Accessibility Checklist

Download this Quick Guide to Accessibility for information on how to improve different types of resources.

Make Course Readings and Materials Accessible

Make Blackboard/Canvas and Online Content Accessible

  • Content is easy to navigate and comprehend - folders, files, and modules are labeled appropriately and are informative, i.e.: “Week Two: Topic” instead of “files”. 
  • Color themes are easy to read i.e.: contrasting text and background colors. 
  • Alternative text appears with graphics and images to be accessed by screen readers. Such text describes the image so that important information reaches the learner (alt tags or longer descriptions). 
  • Documents uploaded to Blackboard (PDF, Word, PP) are accessible to students via screen and text readers. 
  • Blackboard Collaborate live stream can be captioned on-the-fly by an assignee in the group. 

Make Video and Audio Content Accessible

  • Video(s) created and used for instructional purposes should be properly captioned. 
  • Student Disability Services provides captioning services for qualified students with disabilities at no cost. Contact SDS at if assistance is needed. 
  • Videos automatically captioned by YouTube are not adequately captioned and need to be reviewed for accuracy before using. 
  • Narrated PowerPoint presentations are not accessible. Consider recording presentations in Panopto and then having the lectures captioned. 
  • Create a plan to provide equitable alternatives to inaccessible AV. 
  • Cornell's Video on Demand service can help you caption your videos

Make Physical Space Accessible

  • Classrooms should have a clear path of travel (36” aisle) for wheelchair users. 
  • Use microphone for amplification and have assistive listening devices available and operational. 
  • Ensure that classroom equipment is within reach and accessible. If lecture area is not accessible by wheelchair, check in with student occasionally to see if s/he has questions. 
  • Describe content written on blackboard or presentation for low vision students (e.g., problems on blackboard, iClicker questions). 
  • Arrange office hours in accessible location (if necessary). 
  • Inform students with mobility disabilities about the access features of field trip destinations or alternate class locations (e.g., accessible entrance, elevators). Have an alternate plan for student if access is not readily achievable.