Digital Accessibility at IU

Content published to Moodle for student viewing must be uploaded in compliance with the American Disabilities Act (ADA) guidelines. It is of the utmost importance that developers ensure that students with disabilities have equal access to materials built into IU online courses as well as properly formatted for use with assistive devices.

The course must provide equal educational opportunities to all students, provide students with a sense of independence with the material, and lend opportunity for these students to engage in the course related activities.

Below please find the best practices and recommendations for producing and delivering an ADA compliant course :

1. 1. Structure
  2. Legible, Readable & Understandable
  3. Color & Contrast
  4. Descriptive Links
  5. Images: Alternative Text/Longer Descriptions
  6. Video Captions & Audio Descriptions
  7. Flashing Content
  8. Course Navigation
  9. Sufficient Time
  10. Accessibilty Checkers
  11. Course Syllabi
  12. Documents
  13. Slide Decks
  14. PDFs

Structure

What is Structure?

Clear structure means organizing content so people can find and follow it: use page landmarks, a consistent heading outline, real lists, captions, and header rows for tables, and a logical reading order on slides. Structure Proper semantic structure (headings, lists, tables) lets sighted and non-sighted users find and skim content equally well; it’s a Digital Accessibility foundational requirement.

The Impact of Structure

Clear structure ensures that course materials, assignments, and learning platforms are organized logically and consistently, making them easier for all students to navigate and understand. By using proper headings, lists, landmarks, and consistent layouts, instructors create resources that are more accessible to screen reader users and reduce unnecessary cognitive load for learners with attention or processing differences. This structured approach also benefits students working on mobile devices or in bandwidth-limited environments by streamlining access to key information. Ultimately, clear structure enhances inclusivity, supports independent learning, and helps all students more efficiently locate, interpret, and engage with educational content.

Title and Headings

Proper headings (H1, H2, etc.) create a logical outline of the page. This is essential for screen reader and keyboard users to understand the content's structure and navigate quickly from section to section.

Check List for Accessibilty:

Avoid using font styling to make text bigger and to appear as a header. Use the defined paragraph styles and headings in Microsoft and Moodle to allow screen reader users and keyboard users to navigate from section to section and heading to heading.
Page/document has a single clear title tagged as Heading 1 (H1)
Headings are used to create a logical outline
Never skip levels (H1 → H2 → H3...)

Lists

Lists make content concise and easy to skim. Use proper list formatting (bulleted/numbered lists, not just symbols or line breaks) so screen readers can identify them and announce the number of items. Without proper formatting, screen reader users must listen to every list item, which is tedious for long lists.

Always use the bullet or number tools instead of manual symbols. This creates a "real list" that screen readers can identify, helping users understand how many items there are and navigate the content efficiently.

Checklist

Use bullets for lists where there is no order or sequence of importance
Use a numbered (or alphabetized) list when items need to be in an order, or for ranking or sequencing
Use the built-in tools to create the list (often found in the editor, showing bullet/number icons)
Do not use symbols like dashes or asterisks to create lists

A screen reader can identify a list and may tell the user how many items are in the list. Bulleted/ numbered lists are real list elements (not just symbols/line breaks).

Tables

Use tables only for data, not layout. Semantically defining headers is essential, as this allows screen readers to announce the relationship between data cells and their correct row/column titles. In Microsoft, use the Table Design and Table Layout menus to appropriately indicate table headings

Checklist

Tables should be used for data or information, not for layout and formatting
Create simple tables when possible (avoid merged cells, split tables, deeply nested tables)
Do not rely on visual formatting such as color, bold text or text size color alone to as headers
Use program tool to identify the header row
Make sure the order of the table makes sense when read. Tables are read left to right and top to bottom
In Microsoft, use the Table Design and Table Layout menus to appropriately indicate table headings
Use the Accessibility Checkers to help you create accessible Tables

