Accessible Content: What Do Content Creators Need to Know?
One of the aims of Germany’s Accessibility Improvement Act, which comes into force on June 28, 2025, is to make content accessible to everyone. As a content creator, you have a vital role to play. So, what do you need to know? Here’s an overview!
WCAG: digital accessibility guidelines for text, images, audio and video
Creating accessible content isn’t just about being compliant with the law. By making it easy for as many people as possible to consume your online offerings, you can deliver a positive content experience and increase interaction with your website, significantly boosting relevant marketing KPIs. The details of what you need to consider to ensure maximum inclusivity are set out in the internationally applicable Web Content Accessibility Guidelines (WCAG) 2.2. These recommendations are divided into four principles:
- Perceivable
- Operable
- Understandable
- Robust
The four principles are then broken down into 13 guidelines and a total of 86 success criteria. But which of these are really essential when it comes to creating accessible content? Read on to find out.
Please note: The following is a much-condensed summary, meant to give you, as a content creator in the field of copywriting and graphic design, an overview and an introduction to the topic. We do not cover all the criteria of the respective guidelines.
WCAG 2.2 Guideline 1.1: Text alternatives
“Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language.”
Imagine that a person with a visual impairment or dyslexia visits your website, doing so with the support of a screen reader. An image on the page contains important information, but since no alternative text has been provided, the screen reader cannot convey this information to the user.
Guideline 1.1 forms part of the principle of perceivability, according to which “Information and user interface components must be presentable to users in ways they can perceive.” The title of Guideline 1.1, “Text Alternatives,” is actually somewhat misleading. Rather than being about providing alternatives to text, this rule is about supplying text as an alternative to images, graphics and other non-text content such as control elements or tests.
The key points at a glance:
- All visually displayed information must be accessible via the source code so that it can be correctly interpreted by screen readers. In other words, you should create an appropriate text alternative (usually called an alt tag or alt attribute) for each image on a page, describing the content of the image.
- Complex graphics may warrant a detailed description placed outside of the image element. This information can be positioned below the image or provided in a link, for example.
Is your content accessible to users with disabilities? To check, apply the “two-senses principle” from accessibility design in the physical world: Information must be available via more than one sensory channel.
WCAG 2.2 Guideline 1.2: Time-based media
“Provide alternatives for time-based media.”
Can a deaf person consume your podcast or pick up all the information in your video?
Guideline 1.2 defines requirements for time-based media such as audio, video and audio-video combinations. A distinction is made here between prerecorded and live media.
The key points at a glance:
- Offer users alternatives to audio-only or video-only content that supply equivalent information, such as transcripts.
- Provide captions for prerecorded and live videos.
For prerecorded videos, create transcripts or audio descriptions that include a detailed narration of key visual elements – audio descriptions conform to the higher accessibility standard.
What’s the difference between transcripts and audio descriptions?
Transcripts are when spoken words are converted into text. Audio descriptions are verbal commentaries explaining what’s happening on screen. For example, they may include descriptions of people and actions that contribute to an overall understanding of the content.
WCAG 2.2 Guideline 1.3: Adaptable
“Create content that can be presented in different ways (for example, simpler layout) without losing information or structure.”
Can all the elements of a web page be interpreted logically using a screen reader?
WCAG Guideline 1.3 is about structures and semantic information that must be explicitly coded in the markup, normally HTML.
The key points at a glance:
- Make sure that all visually displayed components can be reproduced at structure level. This includes marking up headings correctly and ensuring that lists, paragraphs, tables and grouped elements are also represented in the code in accordance with the specifications.
- When creating accessible content, make sure that you structure the article’s headings correctly and identify them using H1 to H6 tags.
Heading ranks: Every page must have an H1, i.e., a main heading. The H1 tag can only be used once. If subheadings are used (H2), there must be at least two, otherwise subdivision wouldn’t make sense. If one of the text’s subtopics needs to be broken down into further subsections, these should be identified with H3 tags, and so on.
The correct markup of HTML elements isn’t just something that concerns users of screen readers. It’s also essential for algorithms – in other words, for SEO and GEO (generative engine optimization).
WCAG 2.2 Guideline 1.4: Distinguishable
“Make it easier for users to see and hear content, including separating foreground from background.”
Scenario one: You’ve created a graphic to illustrate important product features, and you’ve used light colors and explanatory icons. In some places, a light gray symbol has been positioned on a white background. Users with visual impairments or poor screen quality will find it difficult to see this text. As a result, they’re denied access to important product information.
Scenario two: You’ve recorded a podcast in which you conduct an interview with someone in a noisy environment. The background noise can make it difficult for people with hearing impairments or cognitive disabilities to follow the content.
Guideline 1.4 concerns visual and auditory content, stipulating that the foreground and background must be clearly separated. Among other considerations, this is important not only for users with disabilities that affect their vision or hearing, but also for anyone using a website in a particular situation, such as in strong sunlight or a noisy environment.
The key points at a glance:
- Don’t use color as the only means of conveying information or indicating actions (“Click the red box to …”).
- For audio content that starts automatically and is more than three seconds long, enable pausing or stopping or allow users to adjust the volume themselves.
- When displaying text and images of text, use a contrast ratio of at least 4.5:1 (minimum) or, to meet the highest accessibility standards, at least 7:1 (enhanced). Composite word and design marks, i.e., logos, are among the exceptions.
- Use images of text (i.e., an image on which text appears) for decorative purposes only, unless it’s a composite word and design mark.
- Always use a contrast ratio of at least 3:1 for the visual presentation of graphical objects, provided that the graphical objects are important for understanding the content.
- Ensure that audio-only content features no – or only very quiet background sounds (about four times quieter than spoken content) – or that the background sounds can be switched off.
- Further criteria in the full Guideline 1.4 concern, among other things, the presentation of text and blocks of text.
WCAG 2.2 Guidelines 3.1: Readable
“Make text content readable and understandable.”
Imagine that a person with dyslexia wants to find out more about an online offer. However, he’s unable to understand the text. He abandons his search for information and does not take advantage of the offer. Or worse still: He makes a poor purchasing decision because he misunderstood the content.
It’s estimated that around 1 in 10 people have dyslexia. Guideline 3.1 also applies to people with other cognitive impairments, as well as to people who are reading in a foreign language or who, due to a visual impairment, need to substantially increase the font size and, as a result, often lose track of the context when reading.
The key points at a glance:
- Check that the language settings on your website are correct to ensure that audio plays properly and at a comfortable volume.
- Make sure that any parts of your website that are written in a different language (such as foreign terms or quotes) are marked up appropriately.
- Explain unusual words, abbreviations or special pronunciation in order to meet high accessibility standards. You can do this directly in the text or in a glossary. Make sure that the reading level of your text isn’t higher than that of seventh to ninth graders. Otherwise, an alternative version of the text in plain language should be provided.
Reading level: The Flesch Reading Ease test is one way to determine how easy a text is to read.
Germany’s Accessibility Improvement Act: An opportunity for content creators
Accessible content makes websites and online services available to vast numbers of people. Rather than seeing Germany’s Accessibility Improvement Act (BFSG) simply as an obligation, embrace it as an opportunity to engage with the widest possible range of target audiences, improve the visibility of your website and enhance your brand image. The internet is capable of delivering information anytime, anywhere. Let’s create inclusive content that can actually be accessed by anyone and everyone!
Want to learn more about digital accessibility? In our whitepaper “Accessibility Act: What you need to know now!”, experts from law firm SKW Schwarz present the most important points that companies need to be aware of.
