As someone with personal connections to individuals with dyslexia and color vision deficiency, I used the dyslexia and color vision deficiency filters in Funkify. The dyslexia filter simulated the difficulty of reading for someone with dyslexia, with text on websites becoming jumbled, and the color vision deficiency filter made distinguishing between certain hues nearly impossible.

I explored the BBC.com website using the dyslexia filter, and reading lengthy paragraphs of text became daunting, especially on pages with dense text blocks, ornate fonts, or insufficient line spacing. Navigation menus with small or compact text also felt overwhelming. This experience highlighted the importance of clear headings, adequate spacing, and fonts designed for readability. BBC.com could significantly improve accessibility by using dyslexia-friendly fonts such as OpenDyslexic or Arial and increasing line spacing and paragraph breaks to reduce visual clutter.

Mattoso, D. (2025). *BBC.com homepage viewed with Funkify dyslexia filter* [Screenshot]. Retrieved June 11, 2025, from https://www.bbc.com/

On Amazon, interpreting color-coded deal tags and product options was difficult using the color vision deficiency filter. Many buttons lacked text labels, and low-contrast links, particularly in filter menus and promotional sections, were almost invisible. This frustrating experience underscored the need for improved color contrast following Web Content Accessibility Guidelines (WCAG) AA standards, verified with tools like the WebAIM contrast checker. In addition, color-coded information should be accompanied by labels, patterns, or textual descriptions to support users with color blindness.

“Equitable online course design includes intentionally using contrast, captions, and flexible formats.”

— Illinois State University

Both sites could benefit from avoiding vague link texts like “click here” and instead using descriptive phrases.” To further enhance usability, menus should be designed with larger, spaced-out buttons and minimal dropdown levels. These improvements closely align with Universal Design for Learning (UDL) principles, which advocate for providing multiple means of representation and engagement. Harden (2022) emphasizes that strategies such as various pathways and scaffolding can support diverse learners by reducing barriers and offering clear, actionable access to content. Illinois State University (n.d.) also emphasizes that equitable online course design includes intentionally using contrast, captions, and flexible formats.

*Mattoso, D. (2025). Illustration of diverse users engaging with accessible website features [AI-generated image]. Canva.* *https://www.canva.com/*

There are several benefits to implementing UDL. It leads to more equitable learning experiences, supports a wide range of learning preferences and abilities, and fosters a culture of inclusion. As Stephen et al. (2023) explain, embedding DEI considerations early in course design helps address systemic inequities and promotes learner engagement. However, challenges include time constraints, lack of training or awareness among faculty, and limited institutional resources. It requires a mindset shift and intentional planning to embed UDL in every stage of the design process.

Accessibility is not just a technical requirement but a moral responsibility. It's about upholding the rights of all learners to access information and participate fully in educational experiences. As Stephen et al. (2023) advocate, it's about proactively including marginalized perspectives to ensure materials serve all learners equitably. Harden (2022) also stresses educators' ethical duty to remove barriers and incorporate student-centered strategies. These insights remind instructional designers that accessibility is not optional but essential.

References

Clark, J. (2020). A coordinated effort: Cultural and policy requirements for digital accessibility. College and Undergraduate Libraries, 27(2–4), 265–280. https://doi.org/10.1080/10691316.2021.1932659

Harden, A. (2022, November 8). Five strategies for equitable lesson plans. TCEA TechNotes. https://blog.tcea.org/creating-equitable-lesson-plans/

Illinois State University. (n.d.). Equity, diversity, and inclusion in online courses. Center for Integrated Professional Development. https://prodev.illinoisstate.edu/pedagogy/diversity/online

Marcus-Quinn, A., & Hourigan, T. (2022). Digital inclusion and accessibility considerations in digital teaching and learning materials for the second-level classroom. Irish Educational Studies, 41(1), 161–169. https://doi.org/10.1080/03323315.2021.2022519

Stefan, I. A., Stefan, A., Howard, L., Judd, N., & Gheorghe, A. (2020). Digital accessibility in learning-intensive environments. eLearning and Software for Education, 1, 66–75.

Stephen, J. S., Barnett, N. G., & Ben Ramadan, A. A. (2023). Diversity, equity, and inclusion in course design and instructional material development. In J. S. Stephen, G. Kormpas & C. Coombe (Eds.), Global Perspectives on Higher Education – From Crisis to Opportunity (pp. 147–161). Springer.

Debora Mattoso created this blog post as part of the MIDT 6135 Week 3 Discussion Assignment | M.S. in Instructional Design and Technology, Walden University | Spring-Summer 2025

Exploring Website Accessibility through Dyslexia and Color Vision Deficiency Simulations

Deb Mattoso