Dos & Don'ts

Dos and Don'ts

Do use the Styles tool to designate Headings for sections in documents.
- 1. Don't simply increase font size and/or bold and/or italicize section headers.
Do use Heading1 for document titles.
- 1. Don't use Heading1 more than once per document.
  2. Don't structure your documents such that level 4 or deeper headings are needed.
Do give each heading a brief, unique title.
Do add captions to all tables.
Do indicate header rows and columns in tables.
Do fill empty cells: If a cell is meant to be empty, include a placeholder text like "N/A" to avoid confusion for screen reader users.
Do ensure logical reading order, meaning that you ensure that the table data can be read linearly and makes sense when navigated with a screen reader.
Do use an appropriate font size and contrast.
- 1. Don't repeat headers in captions.
  2. Don't rely solely on color to convey important information in a table.
  3. Don't use screenshots of tables.
  4. Don’t merge cells.
Do a search for "Accessible templates" when starting a new PowerPoint.
Do have a unique title for every slide.
Do use a hidden title if you don't have room for a normal title.

Legible, Readable & Understandable

What are Legibility, Readability & Understandability?

Legibility is the term that describes how easily you can make out each letter or number and tell them apart.

Readability describes how easily your brain can interpret letters into words with meaning.

Understandability describes whether or not the information that people are seeking is clear, whether they can find it, whether they know how to use it, and whether it is it appropriate for the intended audience.

The Impact of Legibility, Readability & Understandability

Following the accessibility principles of legibility, readability, and understandability ensures that content can be effectively perceived, processed, and used by the widest range of learners, including those with visual, cognitive, or linguistic differences. Legibility focuses on the visual clarity of text, such as font choice, contrast, and spacing, so that characters and words are easily distinguishable. Readability addresses the structure and complexity of the language, making sure that vocabulary, sentence length, and formatting support comprehension rather than hindering it. Understandability extends beyond language to include logical organization, predictable navigation, and clear instructions, allowing students to not only read the text but also grasp its meaning and act on it. Taken together, these principles foster equitable access, reduce cognitive load, and make information more inclusive and effective for diverse audiences.

Dos & Don'ts

Do use simple fonts with distinguishable characters.
1. 1. 1. 1. Don't assume there is a single best font.
        Do use fonts such as Roboto, Poppins, Verdana, Calibri, Georgia, Palatino, Garamond, Book Antiqua, Baskerville, and Times New Roman.
Do limit the number of fonts used in one document.
Don't use excessive bold, italics, or all caps.
Do left-align blocks of text.
Don't fully justify blocks of text.
Do use 1.5 line spacing.
Don't use smaller than 12-point type.
Do limit line lengths to between 60 and 75 characters per line.
Do provide clear, complete directions for all tasks.
Do use plain language.
Do write for the appropriate audience and reading level.
Don't use acronyms, abbreviations, and subject-specific jargon except where necessary.

Color & Contrast

What are Color & Contrast?

Color can convey meaning for some users, but people with color vision differences or low vision need alternatives and sufficient contrast. Color is an important element that grabs attention, conveys meaning, and helps keep us engaged. However, color perception is highly individual and can vary dramatically between people—even for those without color vision differences. Color is slippery: we cannot rely on color alone to communicate important information, since our audiences may literally see different things when looking at the same visual.

Contrast and color use are vital to accessibility. Users, including users with visual disabilities, must be able to perceive content on the page. There is a great deal of fine print and complexity within the Web Content Accessibility Guidelines (WCAG) 2 that can easily confuse web content creators and web accessibility evaluators. This article pulls together the terms and principles needed to understand WCAG 2 requirements for contrast and color.

The Impact of Color & Contrast

Color blindness affects 1 in 12 males (8%) and 1 in 200 (0.5%) females. That's roughly 300 - 350 million individuals (approximately 12 million in US). Moreover, many students do not disclose their color blindness and some are not even aware of it. Additionally, over 7 million people in the U.S. have vision loss (defined as 20/80) or blindness, of which 1.6 million below the age of 40. Low vision can also impact how easily colors can be seen. That’s why color contrast is an important accessibility consideration.

Do not use color alone to convey meaning, as screen readers don't announce it, and some users can't see it. Screen readers do not read color information.

