Accessibility in Online Teaching

• Accommodation – An adjustment provided to ensure a student with a documented disability has equal access to course content and activities.
• Accessibility – The practice of designing course materials so all students, including those using assistive technology, can access and engage with content.
• Accessibility Checker – A built-in software tool that scans documents or LMS pages for common accessibility issues.
• ADA (Americans with Disabilities Act) – Civil rights law prohibiting discrimination based on disability and requiring equal access to programs and services.
• Alternative Text (Alt Text) – A brief written description of an image that allows screen readers to convey its meaning.
• Assistive Technology – Tools that help individuals access digital content, such as screen readers, speech-to-text software, or alternative input devices.
• Audio Description – Narration added to video that describes important visual information for students who are blind or have low vision.
• Captions – Synchronized text displayed with video that includes spoken dialogue and relevant sounds.
• Color Contrast – The difference between text and background colors to ensure readability for users with low vision.
• Heading Styles – Built-in formatting tools (Heading 1, Heading 2, etc.) that create navigable structure for screen readers.
• Meaningful Link Text – Descriptive hyperlink text (e.g., “View the syllabus”) rather than displaying a full URL.
• Reading Order – The sequence in which assistive technology reads content on a page or document.
• Section 508 – Federal law requiring electronic and information technology at public institutions to be accessible to individuals with disabilities.
• Transcript – A full text version of spoken content from audio or video.
• Universal Design for Learning (UDL) – A proactive approach to course design that provides multiple means of engagement, representation, and expression to reduce barriers.
• WCAG (Web Content Accessibility Guidelines) – International standards that define how to make digital content more accessible.

Learning educators have complied research from the last five decades that supports common ideas about online education. MVC often references the CVC-OEI Course Design Rubric as the primary guide for course design best practice. This includes guidance for how to structure content, how files need to be prepared for accessibilty, what kinds of images should be used and how they can be added into the course, and so on.

• RCCD Distance Education
• MVC Accessibility Resource Center

Riverside Community College District views accessibility as a collective responsibility owned by all RCCD personnel. 

The US Department of Health and Human Services provides a simple definition of the revised Section 508 of the Rehabilitation Act of 1973:

Section 508 requires that all external public facing content ... be accessible. Examples of Information and Communications Technology (ICT) and internal official agency communications include, but are not limited to, the following.

• Websites, web applications, desktop software and mobile applications;
• Email; PDFs, MS Office documents, support materials;
• Posting to and the use of social media sites;
• A survey questionnaire;
• A template or form;
• Educational or training materials; 
• Intranet content designed as a web page;
• Emergency notifications;
• An internal or external program or policy announcement."

As faculty at a public institution, RCCD instructors are required to ensure course materials meet Section 508 accessibility standards. While accessibility requirements may feel more visible in online environments, the legal foundation for equal access has been in place since 1973. Instructional materials must be accessible to all students, regardless of format. Faculty are not expected to be accessibility experts; however, developing a working knowledge of accessible design strengthens existing content and builds the skills needed to create new materials that support equitable access moving forward.

Many students rely on screen readers to navigate course content. Clear structure improves access for these students and enhances usability for all learners.

• Use headings, lists, and other structured formatting tools in the Rich Content Editor

• Organize content in a logical, consistent way

• Build content with structure first, then consider visual design

You can test your course using a screen reader to better understand the student experience. Common options include JAWS, NVDA, and built-in screen readers on mobile devices.

Ensure that all audio and video content is accessible:

• Provide accurate captions for all videos

• Include transcripts for audio-only content

• Review auto-generated captions for accuracy before publishing

Many accessibility barriers come from uploaded files. When sharing documents:

• Use properly structured Word and PDF documents (with headings and readable text)

• Avoid scanned, image-only PDFs

• Add alternative text (alt text) to images in documents and presentations

• Use built-in styles and formatting tools to create accessible layouts

Simple design choices can significantly improve accessibility:

• Use sufficient color contrast between text and background

• Do not rely on color alone to convey meaning

• Use readable fonts and appropriate font sizes

• Avoid cluttered layouts

Consistent course design helps all students navigate more easily:

• Use clear, descriptive titles and labels

• Write meaningful link text (avoid “click here”)

• Keep module structure consistent throughout the course

• Ensure content can be accessed using a keyboard (not just a mouse)

UDL includes multiple means for Engagement, Representation, and Action & Expression for students to Access, Build, and Internalize their skills.

POUR principles—Perceivable, Operable, Understandable, Robust—go hand-in-hand with UDL when creating accessible content for students. The National Center on Accessible Educational Materials outlines these accessibility principles.

• Perceivable: To make sure learners can see and hear your content, instructors should
  • Add alternative text to images and other visuals
  • Close caption videos or provide transcripts
  • Provide sufficient color contrast between text and its background
  • Make sure content does not rely on color alone
• Operable: To make sure learners can interact with your content with a variety of tools, instructors should
  • Provide a clear structure with properly marked up headings
  • Create descriptive links that make sense out of context
  • Provide sufficient time for interaction and response
  • Avoid content that can trigger seizures
• Understandable: To make sure learners can understand your content and enjoy a predictable experience, instructors should 
  • Clarify expectations through clear directions and models
  • Follow conventions to ensure a predictable and consistent experience
  • Use plain language
  • Indicate the language of your content
• Robust: To ensure your content works well with current and future technologies, instructors should:
  • Add metadata to make content easier to find and use
  • Perform an accessibility check
  • Perform basic assistive technology testing

1. Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs.
2. Assign group work for which learners must support each other and that places a high value on different skills and roles.
3. Develop safety procedures for all students, including those who are blind, deaf, or wheelchair users.
4. Use multiple modes to deliver content; when possible allow students to choose from multiple options for learning; and motivate and engage students-consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, field work, and so forth.
5. Choose printed materials and prepare a syllabus early to allow students the option of beginning to read materials and work on assignments before the course begins. Allow adequate time to arrange for alternate formats, such as books in audio format.
6. Allow students to turn in parts of large projects for feedback before the final project is due.
7. Assess group and cooperative performance, as well as individual achievement.
8. Know campus protocols for getting materials in alternate formats, rescheduling classroom locations, and arranging for other accommodations for students with disabilities.