Links

When possible, use descriptive text for each link. This is because, without descriptive text, a screen reader will not be able to give students a sense of where the link will take them or why it may be useful.

• Try to avoid using the full URL or generic phrases like “Read More” or “Link Here.” A screen reader will read the former character by character, and the latter does not provide context for what information the link contains or why it may be important.
• Example: Try using “About Cornell University” instead of “Read More” or https://www.cornell.edu/About/).

Sometimes you may also find yourself including multiple links to the same resource. If this happens, try to be as consistent as possible.

• Try to use the same link text for each instance, so students know they will be going to the same place.
• If the links are right next to each other, remove them and use one link.

If you’re changing the colors of text, we recommend using a color contrast checker tool. For more on this, review Color Contrast.

When possible, try to make links distinguishable from the rest of the text with more than just color. For example, underline the links so students know that they are active.

Tip: Links are a different color than the body text and underlined by default in most tools; so, you likely will not have to change anything if using the default styling.

In general, you should be able to navigate to each link using the TAB, arrow keys, and/or other keyboard shortcuts, and activate the links using the ENTER, RETURN, or SPACE keys. This is called being “keyboard navigable,” and it’s especially important for students who, for a variety of reasons, may be unable to use a mouse or trackpad.

Tip: If the only way to navigate to or activate the link is with the mouse, the resource may not be keyboard navigable.

Google has two ways to enter links into a slide:

Version 1

The first option is an automated method that makes your URL into the title of the linked website. It will read the URL you’ve pasted into the document and ask if you wish to switch it to the title of the website.

Note: Since this is a new feature, it may not pull the title immediately or correctly. Because of this, try to always double-check that the link is active.

1. Copy the URL of the link you want to add from the source.
2. Paste the URL into the Google Slide where you want the title to appear.
3. Select “Yes” next to “Replace URL with its title” on the dialogue box that appears beneath the URL.

Version 2

The second method is to manually enter the link.

1. Go to Insert > Link.
   (Alternatively, you can click the Insert Link icon).

2. In the first field, add text describing the website/document.
3.  In the second field, copy and paste the URL.
4. Click Apply.

Here’s how to enter a link in a Microsoft PowerPoint:

1. Go to Insert > Link.

2. In the first field, add text describing the website/document.
3. In the second field, copy and paste the URL.

Some programs can help you to search for and track accessibility errors. Microsoft PowerPoint has an Accessibility Checker that generates a list of errors.

Tip: While we encourage you to make use of accessibility checkers, this technology is not perfect and cannot flag all errors. Because of this, if possible, we recommend doing a manual review as well.

For more detailed information about the accessibility checker in Microsoft PowerPoint, see Microsoft’s Improve Accessibility With The Accessibility Checker.

Slides created with these strategies are more readable and digestible for all learners; however, one or more of these strategies may be essential for those learners who:

• Rely on screen readers and screen magnifiers to navigate slides.
• Have a form of colorblindness and need to be able to distinguish links and text.
• Require a straightforward layout. See Cognitive, Learning, and Neurological Disabilities.
• Cannot use a mouse or have difficulty doing so. See Motor Disabilities.

However, these strategies are also helpful for learners who are short on time and need to be able to find links quickly; those using mobile devices; and those using certain browser plugins and add-ons.

If you make the slides available to learners outside of class, learners need to be able to navigate the slides on their own. Some learners (such as those using screen readers²) will not be able to read the contents of a slide if they were not designed using these strategies.