Accessibility Guide

Best Practices with Examples

Alt Text for Images

All images in your course should include meaningful alternative (alt) text. Alt text helps describe the content or function of an image for learners who may not be able to see it. Think of it like describing the image to someone over the phone.

Why This Matters:

Why it matters: Screen readers rely on alt text to convey visual content.
Who it helps: Students who are blind, have low vision, or use screen readers.
How it helps all learners: Ensures content is accessible when images don't load or when reading on mobile.

❌ Don't

Leave alt text empty or use vague filenames

alt=""
alt="graphic123.jpg"
alt="image.png"

✓ Do

Describe the image clearly and meaningfully

alt="Map showing the distribution of agricultural research stations in Texas"

alt="Bar graph comparing student enrollment from 2020-2025"

Resources:

Color and Contrast

Make sure that text stands out clearly against background colors and that color is not the only way you communicate meaning. Good contrast and thoughtful use of color support a wide range of visual needs. Stick to approved Andrews University recommended font colors to ensure contrast and accessibility. Use navy or black text, light backgrounds, and avoid bright or nonstandard text colors.

Why This Matters:

Why it matters: Low contrast can make text difficult to read.
Who it helps: Students with visual impairments, color blindness, or reading difficulties.
How it helps all learners: Improves readability and legibility across devices and lighting conditions.

❌ Don't

Use low contrast color combinations

Yellow text on white background

Light gray text on white background

✓ Do

Use high contrast color combinations

Black text on white background

Navy text on light gray background

Resources:

Font Accessibility

Use sans-serif fonts in at least 12pt size with good line spacing. Avoid all caps and long blocks of text. Accessible fonts improve readability and reduce eye strain. Recommended fonts include Arial, Calibri, Helvetica, and Verdana.

Why This Matters:

Why it matters: Clear font choices reduce fatigue and confusion.
Who it helps: Students with dyslexia, ADHD, or low vision.
How it helps all learners: Improves readability and comprehension for everyone.

❌ Don't

Use decorative fonts, all caps, or small text

THIS IS BRUSH SCRIPT IN ALL CAPS AT 10PT

This text is too small at 9pt

✓ Do

Use clear sans-serif fonts with proper spacing

This is Arial, 12pt font in sentence case with 1.5 line spacing for optimal readability.

Resources:

Descriptive Links

All hyperlinks should use meaningful, descriptive text instead of generic phrases like "click here." This helps students using assistive technology know where each link will take them. Avoid using long or raw URLs.

Why This Matters:

Why it matters: Screen readers read links out of context.
Who it helps: Students using screen readers or navigating with a keyboard.
How it helps all learners: Makes links easier to understand and remember.

❌ Don't

Use generic phrases or raw URLs

Click here for more information.

Read more at https://university.edu/resources/file12345.html

Here is the assignment template.

✓ Do

Use descriptive, meaningful link text

Download the Final Project Template

View the Course Syllabus

Read the accessibility guidelines

Resources:

Closed Captions for Videos

All videos in your course must include accurate closed captions. We recommend using Panopto - it's free to Andrews faculty - and auto-generates captions for videos recorded or uploaded there. If you're using YouTube or another platform, make sure captions are enabled. Faculty must also review captions for accuracy and edit any errors before publishing.

Why This Matters:

Why it matters: Captions ensure students can access spoken content in videos.
Who it helps: Students who are deaf, hard of hearing, English language learners, or in noisy environments.
How it helps all learners: Supports comprehension, note-taking, and study through reading as well as listening.

❌ Don't

Publish videos without reviewing captions

✗ Upload video with auto-generated captions without checking

✗ Publish videos with no captions at all

✗ Accept errors like "their" instead of "there" in captions

✓ Do

Review and edit all captions for accuracy

✓ Use Panopto to auto-generate captions, then review and edit

✓ Upload to YouTube and correct any caption errors

✓ Check that technical terms and names are spelled correctly

Resources:

Consistent Organization

Structure your course content using a logical, repeatable layout. Headings, modules, and labels help students orient themselves quickly each time they log in. Faculty are encouraged to use Overview pages that summarize each week or module with assignments, relevant links, and readings.

Why This Matters:

Why it matters: Predictable layouts reduce cognitive overload.
Who it helps: Students with ADHD, autism, or learning disabilities.
How it helps all learners: Makes your course easier to navigate and assignments easier to find.

❌ Don't

Use inconsistent naming and organization

Week1
Week_2_Content
3rdWeekThings
Wk 4 stuff
Fifth Week Materials

✓ Do

Use consistent, clear naming conventions

Week 1 Overview - Introduction to Course
Week 2 Overview - Lectures, Readings, Assignments
Week 3 Overview - Group Project and Resources
Week 4 Overview - Midterm Preparation
Week 5 Overview - Research Methods

Layout Over Bright Colors

Use banners, headings, gray boxes, and overview pages to draw attention - avoid bright text colors. Consistent layout makes your content stand out without compromising accessibility.

Why This Matters:

Why it matters: Bright colors can be hard to read and distracting.
Who it helps: Students with color sensitivity, migraines, or visual processing issues.
How it helps all learners: Promotes clean design and helps key content stand out naturally.

❌ Don't

Use bright colored text for emphasis

Important: Assignment due Friday!

Remember to complete the reading.

✓ Do

Use structural elements for emphasis

Important: Assignment due Friday!

Remember to complete the reading.

Resources:

Moodle Accessibility Checker

Use the built-in Moodle accessibility checker or WAVE to catch formatting issues that could hinder access. These tools can flag color contrast issues, heading problems, and more.

Why This Matters:

Why it matters: Helps you find accessibility problems before students do.
Who it helps: All students using assistive technologies.
How it helps all learners: Improves quality and consistency across your course.

❌ Don't

Ignore accessibility warnings

✗ Skip the accessibility checker

✗ Dismiss warnings without fixing issues

✗ Assume your content is accessible without testing

✓ Do

Regularly use accessibility tools

✓ Run Moodle's accessibility checker on all pages

✓ Use WAVE to check color contrast

✓ Fix flagged issues for alt text and structure

Resources:

Using AI to Support Accessibility in Online Courses

AI tools like ChatGPT can help online faculty improve accessibility in course materials by offering quick suggestions for formatting, clarity, alt text, and simplified wording. While AI isn't a replacement for careful review, it's a helpful assistant to streamline accessibility checks.

Why This Matters:

Why it matters: Creating accessible content takes time. AI tools help identify barriers and offer ways to improve quickly.
Who it helps: Faculty unfamiliar with accessibility best practices or seeking to save time while improving quality.
How it helps all learners: Enhances clarity, structure, and inclusiveness for all students, especially those with disabilities.

❌ Don't

Rely solely on AI without review

✗ Accept AI alt text like "a picture" for a complex chart

✗ Use AI-generated content without verifying accuracy

✗ Skip manual review of AI suggestions

✓ Do

Use AI as a helpful starting point

✓ Ask AI: "Suggest alt text for this graph showing quarterly sales data"

✓ Prompt: "Simplify these instructions to a 9th grade reading level"

✓ Request: "Rewrite this lecture summary with clear headings"

✓ Check: "Is this link text descriptive enough for screen readers?"