Accessible practices ensure all students, no matter their ability level, are able to use technology to learn. They open doors for everyone, including students who have auditory, visual, motor, or cognitive disabilities.

The field of web accessibility covers a lot of ground, so this checklist covers a few basics you can easily bring up with your publisher to get the conversation started about your students receiving accessible materials.

Have a topic to add? Please let us know in the comments!

Accessibility Checklist:

Topics to Discuss with Your Publisher

ACCESSIBILITY DOCUMENTATION

  A Voluntary Product Accessibility Template (VPAT) for textbook and courseware is available (or other documentation if it is not yet available).

  Dates for when the documentation on accessibility was published and last updated are given.

  Name and contact information of the publisher’s disabilities services coordinator are provided.

ONLINE COURSEWARE

  A screen reader can read all text within the web-based materials.

  All interactive elements have clear text or a text alternative to describe their purpose.

  The web-based materials are designed so that they do not disrupt assistive technology installed by the student on their personal computer.

  When color is used to convey information, that same information is available in text form.

  Motion effects such as blinking can be turned off.

  The web-based materials are easy to navigate using only a keyboard. Specific examples of which keys to use to accomplish which functions and focus indicators are provided.

  Students can input answers to homework, tests, quizzes, etc. using only the keyboard.

  Time limits are adjustable for individual students with visual and auditory warnings before time expires.

VIDEO-BASED CONTENT

  Videos are captioned.

  Transcripts are available.

  The video player provides alternate controls (play, pause, etc.) for students who have motor disabilities.

AUDIO-BASED CONTENT

  Transcripts are available.

  The audio player provides alternate controls (play, pause, etc.) for students who have motor disabilities.

INSTRUCTIONAL CONTENT

  The text can be read aloud by screen readers.

  The font size can be adjusted.

  The text is responsive (i.e., students can access the text on different devices like tablets and smartphones, and the text does not get distorted).

  Colors of the text and its background can be changed.

  The text has controls like “Next Page” and “Previous Page” for students who have motor disabilities and cannot use a computer mouse to navigate between pages.

  Each image has alternative text that describes its purpose.

  Graphs are created as Scalable Vector Graphics (SVGs) and can be enlarged.

  Well-formed MathML code is created for clear audio descriptions of expressions to be interpreted by screen readers.