Accessibility and START Standards
The goal of this page is to provide tools to assist all those who create or disseminate materials or messages in print or electronically that represent START's brand or image.
It is START's policy to comply with the Americans with Disabilities Act (ADA) in order to create an inclusive environment. Creating websites, documents, and other materials that meet WCAG 2.1 Level AA Technologies Accessibility Standards ensures everyone, including people with disabilities (auditory, cognitive, neurological, physical, speech, and visual), can easily use and navigate them.
Digital accessibility is a requirement of the START Project and Grand Valley State University. As a result, all handouts, documents, and resources on the START website will need to meet accessibility requirements and standards. There is an expectation that EPLI Trainers will implement these standards.
1. Perceivable
Your content should be presented in ways people can access
- Provide clear, concise alt text for images - under 155 characters (including spaces) and write like you're describing the image to someone over the phone.
- Use captions and transcripts for video and audio
- Avoid using images of text when real text will work
2. Operable
Your content should be easy to navigate and use.
- All content can be accessed using a keyboard
- Links and buttons have a clear focus state, making it easy to track where you are when using a keyboard
- Avoid content that flashes
3. Understandable
Your content should make sense the first time
- Use straightforward language and clear headings
- Be consistent with language
- Avoid surprising behavior (links should act like links, buttons like buttons)
4. Robust
Your content should work well with different devices and assistive technologies.
- Use proper structure by applying headings in order (H1 → H2 → H3) without skipping, so screen readers can interpret the content
- Save documents and media in accessible formats
- Use real text (not images of text) and clear structure so your content works across devices and with new technologies
Descriptive Links
Make link text meaningful so users know where the link goes.
- Avoid “click here”
- Don’t use full URLs - a screen reader will say every single letter
- Describe the destination clearly
Alt Text for Images
Include alt text for images that convey information.
- Describe the purpose, not just the image
- Mark decorative images as decorative
- Avoid images of text
Clear Headings and Structure
Help users navigate your content quickly.
- Use H1, H2, H3 to structure content
- Keep paragraphs short
- Use plain, straightforward language for public-facing websites – aim for a 8th grade reading level
Formatting standards are key for several reasons:
- It provides consistency and our audience will recognize the content was created by START.
- It allows you to focus your time and effort on the creation of the content.
- It creates a professional voice and brand.
General:
- "START” written out: Statewide Autism Resources & Training Project.
- START uses GVSU's style guide.
- 1 space between sentences.
- Use a consistent font and an appropriately sized font.
- Avoid justified text. It creates uneven spacing between text/words.
- Use headers and sub-headers
- Utilize lists and bullets whenever possible
- Avoid italics
- To add emphasis, use bold. Do not underline or USE ALL CAPS.
Logos:
- When you use START's name and logo, you communicate on behalf of the project. Clearly and prominently display the START logo.
- Use the current START logo.
- The START logo was updated in January 2021. We invite our partners and trainers to update their materials and resources as well.
- Use the original file to avoid pixelation.
- Do not stretch, distort, or rotate the logo.
- Do not reverse the logo to a color other than white or black.
- Use the logo with the tag when the logo is an appropriate size. When the tag is no longer large enough to read, use the logo without the tag.
- The Peer to Peer logo has been created in different versions (full color, white, black, and versions with and without a tagline).
Colors:
- Ensure sufficient color contrast.
- Ensure color isn't the only way to convey information.
- Many of our resources and tools are printed by the user. Use color mindfully.
- Use START colors, when appropriate:
- Blue: Hex #006699, RGB 0/102/153
- Purple: Hex #6C3F88, RGB 108/63/136
- Green: Hex #50AE1F, RBG 80/174/31
- Light Blue: Hex #21AEDE, RGB 33/174/222
- Light Purple: Hex #7C7FBD, RGB 124/127/189
Images:
- Avoid excessive graphics.
- START does not use puzzles, lightbulbs, or cartoon type images in materials or presentations.
- Graphics that do not contribute to the understanding or knowledge of the presentation should be eliminated.
START affirms the importance of the autistic self-advocacy and neurodiversity movement. The autistic self-advocacy and neurodiversity movement has transformed the conversations and work surrounding inclusion, equity, and belonging. START is committed to ongoing growth and dialogue in support of these goals. We are committed to listening to the voices of families and caregivers who support those who are not able to share their experiences fully.
When we communicate about people with disabilities, it's critical to center and respect their lived experiences. One of the most effective ways of doing this is to listen to autistic self-advocates and families, which will ensure that our language is informed by individuals most directly impacted by that language.
While there is a preference for identity-first language by some autistic self-advocates, families, and advocacy organizations, there are also individuals with autism, families, and organizations who prefer person-first language (Taboas et al., 2022). As a society, we are constantly evolving in our use of language and our ideas about its most appropriate use. Our job as allies and advocates is to keep evolving our language according to guidance from the people we serve in the autism community knowing that the autistic community is diverse and may have varied preferences.
Two practical starting points can help to reflect on our current use of language around individuals with autism and, if necessary, move toward more informed and honoring language. Whenever possible, ask the individual or a family member what language they prefer and choose your language according to those preferences. When addressing a group of individuals whose experiences and language preferences vary, one inclusive strategy is to use a mix of terminology in your verbal and written communication. This includes intermixing person-first and identity-first terminology within and across sentences. When mixing language consistent with different preferences, you might also provide a statement to explain that the approach is intended to be inclusive of different ways individuals and families identify with autism.
The use of identity-first language, in which the disability precedes the person (“autistic child”), and person-first language, in which the individual is placed in front of their disability (“student with autism”), is a topic of discussion spanning professional communities, personal conversations, and social media. While there is a preference for identity-first language by some autistic self-advocates, families, and advocacy organizations, there are some individuals with autism, families, and organizations that prefer person-first language. Whenever possible, ask the individual or a family member what they prefer. To honor preferences, consider using a mix of terminology in your verbal and written communication unless you know the preferences of an individual or group. This would include intermixing the use of person-first and identity-first terminology both within a sentence and across sentences. Mixing of language demonstrates a respect for the different ways individuals and families identify with autism.
For example, if you are designing a training flyer, you might use this language:
On Monday, March 7, we are providing a 2-hour training to the community about the strengths and needs of individuals with autism seeking employment. In this presentation, you will hear from autistic young adults and their family members, as well as school professionals.
Given that this flyer will be disseminated to a large group for which we do not know preferences, this mixing of language demonstrates a respect for the different ways individuals and families identify with autism.
START has created a variety of graphics, images, and icons for your use in presentations:
- Icons and Images for Presentations
- START Logo, Peer to Peer Logo, and miscellaneous START graphics
- Common START Slides: commonly used slides for your use in presentations.
Formatting and Design Tools and Resources
- Canva (free for teachers, schools, and students)
- Piktochart
- Venngage
- Snappa
- Easelly
START presents these resources for informational purposes only; no endorsement or recommendation is expressed or implied.