This checklist is a high-level overview to aid instructors who are getting started with creating accessible courses. The list is not exhaustive, but intended to help faculty think about the variety of ways their courses may intersect with digital accessibility.
Guides for learning the essential digital accessibility concepts and digital accessibility in practice can be found on the Teaching & Learning Resources Digital Accessibility page.
1. Course Structure #
Goal: Students can navigate and find information for their course.
- Course navigation in Canvas has been customized to remove or add links so that only those necessary for the course are visible to students. Here is a guide on how manage your course links.
- Course uses a structure that is predictable, consistent, and organized (modules, clear naming, logical order).
2. Course Materials #
Goal: Students can perceive and use the content in their course.
Documents & Text
- Word docs, PowerPoints, Canvas pages, PDFs have been checked with Panorama accessibility checker inside Canvas. See the guide on how to use the Panorama accessibility checker.
- Before remediating PDFs, review Accessible PDF guidelines.
Images & Visual Media
- Images that are essential to understanding include alt text.
- Complex graphics (charts, infographics) include descriptions or alternative explanations.
Video & Audio
- Videos that have multiple speakers identify each speaker in the captions. See the guide on Accessible Recorded Presentations and Videos for further guidance on video content.
- Auto-generated captions are reviewed for accuracy.
- Video has audio description if visuals are essential to understanding.
- Audio-only content has transcripts. See the guide on Accessible Audio Recordings for further guidance.
Digital Textbooks & Publisher Materials
- Verify that the bookstore and/or book publisher reps have certified that their digital textbooks and resources meet the Title II WCAG 2.1 AA requirements
3. Interaction & Participation #
Goal: All students can engage in class activities equitably.
- Communication channels (email, Canvas messages, announcements) are accessible.
- Collaboration tools (e.g. Word, Google docs, wikis, discussion boards) and content made available in those tools are accessible.
- Live virtual sessions use accessible practices (captioning options, clear verbal descriptions, readable slides).
- Student group work expectations account for accessibility needs (students are making their work accessible for other students).
4. Evaluation & Assessment #
Goal: All students can demonstrate learning without accessibility barriers.
- Online quizzes are accessible.
- Note: Currently Panorama is very limited in what it can check inside Canvas Quizzes. Faculty should review their quizzes manually to ensure that they are practicing digital accessibility concepts.
- Assignment instructions are clear, structured, and available in text format.
5. Technology #
Goal: All students can access and use course technologies without barriers.
- Required platforms/tools are accessible or have accessible alternatives.
This list is also available as Word Document: