Accessibility and Inclusion

Course Accessibility

University Policy

The ��(��) is committed to ensuring that all students have equal access to course content and learning environments. In compliance with:

The Americans with Disabilities Act of 1990 (ADA)
The ADA Amendments Act of 2008 (ADAAA)
Section 504 and Section 508 of the Rehabilitation Act of 1973

�� is obligated to make all digital content and technology equally effective and accessible, regardless of a user’s physical, sensory, or cognitive abilities. This includes content hosted on Canvas, shared via email, or posted to university-affiliated websites or external platforms.

2026 Accessibility Rule Update

Beginning April 24, 2026, all public-facing and instructional digital content must meet Web Content Accessibility Guidelines (WCAG) 2.1 Level AA. This federal requirement applies to:

Canvas pages, modules, quizzes, and assignments
PDFs, Word documents, presentations, and spreadsheets
Multimedia (videos, narrated PPTs, podcasts)
Mobile apps, external readings, and third-party websites

If you embed a YouTube video or assign a PDF reading, it must have accurate captions or an accessible text format—even if you didn’t create the resource.

Fortunately, many accessibility fixes are simple and can be done using tools you already have—like Canvas, Microsoft Office, and Panopto.

Faculty Responsibilities

All instructors are expected to:

Create digital content that is accessible by default
Review course materials using built-in accessibility checkers
Ensure videos are accurately captioned
Provide descriptive alt text for images
Use structured headings, readable fonts, and clear link labels
Avoid color-only meaning and low contrast designs
Replace inaccessible PDFs when possible

Accessibility should be proactive, not reactive—don't wait for a student to request accommodations. benefits everyone.

Accessibility Quick Guide

North Carolina State University has compiled a useful . We thank NC State for their permission to link to this guide.

Common Fixes and Faculty Tools

PDFs and External Documents
PDFs are one of the biggest accessibility barriers. If possible:
- Convert PDFs to Canvas pages or Word documents
- If you must use a PDF, ensure it’s searchable and tagged using Adobe Acrobat Pro
Video Captions
�� uses Panopto as our video streaming server.
Panopto can auto-generate captions for your videos. But to meet WCAG 2.1 AA, you must review and correct them.
If you are using a server that is not Panopto (like YouTube or Vimeo), you are still responsible for following WCAG 2.1 AA guidelines.
Canvas Pages, Assignments, Discussions, and Quizzes
Canvas has a built-in accessibility checker (look for the circle-with-a-person icon in the Rich Content Editor). It flags issues like:
- Missing alt text
- Heading order problems
- Color contrast
Microsoft Office (Word, PowerPoint, Excel)
Microsoft apps have a built-in Accessibility Checker under the “Review” tab. It can help you fix:
- Missing image descriptions
- Poor table formatting
- Vague link text
Using Links

Writing Accessible Links
When adding links to your course, avoid using vague phrases like “click here” or pasting in full web addresses (like /disability-services). These don’t help students—especially those using screen readers—understand where the link goes.
Instead, highlight meaningful text and make that the link. This is called a narrative or descriptive link, and it improves clarity and accessibility for everyone.
Instead of:
Click here to visit �� Accessibility Services: /disability-services
Write:
Visit the �� Accessibility Services website for more information.
Descriptive links help all users quickly scan a page and understand what resources are available. They’re essential for students who rely on assistive technology.

Key Accessibility Guidelines

Exceptions and Archived Content

Some materials may qualify for exemption—but these are narrow and must be documented:

Archived content that is not in active use and hasn’t been modified
Password-protected documents tied to specific accounts or individuals
Unsolicited third-party content (e.g., public comments on forums)

If you reuse archived content, it must be brought up to WCAG 2.1 standards before sharing it again.

Accommodation Options in Canvas

�� uses the Canvas Learning Management System, which supports built-in accommodations:

Assign extended time for quizzes and exams
Adjust due dates for individual students
Provide accessible alternatives when needed

Support and Contact

�� encourages faculty to start reviewing course materials now rather than waiting for the April 2026 deadline. We’re here to help.

The Center for Teaching Innovation (CTI) offers:

Help with accessibility and accommodations in Canvas courses
Help with captioning, PDFs, and file formatting
Faculty workshops and 1:1 support

Contact: cti@uno.edu
Office of Accessibility Services: see �� Accessibility Services Website

Neurodiversity in the Classroom

Accessibility Services has provided our faculty with a PowerPoint training on neurodiversity in the classroom and testing. Please use this to help inform your pedagogy and classroom practices to be inclusive of all of our students.

Inclusive Syllabi and Diversity Statements

These are examples of diversity statements for syllabi compiled and worded by ��'s Diversity Engagement Center. Feel free to use some of these statements in your course syllabi. These are just examples, please feel free to edit or adapt them for your individual course.

Inclusive Excellence Statement

�� recognizes that our individual differences can deepen our understanding of one another and the world around us, rather than divide us. Students in this class are encouraged to speak up and participate during class meetings. Because the class will represent a diversity of individual beliefs, backgrounds, and experiences, every member of this class must show respect for every other member of this class. If you feel your differences may in some way isolate you from ��’s community or if you have a need of any specific accommodations, please speak with the instructor early in the semester about your concerns and what we can do together to help you become an active and engaged member of our class and community.

Safe Space Statement

I am part of the Safe Space community network of �� faculty/staff/students who participated in the on campus workshop and am available to listen and support you in a (as much as possible) safe and confidential manner. As a Safe Space Ally, I can help you connect with resources on campus to address concerns you may face that interfere with your academic and social success on campus as it relates to issues surrounding sexual orientation/gender identity. My goal is to help you be successful and to maintain an accountable and equitable campus.

LGBTQIA+ Equality Statement

I am firmly committed to diversity, creating and maintaining an inclusive community, and equality in all areas of campus life, including specifically members of the LGBTQIA+ community. In this class, I will work to promote an anti-discriminatory environment where everyone feels safe and welcome. I recognize that discrimination can be direct or indirect and take place at both institutional and personal levels. I believe that such discrimination is unacceptable and I am committed to providing equality of opportunity for all by minimizing any and all discrimination, harassment, bullying, or victimization. The success of this policy relies on the support and understanding of everyone in this course. We all have a responsibility not to participate in or condone harassment and discrimination of any kind.

Preferred Name & Gender Pronouns

Course rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by a chosen name and/or gender pronoun. Please advise me of this early in the semester so that I may make appropriate changes to my records.

��������