Faculty and Staff Resources

Laying the Groundwork for Accessible Course Content

Creating accessible course materials is a vital step toward fostering an inclusive and equitable academic environment. As faculty, it is our responsibility to ensure that all students—regardless of ability—can access, navigate, and engage with the content we provide. Accessibility is not only a legal requirement under the Americans with Disabilities Act (ADA) and Section 508 of the Rehabilitation Act, but also a pedagogical best practice that benefits all learners.

This introductory guide is designed to help you begin integrating accessibility principles into your teaching materials. In the sections that follow, we will delve into specific strategies for making digital documents, audio, and video content more accessible. For now, consider the following examples of accessible content:

Digital Documents: A Word or PDF file that uses properly structured headings, readable fonts, sufficient color contrast, and alternative text for images.

Presentations: A PowerPoint slide deck that includes slide titles, descriptive image captions, and ensures that all text is readable by screen readers.

Videos: A recorded lecture that includes accurate captions, a transcript, and clear audio quality.
Audio Files: A podcast or recorded discussion that is accompanied by a written transcript.

Web Content: A course webpage that uses semantic HTML, keyboard-navigable menus, and avoids flashing or distracting animations.

By incorporating these practices, you not only support students with disabilities but also enhance the learning experience for all students, including those who benefit from multiple modes of content delivery.
As we move forward, we will explore how to implement these practices in detail, beginning with digital documents and progressing to multimedia content. We aim to equip you with the knowledge and tools needed to create content that is both effective and accessible.

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Academic Accommodations & Electronic Content Conversion

Academic Accommodations: Any student seeking academic accommodations due to a disability must first register with Accessibility Resources by visiting https://www.broward.edu/accessibility/resources.html. If approved, and per Broward College Policy 6Hx2-5.09 (PDF), it is the student's responsibility to then deliver their accommodation plan in person or via email to the instructor and discuss accommodations for the class. Accommodations are not retroactive. Students who wait until after completing the course or an activity to request accommodations should not expect any grade to be changed, or to be able to retake the course or activity.

Electronic Content Conversion: All students in this class have access to Ally, which is a tool that can easily convert electronic text into alternative formats such as MP3 files and readable PDFs. For information on how to utilize this tool, please visit the Ally Help Page.

Accessible design is good design. Create your content/space with accessibility in mind, and everyone benefits.

Professional Development credit opportunities are available via My Learning > Browse Learning Content > Accessibility

LinkedIn Learning (Accessible through My Learning)

  • Creating Accessible PDFs
  • Advanced Accessible PDFs

Digital course materials refer to any files or content shared through online platforms, such as Learning Management Systems (e.g., D2L or Canvas), email, websites, or social media. These materials may include Microsoft Word documents, PDFs, PowerPoint presentations, and other file types.

To ensure access for all students, especially those using assistive technologies like screen readers, keyboard navigation, or text-to-speech tools, it is essential that both text and visual elements in these documents are made accessible. Designing with accessibility in mind supports universal learning and enables all students to engage effectively with course content.

Document Design Tips for Faculty

  • Check Before You Scan: Before scanning books, articles, or journals to create a PDF, take a moment to search online. Many academic resources are already available in accessible digital formats.
  • Avoid Image-Only PDFs: Ensure that any PDF you share contains selectable, searchable text. If you cannot highlight or copy the text, it is likely an image and not accessible to screen readers.
  • Start with Accessible Source Files: Create your documents in programs like Microsoft Word or PowerPoint and use their built-in accessibility checkers before converting to PDF.
  • Prefer Word Files Over PDFs When Possible: Word documents often retain accessibility features better than PDFs and are easier to navigate with assistive technology.
  • Use Proper Heading Styles: Apply heading styles (Heading 1, Heading 2, etc.) rather than just bold or enlarged text. This helps screen readers understand the structure of your content.
  • Structure Lists with Built-In Tools: Use the bullet and numbered list features in your editor instead of manually typing symbols or numbers.
  • Maintain Logical Heading Order: Follow a clear hierarchy: Heading 1 for titles, followed by Heading 2, Heading 3, and so on, just like an outline.
  • Add Descriptive Alt Text to Visuals: Every image, chart, or diagram should include alternative text that describes its purpose and content.
  • Write Clear, Informative Link Text: Avoid vague phrases like "click here" or pasting full URLs. Instead, use meaningful descriptions like "Download the syllabus" or "View assignment guidelines."
  • Ensure Strong Color Contrast: Use color combinations that are easy to read for everyone, including those with color vision deficiencies. Tools like contrast checkers can help.
  • Do Not Rely on Color Alone: Use bold text, symbols, or labels in addition to color to convey meaning or emphasis.
  • Underline Only for Links: Avoid underlining text for emphasis — this can confuse users who associate underlines with hyperlinks.
  • Use Built-In Accessibility Checkers: Most authoring tools (like Word, PowerPoint, and Ally in D2L) include accessibility checkers. Use them to catch and fix issues before sharing materials.
    Use Equatio for Equations: When creating math content, use MathML or other accessible formats to ensure compatibility with screen readers.

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When incorporating video or audio into your course—whether it is a recorded lecture, an embedded YouTube clip, or a podcast—it is essential to ensure that all students can access the material.
Videos should include accurate closed captions, and audio-only content should be accompanied by a written transcript. This supports not only students with hearing impairments or approved accommodations, but also benefits those learning in noisy environments, non-native English speakers, and anyone who prefers to read along.

Captions and transcripts should reflect the spoken content verbatim, including punctuation, and should aim for at least 99% accuracy to ensure clarity and comprehension.

By providing captions and transcripts, you are enhancing the learning experience for everyone and aligning your materials with accessibility best practices.

Video and Audio Accessibility Guidelines for Faculty

To support students with approved accommodations and to enhance learning for all, both live and recorded media must be accessible.

Live Zoom Sessions
If you are hosting real-time classes or meetings via Zoom, ensure that live captions are enabled when students require captioning or transcription services. For help setting this up, reach out to your campus accessibility coordinator/AT Specialist.

Recorded Lectures
All pre-recorded instructional videos must include closed captions to meet accessibility standards. This ensures that students who rely on captions can fully engage with your content.

Using External Videos
When embedding or linking to videos (such as from YouTube or other platforms), choose content that already includes accurate captions. Here are a few ways to find accessible videos:

  • Google Search: Add terms like +closed captions or +transcript to your search.
  • YouTube: After searching, click the Filter option and select Subtitles/CC to narrow results to captioned videos.
  • Streaming Platforms: Some services, like Netflix or Amazon, may offer captioned versions for rent or purchase.
  • Educational Sites: Platforms like TED Talks and Khan Academy typically provide high-quality captions.
  • Review and Edit Captions

If you are using auto-generated captions (common in YouTube, Panopto, and Zoom), always review them for accuracy. Captions should be word-for-word, properly punctuated, and at least 99% accurate to ensure clarity.

Frequently Asked Questions
Accommodated Testing
Creating Accessible Content - Cheatsheets