ADA Title II Accessibility Compliance
Steps Toward ADA Title II Accessibility Compliance
A Faculty Guide to Improving Digital Accessibility
This guide outlines practical steps faculty can take to improve the accessibility of digital course materials and work toward ADA Title II accessibility compliance. College students rely heavily on digital tools such as learning management systems, online readings, videos, and course websites to participate in their courses. Creating accessible materials helps remove barriers for students with disabilities and improves usability for all learners.
Step 1: Understand ADA Title II Digital Accessibility Requirements
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.
Step 2: Build Accessibility Knowledge and Use Available Resources
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.
Step 3: Add an Accessibility Statement to Your Course or Syllabus
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)
Step 4: Start with High-Impact Accessibility Improvements
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.
Accessible Strategies for Specific Course Materials
Make Your Syllabus Accessible
The syllabus is often the first course document students access. Ensuring it is accessible helps students easily find important information about course expectations, policies, and resources. A well-structured syllabus improves navigation for all students and supports those using assistive technologies.
Step 1: Choose an Accessible Format
The format you choose for your syllabus can affect how easily students can access and navigate the content.
Canvas Syllabus (Recommended)
Using the Canvas syllabus page is often the most accessible option because it uses web-based content that works well with screen readers and mobile devices. Canvas also allows instructors to organize information using headings, lists, and links, which improves navigation. Learn how to use Canvas Syllabus.
Microsoft Word Syllabus
A syllabus created in Microsoft Word can also be accessible when built using proper formatting. Word provides built-in heading styles and an accessibility checker that can help identify potential accessibility issues.
ITLE provides an accessible syllabus template that can help you structure your document.
PDF Syllabus (Not Recommended)
PDF syllabi can sometimes create accessibility challenges, especially if they are created from scanned documents or improperly formatted files. If you use a PDF, ensure it is created from an accessible source document and reviewed using accessibility tools.
When possible, consider providing the syllabus in Canvas or Word format instead of PDF.
Step 2: Apply Accessibility Best Practices
Regardless of the format you choose, these practices can help make your syllabus easier for all students to read and navigate.
Use Clear Structure
Organize your syllabus using headings and clear sections so students can easily locate information.
Common sections include:
- Course description
- Learning objectives
- Course schedule
- Assignments and grading
- Course policies
- Campus resources
Using heading styles helps assistive technologies understand the structure of the document.
Use Readable Formatting
Use simple formatting to improve readability.
Best practices include:
- Use a clear, readable font
- Avoid using color alone to convey meaning
- Use bullet points or numbered lists when appropriate
- Keep paragraphs concise and well organized
Use Descriptive Links
When linking to websites or online resources, use descriptive link text so students know where the link will take them.
Instead of writing:
Click here
Use:
Visit the Student Accessibility Services website
Use Accessibility Checkers
Accessibility checkers can help identify common accessibility issues.
Accessibility checkers are available in:
Running these tools before sharing your syllabus can help identify issues such as missing structure, image descriptions, or other accessibility concerns.
Make Assigned Readings Accessible
Assigned readings are one of the most common types of course materials. Ensuring readings are accessible helps students use screen readers, text-to-speech tools, and other assistive technologies to engage with course content.
Whenever possible, provide readings in formats that allow students to navigate text, adjust display settings, and use assistive technology effectively.
Articles
When assigning journal articles or scholarly readings, linking directly to library-provided versions is often the most accessible option.
Library platforms frequently provide articles in HTML or accessible PDF formats, which can improve navigation and compatibility with assistive technologies.
Best practices include:
- Link to articles through the library database or permalink when available
- Use HTML versions of articles when possible
- Avoid uploading scanned PDFs of articles
- If uploading a PDF, ensure it contains searchable text and clear structure
E-Books
Many e-books provide built-in accessibility features such as adjustable text size, navigation tools, and compatibility with screen readers.
When assigning e-books:
- Link to the library e-book version when available
- Encourage students to use built-in features such as search, navigation, and text resizing
- Avoid uploading individual scanned chapters when an accessible online version exists
Textbooks
Most textbook publishers provide accessibility features for their digital textbooks.
Students who require accessible versions of textbooks may work with Student Accessibility Services to obtain alternative formats when necessary.
