Course Accessibility Best Practices

Best practices for course structure include:

• Tables are not used for page layout; tables are for data display only.
   
• Course content is presented in a way that makes it easy to read, understand, and follow.
  • Related information is grouped together
  • Paragraphs are divided into manageable sections with sufficient spacing and white space to minimize distractions and support focus. 
     
• Instructions are presented in a predictable manner, and content is free of spelling, grammar, and punctuation errors. 
   
• Multi-part assignments and projects are numbered and interlinked so learners can move directly between sections without returning to a main page. 
   
• Assignments, materials, and media are easy to locate from anywhere in the course. 
   
• Recurring icons, titles, labels, and design elements are used consistently to create predictability and support intuitive navigation. 
   
• Internal and external links work properly, with no broken links. 
   
• Clear instructions are provided when a third-party platform uses a different navigation system. 

Best practices for text formatting include:

• Simple, readable fonts are used such as Arial or Verdana. 
   
• Normal body text is a minimum of 12 points in size (this is the default in Canvas).
   
• Text has sufficient contrast with the background (test your colors at the WebAIM Color Contrast Checker). 
   
• Color is not the only way meaning is communicated. If you use red text to signal importance, also bold it or add a label such as “Important:".
   
• Underlining is reserved for hyperlinks only.
   
• Text in documents, slides, LMS pages, websites, and other course materials is selectable and searchable rather than presented in images or screenshots. 
   
• Heading styles are applied consistently and in a logical order to communicate the hierarchy of information. 
   
• PDFs containing text are digitally created or OCR-processed rather than image scans. 
   
• Word notifications are used to emphasize content, such as “NOTE:” or “IMPORTANT:" and similar language. 

Screen readers can extract a list of links from web page content, allowing quick navigation throughout a web page via those links, which are read aloud to the user. 

Best practices for using hyperlinks include:

Best practices for images include:

• Images (photographs, graphics, charts, maps, diagrams, etc.) include appropriate alternative text (alt-text), captions, or long descriptions that communicate their instructional purpose.  
• Descriptions accompanying images provide enough detail for learners to understand the image’s meaning and essential information. For example:
  • infographic descriptions identify key elements from general to specific
  • map descriptions explain important features
  • graph descriptions include the title, axis labels, ranges, and trends
  • diagram captions explain relevant relationships or processes
     
• Decorative-only images are marked in the alt-text field so they can be ignored by assistive device technologies. 
   
• Images are uploaded rather than copied and pasted. Copying and pasting images may bypass the automated alt-text prompt and cause this step to be overlooked.

Best practices for video and audio media include:

• Audio and video players include accessible controls such as pause, play, rewind, fast-forward, volume, and resizing.
   
• Captions and transcripts are included and are accurate and complete.
   
• Captions and transcripts convey spoken content, speaker changes, punctuation, meaningful sound effects, music, and other relevant non-speech information. 
   
• Audio is easy to hear and distinguish from background noise. 
   
• All media types (including animations and interactive files) function reliably across common devices, operating systems, and browsers. 
   
• Learners are informed of any technical requirements, browser recommendations, or bandwidth limitations before accessing the content.
   
• When files are provided, file sizes are listed and a download link is included so learners can access the content in an appropriate application or environment.
   
• Long videos are divided into shorter, logically organized segments of approximately 6–9 minutes, with segments kept under 20 minutes whenever possible. 
   

Best practices for online assessments include: 

• Use question types that are accessible and compatible with assistive technologies. Recommended formats include:
  • multiple choice
  • true/false
  • fill-in-the-blank
  • numeric
  • short answer
  • multiple response
  • pick one, pick many, how many
  • matching drop-down
  • sequence drop-down
  • ranking drop-down
  • essay questions.
     
• Use Likert questions sparingly and carefully because they may be difficult for some assistive technologies to interpret.
   
• Avoid question types that rely on drag-and-drop or hotspot interactions, including word banks, matching drag-and-drop, sequence drag-and-drop, ranking drag-and-drop, “which word,” and hotspot questions.

Examples of third-party technology that may or may not be integrated into the LMS (Canvas) include publisher platforms, plagiarism detection software, presentation and conferencing tools, polling systems, media players, mobile apps, interactive activities, and specialized laboratory or shop technologies. 

Best practices for using third-party technologies include:

• All technologies used in the course are accessible and compatible with assistive technologies whenever possible.
  • Ask for a VPAT (Voluntary Product Accessibility Template) document for the content from the vendor.
    This is a document that describes accessibility of a product. While you don't have to read the entire document, check the date it was produced. If the VPAT is over a year old or if you know the product has had updates or versions that are not specified in the VPAT, it may mean accessibility specifications are no longer valid.
  • Check for accessibility statements on a product or service's website. Many companies provide detailed information on how they have addressed accessibility for their site or product's users.
  • Try a quick and easy test:  Try using only your TAB key to navigate a site or an online content item. If you cannot access parts of the content, or if the order seems illogical, an accessibility issue may be present.  
     
• Learners have access to current vendor accessibility statements for each required technology.
   
• Accessibility statements are linked or clearly identified in the course syllabus, required technology page, resources page, or an institutionally managed webpage with direct links to the relevant information. 
   
• Any known limitations, accessibility concerns, or alternative options are communicated to learners.

Best practices for accessibility policies include:

• The course provides learners with clear information about institutional accessibility policies, available accommodations, and how to access support services. 
   
• The course includes a link to the institution’s accessibility policy and contact information or a direct link to the accessibility services office.
   
• Course materials include an inclusive accessibility statement that:
  • Affirms a commitment to inclusion and equitable access
  • Encourages learners to communicate accessibility needs early
  • Uses respectful, person-centered language
  • Emphasizes inclusive course design
  • Promotes a supportive and collaborative partnership between the instructor and learners