Accessible Communication Styles

The Accessible Communication Styles Toolkit empowers library professionals to create inclusive, equitable environments by using thoughtful language and design practices that ensure all patrons—regardless of ability, language, or learning style—can access, understand, and engage with library services.

Toolkit Table of Contents 

Definition(s) 

Plain Language

Definition: Plain language is clear, concise communication that allows users to understand information the first time they read or hear it. It emphasizes logical structure, everyday vocabulary, and user-centered design.

Library Context: Plain language ensures that library signage, policies, and digital content are accessible to patrons with cognitive disabilities, limited English proficiency, or low literacy.

Standards Reference: WCAG 2.1 Success Criteria 3.1.5 (Reading Level) and 3.2.4 (Consistent Identification); Section 508 requires content to be perceivable and understandable by users with a range of cognitive abilities(Digital.gov [1](https://digital.gov/s3/files/m-files/plain-accessibility-slides-march-2021.pdf)).1

Alternative Text (Alt Text)

Definition: Alt text is descriptive text that conveys the meaning and function of images and other non-text content, enabling access for users who rely on screen readers or cannot view images.

Library Context: Alt text should be used in digital collections, online exhibits, and promotional materials to ensure blind or visually impaired patrons can understand visual content.

Standards Reference: WCAG 2.1 Guideline 1.1.1 (Non-text Content); Section 508 mandates alt text for meaningful images in digital content (Section508.gov [2](https://www.section508.gov/create/alternative-text/), W3C WAI [3](https://www.w3.org/WAI/WCAG21/Understanding/text-alternatives)).2

Assistive Technology Compatibility

Definition: This refers to designing digital content and platforms so they can be effectively used with assistive technologies such as screen readers, magnifiers, and alternative input devices.

Library Context: Library websites, catalogs, and e-resources should be tested for compatibility with assistive technologies to ensure equitable access for all patrons.

Standards Reference: Section 508 requires that all Information and Communication Technology (ICT) be accessible to users with disabilities, including compatibility with assistive technologies; WCAG 2.1 includes multiple criteria supporting this, such as 4.1.2 (Name, Role, Value) (Digital.gov [1](https://digital.gov/s3/files/m-files/plain-accessibility-slides-march-2021.pdf)).3

Quick Tips

  • Avoid outdated terminology and words such as “handicapped.” See the resources below for examples of these terms.
  • Avoid using an adjective as a noun, as in the dyslexic or the disabled.
  • Use words and phrases that highlight the features of accessible library service and promote inclusion not segregation. For example, use the phrase “accessible restrooms” instead of “disabled restrooms.”

Overview 

Accessible communication style is the practice of using language and design that ensures all individuals—regardless of ability, language proficiency, or learning style—can access, understand, and engage with information. In libraries, this means creating inclusive experiences across both digital and physical environments. Whether through plain language in signage and policies, alt text for images, or in-person supports like assistive listening devices, accessible communication is essential to equitable service.

When library professionals write or speak about accessibility, it’s important to follow current best practices with regard to language. Whether drafting policies, social media posts, marketing campaigns, or signage, inclusive language that celebrates the diversity of experiences helps foster a welcoming environment. Although language evolves over time and can vary by region, there are foundational practices that support inclusivity.

One such practice is the use of person-first language, which places the individual before the condition. For example, saying “a person with a learning disability” rather than “a learning-disabled person” emphasizes the person’s humanity rather than defining them by a diagnosis. This approach is widely used in professional and educational contexts to promote dignity and respect.

However, identity-first language is also valid and often preferred by individuals who view their disability as an integral part of their identity. Terms like “autistic person,” “deaf person,” or “blind person” are embraced by many self-advocates as expressions of cultural pride and self-definition. As Lydia Brown of the Autistic Self Advocacy Network explains, using identity-first language affirms the value of difference and recognizes disability as a meaningful aspect of identity—not something to be hidden or minimized.

The American Psychological Association’s Publication Manual (7th ed.) acknowledges both approaches, noting that identity-first language can be a form of empowerment and reclamation (resource is linked below in the Resources for Librarians section). It encourages writers to be thoughtful and respectful, and to seek guidance from self-advocacy groups or individuals when possible. If preferences are unknown, starting with person-first language and remaining open to feedback is a respectful and inclusive approach.