Faculty can support accessibility by:
- Selecting textbooks that offer digital versions with accessibility features
- Sharing textbook information early so students have time to obtain materials
- Linking to publisher or library versions rather than scanning textbook chapters
Make Canvas Pages Accessible
Canvas pages allow instructors to organize course content using web-based formatting that works well with screen readers, mobile devices, and other assistive technologies. When content is built directly in Canvas instead of uploaded as files, it can be easier for students to navigate and interact with course materials.
Using a few accessibility practices when creating Canvas pages can significantly improve how students access and understand course content.
New to Canvas? Learn how to create a Canvas page.
The following tools are available in the Canvas Rich Content Editor. Learn how to use the Rich Content Editor menu bar.
Use Headings to Organize Content
Headings help students quickly scan a page and understand how information is organized. They also allow screen reader users to navigate between sections more easily.
When creating Canvas pages:
- Use heading styles in the Canvas editor
- Organize content into clear sections
- Avoid using bold text alone to create headings
Use Lists for Steps or Key Points
Lists make content easier to read and understand, especially when presenting steps or grouped information.
Use:
- Bulleted lists for related items
- Numbered lists for step-by-step instructions
Avoid manually creating lists with dashes or numbers, as this can make navigation more difficult for assistive technologies.
Use Descriptive Links
Links should clearly describe where they lead.
Instead of writing:
Click here
Use:
View the Canvas Assignment Instructions
Descriptive links help all students understand the purpose of the link and improve navigation for screen reader users.
Add Alternative Text for Images
If your Canvas page includes images, charts, or diagrams, add alternative text (alt text) so screen readers can describe the image.
Alt text should briefly explain the purpose or meaning of the image within the course content.
Use the Canvas Accessibility Checker
Canvas includes a built-in accessibility checker in the Rich Content Editor that can help identify common accessibility issues.
The checker can help detect issues such as:
- Missing alternative text for images
- Table formatting issues
- Color contrast concerns
Running the accessibility checker before publishing content can help identify and fix common accessibility barriers.
Make Videos and Recorded Lectures Accessible
Videos and recorded lectures are commonly used to present course content. To ensure all students can access the information in these materials, videos should include captions and other accessibility features.
Captions make spoken content accessible to students who are deaf or hard of hearing, but they also benefit many other learners. Students who are learning English, studying in quiet environments without headphones, or reviewing complex material often rely on captions to support comprehension and retention.
Add Captions to Videos
All videos used in a course should include captions, so that spoken content is accessible to all users.
Captions should:
- Display spoken dialogue and important audio cues
- Be synchronized with the video
- Be accurate and easy to read
Auto-generated captions can be helpful, but they should be reviewed and edited when possible to improve accuracy.
Provide Transcripts for Audio Content
If you share audio-only content, such as podcasts or recorded lectures without video, provide a text transcript so students can access the spoken information.
Transcripts allow students to read or search the content and support a variety of learning preferences.
Use Canvas Studio for Captioning
Canvas Studio provides tools that allow instructors to easily add captions to videos uploaded to Canvas.
Features of Canvas Studio include:
- Automatic caption generation
- The ability to edit captions for accuracy
- Downloadable transcripts of captioned content
- The option to upload third-party caption files
Canvas Studio captions are typically generated with approximately 85% accuracy, so reviewing captions is recommended when possible.
Learn how to use Canvas Studio captions.
Use ITLE Captioning Services
The Institute for Teaching and Learning Excellence (ITLE) provides captioning services for Oklahoma State University.
ITLE captioning services aim to achieve 100% caption accuracy for media files used in courses. Faculty can contact ITLE Captioning Services for support with captioning course videos.
Make Slide Decks Accessible
Slide decks are commonly used to present information during lectures and to share course materials with students. Ensuring slide decks are accessible helps students who use screen readers, assistive technology, or alternative viewing methods engage with the content more effectively.
Using clear structure and accessible formatting can make slide presentations easier for all students to read and understand.
Use Built-In Slide Layouts
When creating slides, use the built-in slide layouts provided in PowerPoint or other presentation tools instead of manually placing text boxes.
