Blog #2: Improving Accessibility in Scientific Learning Content

As a biotechnology educator, I often develop complex digital learning materials that involve diagrams, scientific vocabulary, and procedural descriptions. While these materials are designed to engage learners in the lab and classroom, they can unintentionally exclude students with disabilities if not designed with accessibility in mind. For this blog post, I analyzed and revised a sample instructional resource titled “Orchards and Vineyards” to ensure it followed accessibility standards - an essential step in creating inclusive STEM education.

Why Accessibility is Essential in Biotechnology Education

Students in biotechnology programs come from diverse backgrounds and possess different learning needs. Accessible digital content ensures that learners with visual, auditory, cognitive, or motor impairments have equal opportunity to succeed. This is especially critical in our field, where content often includes detailed visual data, scientific terminology, and procedural text.

According to WebAIM (2024), accessible content should be perceivable, operable, understandable, and robust (POUR). Applying these principles in biotechnology means making sure gene expression graphs are described with alt text, lab procedures are structured with clear steps, and figures use high-contrast colors for visibility.

Accessibility Barriers I Identified

When reviewing “Orchards and Vineyards”, I identified several issues that would make the document difficult to navigate for learners using assistive technologies. Examples include:

1. Missing alt text on scientific imagery: The image of grape vines lacked any descriptive alt text. In biotechnology, this would be comparable to omitting alt text on an image of electrophoresis gel or DNA sequencing output.

2. Improper heading structure: Headings were visually bolded but not formatted using Microsoft Word's heading styles. Screen readers rely on these structural cues for navigation—especially in longer content like lab manuals.

3. Poor contrast in captions: In STEM resources, figures often include fine lines or muted labels. If contrast isn’t sufficient, students with low vision may miss key information.

4. Hyperlink usability: The reference URL was written out in full instead of embedded in descriptive text. This is similar to how some protocols cite DOI links without context, making screen reader navigation difficult.

5. Dense procedural text: The paragraph on grafting was lengthy and not broken into steps. In biotechnology, SOPs (Standard Operating Procedures) must be accessible to all learners, which includes formatting for clarity.

6. Inconsistent font size and spacing: Uneven formatting impairs readability and may pose barriers for students using screen magnification tools.

What I Revised

To improve accessibility, I made the following changes using Microsoft Word’s Track Changes and Accessibility Checker features:

• Added alt text for images: e.g., “Grapes growing on vine, illustrating grafting success,” similar to how I'd describe a cell culture image in a biotech lab report.

• Formatted all headings properly using Heading 1 and 2 styles to structure content.

• Increased contrast in text and captions using Word’s contrast checker.

• Created descriptive hyperlinks (e.g., “Learn more about grafting techniques”) to support screen reader users.

• Rewrote the grafting procedure into a numbered list, just as one would do for aseptic technique steps in a microbiology lab.

• Standardized font size and spacing for consistency and readability.

Before and After Screenshots

Below are visual examples of the original document before the changes I made, a version with track changes and comments (edits to be made) on the document, and a final (after) version of the document with the edits made. These edits help model how even brief instructional materials benefit from accessibility design - particularly in content-rich disciplines like biotechnology.

BEFORE REVISIONS (Original Document)

EDITS TO BE MADE (Track Changes and Comments)

These screenshots contain track changes and comments used to indicate edits that were needed to revise the original, inaccessible document.

AFTER REVISIONS (Final Revised Document)

For the revised (final) document, a number of edits were made, including the addition of alt text (not shown here), to help improve accessibility.

Recommended Accessibility Tools for STEM Educators

As educators working with scientific content, we can rely on these tools to make our content accessible:

1. WebAIM Word Accessibility Guidelines: Offers tailored strategies for making scientific Word documents more accessible.

2. Microsoft Accessibility Checker: A built-in tool that scans for issues in documents, including alt text, heading levels, and contrast.

3. Accessible Cell Visualizer (ACV) Tool: A useful resource in biotechnology for annotating microscopic images with alt descriptions and accessible color schemes.

Final Thoughts

Creating accessible instructional materials is an essential part of teaching, especially in technical fields like biotechnology. From molecular diagrams to experimental procedures, every student deserves access to tools that support their learning. Thoughtful design, aided by evidence-based best practices, ensures equity in education for all.

References

Landsman, J. (2019, October 2). Grafting a scion to a rootstock. The Spruce.

https://www.thespruce.com/grafting-glossary-scion-and-rootstock-3269516

WebAIM. (2024). Creating accessible Word documents. Web Accessibility in Mind.

https://webaim.org/techniques/word/

ADDITIONAL THOUGHTS...

How does accessible design improve a specific biotech learning resource?

Let’s take the example of a PCR (Polymerase Chain Reaction) virtual simulation module. Originally, a typical simulation may use unlabeled animations to show thermal cycling, gel electrophoresis output, or DNA replication. While visually effective, this excludes students who are blind or have low vision.

By applying accessible design, the simulation can:

• Include alt text and audio descriptions of each stage (e.g., “During denaturation at 95°C, DNA strands separate”).

• Offer keyboard navigation so students who cannot use a mouse can complete the activity.

• Provide transcripts for all spoken audio, supporting students who are Deaf or hard of hearing.

• Use color-blind friendly palettes when displaying gel results.

  
  

With these enhancements, students who rely on assistive tech or need cognitive support can fully engage in understanding PCR - a foundational biotech concept.

What specific biotechnology tools or software can assist in making lab reports more accessible?

Here are some powerful tools and platforms that support accessibility in biotech lab reporting:

Tool / Software	Accessibility Features
LabArchives(ELN)	Cloud-based Electronic Lab Notebook with screen reader support, keyboard navigation, and tagging. Great for managing inclusive student lab journals.
SnapGene	Visual DNA cloning tool that can export annotated plasmid maps in accessible formats like SVG or text-based GenBank files.
BioRender	Allows you to create accessible scientific diagrams and export them with alt text descriptions for inclusion in reports.
Grackle for Google Docs	An add-on that checks and fixes accessibility issues in lab reports created in Google Docs.
EquatIO	Converts complex biotech equations into accessible formats using LaTeX, audio, or speech input—ideal for enzyme kinetics or cell culture calculations.

These tools not only improve access but also promote better scientific communication among all students.

How does accessibility impact student success in hands-on biotech labs?

Accessibility directly influences student success, confidence, and safety - especially in practical lab settings:

• Clear, accessible SOPs (Standard Operating Procedures) ensure that students with learning disabilities, ADHD, or limited English proficiency can follow protocols accurately. This reduces anxiety and boosts autonomy in the lab.

• Tactile or audio-enhanced lab equipment (like talking pipettes or braille-labeled tubes) empowers blind or low-vision students to participate fully - not just observe.

• Accessible digital lab notebooks help all students document results, reflect on processes, and receive timely feedback, regardless of learning or physical differences.

  
  

Ultimately, accessibility fosters a culture of belonging and equity - which is critical in science, where diverse perspectives fuel innovation. In biotechnology, where precision matters, accessible design doesn’t just support inclusion - it supports quality science.

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