Ultimately, accessible communication is not just about compliance—it’s about connection. It ensures that all patrons, including the 1 in 4 U.S. adults living with a disability, can fully participate in the life of the library. By embracing inclusive language and communication practices, libraries affirm their role as spaces of equity, learning, and belonging for all.

Action Items

  1. Enhance In-Person Communication Access
    • Provide communication supports such as assistive listening devices, visual aids, and staff trained in basic American Sign Language (ASL) or communication strategies for non-verbal patrons.
    • Tip: Keep a communication board or dry-erase board at service desks, and ensure staff know how to use them to assist patrons with speech or hearing disabilities.
  2. Use Plain Language in All Public-Facing Content
    • Ensure that library signage, website text, program descriptions, and policies are written in plain language. This helps all patrons—including those with cognitive disabilities or limited English proficiency—understand and engage with library services.
    • Tip: Use short sentences, everyday words, and clear headings. Test readability with tools like Hemingway Editor or Microsoft Editor.
  3. Add and Review Alt Text for All Images
    • Every image on the library website, digital collections, and promotional materials should include meaningful alternative text. This ensures that patrons using screen readers can access the same information as sighted users.
    • Tip: Describe the purpose of the image, not just what it looks like. For example, “Library staff helping a patron at the reference desk” is more helpful than “People in a library.”
  4. Audit Digital Resources for Assistive Technology Compatibility
    • Regularly test your library’s website, catalog, and e-resources with screen readers and other assistive technologies. Ensure that navigation, forms, and interactive elements are accessible.
    • Tip: Use free tools like WAVE (Web Accessibility Evaluation Tool) or NVDA (NonVisual Desktop Access) to identify and fix accessibility issues.

Data

Accessible communication in libraries ensures that all patrons—regardless of disability—can access, understand, and engage with library services, programs, and resources. This includes digital accessibility, physical signage, program design, and staff training. Despite growing awareness, gaps remain in implementation, especially in smaller or under-resourced libraries.

Recent reports from the American Library Association (ALA), the Institute on Disability, and other organizations highlight both progress and persistent challenges in achieving full accessibility.

  1. 1 in 4 U.S. adults lives with a disability.
    According to the CDC, approximately 27% of adults in the U.S. have some type of disability, making accessible communication a necessity—not a niche concern.4
  2. Only 56% of libraries report having fully accessible websites.
    ALA’s accessibility landscape review found that just over half of libraries have websites that meet basic accessibility standards, such as screen reader compatibility and alt text for images.5
  3. Accessible communication benefits everyone.
    Libraries that implement plain language, captioned media, and inclusive signage report increased engagement not only from disabled patrons but also from multilingual users, older adults, and those with limited literacy.1

Trends 

  • The phrase “special needs” has fallen out of favor. A video from the advocacy group Not Special Needs outlines why this phrase is considered offensive by many: https://tinyurl.com/moxnrno
  • “Neurodiverse” is an umbrella term encompassing ASD and learning and attention issues. Intellectual disabilities, learning disabilities, and mental health issues are often included under this umbrella. “Neurotypical” is its antonym.

Resources for Librarians

Resources for Patrons

References 

  1. Letalien, B. (2021, March). Accessibility and plain language in government [Presentation slides]. Digital.gov. https://digital.gov/s3/files/m-files/plain-accessibility-slides-march-2021.pdf
  2. World Wide Web Consortium (W3C). (2018). Web Content Accessibility Guidelines (WCAG) 2.1. https://www.w3.org/TR/WCAG21/
  3. U.S. General Services Administration. (2018). Applicability & conformance requirements. Section508.gov. https://www.section508.gov/develop/applicability-conformance/
  4. Centers for Disease Control and Prevention. (2023). Disability impacts all of us. U.S. Department of Health and Human Services. https://www.cdc.gov/ncbddd/disabilityandhealth/infographic-disability-impacts-all.html
  5. American Library Association. (2023). Accessibility in libraries: A national snapshot. Office for Diversity, Literacy and Outreach Services. https://www.ala.org/advocacy/accessibility

Toolkit updated by Lauren Kehoe from the Accessibility Assembly, June 2025