Online Accessibility Information

Web Accessibility

Web accessibility means that people with disabilities can use the web. For the purposes of course development, web accessibility means that people with disabilities can perceive, understand, navigate, and interact with the content provided for learning. Web accessibility for online course content includes being able to access the content even though a person may have visual, auditory, physical, speech, cognitive, and/or neurological disabilities. It is essential that online content be accessible in order to provide equal access and equal opportunity for people with disabilities. Adhering to web accessibility guidelines while developing your online course will benefit all students including those with visual, hearing, mobility and learning disabilities.

Why Accessible?

Portland Community College has created a series of videos from the student perspective explaining why accessibility matters.

Why Accessible? Links to an external site.

What does the law say?

The US Department of Civil Rights uses the following operational definition of digital accessibility:

  “those with a disability are able to acquire the same information and engage in the same interactions

  — and within the same time frame —as those without disabilities.”

From OCR Compliance Review 11-11-2128, 06121583,

paraphrased from 11-13-5001, 10122118, 11-11-6002

Office of Civil Rights Enforces Web Accessibility Links to an external site.

Accessible U

The University of Minnesota has created the Accessible U website which is an excellent resource for guidance in digital accessibility. The Civil Rights Laws and Helpful Guidelines Links to an external site. section of this website provides more information on the legal reasons for addressing accessibility in online content.

Web Accessibility Guidelines

This table presents information on web accessibility components, guidelines, and a brief explanation of why this is important.
Component Guideline Why Is This Important?
Headings Use properly formatted headings to structure a page. Headings help organize your content, making it easier for everyone to read. Headings are a primary way to navigate pages using screen reading software.
Lists Format lists as proper lists. When typing a list, use the proper tools to make a list. Properly formatted numbered lists and bulleted lists are accessible.
Links Write meaningful link text. Links embedded in text should describe the link's destination. It helps users navigate the page more quickly.
Tables  Create tables with column and/or row headers, and ensure a proper reading order.
  • Why Column Headers in a Data Table are Important
    • Table headers are essential to understanding how the information is organized.
  • Why the Reading order in a Table is Important
    • Screen readers read tables from left to right, top to bottom, one cell at a time (& only once). If cells are split or merged, check the reading order.
Color
  • Use sufficient color contrast.
  • Don't use color alone to convey meaning.
 Without sufficient color contrast between font and background, people who are color blind and low vision will not benefit from the information. And using color alone to convey meaning will leave those who are color blind or blind unable to interpret the meaning.
Keyboard Accessibility Ensure that any action that uses a mouse, can also be completed using only the keyboard. Mobility and visual disabilities often prevent people from using a mouse. If content is not keyboard accessible, it will limit many peoples's opportunities to learn from the content.
Image ALT text Provide alternative (Alt) text descriptions for images. Alt text is read by a screen reader. It should adequately describe what is being displayed and why it's important. This allows screen reader users to benefit from the information being conveyed by the image, even it they cannot see it.
Navigation Design clear and consistent navigation. Clear and consistent navigation in your course will allow students to focus on your content rather than on how to find it.
Blinking Limit Eliminate or limit blinking / flashing content to 3 seconds. Blinking content is not only distracting it can cause seizures in persons with a photosensitive disorder.
Forms Label form fields and buttons clearly, and ensure a proper reading order in a form.
  • Why the reading order of a form is important
    • Using the tab key, your cursor should follow through the form in the same order it is intended to be completed.
  • Why Labeling buttons and form fields is important
    • A screen reader will identify the field by reading the label. It should adequately describe what should be filled in.
Caption Video Provide captions for video that you create. If you are adding videos created by someone else, e.g. YouTube, or from a publisher, you need to make sure these are appropriately captioned. Video captions benefit everyone. Captions are essential for deaf and hard of hearing viewers. They also assist non-native English speakers who can read along while listening.
Transcribe Audio Provide a transcript for audio you create or if created by someone else. Audio transcripts benefit everyone. They are essential for the deaf and hard of hearing and they assist non-native English speakers who can read along while listening.
Required Software Require only accessible software & applications. Inaccessible software and applications will shut students with disabilities out. Ask the software developer for a VPAT (Voluntary Product Accessibility Template) to help determine the product's accessibility.
Math & Science Write math and science equations accessibly. Use an accessible equation editor to write scientific notations, equations and formulas. This will allow screen readers to read equations properly.

Credits:

Much of the information in this module is from Web Accessibility Guidelines Handbook, Copyright 2013 Portland Community College. Permission to use and modify for educational purposes is granted by the copyright holder.

HTML code for tabs courtesy of Sarah Hildebrand, MC Math Instructor.