Ensuring Equitable Access in the Modern Classroom

Digital accessibility is a fundamental component of high-quality course delivery, ensuring that your digital materials are usable by all learners. Accessibility is not an add-on. It is part of quality course design.

Faculty should prioritize fixing older content based on the content’s relevance, frequency of use, and whether the content supports essential academic activities (such as course instruction, assignments, and grading). To get started, view the ARC ADA Accessible Syllabus Template.

Why Digital Accessibility Matters

• Empowers Students. Provides essential support for learners with permanent or temporary disabilities (visual, hearing, mobility, cognitive, and learning).
• Boosts Usability. Simplifies content for all students, leading to higher engagement and better outcomes.
• Ensures Legal Compliance. Meets ADA and Section 504 mandates by following Section 508 standards, using WCAG 2.1 AA benchmarks to ensure all students have equitable access to digital course content.
• Promotes Inclusion. Reflects our institutional commitment to equity and inclusion.

Accessibility Basics: 5 Must-Do Actions

See the IDC’s Guide to ADA Accessibility for Course Materials for support and resources related to the five points below.

1. Create Accessible Documents Before Uploading
   • Use built-in heading styles (H1, H2, H3). Headings create a logical structure that allows screen reader users to navigate content efficiently. Do not simulate headings by simply bolding or enlarging text.
   • Create descriptive, meaningful link text. Instead of vague phrases like “click here” or “read more,” use text that clearly explains the destination or action, such as “Apply for Scholarships.” This allows screen reader users to understand the link’s purpose out of context and ensures everyone knows exactly what will happen when they click.
   • Add meaningful alt text for images. Rather than generic filenames, write a brief description (approx. 100-150 characters) that conveys the image’s purpose or message. If an image is purely visual flair and carries no information, mark it as “decorative” by leaving the field blank, so screen readers can intelligently skip it.
   • Use accessible lists. Use built-in bullet or numbered list tools.
   • Maintain high color contrast for readability. Ensure there is a strong visual distinction between text (or buttons) and their background. Using high-contrast color combinations ensures your content remains legible for individuals with low vision, color blindness, or those viewing screens in bright sunlight. Always use our approved, accessible brand colors for maximum readability.
   • Run the built-in “Accessibility Checker” in Word, PowerPoint, or your LMS before publishing.
2. Make PDFs Accessible (or Avoid Them When Possible)
   • LMS-First. Whenever possible, build content directly in LMS pages (HTML). This improves usability and mobile access.
   • Avoid scanned PDFs. If you cannot highlight text, the document is image-only and inaccessible to screen readers.
   • Export properly tagged PDFs. When a PDF is necessary, export from Word or InDesign as a tagged PDF to preserve headings, reading order, and searchable text.
   • Run the accessibility checker in Adobe Acrobat.
3. Create Accessible Course Content in the LMS
   • Use built-in heading formats
   • Add alt text to images
   • Use tables for data only (define header rows)
   • Label form fields clearly
   • Ensure keyboard navigation works
   • Run the LMS Accessibility Checker
   • Maintain clear organization and consistent navigation so students can move through content predictably.
4. Make Video and Audio Accessible
   • Accurate captions and transcripts. Video content (live and recorded sessions) must include accurate captions and should also be accompanied by a downloadable transcript. Instructors are able to auto-generate and edit captions for videos in Panopto. View a tutorial from Panopto on creating and editing auto-captions, followed by another tutorial from Panopto on downloading the captions as a transcript.
   • Reviewed auto-captions. AI-generated captions (Zoom, YouTube, Panopto) must be reviewed and corrected for accuracy. Always perform a “human review” for accuracy.
   • Verbal description of visuals. Narrate charts, diagrams, or on-screen demonstrations during lectures.
   • Always verify caption settings before publishing.
5. Design Accessible Assessments
   • Accessibility should be proactive—not reactive. Work with the Instructional Design Center when accommodations are required.
   • Use clear instructions and plain language. Clarity reduces the need for individual accommodations.
   • Ensure compatibility with assistive technology. All quizzes and assignments must be keyboard navigable and screen-reader compatible.
   • Design with flexibility. Avoid rigid timed exams when possible. Offer flexible timing or multiple ways to demonstrate mastery, aligning with Universal Design for Learning (UDL) principles.
   • Collaborate early. Consult the Instructional Design Center when designing complex assessments or implementing accommodations.

Accessibility Timeline for Faculty

Starting April 24, 2026, any new or updated digital content must meet the Department of Justice’s accessibility standards under the ADA Title II rule. Over time, digital content created before that date must also be updated to meet these standards if the content is used in future courses (Summer 2026 and after).

• You don’t need to redo everything overnight. Build accessibility into new materials and prioritize high-use content first for revision. 
• Make it a consistent practice to use accessibility tools and built-in checkers (Canvas, Word, Powerpoint, etc.). 
• Accessibility is not about perfection. It’s a sustained, good-faith effort.

Before the Semester

• Review syllabus for accessibility
• Check all documents with accessibility tools
• Confirm videos are captioned

During the Semester

• Caption new materials
• Respond promptly to accommodation letters
• Fix accessibility issues as they arise

After the Semester

• Reflect and improve materials for next term

Training and Resources

• ARC ADA Accessible Syllabus Template
• Build your digital accessibility skills by selecting an option below:

Contact Us

Digital accessibility is a shared responsibility. Dedicated teams from across ITS, Instructional Design, Marketing/Web, Office of Specialized Services, and EDIC are here to ensure your success. Don’t hesitate to reach out through our Help & Support page.