What Does Digital Accessibility Mean?

Creating an “accessible” course in this context refers to removing barriers to accessing, interacting with, and understanding your digital learning materials using specific technical guidelines called the Web Content Accessibility Guidelines (WCAG). An accessible digital learning environment is required by law in the United States for most learning institutions.

This effort, along with implementing approved accommodations and incorporating inclusive course design and teaching strategies, aims to create an equitable experience for all learners, regardless of disability, neurodivergence, or assistive technologies used.

Some examples of well-known accessibility guidelines are: 

• Providing accurate captions and transcripts to videos for those who are deaf, Deaf or hard of hearing and others who benefit from them.
• Ensuring all course content is readable by screen readers for those who are blind or have low vision; e.g., images, PDFs, websites.
• Ensuring language and organization are clear for those who require a consistent and straightforward layout, have a memory barrier, have difficulty decoding uncommon words and phrases, and/or nonliteral language.

These are just a few examples; there are more guidelines to consider, detailed in some of the following resources.

How to Get Started

1. Learn more about the role you play in creating an accessible learning environment, and how we share responsibility for accessibility.
2. As you set up your course, think about how to incorporate flexible options for all learners, such as multiple content formats, different types of assignments, resources from diverse viewpoints and sources, and flexible course policies. Consider exploring the following resources: Universal Design for Learning, Engaging Viewpoint Diversity, and Building Inclusive Classrooms.
3. Include a statement on accessibility & accommodations in your syllabus.
4. When building or revising your course materials, review them using the following tools as a guide, as they can alert you to accessibility errors:
   1. Review Canvas pages, assignments, and announcements using the Canvas Accessibility Checker.
   2. Before uploading to Canvas, review Word documents and PowerPoint slides using the Office Accessibility Checker.
   3. Review your course’s Ally Accessibility Report and Scores.
5. Note that fixing existing materials can be time-consuming, so it’s best to explore all other options first. These options may include revisiting your learning outcomes and removing or replacing inaccessible materials that do not align with them. 
   1. You can also look for alternate formats of documents you plan to keep; explore the Cornell Library, online journals, or elsewhere on the web for HTML versions or documents that have already been made accessible.
6. If you are not able to find alternative versions of some materials, then work towards remediating them, starting with high-impact materials that learners will need earlier in the semester. If you have a substantial amount of materials, especially PDFs or videos, your remediation efforts may span several semesters. For more information, refer to our Accessibility Guide.
7. Consider how you may adapt your course if you receive an accommodation letter. An accommodation is an adaptation to the course and/or the classroom, or a change in how that learner interacts with the course that has been officially approved by Student Disability Services (SDS). An example of a common accommodation is allowing extended time on an exam for that specific learner, but there are many other possible accommodations based on a variety of student needs. If a learner requires an adaptation to the course, you will be notified at the start of each semester and will work directly with Student Disability Services (SDS).

Where to go for more information?

Accessibility: For in-depth information on applying accessibility guidelines to common course materials, explore our Accessibility Guide. 

Getting Started with Ally: For information on this tool, explore the Learning Technologies Resource Library.

Accommodations: For in-depth information on the disability accommodation process, explore the Student Disability Services website. For other types of accommodations, such as those for religious observances and varsity athlete accommodations, please see the information in the faculty handbook.