Experiencing Web Accessibility Simulators as a Dyslexic Learner

Seeing the Web Through Dyslexic Eyes

I recently tried web accessibility simulators on Learning A-Z (https://www.learninga-z.com/

), Teaching Channel (https://www.teachingchannel.com/

), and Inclusive Instructional Design and Tech (https://www.inclusivedesigntech.com/

). The experience was eye-opening. As someone with dyslexia, I realized just how exhausting it can be to read, interpret visuals, and engage with audio on websites that aren’t fully accessible.

Text Can Be a Maze

Reading dense blocks of text became almost impossible. On Learning A-Z, curriculum descriptions felt jumbled and chaotic. On Inclusive Instructional Design and Tech, tiny fonts and cramped spacing made comprehension tiring. These experiences drain energy and focus. WCAG 2.1 recommends clear spacing, high contrast, and resizable fonts (W3C, 2018). UDL encourages multiple ways to present information, like visuals, simplified text, and interactive elements (CAST, 2018).

Visuals and Audio Matter

It wasn’t just text. On Learning A-Z, bright images crowded pages. Teaching Channel’s videos often lacked captions, so when reading became overwhelming, I couldn’t rely on audio. Even accessibility-focused sites like Inclusive Instructional Design and Tech sometimes used icons without text descriptions, which lost meaning under simulation. WCAG requires captions and text alternatives for all media, while UDL promotes flexible formats to support diverse learners (CAST, 2018; W3C, 2018).

Simple Steps Make a Difference

Here’s what would help:

1. Break text into smaller, high-contrast sections

2. Use dyslexia-friendly fonts

3. Include captions and transcripts for videos

4. Pair icons with descriptive text

These small changes reflect UDL and WCAG principles, making content accessible and easier to engage with. Everyone benefits, not just learners with dyslexia.

Accessibility Is Ethical

Inaccessible websites don’t just frustrate—they exclude. Accessibility isn’t optional; it’s a moral responsibility. Following UDL and WCAG helps create fair, inclusive, and equitable online learning environments (Stephen, Barnett, & Ramadan, 2023; CAST, 2018; W3C, 2018).

Try it Yourself: Run a disability simulator on your favorite educational site. Seeing the web through someone else’s eyes can inspire empathy and action. Accessibility isn’t just about rules—it’s about making sure all learners have the opportunity to thrive.

References

CAST. (2018). Universal Design for Learning guidelines version 2.2. Wakefield, MA: CAST. http://udlguidelines.cast.org

Harden, A. (2022, November 8). Five strategies for equitable lesson plans. TCEA Technotes. https://blog.tcea.org/creating-equitable-lesson-plans/

Illinois State University. (n.d.). Equity, diversity, and inclusion in online courses. Center for Integrated Professional Development. https://prodev.illinoisstate.edu/pedagogy/diversity/online/

Stephen, J. S., Barnett, N. G., & Ben Ramadan, A. A. (2023). Diversity, equity, and inclusion in course design and instructional material development. In J. S. Stephen, G. Kormpas, & C. Coombe (Eds.), Global Perspectives on Higher Education – From Crisis to Opportunity (pp. 147–161). Springer.

W3C. (2018). Web Content Accessibility Guidelines (WCAG) 2.1. World Wide Web Consortium. https://www.w3.org/TR/WCAG21/

Enhancing Education Through Inclusive Technology Solutions

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Empowering Neurodivergent Learners: Inclusive Instructional Design Strategies

Neurodivergent learners, such as those with ADHD, autism, or dyslexia, often face unique challenges in traditional educational settings. Inclusive Instructional Design and Tech, a leading player in digital education, is paving the way for a more inclusive approach to learning through their innovative instructional design strategies.

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