Digital Course Content Accessibility

Decorative picWelcome to the "Digital Course Content Accessibility" learning path! This learning path is designed to help you create digital course materials that are more accessible, usable, and effective for all students, whether they use screen readers, navigate documents more easily with clear headings and structure, or engage more fully with well-organized course materials.

In 2024, the Department of Justice released an update to Title II of the Americans with Disabilities Act (ADA), which will take effect in Spring 2026. This update requires that all digital course materials, including those hosted within password-protected systems such as bCourses, comply with the Web Content Accessibility Guidelines  (WCAG) 2.1 Level AA standards from the moment they are made available to students. This change represents a shift from reactive, accommodation-based accessibility to proactive, universal accessibility, placing greater responsibility on individual instructors to ensure compliance.

Why Accessibility Matters

Accessible digital course content ensures that all students, including those with disabilities and with documented accommodations, have equal access to learning materials and opportunities. Legal, ethical, and pedagogical reasons all support accessibility:

  • It’s required by law (ADA, Section 508, WCAG).

  • It broadens participation and success for all students.

  • It fosters a more inclusive and supportive learning environment.

Keep in mind that accessibility benefits everyone, not just students with disabilities, by improving usability, flexibility, and learning outcomes.

While achieving 100% accessibility might seem daunting, remember that perfection isn't the immediate goal. Any steps taken toward improving accessibility have significant value. 

This learning path aims to provide clear, manageable steps for instructors to proactively ensure their digital course content meets the WCAG 2.1 Level AA guidelines. Each stage introduces achievable tasks, supported by practical resources and clear examples, making the journey engaging and approachable.

Make your bCourses Site More Accessible

This stage helps you enhance the structure and usability of your bCourses site, making it easier for students to navigate and engage with course materials.

1. Archive or Remove Inaccessible Course Content

If you have content in bCourses that isn't accessible and can't be fixed right away (e.g., scanned PDFs, old pages), consider these options:

2. Simplify Course Navigation for Easy Access

The Course Navigation Menu is a series of links on the left side of your course that help you and your students access different course areas. As an instructor, you can control which links appear in Course Navigation. bCourses includes a set of default Course Navigation links that are shown by default. You can adjust the navigation menu by disabling unnecessary links and moving frequently used ones to the top. This ensures students can quickly find what they need, improving accessibility and reducing confusion.

3. Create a Well-Organized Course Structure

A well-organized Canvas course improves both accessibility and usability for all students. Clear structure and consistent design help students find what they need without confusion or unnecessary clicks.

      • Use Modules to Structure Content: The Modules feature allows you to organize your course materials in a logical sequence—by week, unit, or theme. Students can move through content using the “Next” button at the bottom of each page, making the experience smooth and predictable.
      • Use Descriptive Titles for Pages and Modules: Each page, assignment, and module should have a clear, specific title (e.g., “Module 2: Introduction to Photosynthesis” rather than just “Module 2”). This makes it easier for students to identify what each item contains at a glance.
      • Apply Consistent Naming Across the Course: Use the same terms or titles for files and resources throughout your syllabus, modules, and assignments. This consistency reduces confusion and helps students stay oriented.

4. Walk Students Through Your bCourses Site

Each bCourses site a student sees will be different from the last. Help students navigate your bCourses site by providing a clear introduction at the start of the course. Use Student View to walk them through key features, such as the syllabus, reading materials, and assignments. Highlight how to use tools like Ally for accessible file formats, closed captions, and transcripts, and share instructions for contacting you with questions.

5. Use the Accessibility Checker (Ally)

Ally is a built-in accessibility tool within bCourses designed to help instructors create more inclusive and accessible courses. It supports both instructors and students by providing actionable feedback and alternative formats of course materials.

