Headings
Headings are titles or labels used to organize chunks of information into sections and subsections. They act like signposts, guiding students through a page or document.
Heading levels should be used consistently.
- Heading 1 is used for the main topic and is typically limited to one per webpage or document.
- Heading 2 is used to describe sections within the main topic.
- Heading 3 and beyond are used for subsections within each section.
Why Headings Matter
Headings are essential for helping students move through content efficiently. Sighted learners can scan through the document and look for headings and blind students can quickly navigate to different parts of a page using their screen reader. Some programs, like Word and Google Docs, have a sidebar that allows learners to quickly scan and navigate the document using its headings.
Tips for Success
- Use heading levels in a logical order (e.g., Heading 1, then Heading 2, and so on) without skipping heading levels.
- Avoid formatting text, like increasing text size or selecting bold, to simulate headings.
- Only use headings when needed and not for creating empty space. Empty headings can make the document harder to navigate.
Headings Applied: Organizing a Study Guide
Ms. Patel, a 5th grade teacher, is preparing a study guide on the water cycle. She wants to ensure her document is well-organized and accessible to all her students.
Ms. Patel opens Google Docs and starts a new document. She types the name of her lesson plan: “The Water Cycle” and selects “Heading 1” for this text.
Ms. Patel creates sections for each part of the water cycle. She types “Introduction” and selects “Heading 2.” She continues this process for other sections: “Evaporation,” “Condensation,” “Precipitation,” and “Collection,” each time using Heading 2.
Under “Evaporation,” she wants to explain the process in detail. She types “Definition” and selects “Heading 3.” She adds another subsection, “Examples,” and selects “Heading 3” for it as well.
Ms. Patel reviews her document using the “tabs & outlines” sidebar to make sure that each section and subsection has the correct headings and that she hasn’t skipped any heading levels.
During a class discussion of the water cycle, all students benefit from Ms. Patel’s well-organized document, including Jamie, a blind student. Jamie uses a Bluetooth earbud to listen to her screen reader with one ear and the classroom conversation with the other. Because the study guide has a clear heading structure, Jamie can quickly navigate through specific sections of the document and participate with the rest of the class.