content that is purely decorative and doesn’t convey meaningful information should be marked as decorative so assistive technology skips over them entirely. When writing alternative text, use proper punctuation and capitalization. Punctuation tells assistive technology when to pause or stop, helping the description flow naturally when read aloud. 

Visit our guide on Authoring Alternative Text for more information.

Hyperlinks

When creating links, avoid using phrases like “click here” which can confuse users, especially if there are multiple instances of this link text throughout the document. Instead, create meaningful links by determining the purpose of the destination and providing that within the link text. 

Instead of displaying the raw URL (https://...), use descriptive link text such as "Register for Ensuring Digital Accessibility" that clearly indicates the destination and purpose of the link. 

To insert a hyperlink in Word or PowerPoint: 

1. Highlight the text you want to use as the link.
2. Right-click and select Link, or press Ctrl+K.
3. In the Address field at the bottom of the dialog box, enter the destination URL.
4. Click OK. 
   
   

To edit an existing hyperlink: 

1. Right-click the hyperlink.
2. Select Edit Hyperlink.
3. Update the display text, URL, or both as needed.
4. Click OK. 
   
   

Reminder: There is also no need to place the word “link” within the link phrase because assistive technology will announce that it is a link to the user before reading the link phrase. 

Equations

Use the built-in Equation Editor rather than images or screenshots of equations. To create an equation, go to the Insert tab and select Equation. This generates structured math that assistive technology can read directly, so in many cases no additional steps are needed. 

Complex equations will still require alternative text. Word's Equation Editor does not automatically generate alt text and there is no built-in field or dialog that lets you right-click an equation and add alt text the way you can with an image. For complex equations that may be difficult to interpret, consider providing a plain-language description either before or after the equation in the surrounding body text. 

Tip: If you have trouble writing alt text for an equation, try using a dictation tool. Speak the equation aloud the way you would explain it to a student, then clean up the transcription and add it in the surrounding body text. 

Creating Tables

Before creating a table, first decide if this is the best way to present the information. If creating a table is the right choice, use the built-in "Insert >Table" function to ensure proper tagging for assistive technology.  

Table Structure

If a table is created manually using elements like floating text boxes and shapes it will lack the semantic structure necessary for assistive technology to interpret it. If a table is inserted as an image instead, a screen reader will only convey its meaning through alt text. If insufficient alt text is provided the user will miss crucial information, and if alt text is not provided at all, the information conveyed will be lost entirely. While alternative text can convey the meaning of the table, it is best practice to create the table using built-in tools to communicate all of the data present. 

Avoid merging or splitting cells for visual formatting. This practice is inaccessible. Doing this hinders assistive technology because they follow an illogical reading order and will not be read properly. 

Tables should only be used for presenting actual data, not for page layout. Using tables for layout can lead to confusion for users, as screen readers announce table elements such as rows and columns even when they do not contain actual data. This can result in an illogical and jumbled reading order, making it hard for users to navigate and understand the document's structure. 

Table Headers

When creating a data table, always mark the first row as a header row. Header rows help assistive technology identify the description of each column. This ensures proper semantic structure for screen reader users, who rely on column headers to understand the context of each cell as they navigate through the table. Without header rows, users may lose track of what each column represents, making the table difficult to understand. 

To properly establish a table’s header row in Word: 

1. Click anywhere in the first row of the table.
2. Go to the Table Design tab and locate the Table Style Options section.
3. Ensure that the Header Row checkbox is active.
4. Finally, go to the Table Layout tab, and in the Data section select Repeat Header Rows.  
   
   

These steps ensure the header row is recognized by assistive technology and repeats at the top of each page if the table spans multiple pages.

Verifying Accessibility of Tables 

Use the following checks to verify the accessibility of tables within your Word document. 

Table Structure

Table Headers

Merged or Split Cells

Creating Forms

Forms made using fillable PDFs are known for their accessibility issues and tedious remediation processes. Issues commonly include missing or broken tags, improper reading order, unlabeled form fields, and missing alt text. Before attempting to create a fillable PDF form, it is important to understand that the remediation process is tedious and can run into issues along the way that may restart your progress on multiple occasions. 

Applications like Adobe Acrobat have built-in remediation tools for PDFs but can be difficult to edit. This can make the task of updating older PDFs more difficult. Small edits to an older PDF can break the tag tree, meaning a document that was once remediated can become non-compliant again after updates.  

Without a strong understanding of how PDF tagging works, it's easy to accidentally create new accessibility issues while trying to fix existing ones. For this reason, it is best to move towards using web-based forms, like Microsoft Forms, when creating fillable forms. 

Limitations with Web-Based Forms

With that in mind, there are situations where a fillable PDF is the best choice because applications like Microsoft Forms have limitations. 

• Formal/legal Documents: Microsoft Forms doesn't produce a submittable document with signatures, date stamps, or a record that looks like a traditional form. For things like HR paperwork, contracts, or government forms, a PDF or dedicated form platform may still be required. 
  
  
• Complex Formatting Needs: A form needs to mirror an official document layout (e.g., a structured intake form with specific fields in specific positions); Forms can't replicate that. 
  
  
• Data Ownership and Retention: Responses are stored in Microsoft's cloud, which can be a concern for sensitive data. 
  
  
• Offline Use: Microsoft Forms requires internet access, so it can’t be used offline environments the way a PDF can be. 
  
  
• Accessibility Issues: While Forms is generally more accessible than untagged PDFs, poorly written question labels, missing instructions, or complex branching logic can still create accessibility barriers for screen reader users. 
  
  
• External Users: Sharing Forms with people outside your Microsoft 365 tenant can introduce friction or require anonymous access settings, which some organizations restrict. 
  
  

When none of these limitations apply, web-based forms remain the more accessible and maintainable choice. 

Exporting PDFs

Proper tagging allows screen readers to read content to users in logical reading order. Ensure that the document is accessible prior to converting it to PDF to prevent needing to remediate accessibility issues afterward and ensure proper export to PDF. Before you export a document ensure that the file has been saved. If not, the application will prompt you to save the document prior to export. 

Option 1: Save As

1. Choose "Save As."
2. Change the file type from Word to PDF
3. Select "Options" and ensure that the "Document structure tags for accessibility" checkbox is active.

Option 2: Save As Adobe PDF

1. Choose "Save as Adobe PDF."
2. Select "Options" ans ensure that the "Enable accessibility and reflow with tagged adobe pdf" checkbox is active. 

This guide was developed using Section 508 accessibility guidelines and related training resources. It is intended as a practical reference to support accessible design practices in PowerPoint.