When you save a Word file as PDF, there are a few steps you can take to ensure that your PDF file retains the accessibility features you included in your Word document (headings, ALT text for graphics, etc.).
It is the student’s responsibility to request accommodations from the Center for Educational Access each semester.
The use of proper headings is one of the most important formatting cues for a screen reader user. Proper heading structure enables learners to understand the structural hierarchy of the document.
Textual alternatives to images should be provided for learners with visual and certain cognitive disabilities employing screen readers. This also enables images to be understood in the event that they are not displayed in the browser.
You should follow some general best practices when writing for online readers to make sure that text and hyperlinks are accessible for all readers regardless of ability.
Tables should be used to display data. Avoid using tables for page layout, though it might be tempting to do so. Layout tables do not allow users flexibility in viewing the content since it is “trapped” in the table cell and might not be read in the correct order by a screen reader.
Video topics that include: Physics and Human Affairs, On Death and Dying, and Human Behavior and the Social Environment. These videos are already captioned and the links to the videos are provided.
To make multimedia accessible includes creating text transcripts and captioning videos. The process is different across different video platforms.
One of the standards of the Quality Matters™ rubric requires the accessibility policies of technologies used in courses. This post includes links to accessibility statements for course technologies.
Creating Accessible Content from images to accommodation requests.