How Ally Helps Instructors:

      • Accessibility Scores: Ally assigns accessibility scores to uploaded files using colored gauge icons next to each document. Scores range from red (low accessibility) to dark green (high accessibility). Clicking the gauge icon opens a detailed feedback panel that highlights specific accessibility issues and offers step-by-step suggestions for remediation. Watch the tutorial for instructors using bCourses to learn about this feature. 
      • WYSIWYG (What You See is What You Get) Instructor Feedback Tool: When editing bCourse Pages in the Rich Content Editor, Ally provides real-time, contextualized feedback through an accessibility indicator in the editor’s top-right corner. Clicking this icon gives immediate guidance for improving the accessibility of specific page elements. Read Ally WYSIWYG Instructor Feedback Tool to learn more.
      • Course Accessibility Report: Ally also offers a comprehensive Course Accessibility Report, summarizing the overall accessibility of your course materials. To enable this report:
        • Go to your course "Settings" and select "Navigation."
        • Find the Ally Course Accessibility Report, select the three vertical dots, select "Enable," and save your changes.
        • Access this interactive dashboard via your course navigation to view grouped content by type, specific accessibility issues, and suggestions for prioritized fixes.
How Ally Benefits Students:

Ally automatically generates alternative formats of your course materials, enabling students to select the formats best suited to their learning preferences and needs. Watch the tutorial on Ally for students at UC Berkeley to learn about this feature. Available formats include:

      • Tagged PDF (for screen readers)
      • HTML (mobile-friendly)
      • MP3 audio files (for listening)
      • Electronic Braille
      • ePub (for e-book readers and tablets)
      • Translated versions (machine translations of documents
      • Immersive Reader

For any Ally-related questions, you can receive customized assistance by emailing  allyhelp@berkeley.edu or by scheduling a 1:1 consultation.

Small Steps to Improve Accessibility in Course Content

1. Use Clear and Consistent Formatting
  • Use sans-serif fonts like Arial, Verdana, or Tahoma. For documents and web pages, use a font size between 12 and 14 points for body text, and 16 points or larger for headings and titles. ​​For slide decks and other multimedia, use at least 18 points for body text and 20 points or larger for headings and titles.
  • Do not rely solely on font color or style to convey meaning; consider incorporating additional visual cues to communicate the information.
  • Do not use ALL CAPS.
2. Structure Documents with Headings
  • Use built-in headings (Heading 1, Heading 2, Heading 3) in Google Docs or Word documents to organize content logically. Headings help all readers, particularly those using a screen reader, navigate through a document and jump to different sections with ease. Without them, documents read as one single section. 
  • Adhere to the correct order of headings and avoid skipping heading levels (e.g., don't transition from an H2 to an H4), as screen reader users may wonder if the content is missing.
  • Use your editing software’s built-in formatting tools for lists and paragraphs—never create structure with tabs or spaces. Screen readers and other assistive technologies rely on the structure of a document to convey information to users. When you use the built-in list and paragraph tools, this structure is encoded in the document, allowing assistive technology to identify and announce lists, headings, and paragraphs correctly.
  • In bCourses (Canvas): The highest customizable level is H2. bCourses automatically assigns an H1. To set the heading level, open the Rich Content Editor and highlight the target text. Then, select the Paragraph drop-down menu and choose the desired heading level. You can also watch the bCourses Headings Tutorial
3. Create Meaningful Hyperlinks
  • Ensure hyperlinks clearly describe their destination. Use clear, descriptive link text instead of phrases like “click here” or full URLs. For example, use “Course Syllabus” to make links easier to understand and navigate, especially for users of screen readers. 
  • The exception is email addresses; these should be typed out (e.g., rtl-admin@berkeley.edu), as screen readers may not recognize linked text as an email address.