Checklist

Do not rely on just color to indicate importance. “The information in red needs to be completed.”
Avoid using color alone to communicate information
Color vision deficiencies can make color-coded information unreadable
Screen readers do not read color information
Example: Do not rely on just color to indicate importance “The information in red needs to be completed.” Or in a chart, “The red bar graph indicates…”
Use meaningful labels and text, not just color, to convey information.
Color Contrast
Text and icons must have sufficient contrast against their backgrounds
The contrast ratio represents the difference in brightness between the two colors
Normal text: A minimum contrast ratio of 4.5:1 is recommended for normal-sized text to meet accessibility standards
Large text over 18pt (or 14pt bold) needs a 3:1 contrast ratio

Dos & Don'ts

Don’t use color alone to convey meaning.
Do use text in addition to color.
Do use texture in addition to color.
Do use icons in addition to color.
Do use dark text on a light background.
Do use a contrast ratio of 4.5:1 for a size 12 (or smaller) font.
Do use a contrast ratio of 3:1 for large text (size 18 font or size 14 bold).
Do avoid vibrating contrast.

descriptive links

What are Descriptive Links?

Descriptive links provide critical information and make it easier for all users to understand where a link will take them without needing to read the surrounding text. It’s important to learn how to write descriptive link text that tells users where the link will take them.

Tips for Writing Effective Descriptive Links

The link text should make sense by itself
Use unique, descriptive text for each link
If using bold for links, be consistent with all the links
Make sure your links meet color contrast requirements
Avoid raw URLs (https://docs.google.com/document/d/1Zqtat_ EG4=t.ce)
Avoid generic phrases like “Click here, or “Learn more.”
Avoid underlining text in your document that is not a link

Images & Alt Text:

What is Alt Text?

People who can’t see images rely on alt text or longer descriptions to get the same information. Alt Text, short for alternative text, is a short text description of the image that is attached to an image file and needs to explain the essential content and purpose of the image. It is a powerful tool in making key visual information available to students with visual impairments, as screen readers will read out the Alt Text when they encounter a graphic. We need to be including Alt Text in any form of digital material, including PowerPoint, documents, PDFs, and Moodle pages.

The Impact of Alt Text/Longer Descriptions

Our world is full of imagery, and the learning environments we build often feature imagery as well. For example, in poli-sci, maps and graphs are integral, while Art history classes use photos of paintings and sculptures. For our classes to be accessible to all, we need to provide alternative ways for students to get the key information from the visuals in our courses.

Alt text is typically brief and used for simple images.
Complex visuals (graphs, diagrams, maps) often need longer, structured descriptions.

Consider Context: Tailor your alt text and/or image descriptions to the context in which the image appears, highlighting aspects that are most relevant to the surrounding content.

Tips for Writing Alternative Text

Be concise: Keep descriptions under 200 characters
Be descriptive: Name what the image is and explain why you're using it
Context and setting: Include details that connect to the image's purpose. The same image of a fruit basket might provide slightly different information if the image was used in an art class versus a nutrition class.
Highlight Key Details: Focus on what matters most
Avoid leaving the filename as the alt text (.jpeg, .png)
Avoid using phrases like “Image of”
Mark decorative images: Purely decorative images (like flourishes, or background shapes)
Images with text: Avoid images that contain important text. If you must use them, provide the same text as real text in the body (not only in the image).
Use automatic alt text generators with caution and always review AI-generated text for accuracy

Extended Descriptions (e.g., complex images, charts, diagrams, etc)

Provide both concise alt text and an extended description
In alt text, briefly describe the image and note where to find the full description
Example: "Oil painting of a fruit basket. Extended description linked below."

