Making Courses Accessible

How to reduce barriers and welcome different ways of learning and knowing

DRAFT - 2026-APR-16

When course content and communications are created to be accessible, students can spend more time learning and less time converting materials or arranging for accommodations. 

Key ways to help students access what they need. 

  1. Post readings in formats that can be read by screen readers.
  2. Provide captions and transcripts with audio and video content.
  3. Make course information easy to find and use. 

See below for more details on these topics

Why check this now? Recent updates to the ADA established that all websites and communications at large state institutions such as UMass Amherst are expected to follow international standards of web accessibility (WCAG) as of April 22, 2026.

Post Readings in Formats That Can be Read by Screen Readers

decorative

The ability to convert text to speech or to alter its formatting (larger size, different font) is a common access need for students. Linking to books and articles provided by libraries and publishers is likely the simplest way to provide this access. If you only have access to a PDF file or paper copy of a document, these will require the most attention to ensure that they can be accessed by students.

Quick tips for making readings accessible

  • Link to readings in the Library's digital collections. Request digital reserves if not already available.

  • Check existing PDFs to make sure the text can be read by a screen reader (text can be selected, copied, and pasted). 

  • Run existing PDFs through the Accessibility Check in Adobe Acrobat Pro or Foxit.

  • Scan books or paper readings using an OCR-capable copier or book scanner.

Learn more about How to Make Readings Accessible [link coming soon] 

Provide Captions and Transcripts with Audio and Video Content 

decorative

Always use the microphone at live events (no matter how loud you can be), this helps with many audio access needs, and improves the accuracy of captions. Providing text captions and transcripts with recordings and at events is essential to meet a variety of access needs related to perceptual and cognitive disabilities as well as technological limitations and environmental factors (sleeping child, noisy bus). Systems such as Zoom, EchoVideo, and Canvas have built-in features for converting speech-to-text that will work with common terms and prioritized accents. Be sure to check captions for accuracy in recorded content. 

Quick tips for making audio accessible

  • Always use the microphone when speaking at live events. 
  • Record video content in Zoom or Canvas with auto-captioning turned on.
  • Display captions in Zoom meetings. Project captions at live events using Zoom or Powerpoint.
  • Generate captions for recordings without captions by uploading the files to Canvas or EchoVideo.
  • Use the captions editor in Canvas or EchoVideo to check and correct captions in recordings.

Learn more about How to Provide Captions and Transcripts [link coming soon] 

Make Course Information Easy to Find and Use

decorative

Instructions, handouts, syllabi, and other short documents that give students information about what they need to be doing for a class should be very easy to find and use. Text information on a web page (such as a page in Canvas) can be opened and read very quickly using a variety of modes. Short texts and logistical information should only be stored away in a .DOC, .PDF or other format if it requires visual organization, relies on features of the software, or is intended to be printed and used on paper.

Quick tips for making course information accessible

  • Post urgent, essential, and timely information on the front page of Canvas (or other web site). 
  • Write link text that describes the destination, action, or file the link opens. Avoid vague link text like "Click Here". 
  • Post details about an assignment (instructions, due dates) on the same page; ideally where students will submit their work. 
  • Give names to downloadable files that are clear and easy to recognize when downloaded to someone else's computer. 
  • Edit the navigation menu in Canvas so that only the tools students will use are visible. 
  • Organize pages using both visual and logical cues (e.g. use H1, H2, H3 for headers, provide alt text with images).

Learn more about How to Make Course Information Easy to Find and Use [link coming soon] 

question mark

If you have questions, or need any assistance reviewing or making your course content accessible, we are here to help! Contact us at DigitalLearning [at] umass [dot] edu (DigitalLearning[at]umass[dot]edu).