Simple Things Faculty Members Can Do to Support Accessibility

Creating course documents

  • Use headings, styles, and lists to convey your document's intended outline and structure
  • Use fonts that are easy to read: high-contrast, sufficient font-size, clear and simple design
  • For images and other non-text content, add ALT text that conveys the meaningĀ  of the image
  • For data tables, always differentiate between header cells and data cells
  • If you use links or references, ensure that the link text clearly describes the purpose of the link
  • Export PDFs using Adobe Acrobat plug-ins from Microsoft Office; avoid "Print to PDF"

Procuring and purchasing course materials

  • Ask publishers about accessibility of their materials and services
  • Select sources or editions which are natively accessible, if possible
  • Use library services to acquire accessible formatted documents
  • Provide accessible digital copies of printed supplemental materials, such as handouts

Video and multimedia

  • Provide captions for online or classroom video resources
  • Provide transcripts for online or classroom audio-only resources
  • Present media in accessible media players when possible

Course planning

  • Understand how accessible information practices can benefit all students
  • Think aboutĀ  how to address specific needs for accommodation
    (print disabilities, auditory disabilities, motor disabilities, cognitive impairments)
  • Consider how instructional goals can be met in a variety of modes (e.g., print/web/audio)

During your course

  • Communicate with students to determine whether any accommodations are necessary; consider a statement in your ICON main page or in your syllabus
  • If students need accommodation, work with Student Disability Services to produce best outcomes for students
  • Be prepared to take rapid action to support students who need accommodations

Campus accessibility and technology resources