Accessibility Hub

• ADA-Accessible Syllabus

  • This document is pre-formatted to follow the WCAG 2.1 AA guidelines for document development (as much as any document created in Google Docs can). 

  • Making a copy of this document and editing it to add your content will create a relatively accessible document. 

  • In the future, we will have the Grackle Accessibility Checker for the Google Suite to help you create accessible materials using Google.

• Checklist for Creating Accessible Course Materials

  • This checklist currently reviews document and slideshow guidelines as described in WCAG 2.1.

  • We're working on the Canvas and PDF requirements and will review the data table requirements as we continue to update the document. 

Microsoft Word (Use the desktop version, not the Web version)

Ensure Word documents are accessible by using built-in heading styles (Heading 1 (H1), Heading 2 (H2), etc.). Heading styles help Assistive Technologies like screen readers navigate through documents by adding metadata to your content. This metadata is added “in the background” and is only visible to screen readers.

• Note: Only one Heading 1 should be used per document, and it should serve as the document title. For example, this checklist is titled (Heading 1 or H1) as “Digital Instructional Materials – Accessibility Checklist.”  

• Word documents will also need a “Document Title” added, which is separate from H1.  

• Add alt text to all images, charts, and tables (see below for more details).  

• Run the Accessibility Checker in Word (under the Review tab) before sharing documents. 

• Hyperlinks. Use self-describing and meaningful names for hyperlinks. For example, use “Quality Matters website” rather than the long URL www.qualitymatters.org  

  • Avoid using ‘click here’ or similar language. 

  • Underlined text is only used for hyperlinks 

• Please visit Microsoft Office’s Accessibility resources for additional details. 

Microsoft PowerPoint (Use the desktop version, not the browser version)

• Use high-contrast color schemes (e.g., black text on white background); see the Color Contrast tutorial below. 

• Avoid using color alone to convey meaning—use labels or patterns.

• Include alt text for all visuals and ensure reading order is logical.  

• Ensure that all slides have unique title names.

• Use the Accessibility Checker in PowerPoint to catch common issues (under the Review tab). 

• Please visit Microsoft’s PowerPoint Accessibility resources for additional details. 

PDFs

Among the most common file types used in online courses, PDFs are typically among the most complicated to make accessible. For best results, an Adobe Acrobat Pro license is required. Please contact your department head or technology contact to request Adobe Acrobat Pro.

Why is it recommended we not use PDFs? 

• Although PDFs are easier to distribute and view on many devices for free, they are typically among the least accessible file types. 

• Screen readers can typically perceive only information that is programmed as text. Often, PDFs, especially those scanned from physical materials, are scanned as images of text rather than raw text.  

• Remediation of a PDF is typically time-consuming and frustrating, even with the Accessibility features in Adobe Acrobat Pro. 

It is highly recommended that the original source document (Microsoft Word, PowerPoint, or Excel) be used instead of a PDF. The original source document will almost always be more accessible, and it is much easier to remediate in Word, PowerPoint, Excel, etc., than in Adobe Acrobat Pro.

LaTeX and STEM Notation – Courtesy of the Math Department at Purdue

All math formulas and equations need to be converted to accessible, screen-reader-friendly formats, like LaTeX, MathML, or HTML.

Faculty in the Purdue Math Department have developed guides and processes for accessible math.

Videos

• Always use closed captions for any video content you share in class or online. 

• Ensure captions are accurate, synchronized, and include non-speech elements (e.g., [music], [laughter]). 

• You will want to verify that synchronized captions are provided for live videos containing audio. Example: a movie shown in class would have captions that sync with the audio. 

• You can upload videos and audio to Canvas Studio, and it can automatically generate captions (for videos) and transcripts. Captions should still be manually checked for accuracy 

Audio Descriptions

Audio descriptions should be provided for all prerecorded video content. An audio description is a form of narration that provides information surrounding key visual elements in a video. For example, an important thematic element of a video appears on the screen in text, such as “eerie music starts up.” 

Resources

1. University of Minnesota: Video and Audio 

2. Student Uses and Perceptions of Closed Captions and Transcripts, Oregon State University

Alt Text

• Add alt text to all images, charts, and tables. Alternative Text best practice 

  • Tip: Focus on context (e.g., explain the image as you would if you were talking on the phone).

  • Tip: Alt text should not have more than 150 characters. 

  • Tip: Don’t include ‘this is an image of’ language, since that is not needed (screen readers know they are reading an image). 

• If the image is complex and requires more than 150 characters of description, consider creating an image description. For more information on how to create an image description, visit W3C’s tutorial on Complex Images. 

Color Contrast Ratio & Font

• The visual presentation of text and images of text has a color contrast ratio of at least 4.5:1. You can check the color contrast ratio by utilizing WebAIM’s color contrast checker. 

• Color contrast checker tutorial. 

• Large Text: Large-scale text and images of large-scale text have a contrast ratio of at least 3:1 (at least 14 pt. font) 

Visual Arts

• Alternative Text for Images: Adding alternative text can be challenging depending on context. If students are expected to recognize the image (e.g., the Eiffel Tower), avoid giving away the answer. Use descriptive but non-revealing text, such as: “A towering lattice of wrought iron in Paris.”

• Complex Images: For detailed visuals, include an image description within the surrounding content. If the image is fully described in the text, mark it as decorative.

• Motion in Visual Art: When artwork includes motion, provide a companion document that explains the movement so individuals with visual impairments can understand what is happening.

Music

• Audio Clips with Dialogue: Add accurate captions for spoken content.

• Audio Clips with Music Only: Provide a textual description of key musical elements. For example: “Entire orchestra crescendos, then drops out immediately. After a brief pause, a solo flute begins a light, quick melody.”

• Additional Resources:

  • University of North Texas Guide: Digital Accessibility for Music Courses

  • University of North Texas Guide: Describing Musical Examples with Text and Alt Text

Theater

• Scripts and Materials: Ensure all shared digital files (Word, PDF, etc.) meet accessibility standards outlined in this checklist.

• Video Content: Provide accurate captions for all video materials.

Provide Multiple Formats

• When possible, offer materials in more than one format (e.g., PDF + Word or PowerPoint). 

• Multiple formats allow students to choose how they engage with content based on their needs and preferences.