Slide layouts help ensure that:
- Content is organized in a logical structure
- Screen readers can interpret slide content correctly
- Text and images follow a predictable layout
Keep Slides Clear and Organized
Slides should present information clearly and avoid overcrowding.
Best practices include:
- Use concise text and clear headings
- Limit the amount of text on each slide
- Use bullet points to organize key ideas
Clear slides help students follow presentations and review materials later.
Add Alternative Text to Images
Images, charts, and diagrams included in slides should have alternative text (alt text) so screen readers can describe the visual content.
Alt text should briefly explain the purpose or meaning of the image within the presentation.
Use Good Color Contrast
Ensure there is sufficient contrast between text and background colors so slides are readable for students with low vision or color vision differences.
Avoid using color alone to convey meaning, such as highlighting important information only in a different color.
When in doubt, use a color contrast checker, like the tool from WebAIM.
Use Accessibility Checkers
Presentation software often includes built-in accessibility checkers that can help identify common accessibility issues.
Accessibility checkers are available in tools such as:
These tools can help identify issues such as missing alt text, unclear structure, or color contrast concerns.
Resources
This quick reference guide provides practical tips for creating accessible PowerPoint presentations, including slide structure, reading order, alt text, and accessibility checking tools.
Make Assignments and Handouts Accessible
Assignments and handouts provide instructions, expectations, and supporting materials for coursework. Ensuring these materials are accessible helps students clearly understand assignment requirements and engage with course content using assistive technologies.
When possible, share assignments in formats that allow students to easily read, navigate, and interact with the content.
Canvas Assignments (Recommended)
Creating assignments directly in Canvas is often the most accessible option. Canvas uses web-based formatting that works well with screen readers and mobile devices. New to Canvas? Learn how to create a Canvas assignment.
Canvas assignments also allow instructors to:
- Organize instructions using headings and lists
- Include links and supporting materials
- Provide clear submission instructions
- Use the Canvas accessibility checker to identify potential issues
Whenever possible, consider posting assignment instructions directly in Canvas rather than uploading separate files.
Microsoft Word Assignments and Handouts
Assignments and handouts created in Microsoft Word can be accessible when built using proper structure and formatting.
Best practices include:
- Use heading styles to organize sections
- Use bullet points or numbered lists for steps or instructions
- Add alternative text to images or diagrams
- Ensure tables include clear headers
- Use the Microsoft Word accessibility checker before sharing the document
Using structured formatting helps screen readers interpret and navigate the document.
PDF Assignments and Handouts (Not Recommended)
PDF documents can sometimes create accessibility challenges, particularly if they are created from scanned materials or improperly formatted files.
If you share assignments as PDFs:
- Create the PDF from an accessible Word document
- Avoid scanned PDFs that contain only images of text
- Ensure the document includes searchable text and proper structure
- Run accessibility checks before sharing the file
When possible, consider sharing assignments through Canvas or Word format instead of PDF.
Make Images and Diagrams Accessible
Images, charts, graphs, and diagrams are commonly used in course materials to illustrate concepts or present information. To ensure all students can access this information, visual content should include descriptions that communicate the meaning or purpose of the image.
Students who use screen readers cannot see images, so alternative text (alt text) allows assistive technology to describe the visual content. Providing clear descriptions also benefits students reviewing materials on small screens or in low-bandwidth environments.
Provide Alt Text for Images
Images included in course materials should include alt textthat describes the purpose or meaning of the image.
Alt text should:
- Briefly describe the important information conveyed by the image
- Reflect how the image relates to the course content
- Focus on the meaning of the image rather than every visual detail
Describe Important Visual Information
If images, charts, or diagrams convey important information, ensure that the key ideas are also explained in the surrounding text or during lectures.
For example:
- Describe trends shown in graphs or charts
- Explain key elements of diagrams
- Summarize visual information presented in figures
Providing descriptions ensures that all students receive the same information presented visually.
Avoid Using Images of Text
Whenever possible, avoid using images that contain large amounts of text.
Text embedded within images can be difficult for assistive technologies to interpret and may be difficult for students to read or resize.
Instead, provide the information as regular text within the document or Canvas page.
Resources for Writing Alt Text
These resources provide guidance on writing effective alternative text and describing complex images: