Digital Accessibility |
Introduction to Digital Accessibility
Canvas course sites. Explainer videos. Annotated PDFs.
These are a few of the many technological tools available to help you, as an instructor, design courses and assignments that make the material come alive in new and interesting ways or simply help students navigate the class.
Whenever you use these tools, it is with the intention that all students will be able to access them easily. But ensuring that is the case takes purposeful action.
Why Accessibility Matters
Expanding digital accessibility is key to advancing the spirit of inclusion at the University of Notre Dame.
Accessible course design reflects Notre Dame’s commitment to dignity, community, and academic excellence. Making learning materials accessible removes barriers, allowing all students to engage meaningfully with course content. Students with disabilities should not have to request alternate formats to complete an assignment—and when materials are prepared with accessibility in mind, they don’t have to.
What Digital Accessibility Means in Teaching and Learning
Digital accessibility in teaching and learning aims to provide all students—including those with sensory, motor, and cognitive disabilities—with equal opportunity to access and engage with digital learning environments and materials. In practice, this includes:
- Canvas pages and modules
- PDFs, Word docs, Google docs, and slide decks (e.g., PowerPoints and Google slides)
- Videos and audio
- Images, links, and external resources
- Interactive content and third-party tools
A widely referenced technical benchmark is the Web Content Accessibility Guidelines (WCAG). Even regulators and courts look to WCAG when evaluating compliance with federal disability laws and regulations. For digital content, WCAG’s four principles of accessibility require that content is perceivable, operable, understandable, and robust so that students using screen readers, captioning, keyboard navigation, or other assistive tech can fully participate.
How Faculty Can Create Accessible Content and Courses
Faculty and other instructors play a critical role in accessible course design. Here are practical steps to build digital accessibility into your teaching.
Canvas Course Design
- Use built-in heading styles and structured layouts
- Provide meaningful link text (e.g., “See weekly schedule” instead of “click here”)
- Organize modules consistently
- Use the built-in accessibility checker in Canvas
Resource Article: Creating Accessible Course Sites in Canvas
Accessible Documents and Slides
- Apply correct heading styles in Word/Google docs/PowerPoint
- Add alternative text to images, charts, and diagrams
- Ensure sufficient contrast and avoid using color alone to convey meaning
- Generate PDFs from source files, not scans
Resource Article: Creating Accessible Documents
Resource Article: Accessible PowerPoint Guide
Media Accessibility
- Include accurate captions for videos
- Provide transcripts for audio
- When possible, include audio descriptions for key visuals
Resource Article: Designing Accessible Course Videos
Links and External Content
- Prefer accessible external websites/tools
- Provide text alternatives or summaries for third-party items that are not yet accessible
Flexibility, Support, and Universal Design for Learning
- Post materials in advance
- Offer multiple representations (text, visuals, audio)
- Invite students to request access support early
Universal Design for Learning (UDL) Guidelines
Questions?
If you have questions about how to integrate digital accessibility into your course materials, please contact the Office of Digital Learning (online@nd.edu). Questions regarding the University’s compliance requirements regarding digital accessibility can be directed to the Office of Digital Learning and/or the Office of General Counsel (gencoun@nd.edu).