Dos & Don'ts

Keep it short, usually 1-2 sentences. Don’t overthink it.
Consider key elements of why you chose this image, instead of describing every little detail. Why are you deploying this image?
No need to say “image of” or “picture of.”
But, do say if it’s a logo, illustration, painting, or cartoon because the functions of the images matter.
Don’t duplicate text that’s adjacent in the document or website. If the text already says “Figure 1. George Washington” under the picture, then you don’t need to be redundant.
Always end the alt text sentence with a period because this helps screen readers differentiate between sentences.
Avoid "click here," "read more," "learn more," or similar phrases, especially by themselves. These provide no context and are unhelpful.
Avoid using URLs as text
1. 1. Don't simply paste the URL as the link. It's often long, intimidating, and doesn't tell the student what the linked page is about.
Avoid the same link text for different resources
1. 1. Avoid using the same link text for different links, even if the destination is a similar resource. This creates confusion and frustration.
Use concise language: short and clear is best
1. 1. While link text should be as long as is needed to convey its purpose, in general shorter links are easier to progress through.
Ensure link text makes sense both out of context and in context
1. 1. Link text should be understandable on its own, since screen readers announce them out of context, but if the link occurs in the flow of a sentence or paragraph, it should also make sense when read in context
Indicate resource and file type when applicable
1. 1. When linking to a video mark it as such (e.g., “Video: How to Create Descriptive Links”). When linking to a file, indicate the file type (e.g., "Course Syllabus (PDF)," "Lecture Slides (PPTX)").

Video Captions & Audio Descriptions

What are Video Captions & Audio Descriptions?

Captions help deaf/hard-of-hearing users; audio descriptions help blind users access visual content.
Captions are written versions of spoken dialogue and other sounds in videos, shown on displays like TV screens, computer monitors, or projectors. They are primarily designed for students who are deaf or hard of hearing, allowing them to fully engage with videos or multimedia content that includes audio. Captions can also show who is speaking, whether on or off camera. They often describe sound effects, such as "telephone ringing" or "footsteps," and use symbols for sounds like music. In addition to supporting students with hearing impairments, captions can be helpful for English language learners, those who are developing reading skills, students watching in noisy environments, or anyone who learns best through visual information.
Audio description is a narrated explanation of key visual elements in a video or media program, inserted during natural pauses in the dialogue. It helps provide access to visual information for individuals who are blind or have low vision by offering a verbal description of what is happening on screen. While audio description cannot always capture every visual detail in a scene, content creators and audio describers make thoughtful decisions about which visual elements to highlight. These choices aim to preserve the context of the media and ensure that the description offers a comparable viewing experience for those who cannot see the visuals, helping them engage with the story in a meaningful way.
Use accurate captions for all videos and a transcript for all audio-only files. This ensures anyone who cannot hear the audio, for any reason, can still access the full content. They provide a text equivalent for all spoken words and important sounds.
Accessible multimedia (visual and auditory content that is synchronized) must include captions, text versions of speech and other important audio content, allowing it to be accessible to people who can't hear all of the audio.
Audio description: If the video conveys important visual information not present in the audio, provide an audio description or a descriptive transcript.

Describe on-screen content while recording to avoid adding descriptions later.
Read visible text aloud and narrate infographics or animations.

The Impact of Video Captions & Audio Descriptions

According to US government figures, one person in eight has some functional hearing limitation, and this number will increase as the average age of the population increases. Beyond people with disabilities, captioning helps people who only partially understand the language presented. Captions are also useful in noisy environments like airports, in quiet environments like libraries, and for multimodal learning.

All multimedia content with speech should have accessible captions that are:

Synchronized to appear at approximately the same time as the corresponding audio.
Equivalent to the spoken words and other audio information.
Accessible, or readily available, to those who need it.

Closed Captioning

The most common type of captions is "Closed" captions, which can be turned on or off. Most countries require most pre-recorded and live television programs to be closed-captioned.

Closed captioning of most pre-recorded television programs is now a legal requirement in most countries. Most live broadcasts (such as news and sports events) and most pre-recorded programs now include closed captions that can be easily enabled and viewed on screen.

On broadcast television, the style and location of the captions depend on the caption decoder built into the viewer's television receiver or streaming device. In online or streaming video, the browser or video player determines how captions will be displayed. Many decoders and video players allow the user to customize caption size, color, font, and location on the screen.

Open captions include the same content as closed captions, but the captions are a permanent part of the video picture and cannot be turned off. The captions are visible to anybody viewing the video clip. This gives the media producer total control (and the user no control) over the way the captions appear, including caption location, size, color, font, and timing.

Audio-visual Media (Transcripts)

Proper use of video captions and audio descriptions in educational settings significantly enhances learning by making content accessible to students who are deaf, hard of hearing, blind, or visually impaired, as well as supporting those with auditory processing or attention-related challenges; captions improve comprehension, literacy, and language acquisition for all learners—including early readers and non-native speakers—by providing synchronized textual representation of spoken content, while audio descriptions offer narrated access to critical visual information, enriching understanding of complex topics and fostering social inclusion; together, these features uphold inclusive and equitable learning environments and benefit diverse learning styles by enabling students to engage with material in noisy spaces, reference content quickly, and appreciate visual and auditory details that might otherwise be missed.

Audio-visual Media (Transcripts)

If important information is only shown (and not spoken) in your video, an audio description is required. This narration describes the key visual content for users who cannot see the screen.

When recording:

Describe on-screen content while recording to avoid adding descriptions later
Read visible text aloud and narrate infographics or animations.

For multimedia, a transcript can also help users who can neither hear the audio nor see the video. Beyond the spoken words, a transcript should include descriptions of important audio information (like laughter) and visual information (such as someone entering the room). Transcripts help deaf/blind users interact with content using refreshable Braille devices.

Transcripts also allow anyone who cannot access content from either web audio or video (or both) to read a text transcript instead. For most web video, both captions and a text transcript should be provided. For content that is audio only, a transcript will usually suffice—captions are not necessary for audio-only media like a podcast.

Transcripts make multimedia content searchable by search engines and users. Screen reader users also may prefer a transcript over real-time audio, since most proficient screen reader users set their assistive technology to read at a rate much faster than natural human speech.

Audio descriptions help users with visual disabilities perceive content that is presented only visually, and are necessary for WCAG 2 Level AA conformance. On television, this is often called Descriptive Video Service (DVS). Typically, a narrator describes the visual-only content in the multimedia. Audio descriptions can be provided with the primary video, or in another audio track, or via an alternate version of the video that includes audio descriptions.

Producing audio descriptions can be expensive and time-consuming. However, they are unnecessary if the audio already presents the necessary visual content. If a video displays a list of five important items, the items should be read aloud instead of the audio presenting, "As you can see, there are five important points". Instead of "Click here and then here," the presenter should describe what is being clicked. This way, no separate audio description track is necessary.

Transcripts refer to the written documentation of spoken audio content, which is essential for effective communication with individuals with communication disabilities.

Audio-only files need to have transcripts (text version).
Make sure your Microsoft Teams or Google Meet Account has transcript enabled.

Tips for creating accurate Captions

All videos must have accurate captions. Review auto-generated captions for:

Technical terms, proper names, spelling, grammar, and punctuation
Verbatim accuracy (including filler words, unless excessive)
Tip: Record lectures in advance using tools to correct captions before sharing.

Dos & Don'ts

Do ensure captions are accurate and synchronized with the audio to avoid confusion and maximize comprehension.
Do include speaker identification when multiple people speak or when the speaker is off-screen.
Do caption sound effects and music cues when they add to understanding the video content.
Do provide audio descriptions to describe important visual information for visually impaired students.
Do write a script before recording to make caption editing easier.
Don’t rely solely on automatic speech-to-text without checking and correcting errors.
Don’t include unnecessary filler words like "um" or "ah" unless meaningful for context.
Don’t omit important non-dialog sounds if they affect meaning.

Tips for creating Transcripts, Closed Captions & Audio Descriptions

Transcripts

The video contains transcripts.
The transcript provides all relevant information.
Identifies multiple speakers.
Transcript includes on-screen text.
Includes description of important on-screen actions.
Audio descriptions are included in the transcript

Closed Captions

Includes all dialogue and narration.
Music is identified.
Captions are synchronized with the moving image.
Captions do not block important visual elements
Captions correctly identify the speaker when there is more than one.
Includes description of sound effects.

Audio Descriptions

If the video conveys important visual information not present in the audio, provide an audio description or a descriptive transcript.

Descriptions are of relevant content.
Visual elements, such as a logo, are described.
Descriptions include relevant on-screen text.
Includes relevant on-screen action.
Descriptions do not interrupt the original audio.
Describe on-screen content while recording to avoid adding descriptions later.
Read visible text aloud and narrate infographics or animations.

flashing content

What is Flashing Content?

Animated gifs, slideshow animations, or video clips that flash at 3 frames per second or faster pose a serious risk of inducing epileptic seizures in some viewers.

The Impact of Flashing Content

2.9 million U.S. adults 18 years and older have active epilepsy. Avoid or limit flashing content, which can trigger seizures in susceptible individuals and can be distracting or annoying for users in general.

Dos & Don'ts

Don’t include content that flashes more than three times in any one second.
1. Instead, do use high-contrast colors and icons for visuals intended to prompt action.
Do limit how much content on the screen is flashing.
1. Any flashes that happen at the same time cannot take up more than 25% of pixel area on the screen.

How-to Test Flashing Content

The University of Maryland has a tool to analyze this content can help authors determine whether animations or video in their content are likely to cause seizures.:

1. 1. - - Photosensitive Epilepsy Analysis Tool

course navigation

What is Consistent Navigation & Identification?

Consistent navigation is the principle that when building multiple pages or subpages (such as Moodle modules) for students, similar elements should be laid out in a similar fashion. Similarly, consistent identification calls for elements with similar functions to have similar labeling.

The Impact of Consistent Navigation & Identification?

Consistent navigation enhances accessibility (operability and understandability) by providing users with clear, predictable pathways to locate the information or resources they need or to navigate a course or materials in a course. This is especially beneficial for users with cognitive limitations, visual disabilities, or motor impairments as it supports ease of navigation and reduces cognitive load.
Consistent identification can reduce cognitive load on students, making the course easier to navigate and clarifying what actions students are supposed to take (am I supposed to read this, complete this, watch this?). Students with low vision who use a screen reader to navigate a site benefit from consistent identification of functions across a Moodle course or materials in a course, as it makes it easier to navigate for them as well.

sufficient time

What is Sufficient Time?

Consider the pedagogical aspects of assessment tasks with time limits. You should think about what your time limit is, is it realistic, and why you have it? Is it necessary? We often may think that students with mastery of a topic will solve problems faster. But the studies don’t bear this out.

The Impact of Sufficient Time?

Studies show that:

Slower response times correlated with higher accuracy on test questions, showing that students will perform better when taking more time to answer questions. So if you are looking to assess students’ mastery of content, you should be providing ample time on tests and consider activities without time limits. Timed tests reward quick thinking instead of the kinds of methodical thinking we often say we want.
Severe time limits increase the performance gap between slow and fast readers, students who speak English as a second language and native speakers, men and women, older and younger test takers, and students with and without disabilities. These performance gaps are lowered, disappear, or even are reversed when the time limits are eliminated.

So remember to provide sufficient time for all students to complete their tests thoroughly. Making tests shorter or dividing them into sections separated by breaks administered over multiple days benefits student performance by improving student engagement, reducing test fatigue, and decreasing pressure.

Dos & Don'ts

Consider the appropriateness of time limits you impose on course activities
Familiarize yourself with methods of adjusting time in Moodle

Accessibilty Checkers

What is an Accessibility Checker?

An accessibility checker is a digital tool that automatically scans and evaluates documents, websites, or other content for potential accessibility issues affecting people with disabilities, comparing the material against established guidelines.

See the ADA & Moodle Page on this site for Instructions for using the Moodle Accessiblity Checker.

The Impact of Accessibility Checkers?

Accessibility checkers have a significant impact in educational contexts by streamlining the process of creating inclusive course materials, resources, and digital platforms, ensuring that students with disabilities encounter fewer barriers to learning. By automatically identifying and helping remediate common accessibility issues—such as missing alternative text, poor color contrast, or improper document structure—these tools empower instructors to proactively meet legal standards. As a result, accessibility checkers contribute to improved student engagement, equitable access to academic content, and overall institutional compliance, though they remain most effective when paired with intentional human review and inclusive design practices.

Dos & Don'ts

Do’s

Use accessibility checkers early and throughout course material creation, not just immediately before delivery of materials to students or ahead .
Address flagged issues, such as missing alt text, improper reading order, and color contrast, based on recommended fixes from checkers.
Combine automated results with manual review to catch issues that checkers might miss (like ambiguous link text or complex tables).

