Category: Accessibility

One of the standards of the Quality Matters™ rubric requires the accessibility policies of technologies used in courses. This post includes links to accessibility statements for course technologies.

Textual alternatives to images should be provided for learners with visual and certain cognitive disabilities employing screen readers. This also enables images to be understood in the event that they are not displayed in the browser.

Tables should be used to display data. Avoid using tables for page layout, though it might be tempting to do so. Layout tables do not allow users flexibility in viewing the content since it is “trapped” in the table cell and might not be read in the correct order by a screen reader.

It is the student’s responsibility to request accommodations from the Center for Educational Access each semester.

When using color to convey information there are several issues to consider to make sure that everyone gets the information regardless of ability.

You should follow some general best practices when writing for online readers to make sure that text and hyperlinks are accessible for all readers regardless of ability.

The use of proper headings is one of the most important formatting cues for a screen reader user. Proper heading structure enables learners to understand the structural hierarchy of the document.

To make multimedia accessible includes creating text transcripts and captioning videos. The process is different across different video platforms.

When you save a Word file as PDF, there are a few steps you can take to ensure that your PDF file retains the accessibility features you included in your Word document (headings, ALT text for graphics, etc.).