Descriptive hyperlinks allow screen readers to read meaningful text instead of long urls to screen reader users. As an added benefit, they are easier for all users to read and understand. Descriptive links can serve as a “preview” of the upcoming information to give the reader an idea of what’s to come

Resources:

• Video: Descriptive Hyperlinks
• How-to Tutorials: Descriptive Hyperlinks, Accessible Text, Creating Accessible Documents, Creating Accessible Canvas Pages

Structure page content to include headings, subheadings, etc. This is essential for users who navigate the screen by keyboard only, or use a screen reader to read text and locate information on the screen since they are not able to use visual cues.

Resources:

• Video: Creating Accessible Headings
• How-to Tutorials: Structuring Documents, Creating Accessible Documents, Creating Accessible Canvas Pages

Text should be presented in a way that is easy for the user to view, read, and understand. Text size should be reasonably large (size 10 or higher) and the color should contrast the background page color (text dark, background light or vice versa).

Resources:

• Accessible Text, Accessible Design

Closed captions are text captions synchronized with video audio and images. Closed captioning for pre-recorded media must be provided because not having it results in total exclusion to someone with a hearing impairment. A huge advantage to closed captions is that they have been found to enhance comprehension, engagement, and retention during the learning process for all students.

For audio-only recordings, include a transcript of the words spoken, but also full descriptions of sounds, gestures, or other elements. There are third-party vendors and resources at UNCG to help with captions, transcripts and audio transcriptions.

Resources:

• DIY, or at UNC Greensboro contact your Academic Technology Specialist or request through UTLC
• Special note: closed captioning for pre-recorded videos and transcripts for pre-recorded audio should be done proactively (you shouldn’t wait until a student requests it).

Certain text editing and presentation software, such as Adobe Acrobat Pro, and Microsoft Office, integrate native accessibility checkers within their platforms. Accessibility Checkers are typically used to “check your work”, ideally after you’ve implemented the appropriate accessibility design elements during the authoring/design phase of course development. An accessibility checker will find some (but not all) of the accessibility errors that will limit or prevent a student from accessing your content.  Accessibility checkers are quick and easy to run, but the amount of time needed to fix errors will depend on which errors are found. Checkers that find alt text, descriptive links, and heading structure errors will be quick to fix. Other errors could take more time and require assistance from an expert. Also, some errors will need to be checked manually.

Resources:

• Canvas Accessibility Checker, Checking for Accessibility
• More advanced tools: Canvas UDOIT (Universal Design Online content Inspection Tool), WAVE by WebAIM (online web page checker)
• Contact an accessibility expert on your campus for help (e.g. Academic Technology Specialist, Web Accessibility Coordinator, Accessibility Services Office)

There are many other things to consider when creating an accessible online course. The following lists additional resources for addressing accessibility beyond what is covered here.

Resources:

• Accessible Tables
• Accessible Multimedia
• Checking 3rd Party Materials for Accessibility
• Color & Accessibility (hint: use good color contrast; don’t use color alone to convey your message)
• Creating Accessible PDFs (hint: create an accessible Word or Google doc first, and then convert to PDF)
• Captioning for Live Online Events (applies to live lectures, presentations, ceremonies, etc)
• Testing & Converting Scanned PDFs