Don’ts

Don’t rely only on accessibility checkers. Automated tools can miss important context and quality issues.

Course syllabus

What is a Syllabus Accessibility ?

Your course syllabus is a key tool for communicating the goals, activities and assessments of the course to students. It should also contain the policies that will guide how the course is administered. The IU Syllabus Template is designed to help you create a syllabus that is pedagogically sound and in line with Immaculata policies. Once you have created the syllabus, remember that it must be in an accessible format when posted to your course. For more information on this issue, please see the Faculty Hub - Syllabi Templates & Tips Page.

As always, all courses must include a disability statement in their syllabi. In addition, due to the updated Web Content Accessibility Guidelines under Title II of the American with Disabilities Act, faculty must add additional language about digital accessibility as shown below. Note that this new language does not absolve instructors of their responsibility to follow the Web Content Accessibility Guidelines under Title II of the American with Disabilities Act.

Faculty Hub - Syllabi Templates & Tips Page

Documents

What Accessible Documents?

Creating accessible documents is essential for ensuring all students can access, navigate, and understand your course material. Use this checklist to review your digital documents before sharing them.

Document Structure

Use heading styles (Heading 1, Heading 2, etc.) instead of manually formatted text (e.g. bold).
Use a logical hierarchical heading structure
Use concise, descriptive headings
Do not repeat headings
Use the Normal style for body text.
Use proper bullets or numbered lists instead of typing dashes or numbers.

Data Tables

Add a header row
Keep tables simple, avoiding merged or split cells
Add a table caption
Add alt text
Avoid blank or empty cells. If a cell must be blank, include a placeholder text like “N/A.”

Images and Visuals

Add meaningful alt text to describe the image’s purpose or content.
Ensure high color contrast between text and background.
Do not use color alone to convey meaning.

Text Clarity & Readability

Use plain, concise language and avoid jargon, acronyms, and abbreviations when possible.
Write for the appropriate
Break long paragraphs into smaller sections for easier reading.
Avoid excessive bold, italics, all caps, etc.
Use 12-point font or larger.
Avoid using script, handwriting, and condensed fonts.
Use simple fonts with distinguishable characters.
Limit the number of fonts used.
Left align your text to make it more readable.
Choose an accessible line spacing size. 1.5 is ideal, but 2.0 is also acceptable.

IMPORTANT

Remember to run the Accessibility Checker for all documents to ensure compliance:

Run the Accessibility Checker (Review>Check Accessibility).
Fix all errors and review warnings or tips provided.
Always manually check as well, as checkers can miss things.

slide decks (check is IU PPT template ADA compliant?)

Accessible slide deck checklist

Creating an accessible slide deck is essential for ensuring all students can access, navigate, and understand your course material. Use this checklist to review your slide deck before sharing with students.

File & Template Setup

When using PowerPoint, save as .pptx (not .ppt). Use a descriptive filename.
Start from an accessible template (built-in theme or vetted template). Avoid text boxes added free-form when a layout placeholder exists. (Note: If you add or delete text boxes, you will need to be extra diligent when checking reading order).
In Slide Master, define consistent heading levels, placeholder order, and default fonts.

Slide Titles & Structure

Every slide has a unique, descriptive title (even if visually hidden, which you can do by dragging the title off the slide). Use Home → Arrange → Selection Pane to confirm a Title object exists.
Use placeholders for titles and content—don’t draw text boxes where a placeholder is intended (see note above).
Keep a logical outline: 1 topic per slide; and chunk long content.

Reading Order (Screen Reader Flow)

For each slide, open Reading Order Pane and reorder items so content reads top-to-bottom, left-to-right.
Remove decorative objects from the reading order (mark as decorative via Alt Text pane).
Tab through objects to verify sensible focus order.

Images Checklist

All images are high-resolution with good color contrast.
All images, charts, diagrams, and illustrations include appropriate alternative text unless marked decorative.
Any text-based images have the same text provided in the page content or as alt text; prefer adding text with the Rich Content Editor instead of embedding text in images.

