Faculty Digital Accessibility Guide
At the University of Utah, we are committed to ensuring that our digital environment is welcoming and usable for everyone. Digital accessibility is more than a legal checklist; it is a fundamental aspect of our educational mission to provide equal access to information and opportunity.
This resource guide is designed to help faculty and content creators understand the "Why," "What," and "How" of accessibility. Whether you are designing a Canvas course, writing a syllabus, or managing a department website, you will find the tools and practical strategies needed to eliminate barriers and empower every learner.
Why: The Purpose & Impact
Understanding the core motivations behind digital accessibility is the first step toward meaningful compliance. This section outlines the legal frameworks, ethical obligations, and educational benefits that drive the University’s commitment to an inclusive digital environment, demonstrating why accessibility is a requisite, not a feature.
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Digital accessibility ensures that all students, including those with disabilities, have equal access to educational materials and opportunities. Beyond being a moral imperative for inclusivity, it is a legal requirement under federal laws such as the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act.
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Yes. Accessibility features often adhere to "Universal Design" principles that help all learners.
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Captions: Benefit students in noisy environments or those learning English as a second language.
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Headings: Help all students navigate complex documents and study outlines efficiently.
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Searchable Transcripts: Allow for better study review for everyone.
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No. Accessibility requirements do not dictate what you teach, but rather how the materials are delivered. You retain full control over your content; the goal is simply to remove technical barriers to access.
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While these laws have existed for decades, reliance on digital platforms has grown exponentially. Recent updates to ADA Title II specifically mandate that public institutions’ web content and mobile apps meet specific technical standards (WCAG 2.1 AA) by strict deadlines (e.g., April 2026), increasing the urgency for compliance.
What: Scope & Definitions
Digital accessibility extends far beyond just public-facing websites. This section defines the scope of faculty responsibilities, clarifying exactly which digital assets—from Canvas course modules to third-party textbook platforms—must meet the University's technical standards to ensure no student is left behind.
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It is the practice of designing electronic documents, websites, videos, and applications so they can be easily used by people with a wide range of abilities, including those who use assistive technologies like screen readers.
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Generally, all digital materials used for instruction must be accessible. This includes:
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Documents: Syllabi, handouts, assignments, and slides (Word, PDF, PowerPoint).
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Media: Recorded lectures, videos, and podcasts (requires captions/transcripts).
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LMS Content: Pages, quizzes, and announcements within Canvas.
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Images: Charts, graphs, and photos (requires alternative text).
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You are responsible for ensuring the materials you require are accessible. If a publisher's content is not accessible, you must request an accessible version from the vendor or provide an equally effective alternative.
When selecting new materials, always ask vendors for an Accessibility Conformance Report (ACR) or VPAT.
Risks: Compliance & Consequences
Non-compliance carries significant consequences for both the institution and its learners. Here, we examine the tangible risks of inaction, including legal liabilities under the ADA, potential federal oversight, and the direct negative impact on student retention and academic success when barriers to access are ignored.
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The primary risk is that students with disabilities are excluded from learning, which can negatively impact their grades and retention. Administratively, it can lead to formal complaints filed with the University.
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Yes. Institutions can face lawsuits and federal investigations for failing to provide accessible digital content. This often results in mandatory resolution agreements, federal oversight, and reputational damage.
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No. Relying solely on accommodations is a reactive approach that causes delays for the student. The legal standard is "effective communication," which requires proactive accessibility so students can engage with the same information as their peers simultaneously.
How: Tools & Remediation
The University of Utah provides enterprise-level tools to help faculty and staff evaluate their digital content efficiently. This section introduces the official software suite (Deque/Axe) and approved free utilities, guiding you on how to move from passive awareness to active testing and quality assurance.
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The University of Utah has established a formal partnership with Deque Systems to provide enterprise-level tools:
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Axe Monitor: A tool that performs automated, ongoing accessibility scans of university websites. It is free for all university website owners and managers.
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Axe DevTools: A tool for developers to integrate accessibility checks directly into their coding workflow (license required).
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Deque University: Access to online courses and training resources (licenses available upon request).
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Yes. The university recommends the following free automated tools for immediate checks:
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WAVE Evaluation Tool: A browser extension for Chrome/Firefox to visually identify errors on web pages.
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IBM Equal Access Accessibility Checker: Another robust browser extension.
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WebAIM Contrast Checker: To verify if your text colors meet the 4.5:1 contrast ratio requirement.
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Do not rely on automated tools alone. You must perform Manual Testing:
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Keyboard Testing: Can you navigate your entire page using only the
TabandEnterkeys? (No mouse allowed). -
Screen Reader Testing: Use tools like NVDA (Windows) or VoiceOver (Mac) to hear how your content is read aloud.
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Visual Compliance: Check for font readability (minimum 16px recommended) and ensure color isn't the only way information is conveyed.
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Practical Guide: The "Essentials"
Translating policy into practice requires specific workflows for different media types. Aligned with the University's "Digital Essentials" framework, this guide provides actionable, step-by-step checklists for creating accessible documents, multimedia, and web content right from the start.
For more information about canvas and instructional material accessibility, please see the Instructor Resource Library by CTE
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- The Golden Rule: Prioritize presenting content directly on a web page (HTML) whenever possible.
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Why? Web pages are natively more accessible, mobile-friendly, and easier to update than downloadable files like PDFs or Word docs. Only use documents when absolutely necessary.
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If you must use a document, follow this checklist:
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Headings: Use official styles (Heading 1, Heading 2) to create a navigable structure.
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Alt Text: Provide detailed descriptions for all images.
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Tables: Keep them simple. Use clear row/column headers. Avoid merged cells, split cells, or nested tables.
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Language: Write in plain language; avoid jargon.
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Color & Contrast:
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Ratio: Text must have a contrast ratio of at least 4.5:1 (Level AA).
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U of U Colors: Be careful with red. The official "Utah Red" (#BE0000) passes on white, but many other red/black combinations fail. Always check.
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Typography: Use brand-compliant fonts (e.g., specific sans-serifs) that have been tested for accessibility.
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Forms: Ensure all form fields have visible
<label>elements. (The University Marketing & Communications team uses Formidable for forms).
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Captions: Required for all video.
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Automatic: (e.g., YouTube/Zoom) - Must be edited for accuracy.
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Manual: Create them yourself using text editors.
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Professional: For high-stakes content, hire a professional service. (Note: The Center for Disability & Access provides services for specific student accommodations).
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Transcripts: Required for all audio-only content (podcasts).
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Audio Description: Required for video if visual elements (like charts or actions) are not described in the spoken audio.
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When creating or checking content, ask if it meets the four WCAG principles:
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Perceivable: Can users see/hear the content? (Alt text, captions, contrast).
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Operable: Can users use the content? (Keyboard navigation, no flashing lights).
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Understandable: Is the content clear? (Plain language, consistent layout).
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Robust: Will it work with assistive tools? (Clean code, proper tags).
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