General Questions about Accessibility

1. Why is creating accessible digital content important?
   
   • Creating accessible digital content ensures that all users, regardless of their abilities or disabilities, can access and use the content. It promotes inclusivity and meets legal and ethical standards for digital accessibility. 
      
2. Where do I start?
   
   • You can start by using an accessibility checker to review your document.  Most document tools (e.g., Microsoft Word, Adobe Acrobat, Google Docs) include a built-in accessibility checker.  Run the checker to identify and resolve issues such as missing alt text, incorrect reading order, or color contrast problems. If you use Blackboard, you can use its built-in tool, Anthology Ally.
   • More accessibility information can be found on How to Make Your Course Accessible.
     
     
3. Can I use a scanned PDF in class? Is it accessible?
   
   • No, a scanned PDF is typically not accessible by default. Scanned PDFs are essentially images of text, which means screen readers and other assistive technologies cannot interpret the content. The library may be able to help find an alternative version that would be accessible.
     
     
4. My courses typically do not include students who have disclosed visual or hearing impairments. Do I still have to make my course materials accessible?
   
   • Yes, you should still make your course materials accessible, even if you don’t know whether any students in your class have visual or hearing disabilities.  
     Here’s why:
     • Disabilities may not always be visible, and students may not disclose their needs.  
     • Many institutions, especially those receiving federal funding, are required to comply with accessibility laws like the Americans with Disabilities Act (ADA) and Section 508 of the Rehabilitation Act.   
     • Accessibility improves learning experiences for everyone, not just those with disabilities.
       
       
5. What if the activity or technology I want to use is not fully accessible? 
   • Provide an equivalent alternative that meets the same learning objectives and consult with the Instructional Design Center and the Center for Accessibility and Disability for guidance. Avoid using technologies with known accessibility barriers.  
     
     
6. How do I write effective alt text? 
   • Alt text should briefly describe the purpose of the image. If the image is decorative, mark it as such. If the image conveys data (e.g., a chart), provide a summary.
   • How to Write Alt Text for Educational Content provides different examples of how to write alt text in different teaching scenarios.
     
     
7. How do I know if publisher content or external tools are accessible?  
   • All assigned tools must meet WCAG 2.1 Level AA standards  
   • Check the vendor’s accessibility statement or VPAT (Voluntary Product Accessibility Template)
   • Contact vendor for accessibility documentation before requiring student use
     
     
8. What questions should I ask the vendor to verify accessibility?
   • Can students using screen readers access all features?
   • Is the tool keyboard-navigable without a mouse?
   • Does video content include captions?
   • Are there alternative ways to complete assignments if accessibility barriers exist? 

Related Resources

• What Accessibility Means in Course Design
• Assistive Technology
• Why is Accessibility in Course Content Important
• How to Make Materials Accessible