Helping Every Learner Actually See, Hear, and Understand Content

As we dive deeper into our accessibility series, we are going to start with Perceivable, the P in POUR. When we think about perceivable content, we want to ask:

Can every learner actually see, hear, or otherwise take in the information you are sharing?

If the answer is no, then even the best lesson design or teaching cannot bridge that gap.

What does “Perceivable” Mean?

According to the Web Content Accessibility Guidelines (WCAG), the perceivable principle is about presenting information in a way that people can access it through different senses.

Consider learners who:

• • • Use screen readers
    • Have low vision or color blindness
    • Are Deaf or hard of hearing
    • Have cognitive or learning disabilities
    • Learn in noisy or shared environments
    • Access content on a small screen or mobile device

WCAG organizes Perceivable into the following four key guideline areas:

• • • Text alternatives (1.1): Non-text content like images, icons, charts, and diagrams needs text that serves the same purpose.
    • Time-based media (1.2): Video, audio, and animations need captions, transcripts, and sometimes audio description.
    • Adaptable (1.3): Content should be accessible when it is reformatted, simplified, zoomed, or read by assistive technology without losing structure.
    • Distinguishable (1.4): Text and important content must be easy to see and hear, including color contrast and not relying on color alone.

The heart of this principle is simple: Perceivable content meets learners where they are instead of assuming everyone experiences the world the same way

What Perceivable Looks Like in Education

For educators, perceivable design shouldn’t be about compliance; it should be about ensuring access for every learner. Some examples:

• • • A student using a screen reader can hear the purpose of an image, not just “image123.jpg.”
    • A multilingual learner follows along with video captions to support comprehension.
    • A student with color blindness can still understand a chart that uses both color and labels.
    • A student learning on a phone can zoom in on text without having to scroll side to side.

A student should be able to zoom in on the text without constantly scrolling side to side. When materials aren’t easy to see or hear, it’s easy to assume that it’s due to student behavior, but the design itself might be creating the barrier. Simple, mindful adjustments can open the door for every learner to participate more fully.