Federal civil rights laws require colleges and universities to ensure that digital content is accessible to people with disabilities. In higher education, students rely heavily on digital tools to access course materials, participate in learning activities, and receive information from the institution. When digital content is not accessible, it can create barriers that interfere with participation in academic programs and services.

The Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act apply to many types of digital materials used in higher education, including:

• Learning management systems
• Course documents and readings
• Videos and audio recordings
• Websites, forms, and online tools

These laws require institutions to provide equal access to programs and services, including those delivered digitally. Faculty are not expected to be legal experts, but understanding the requirements helps guide decisions about how course materials are created and shared.

Accessibility Responsibilities Are Shared

Digital accessibility is a shared responsibility across the institution. While disability services and accessibility specialists provide guidance and support, many individuals contribute to the accessibility of digital content.

Anyone who creates, uploads, or shares digital materials should consider whether those materials are accessible. This includes:

• Faculty creating course content
• Staff developing documents, forms, or web content
• Anyone sharing digital information with students or the campus community

Small improvements made during content creation can significantly reduce barriers for students.

Learn About the New ADA Title II Rule

A helpful first step is becoming familiar with the new ADA Title II digital accessibility rule and what it requires institutions to do. Several organizations have developed clear summaries of the rule and what it means for colleges and universities.

We recommend starting with these resources:

• ABLETech’s Understanding the New ADA Title II Rule
• Department of Justice (DOJ) ADA Title II Fact Sheet

These resources provide an overview of the rule, why it was created, and how institutions are working toward compliance.

After becoming familiar with the ADA Title II digital accessibility requirements, the next step is building a basic understanding of digital accessibility practices and learning where to find support. Accessibility can seem complex at first, but you do not need to learn everything at once. Developing a strong foundation will help you begin making improvements to your course materials, and your knowledge will continue to grow over time.

Several training opportunities are available to help faculty learn accessibility basics and practical strategies for course materials:

• Foundations of Digital Accessibility (ITLE) – A self-paced course introducing key accessibility principles and practical strategies for creating accessible course materials.
• Self-Paced Accessibility Courses (ABLETech) – Short courses that provide an overview of digital accessibility concepts and best practices.
• Digital Accessibility Essentials Training (OSU Talent Management) – An upcoming training designed to help faculty and staff understand accessibility responsibilities and practical implementation strategies.

Accessibility is a shared responsibility across the institution, and several campus resources are available to support faculty in this work. These offices can provide guidance, training, and assistance when accessibility questions arise.

Key resources include:

• ITLE – Support for accessible course design and Canvas content
• Student Accessibility Services – Guidance related to student accommodations and accessibility needs
• Oklahoma ABLETech – Statewide accessibility expertise, training, and resources

Taking advantage of these trainings and support services can help you build confidence and continue improving accessibility in your courses.

Including an accessibility statement in your syllabus or course site communicates your commitment to providing accessible course materials and helps students know where to go if they encounter barriers. Accessibility statements can inform users about the accessibility of digital content and provide a way to report problems or request assistance.

While most courses include the Student Accessibility Services (SAS) accommodation statement, an accessibility statement serves a different purpose. It focuses on the accessibility of course materials and encourages students to communicate if they encounter barriers when accessing digital content.

Accessibility statements also align with OSU’s Digital Accessibility Policy, which states that digital information and services provided by the university should be accessible to individuals with disabilities.

Adding an accessibility statement to your syllabus or Canvas course page helps:

• Communicate your commitment to accessible course materials
• Encourage students to report accessibility barriers
• Provide guidance on where to seek support
• Reinforce the university’s digital accessibility efforts

Example Accessibility Statement

Faculty may adapt the following statement for their syllabus or Canvas course site:

Accessibility Statement
Oklahoma State University is committed to providing accessible learning experiences. If you encounter barriers accessing course materials or activities in this course, please contact me so we can work together to address the issue.

Students who require formal accommodations should contact Student Accessibility Services to begin the registration process and ensure appropriate accommodations are implemented. More information is available through Student Accessibility Services.

Faculty may modify this statement to fit their course structure or communication style.

Resources

• OSU Digital Accessibility Policy
• OSU Syllabus Attachment (updated each semester)

Improving the accessibility of course materials does not require redesigning your entire course at once. A few targeted improvements can significantly reduce barriers for students and make course materials easier for everyone to use.

If you are just getting started, consider focusing on these high-impact actions first.

1. Organize Content Using Canvas Pages

Whenever possible, build course content directly in Canvas pages instead of uploading large numbers of files. Canvas pages use structured web content that works better with screen readers and mobile devices.

Use headings, lists, and clear organization to help students navigate content more easily.

2. Use Accessible Documents Instead of Scanned PDFs

Scanned PDFs often cannot be read by screen readers and can create barriers for students who rely on assistive technology.

When possible:

• Use Microsoft programs instead of PDFs
• Link to library articles or websites instead of uploading scanned readings
• Ensure documents include headings and clear structure

3. Ensure Videos Include Captions

Captions allow students who are deaf or hard of hearing to access video content and also help students who are viewing videos in noisy environments or without sound.

When sharing videos:

• Use videos that already include captions
• Enable captions in video platforms
• Review auto-generated captions for accuracy when possible

4. Use Accessibility Checkers

Many accessibility issues can be identified automatically using built-in accessibility checkers.

These tools can help identify issues such as:

• Missing alternative text for images
• Poor color contrast
• Missing document structure

Accessibility checkers are available in Canvas, Microsoft Word, PowerPoint, and Canva.

5. Add Alternative Text to Images

Images, charts, and diagrams should include alternative text (alt text) so that screen readers can describe the image to students who cannot see it.

Alt text should briefly describe the purpose or meaning of the image within the course content.

6. Start with Materials Students Use Most

You do not need to fix everything at once. Begin by reviewing the materials students interact with most frequently, such as:

• The syllabus
• Weekly readings
• Assignments and handouts
• Lecture slides
• Videos or recorded lectures

Improving accessibility for these materials will have the greatest impact on student access. For more information, please refer to the accessible strategies for specific course materials webpage.