Create an Accessible Canvas Course

About Accessibility for eLearning Materials

Nearly 1 in 5 Americans have some form of disability.  As a provider of educational services, the university is increasingly reliant on digital forms of communication to conduct its business. This includes Electronic and Information Technology (EIT) covered under the American with Disabilities Act (ADA).

In designing, procuring, and maintaining EIT for all members of our university community, it is essential that we partner together to ensure digital spaces are as accessible as our physical spaces. This includes accessible: web content, software, media, and communication.

Add Accessibility to New Materials

Follow the best practices below to ensure your content is accessible to all of your students.

Font

Per WCAG 2.0 Guideline 1.4:

  • Use a 12-point standard font for PDF and Word documents
  • Use a 24-point standard font for PowerPoint
  • Use only sans serif fonts in electronic documents

Color & Contrast

Per WCAG 2.0 SC 1.4.1 and WCAG 1.4.3:

  • Do not use color alone to convey meaning or information
  • Use built-in accessibility checkers or a color contrast checker tool to evaluate your Canvas pages and documents
  • Contrast settings for documents should be 4.5:1 for body text and 3:1 for large text

Alternative Text for Images

Per WCAG 2.0 SC 1.1.1:

  • Add alt text to all images that convey information
  • Generally, limit alternative text to less than 180 characters
  • Add text to the description box - a title is not necessary
  • If your images require an extended description, provide one to supplement the alternative text.
  • If an image is purely decorative, mark it as decorative. Note: images marked as decorative are not announced by screen readers.

Tables

Per WCAG 2.0 SC 1.3.1:

  • Create tables using the table tool in Canvas, Word, etc.
  • Keep tables simple
    • only one header row or column
    • no split or merged cells
    • no tables nested within tables
  • Set a header row or column for tables in Canvas, Word, etc.
  • Do not use images of tables

Meaningful Hyperlinks

Per WCAG 2.0 SC 1.3.1:

  • Insert links with meaningful link text, such as the title of the page or a short description of the link destination. 
    • Link text is read aloud by screen readers and users can scan through all the links on a page, so descriptive link text helps those users find the link they want.
    • Meaningful link text also helps all users quickly identify where links will take them.
  • Do not insert the URL/web link on its own. 
  • If the document will be used in print format as well as digital, URLs/web links and QR codes can be used in addition to descriptive link text.

Headings

Per WCAG 2.0 SC 1.3.1:

  • Use the Styles in Microsoft Word to create navigable headings
  • For longer documents, insert a table of contents using the Table of Content tool in Word, which uses Headings to create a list of links that can be used to navigate within the document.

Format Text with Built-in Tools

  • Use Bullets and Numbering in Word and Canvas to create lists
  • Format text using the features built into Word, such as Line Spacing, margins, and Columns (do not create space using blank line breaks, space bar, etc.)
  • Insert page breaks and blank pages using those functions in the program, not by entering blank link breaks.

Logical Reading Order

Per WCAG 2.0 SC 1.3.2

  • Wrap text "In-line with text"
  • Use the Columns tool to format columns (do not use the tab key to create visual columns)

Review Your Current Materials

Review the documents, audio-visual materials and other electronic course materials to determine if they need accessibility updates.

Review Documents

Use built-in and available third-party tools to self-evaluate your current documents. 

These tools will help you determine if your documents are accessible to all of your students, inform you why the documents are not accessible, and provide instructions on how to modify your documents to provide accessibility.

Resources:

Review Media

Review all audio and video materials used in online and classroom instruction. 

All media that is required or recommended for a course need accurate text-based equivalents, regardless of the platform or owner. Auto-generated captions and transcripts should be reviewed for accuracy and formatting.

All video learning materials (YouTube videos, lecture recordings, etc.) that contain audio content need closed captioning.

All audio learning materials (podcasts, audio excerpts, sound files, etc.) need transcriptions.

Videos stored in Kaltura MediaSpace can be captioned with the captioning tool within the Kaltura User Interface.

For more information about options and best practices for captioning and transcripts, see the Video & Media page.

Use Assistive Technology

Learning about and using the same tools that students use to access electronic material will help you understand how assistive technology works.

Text to Speech

Text to speech tools read content out loud, and is one of the most common types of technology used by people with disabilities. There are read aloud features built into many common programs and apps, such as Microsoft Word and many digital textbook platforms.

UC holds a sitewide licensed to a literacy support software called Read&Write, which includes a text to speech tool that you can use to test your content.

  1. Install following the Instructions to Access Read&Write.
  2. Use Read&Write to listen to the documents and content in your course. Does it read the way you expect? Can you easily access all of the content you want your students to access?

Screen Reader

You do not have to know how to use a screen reader to create accessible content, but understanding how assistive technologies work can help you in the creation process.

Screen readers interpret the coding embedded in a document or web page and deliver information to the user via speech, braille, or both. Users can navigate through landmarks like headings, links, and lists more easily when the content is formatted properly. When images have alternative text, that alt text is read aloud.

To learn more about screen readers and watch a demonstration, see What is a screen reader?

Native screen readers are available on most desktop and mobile devices, and there are also third-party tools.

Other Assistive Technology

There are many accessibility features on electronic devices. Some of the most commonly used include changing text size, voice to text, haptic feedback, and gestures/hands-free options.

Definitions

Alt attribute (alt text): provides alternative information for an image if a user for some reason cannot view it (because of slow connection, an error in the src attribute, or if the user uses a screen reader)

Assistive technology: any product or service that maintains or improves the ability of individuals with disabilities or impairments to communicate, learn and live independent, fulfilling and productive lives.

Learning Management System (LMS): a software application or Web-based technology used to plan, implement, and assess a specific learning process. Typically, a learning management system provides an instructor with a way to create and deliver content, monitor student participation, and assess student performance. An LMS may also provide students with the ability to use interactive features such as threaded discussions, video conferencing, and discussion forums. 

Closed Captioning: Closed captioning displays the audio portion of a video program as text on the TV screen (or within the video window), providing a critical link to news, entertainment and information for individuals who are deaf or hard-of-hearing.