4. Implementing Effective Color Contrast

Color contrast refers to the difference between two colors, typically the text color and the background color. A higher contrast makes text easier to read, especially for people with low vision. It’s measured using a contrast ratio. For example, black text on a white background has a very high contrast ratio. Analyzing color contrast is conducted using free tools such as the Colour Contrast Analyser by TPGi. Watch the Colour Contrast Analyser Video Tutorial to learn more about digitally measuring color contrast ratios.
  • Use more than just color to show meaning. For example, if you highlight something in red, also add an asterisk or label to explain why it’s important.
  • Don’t rely solely on red and green. Many people with color blindness can’t distinguish between them. Try using patterns, symbols, or text labels in addition to color.
  • Make sure the text is readable against the background. Regular text should have a color contrast ratio of at least 4.5:1. Large text (18pt or 14pt bold) only needs a 3:1 ratio.
  • Hyperlinks must be clear too. If a link is only identified by color, it requires a contrast ratio of 4.5:1 against the background. If the link isn't underlined, it must also have a 3:1 contrast ratio with the surrounding text (so users can tell it's a link).
5. Describe Images With Alternative Text (alt-text)
  • Alternative text (alt text) provides a brief description of an image and is essential for users relying on screen readers. It should describe the image’s content or function, or indicate if the image is decorative.
  • If the content or function of a photo or image is correctly described in the adjacent text or paragraphs, the alternative text can be nulled.
  • In bCourses: By default, bCourses uses the image file name as alt text, which is not sufficient. To add or edit alt text, select the image, click the “Embed Image” tool, and update the “Alt text” field. You can also edit the HTML directly to include a proper alt attribute.
  • In Word: Right-click the image, select “View Alt Text,” and enter a brief description in the field provided.
  • In Google Docs: Click on the image, then select Format > Alt text (or right-click and choose Alt text). Add a brief, meaningful description in the Title or Description field.
  • For more tips, refer to the resource Image Alt-Text from Accessibility Penn State for best practices related to alt-text.

6. Create Accessible Tables

  • Use tables only for presenting data, not for visual layout. 
  • Screen readers interpret tables row by row, from left to right, so place information in a logical, left-to-right order that makes sense when read aloud.
  • Use row and column headers to help screen readers identify the structure.
  • Avoid merging cells or using fixed-width elements; instead, use percentage-based widths.
  • Don't use a table if there is only one column. Instead, consider using a list.
  • In bCourses: To create tables in bCourses, read Canvas's guide on inserting a table.

Advanced Practices – Captions, Transcripts, and Accessible PDFs

This stage guides you through making multimedia and PDF content accessible, ensuring equitable learning opportunities for all students:

1. Best Practices for Captions:

Captions play an important role in making video content accessible. They support students with audio processing difficulties, those watching in a non-native language, and anyone learning in a noisy or silent environment. While platforms like YouTube can auto-generate captions, these can be inaccurate and require manual editing to meet accessibility standards. Watch the following video tutorials to learn how to revise YouTube and Kaltura auto-generated captions: 

The University of California contracts with 3Play Media to provide high-quality, human-edited caption files at a reasonable price. You can visit the Processing a Purchase Order for 3Play Media website to set up your department account.

  • Ensure accuracy and timing: Captions should be grammatically correct, properly capitalized, and synchronized with the audio. Avoid using all caps, except when yelling or referring to speaker names.

  • Describe sounds like [music playing] or [applause], and identify speakers when more than one person is talking (e.g., Speaker 1, Speaker 2, or by name).

  • Keep captions easy to read: Use no more than two lines per frame and aim for 32–42 characters per line for readability.

  • Avoid auto-captions for public videos: Always use human-edited captions before publishing videos on YouTube or other platforms.

2. Best Practices for Transcripts

Transcripts are helpful for students who prefer to review spoken content without needing to watch or listen to the original media. A quick way to create a transcript is to upload the audio or video to YouTube or Kaltura, download the auto-generated captions, and edit them for accuracy. To learn more, read How to leverage YouTube automatic captioning to caption your media file.

3. Accessible PDFs

Making PDFs accessible or fixing existing accessibility problems can be a complex process. PDFs are often created from source documents, such as Microsoft Word, PowerPoint, and Google Docs, and then exported to the PDF format. Many PDFs are created by scanning hard-copy documents, resulting in image-based PDFs. These image-based PDFs are completely inaccessible without converting them to text using Optical Character Recognition (OCR) software.

It’s essential to note that we can’t determine accessibility solely by examining a PDF. PDFs must be created using an inbuilt structure called "tagging" so screen readers can navigate them properly. For instance, visually, a text might look like a heading because it’s just larger or bolded, but if it isn’t properly tagged as a heading, a screen reader won't recognize it as such. Untagged PDFs pose significant accessibility issues, but scanned PDFs are even worse, as scanned pages are recognized as images rather than text, making them completely inaccessible.

