Digital Accessibility

Western Michigan University
Kalamazoo MI 49008-5200 USA

Course Content

Accessible course content ensures that all students can fully participate in learning, regardless of disability or the delivery method. All electronic instructional materials, whether required or optional, must be accessible in face-to-face, hybrid and online courses, and across all electronic distribution methods, including Western Michigan University’s Elearning system, email and other platforms.

This includes course materials such as syllabi, textbooks, presentations and handouts, as well as instructional activities such as videos, web conferencing, discussion boards, and collaborative online tools. Use the resources on this page to learn how to create accessible course content in the Elearning system.

Who is responsible?

  • Instructors, teaching assistants, instructional designers, academic technologists and anyone else who creates or uploads course content.
  • Department chairs, program leads and wmich.edu administrators overseeing web‑to‑course content.
  • Vendors and publishers supplying digital learning materials used in WMU courses.

What standards do you need to meet?

All course content must comply with the required WCAG 2.1 AA standards. These guidelines are referenced in WMU’s Web Accessibility Policy and in the ADA Title II federal regulations.

What to do? (Checklist)

Use the following best practices to help ensure your Elearning courses are accessible to all users.

Build accessible Elearning files/web pages and modules (Elearning File/Web Page Editor)

  • Create HTML pages: Create files/web pages in Elearning instead of uploading documents where possible. To create a file/web page, select the “Create a File” option from the “New” dropdown menu in a course module. Use the Accessibility Checker (eye icon) to review and fix issues before publishing.
  • Page titles and language: Give each page a clear title; set the document language if needed.
  • Headings: Add descriptive headings to organize content for readers. Headings should always be nested and consecutive. Never skip a heading level for styling reasons.
  • Lists and tables: Use the Editor’s List and Table tools. For data tables, set a header row and specify Header scope in Table Properties; avoid layout tables.
  • Links:Use descriptive link text; avoid "click here."
  • Images: Use Insert Image and add Alternative Text (or mark decorative) in the dialog.
  • Color and contrast: Ensure sufficient contrast; don’t use color alone for meaning. The Accessibility Checker flags common contrast issues.
  • Reading order and focus: Navigate the file/web page using only a keyboard (Tab/Shift+Tab) to confirm logical navigation.

Documents and slide decks you upload

  • Use Elearning files/web pages or accessible Microsoft Word or Google Doc files over PDFs when possible.
  • Use built‑in accessibility checkers in Microsoft Office or Google applications before uploading.
  • Use headings, lists, alt text, table headers and scope, descriptive links, and high contrast.
  • Export to tagged PDF only when a fixed layout is required; include a contact for access issues and link to the PDFs page above.

Audio and video in courses

  • Captions: Audio and video content that has been uploaded to Elearning or Mediasite will be captioned automatically. Fill out the caption request form for any WMU-owned content outside of these systems. Ensure that any third party content has accurate, synchronized captions.
  • Transcripts: Provide transcripts for audio‑only materials and as a helpful alternative for video.
  • Audio descriptions: Add descriptions or alternatives when on‑screen visuals are essential to understanding.

STEM, symbols and complex visuals

  • Use the Elearning Equation Editor to create accessible equations (LaTeX, MatchML); do not use images of equations.
  • Provide data tables or text alternatives for complex charts and infographics; ensure color‑independent cues.
  • For code examples, use proper markup and syntax highlighting with sufficient contrast.

Assessments and activities (Elearning tools)

  • Use the Quiz tool; it supports keyboard and screen readers. Provide clear instructions, time accommodations and alternatives for any timed or proctored activities.
  • Use Accommodations (Classlist > learner menu > Edit accommodations) to set a default time multiplier and Special access in Quizzes/Assignments for date/time exceptions.
  • Avoid question types that rely on drag‑and‑drop without keyboard alternatives.

Ally for Elearning (instructor workflow)

  • Watch the indicators: Red, orange and green gauges appear next to files and HTML pages. Select a gauge to open the Ally feedback panel.
  • Fix with guidance: Follow Ally’s targeted tips (add alt text, set heading levels, define table headers and scope, replace a scanned image with text‑based content, etc.).
  • Replace and recheck: Upload a corrected file via the feedback panel. Ally rescans automatically and updates the score.
  • Use course reports: Open the Ally Course Accessibility Report to find the highest‑impact issues first.

Third‑party applications and publisher tools

  • Route digital third-party learning applications and publisher tools through Procurement before adoption. All third-party textbooks, publisher courseware and e-text platforms that integrate with Elearning must go through WMU Procurement and IT accessibility review.
  • Submit with your request: A current Accessibility Conformance Report (ACR/VPAT®) (WCAG 2.1 AA; dated within 12–18 months), the vendor’s accessibility statement and roadmap, sample instructor/student access, LTI 1.3/Deep Linking documentation, and data/privacy terms.

What tools are available?

See also Events and Meetings for information on using live captioning during classes.