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1. Use built-in heading styles (H1, H2, H3, etc.) to organize content, rather than relying on bold text or larger font sizes to indicate sections.
2. Format tables with proper headers and clear labels, ensuring they convey relationships between rows and columns rather than serving only visual layout purposes.

Example of an Accessible Table

Weekly Schedule

Why this table is accessible:

• The听first row contains clear column headers听(Week, Topic, Assignment).
• Each column听represents a specific category of information.
• Screen readers can correctly identify听relationships between rows and columns.
• The table is used to听present structured information, not just for visual layout

alt text

Provide meaningful alternative text (alt text) for every image, chart, or graphic so that screen reader users can understand the information or purpose conveyed by the visual.

Example: If a slide includes a chart showing rising enrollment, add alt text such as: "Line graph showing enrollment increasing from 2019 to 2024."

Resources for creating meaningful alt text:

1. Whenever possible, share course materials in accessible formats such as Word, PowerPoint, or Blackboard Ultra Documents rather than PDFs. These formats are easier to read with assistive technologies and simpler to update.
2. If you use a PDF, make sure it is properly tagged. Tagged PDFs include structured elements such as reading orders, headings, lists, and tables so screen readers can understand the content and navigate it correctly.
3. Use real, selectable text instead of images of text. Avoid scanned PDFs or documents where the text appears only as an image, since these cannot be read by screen readers.
4. Ensure interactive form fields are accessible. Any forms in PDFs should be fillable and fully usable with a keyboard, without requiring a mouse.

Example of Inaccessible pdf:听

This file is essentially a听scanned image of a printed document听rather than a text-based PDF.

why it is inaccessible:

• The pages are听images of text, not real text.
• Text cannot be selected, searched, or copied.
• Screen readers cannot interpret the content because there are听no underlying text layer or tags.
• There is听no structural markup (headings, reading order, etc.).

These characteristics are typical of scanned PDFs; they contain images of pages rather than machine-readable text, making them inaccessible unless OCR (Optical Character Recognition) and tagging are applied.

how听to听fix it:

• Run听OCR in Adobe Acrobat
• Add听headings and tags
• Check听reading order
• Add alt text to images

Resources for creating accessible PDFs:

To ensure that all students can access course media, videos and audio materials should include captions, transcripts, and clear descriptions of important visual information.

videos

All instructional videos should include closed captions that are accurate and synchronized with the spoken audio. Captions help students who are deaf or hard of hearing and also benefit students who prefer to read while watching.

Example:
If the instructor says, 鈥淭oday we will examine the causes of climate change,鈥� the caption should display the same sentence at the moment it is spoken.

audio-only materials

Audio-only content, such as podcasts or recorded lectures, should include a complete transcript so students can read the material if needed.

Example:
If you assign a 10-minute podcast episode for a course activity, provide a transcript document that contains the full spoken dialogue from the recording.

helpful guide听for听creating captions, transcripts听and听audio descriptions

live sessions should have closed captions