University of Mary Washington logo

Teaching & Learning Resources

Table Of Contents

Getting Started with Digital Accessibility

Under rules defined by Title II of the Americans with Disabilities Act (ADA), UMW faculty are required to provide their students with digitally accessible content that conforms to the WCAG 2.1 AA standard.   Meeting this standard is an important part of accessibility work, but accessibility is more than checking requirement boxes or achieving a particular score in a digital accessibility tool. While these tools help us identify barriers to access, digital accessibility ultimately requires thinking about how students access course content, engage with learning activities, and demonstrate their knowledge. The goal is not simply compliance but creating a learning environment where more students can successfully participate in your course.

Learning the Fundamentals #

Part of engaging with digital accessibility is learning some of its core concepts. Developing a basic understanding of issues such as document structure, alternative text, captions, and color contrast can help you both improve existing content and create new materials with accessibility in mind from the start.

If you are new to this topic, our Digital Accessibility site features guides that introduce the essential concepts:

Start with What Matters Most #

For many faculty, the best place to begin is focusing on the content that has the greatest impact of participation in your course. Rather than trying to address everything at once, prioritize the materials and activities that students rely on most to learn, participate, and demonstrate their knowledge.

Ask yourself:

  • What resources are essential for students to succeed in this course?
  • What materials do students interact with most frequently?

Remediation tools such as YuJa Panorama that are available in Canvas can be valuable starting points in this process. Panorama can identify potential accessibility barriers and introduce concepts that may be unfamiliar, such as heading structure, alternative text, and color contrast. Rather than focusing exclusively on the accessibility score, use the feedback as an opportunity to learn about common barriers and prioritize improvements that will have the greatest benefit for your students.

Think Beyond Just Fixing All Your Files #

Accessibility is not always about repairing existing content. Sometimes it is about reconsidering how (and how much information is shared.

For example, PowerPoint slides may be an effective teaching tool when accompanied by your lecture, explanations, and class discussion. On their own, however, they may provide limited value to students. In some cases, lecture notes, written summaries, or other resources may be more useful and provide better access to the course content. These alternatives may also be easier to make accessible than a complex slide deck, allowing you to focus on both accessibility and student learning.

Balancing Accessibility and Learning Goals #

Faculty may occasionally encounter situations where accessibility considerations seem to be in tension with course objectives. In these cases, the goal is not to reduce academic rigor, simplify complex concepts, or provide students with answers. The goal is to help students access the learning experience and demonstrate the knowledge and skills the course is designed to teach.

For example, analyzing visual details may be a core learning objective in an art history course, while interpreting maps may be central to a geography course. Accessibility does not mean removing those learning activities. Instead, it means considering how students with disabilities can meaningfully engage with the same learning outcomes.

When you encounter these kinds of challenges, it is often a sign that collaboration may be helpful. If you have questions or concerns about meeting accessibility goals, you can reach out to the Title II Team by e-mailing t2access@umw.edu. That team can then figure out who might be in the best position to answer your question. Our campus partners include:

Accessibility and Accommodations Work Together #

Creating accessible course materials reduces barriers for many students, but accessibility alone will not eliminate the need for accommodations.

Students have diverse disabilities, learning preferences, technologies, and individual circumstances. Faculty are not expected to anticipate every possible need or design for every situation. Instead, accessibility should be viewed as a way to make courses usable by as many students as possible from the start.

When a student’s needs extend beyond what has been built into the course, ODR works with students and faculty to identify appropriate accommodations. If you have questions about a specific student’s needs, ODR is your partner in that process.

Making Progress Over Time #

Accessibility is an ongoing process rather than a one-time project. New standards and practices will evolve, and new tools will make accessibility work easier. An important aspect of meeting ADA Title II requirements is demonstrating sustained effort to improve accessibility over time. As accessibility becomes part of your everyday workflow, the focus gradually shifts from fixing existing content to creating new content with accessibility in mind from the start. For resources on creating accessible materials that are commonly used, we recommend reviewing the guides below:

While there will always be situations that require additional review, remediation, or accommodations, developing accessible content creation practices can significantly reduce barriers for students and the amount of work required later.

Getting Support #

If you have any questions about digital accessibility, you can:

Updated on August 14, 2026