Accessible electronic information is mandated by state and federal laws. Here’s a checklist for course designers and instructors to utilize in order to ensure that all instructional materials, including information provided for reference, is accessible to everyone, including those with disabilities.
For questions, specific information and additional resources, contact email@example.com.
- The course syllabus contains information about the required textbook(s), TAMHSC’s Equal Opportunity and Nondiscrimination Policy, our ADA Compliance Statement, and information about TAMU Disability Services.
- Any dialogue with students regarding accessibility accommodations is kept confidential.
- Instructions and course materials are simple, clear and well-structured.
See tips for utilizing plain language.
- Documents and information within Blackboard have consistent formats.
See more about Blackboard accessibility.
Enroll in Universal Design and Accessibility for Online Learning.
- Documents included and/or referenced are not scanned or copied images. Additionally, when utilizing PDFs, ensure that they are built according to accessibility standards. (PDFs can be made accessible by utilizing Acrobat Pro XI by utilizing the “Tools” menu and the “Make Accessible” task wizard.)
See cheat sheets and other references for creating accessible PDF, InDesign, Word and PPt documents.
- Text equivalents are provided for all images, graphs and charts in order to convey the same information as presented in each. (This includes those within Word documents, PDFs, PowerPoint, websites and more; see Accessibility of Microsoft Word Documents, Accessibility and PDF Files, and Web Accessibility Guidelines.)
- Any referenced documents include the appropriate nested heading structure.
- Shape, color and/or text style are not the sole methods of conveying or distinguishing among visual elements. (This includes highlighting, bold and italic text.)
Tips for print document design and accessibility.
- Sufficient contrast exists between foreground and background elements in course materials and any referenced materials.
Tips for effective color contrast.
- Tables are designed as simple tables, utilized for data only—not for layout purposes—and contain appropriate headers.
Creating accessible Word documents, which includes information on tables.
- Audio-only content provided or linked has an associated transcript. Audio-video content provided or linked contains synchronized captions.
Multimedia Accessibility FAQs.
- The course contains no blinking, flashing or sparkling animated images.
- Links within my course use descriptive text that indicates where the link is pointing (instead of “click here” or “see more”).
- A systematic approach to checking for usability and accessibility has been utilized. (Utilizing this checklist to determine if course materials are accessible.)
- Websites linked to or referenced use all the guidelines listed above.
For a more comprehensive set of guidelines, course developers can consult WCAG 2.0.