Author's Guide to Accessibility - Page 2

THE AUTHOR'S GUIDE TO ACCESSIBILITY

Clearly Indicate Main Headings and Levels of Subheadings

Clear main headings, followed by correct subheading levels when needed, are the road signs on the reading journey. Main headings identify the topic or BIG idea covered in a section, while subheading levels indicate supporting ideas and information with increasing specific detail.

Whether you are working in Microsoft Word (where heading levels are numbered), or Cognella’s authoring portal (where heading levels are lettered), please refer to the toolbar. Use the Heading 1/Heading A style for your main headings. Use Heading 2/Heading B and Heading 3/Heading C style for subheadings. Three heading levels are usually sufficient. If you need more, please reach out to your project editor for guidance.

Below is an example of a set of headings from a chapter on differentiated learning. (Please note this example lists the heading level hierarchy an author would use but does not depict the heading levels using visual styles or HTML.)

The Importance of Differentiation (Heading 1 or Heading A)

How to Differentiate (Heading 2 or Heading B)

Content (Heading 3 or Heading C)

Process (Heading 3 or Heading C)

Product (Heading 3 or Heading C)

Learning Environments (Heading 3 or Heading C)

Diversity in the Classroom (Heading 1 or Heading A)

Important Reminders

Avoid using heading levels to indicate emphasis. The screen reader will not know that you are doing this, and it will misinterpret your meaning.
Please do not use the numerical outline form (3.1, 3.2, 3.2.1, 3.2.1.1, etc.) unless it is the standard in the professional literature of your discipline. The screen reader will read every number. Numbering is unnecessary. The heading levels already clarify main ideas, supporting ideas, and more detailed information.
Never skip heading levels for aesthetic reasons (for example, if you like the look of Heading 4 and want to use it after Heading 2, rather than using Heading 3.) This can cause a student using a screen reader to think an entire section was skipped.