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<\/div>\nWhy Digital Accessibility Matters<\/h2>\n\n- Empowers Students.<\/strong> Provides essential support for learners with permanent or temporary disabilities (visual, hearing, mobility, cognitive, and learning).<\/li>\n
- Boosts Usability.<\/strong> Simplifies content for all students, leading to higher engagement and better outcomes.<\/li>\n
- Ensures Legal Compliance.<\/strong> Meets ADA<\/a> 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.<\/li>\n
- Promotes Inclusion. <\/strong>Reflects our institutional commitment to equity and inclusion.<\/li>\n<\/ul>\n<\/div>\n
Accessibility Basics: 5 Must-Do Actions<\/h2>\n
See the IDC’s Guide to ADA Accessibility for Course Materials<\/a> for support and resources related to the five points below.<\/p>\n\n- Create Accessible Documents Before Uploading<\/strong>\n
\n- Use built-in heading styles (H1, H2, H3).<\/strong> Headings create a logical structure that allows screen reader users to navigate content efficiently. Do not simulate headings by simply bolding or enlarging text.<\/li>\n
- Create descriptive, meaningful link text. <\/strong>Instead of vague phrases like \u201cclick here\u201d or \u201cread more,\u201d use text that clearly explains the destination or action, such as \u201cApply for Scholarships.\u201d This allows screen reader users to understand the link\u2019s purpose out of context and ensures everyone knows exactly what will happen when they click.<\/li>\n
- Add meaningful alt text for images. <\/strong>Rather than generic filenames, write a brief description (approx. 100-150 characters) that conveys the image\u2019s purpose or message. If an image is purely visual flair and carries no information, mark it as \u201cdecorative\u201d by leaving the field blank, so screen readers can intelligently skip it.<\/li>\n
- Use accessible lists. <\/strong>Use built-in bullet or numbered list tools.<\/li>\n
- Maintain high color contrast for readability. <\/strong>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<\/a> for maximum readability.<\/li>\n
- Run the built-in “Accessibility Checker”<\/strong> in Word, PowerPoint, or your LMS before publishing.<\/li>\n<\/ul>\n<\/li>\n
- Make PDFs Accessible (or Avoid Them When Possible)<\/strong>\n
\n- LMS-First.<\/strong> Whenever possible, build content directly in LMS pages (HTML). This improves usability and mobile access.<\/li>\n
- Avoid scanned PDFs.<\/strong> If you cannot highlight text, the document is image-only and inaccessible to screen readers.<\/li>\n
- Export properly tagged PDFs.<\/strong> When a PDF is necessary, export from Word or InDesign as a tagged PDF to preserve headings, reading order, and searchable text.<\/li>\n
- Run the accessibility checker<\/strong> in Adobe Acrobat.<\/strong><\/li>\n<\/ul>\n<\/li>\n
- Create Accessible Course Content in the LMS<\/strong>\n
\n- Use built-in heading formats<\/li>\n
- Add alt text to images<\/li>\n
- Use tables for data only (define header rows)<\/li>\n
- Label form fields clearly<\/li>\n
- Ensure keyboard navigation works<\/li>\n
- Run the LMS Accessibility Checker<\/li>\n
- Maintain clear organization and consistent navigation so students can move through content predictably.<\/li>\n<\/ul>\n<\/li>\n
- Make Video and Audio Accessible<\/strong>\n
\n- Accurate captions and transcripts.<\/strong> 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<\/a> on creating and editing auto-captions, followed by another tutorial from Panopto<\/a> on downloading the captions as a transcript.<\/li>\n
- Reviewed auto-captions.<\/strong> AI-generated captions (Zoom, YouTube, Panopto) must be reviewed and corrected for accuracy.\u00a0Always perform a “human review” for accuracy.<\/li>\n
- Verbal description of visuals.<\/strong> Narrate charts, diagrams, or on-screen demonstrations during lectures.<\/li>\n
- Always verify caption settings before publishing.<\/strong><\/li>\n<\/ul>\n<\/li>\n
- Design Accessible Assessments<\/strong>\n
\n- Accessibility should be proactive<\/strong>\u2014not reactive. Work with the Instructional Design Center<\/a> when accommodations are required.<\/li>\n
- Use clear instructions and plain language.<\/strong> Clarity reduces the need for individual accommodations.<\/li>\n
- Ensure compatibility with assistive technology.<\/strong> All quizzes and assignments must be keyboard navigable and screen-reader compatible.<\/li>\n
- Design with flexibility.<\/strong> Avoid rigid timed exams when possible. Offer flexible timing or multiple ways to demonstrate mastery, aligning with Universal Design for Learning (UDL) principles.<\/a><\/li>\n
- Collaborate early. <\/strong>Consult the Instructional Design Center when designing complex assessments or implementing accommodations.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\nCanvas Course Accessibility Checklist<\/div>\n
Download the Canvas Course Accessibility Checklist<\/a> from the Instructure Community. This checklist is designed to support you in evaluating the content within your Canvas course. By reviewing each item, you can proactively identify and address potential accessibility barriers. These recommendations are for elements in Canvas that are editable in the Rich Content Editor (RCE).<\/p>\n<\/div><\/div>\n<\/div>\nAccessibility Timeline for Faculty<\/h2>\n
<\/div>\nAccessibility Basics: 5 Must-Do Actions<\/h2>\n
See the IDC’s Guide to ADA Accessibility for Course Materials<\/a> for support and resources related to the five points below.<\/p>\n Download the Canvas Course Accessibility Checklist<\/a> from the Instructure Community. This checklist is designed to support you in evaluating the content within your Canvas course. By reviewing each item, you can proactively identify and address potential accessibility barriers. These recommendations are for elements in Canvas that are editable in the Rich Content Editor (RCE).<\/p>\n<\/div><\/div>\n\n
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<\/div>\nAccessibility Timeline for Faculty<\/h2>\n
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