Text Clarity and Readability

Use clear, simple fonts and minimum 18 pt body text; larger for rooms or low-vision audiences (24 pt+ preferred).
Avoid ALL CAPS, excessive italics, and underlines (reserve underlines for links).
Line spacing 1.15–1.5; left-align body text; keep adequate white space.
Write in plain language; expand or explain acronyms on first use.

Color and Contrast

Text/background contrast ratio is ≥ 4.5:1 (normal text) or ≥ 3:1 (18 pt+ or 14 pt bold).
Don’t use color alone to convey meaning; add labels, patterns, or icons.
Ensure link text is distinguishable by more than color (e.g., underline).

Images, icons and shapes

Provide meaningful alt text that explains the image’s purpose; mark purely decorative images as Decorative.
For complex images (e.g., diagrams), add a brief alt text plus details in nearby text or Notes.
Avoid text baked into images; if unavoidable, use alt text or repeat the text in the slide body or Notes.

Data Tables

Use simple tables — no merged/split cells or nested tables.
Set a Header Row and include a caption/summary nearby.
Keep consistent reading order; avoid empty cells (use “N/A” if needed).

Links & Navigation

Use descriptive link text (avoid “click here”).
Ensure on-slide navigation (if used) can be reached in a logical tab order.

Audio-Visual Media

Caption prerecorded video and provide transcripts for audio-only content that is embedded in your slide deck.
For live presentations, enable real-time subtitles (Slide Show → Always Use Subtitles) and speak clearly into a good mic.
Allow viewer to control speed, etc.; don’t autoplay audio; offer narrative alternatives in case media fails.
If you are exporting your slide deck as a narrated video for sharing, be sure to generate and edit captions.

Animation, Motion, & Timing

Reduce motion where possible; respect user needs (offer a non-animated variant if motion-sensitive).
No flashing content that flashes > 3 times per second.
Give users enough time to read; avoid timed slides.

Delivery and Sharing

Test with the Accessibility Checker and fix all errors; review Warnings/Tips.
Test keyboard navigation and reading order on representative slides.
Share the .pptx (source) when possible; if exporting to PDF, run a PDF accessibility check and keep tags.
Provide speaker notes or handouts that summarize key points.

PDFs

PDF Accessibility checklist

Creating accessible PDFs is essential for ensuring all students can access, navigate, and understand your course material. Use this checklist to review your PDFs before sharing them.

If creating a PDF from a Word Document or other text-based document, build it with accessibility in mind.
Use built-in styles (Heading 1, Heading 2, etc.) instead of manually formatted text (e.g., bold).
Use proper formatting tools to create lists and tables (no manual spacing or tabs).
All images have alt text that describes their purpose.
You’ve exported using “Save As” or “Export to PDF”, not “Print to PDF.”
You’ve selected “Document structure tags for accessibility” when exporting.

Dos & Don'ts

Remove any unnecessary items from the Course Navigation Menu in Moodle. Making visible only the items your students need for your courses will help reduce cognitive load and streamline navigation.
Use Modules to organize course materials in a logical, consistent structure. Modules organize content, allowing students to navigate systematically through unit content. Modules allow faculty to use the lock and requirement function to facilitate systematically through unit activities
Order Items consistently across your Modules. Maintain a consistent organizational scheme from Module to Module.
Use indentations and headers in Modules to create a clear hierarchical structure.
Name your modules consistently to create a predictable learning path. This is especially useful for students with cognitive disabilities, but also creates clarity for all students.
Be consistent in labeling when using components with the same functionality across a site (e.g. something students have to read or watch or listen to or complete).
- - 1. Often action verbs are useful for this accessibility measure. For instance, if you have files in your modules that are intended for students to read, label each of them Read: Title of document (PDF) (In module 1, you have Read: Social Location (PDF); in module 2, you have Read: Inclusion in the Classroom (PDF)). If you have video, label them Watch. If it’s audio, label them Listen. Others might be Complete, Discuss, etc. The label can be of your choosing but it should be descriptive and consistent.
    2. It can be helpful to also include in parentheses the type of digital resource they will be opening.
      1. Watch: You and your learning (Video)
        Read: Social Location and Teaching (PDF)

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