Quick Checks for PDF Accessibility:

  • Selecting Text: Try selecting text within the PDF. If you can’t select individual text and instead select the entire page, it's likely an image-based PDF, making it inaccessible.
  • Checking for Tags: In Adobe Acrobat Pro, open the "Tags" pane. If you see "No Tags available," your document lacks the necessary structure for accessibility.

Steps to Create Accessible PDFs:

  • Start with accessible source documents: Before exporting a PDF, ensure the source document is accessible:
  • Exporting to accessible PDFs:
    • In Microsoft Office, select "File" > "Save As," choose "PDF," and under "Options," ensure that "Document structure tags for accessibility" is checked.

    • In Google Docs: Note that while Google Docs exports retain much of the document’s structure, they may lack full accessibility tagging. For best results, consider exporting to Word first and using Microsoft Word’s accessibility checker before converting to PDF.

    • In Adobe InDesign, use "File" > "Export" and select "Adobe PDF (Interactive)" or "Adobe PDF (Print)," then check "Create Tagged PDF."

  • Verifying Accessibility in Adobe Acrobat Pro: After exporting your PDF:
    • Open the PDF in Adobe Acrobat Pro.
    • Navigate to "Tools" > "Accessibility" and select "Accessibility Check." This tool will provide a detailed report on accessibility issues.
    • Address issues such as reading order, tags, and alternative text as indicated by the checker.

Remediating PDFs:

Due to the complexity of PDF accessibility, it’s often simpler to provide the content in HTML or accessible Word documents whenever possible.

If your PDF requires additional remediation:

  • Use Acrobat Pro's Tag panel to add or modify tags.
  • Adjust the reading order using the Reading Order tool.
  • Add or correct alternative text for images by right-clicking on images and selecting "Edit Alt Text."
  • To learn more, consult Remediating PDFs in Acrobat Pro from the University of Washington. LinkedIn Learning also has an intensive training on Creating Accessible PDFs. The training is 4.5 hours in length and may be suitable for individuals who frequently need to create accessible PDFs in their role. (LinkedIn Learning is available for free for the UC Berkeley community.)

Conversion Tools

This stage introduces SensusAccess, a self-service tool that helps you convert course materials—such as PDFs, Word documents, and lecture notes—into a variety of accessible formats. 

Creating Accessible Instructional Materials using SensusAccess

SensusAccess is a self-service solution that automates the conversion of documents into a range of alternative formats, including MP3, e-books, Braille, and Daisy. The service can also be used to convert otherwise inaccessible documents such as image-only PDF files, scanned images, lecture notes, or other educational material into more accessible formats.

SensusAccess operates through a web form that is compatible with most major browsers. Select the following external URL to access the SensusAccess portal. By following the four easy steps on the SensusAccess page, you can have your document converted into an alternative, accessible format. The result is delivered to your email inbox. You may upload one or more files, enter a URL to a file, or simply type in the text you wish to have converted. The form expands as you make your selections. Watch the SensusAccess tutorial, which demonstrates how to convert course materials into accessible formats. 

Depending on the quality of the source file, conversion results may vary greatly. To achieve the best conversion results, read the practices outlined in Conversion Best Practices

If you have any questions about SensusAccess, please feel free to email sensusaccess@berkeley.edu.

Quick Reference Checklist

Use this checklist to reinforce key accessibility practices as you design or revise your digital course materials. Get your copy of the Digital Course Content Accessibility Checklist here.

Document and Text Formatting

☐ I use clear, consistent formatting and easy-to-read fonts.

☐ I organize my documents with proper headings and lists.

☐ I write descriptive link text that tells users where the link goes.

☐ I design tables with clear headers and avoid merged cells.

☐ I create accessible PDFs or share content in accessible formats like Word or HTML.

Media and Visual Accessibility

☐ I make sure text and background colors meet contrast standards.

☐ I write meaningful alt text for all informative images.

☐ I caption videos and provide transcripts for audio content.

bCourses and Maintenance

☐ I simplify course navigation in my bCourses site.

☐ I use Ally in bCourses to identify and fix accessibility issues in real time.

☐ I use accessibility checkers to review my materials.

☐ I review my course each term to unpublish, remove, or update inaccessible or outdated content.

☐ I ask for student feedback and use it to improve how students access and interact with course materials.