Digital Accessibility Strategies

• Take advantage of tools like Microsoft Word’s Accessibility Checker, Adobe Acrobat’s checker, Ally, and others to catch common issues. These checkers help ensure proper heading structure, readable fonts, sufficient color contrast, and other standards are met.
• In Blackboard, Ally’s colored gauges give instructors feedback on content accessibility. Instructors can click the indicators to get specific guidance on fixing issues (e.g. how to add alt text to a PDF or increase contrast in a document) . Using these bite-sized suggestions improves content over time and builds instructor skills in accessibility. Institution-wide Ally reports can identify problem areas (like lots of untagged PDFs) so you can prioritize what to remediate .

• Implementing UDL benefits accessibility. This means offering content in multiple modalities (text, audio, visuals) and allowing multiple ways for students to engage and express understanding. For example, provide slide decks and a narrative script, or an interactive activity and an equivalent descriptive worksheet. Consistency and clarity in course navigation (clear module titles, labeled links, simple layouts) help all students, including those with cognitive or learning disabilities, find materials easily.
• Offering content in various formats makes materials more usable for everyone . For example, Blackboard Ally can automatically generate alternate formats of uploaded files – HTML for mobile, audio (MP3) for listening, ePub for e-readers, electronic braille (BRF), and more. The image below shows Ally’s “Download alternative formats” menu where a student can choose HTML, audio, ePub, braille, BeeLine Reader, Immersive Reader, or a translated version of a document. By offering these alternatives, all students can access content in their preferred way.

• Ensure every informational image has descriptive alt text so screen readers can convey its content . Keep alt text concise (typically 1-2 sentences focusing on essential information ). For complex graphics (e.g. detailed charts or diagrams), include a long description that provides thorough detail or data in text form . This might be in the surrounding text or a separate document, and can even use lists or tables to clearly communicate information present in the image.
• All instructional videos and audio should have closed captions and/or transcripts. Auto-captioning features in tools like Panopto, YuJa, Zoom, and YouTube can generate a starting point, but always review and edit captions for accuracy . High-quality captions and transcripts benefit not only deaf/hard-of-hearing students but also aid understanding for all learners (e.g. allowing text search and review of video content) . For audio-only content (podcasts, etc.), provide a text transcript.

• Format course documents with accessibility in mind. Use real headings, lists, and styles rather than simply changing text appearance. In Word or Google Docs, structure headings in outline order and use built-in list formatting so assistive tech can navigate the document logically . In PowerPoint, use slide layouts (title and content placeholders) instead of text boxes to ensure a logical reading order. For PDFs, ensure they are tagged PDFs with a defined reading order and tags for headings, lists, tables, etc., so screen readers can interpret them . Blackboard Ally can help flag untagged PDFs and even convert certain files into tagged PDF or HTML automatically .

• All content and tools should be operable via keyboard alone (no mouse required), benefiting users of screen readers or those with motor disabilities. For example, ensure that embedded media players (Panopto/YuJa video players, etc.) have keyboard-accessible controls and visible focus indicators. Modern video platforms like Panopto provide screen reader support, accessible player controls, and keyboard shortcuts for playback . Likewise, web conferencing tools (Google Meet, Webex, Teams) support keyboard navigation and offer features like live captioning – enable these features in virtual sessions to support accessibility.
• When introducing any new digital tool or content, consider its accessibility. For instance, if using CourseArc to create interactive content, take advantage of its accessibility-first features (like the AI-based alt text generator that can suggest descriptions for images ). When using LMS features, choose the built-in content editor math equation tool or embed accessible media players instead of uploading inaccessible content. Ensure third-party content (e.g. library articles, external simulations) is provided in an accessible format (many publishers now offer accessible PDFs or HTML versions – check for those).

Be aware of common assistive technologies students might use (screen readers, screen magnifiers, text-to-speech like Immersive Reader, speech-to-text for typing, etc.) . When possible, test your materials with these technologies (for example, try navigating a course page with only the keyboard, or use a screen reader on a sample page to ensure it reads logically). Encourage students to use tools like Microsoft’s Immersive Reader (available in Word, OneNote, Teams, etc.) to hear text read aloud or adjust text spacing for better readability – Ally even offers an Immersive Reader alternative format for documents . By designing with these tools in mind, you create materials that work for a broader range of learners.