Annabelle Snow

Online training without a transcript is not fully accessible — it never was. When a session ends with no written record, it quietly excludes a significant proportion of learners: people who are Deaf or hard of hearing, those with auditory processing differences, ADHD, working memory difficulties, non-native speakers, and many others. Most of these needs are invisible to a facilitator; participants won’t announce them, they’ll simply get less from the session — or not attend at all. Transcripts aren’t a special accommodation. They’re part of how good training works.

Accessibility overlays promise a fast, low-cost path to compliance — but growing evidence from regulators, accessibility experts, and disability organisations shows they often fail to deliver. This article examines why overlays don’t fix underlying accessibility barriers, how they can interfere with assistive technologies, and why legal and regulatory bodies increasingly reject them as a compliance solution. More importantly, it outlines what genuine, sustainable digital accessibility actually requires.

Why ALL CAPS Text Creates Reading Barriers The research is clear: capitalising text doesn’t help readers — it hinders them… Read More »Why ALL CAPS Text Creates Reading Barriers

Animated text overlays are everywhere — words bouncing, flashing, and flying across our screens in sync with speech. They look like captions, but they aren’t. When text is burned into a video instead of provided as a proper caption file, viewers lose control, assistive technologies lose access, and accessibility quietly disappears. This article explains why captions are infrastructure, not decoration — and how creators can keep their videos engaging without excluding the people who rely on captions most.

Opening links in a new window or tab is rarely necessary and can create accessibility barriers for many users. For people using screen readers, magnification tools, or those unfamiliar with browser behaviour, unexpected new windows can disrupt navigation and cause confusion. This guidance explains why it is generally better to let links open in the same window, highlights what WCAG 2.2 recommends, and outlines the limited situations where opening a new window may be appropriate. It also provides practical tips for writing clearer, more descriptive links and improving overall accessibility.

Tips for Designing Moodle Courses That Work for Screen Reader Users (and Everyone Else). When you design for accessibility, you’re designing for better structure, clearer navigation, and less cognitive load. That helps everyone. We know from research that around 80% of people with learning needs don’t declare them — so you can’t wait for someone to ask. You need to design proactively.