The following sections address various course related content that might be available digitally, in print, or both. The best practices in each section serve as a starting point for creating accessible content. For additional details, please refer to the resources provided below. Broader University related information and resources on this topic are also available through Digital Accessibility @ UO as well as Accessibility: UO Libraries.
Course Syllabus
When creating a course syllabus, it’s best practice to use a text editing program (such as Word) so you can easily export it to both an accessible, editable format, available broadly or upon request, and a less easily editable format, if preferred.
Review how to make your Word documents accessible to people with disabilities, including the use of Styles (for navigational access), alt-text (for contextual information regarding an image), hyperlinks, and accessibility checker tools.
Also review UO's Syllabus Essentials and University Course Policies.
Textbooks/Books
Providing students with textbook and book purchase options supports both individual accommodations and access to potentially more accessible formats. The best practice is to publish ISBN details as early as possible, as additional time is essential for creating specialized accessible versions. Early access to this information also empowers students to obtain the format (print, digital, braille, etc.) that best meets their needs or is required.
Course Packets
When distributing course packets or collections of readings in print or digital form, it is best practice to include source information such as citations or web addresses. If that is not possible, please provide clean, editable digital copies that comply with copyright laws and standards. More information about copyright can be found through these UO resources:
Handouts/Quizzes/Exams
Any print handouts, quizzes, and exams used in class should also be available to students with AEC accommodations in an editable, digital format. Similar to textbooks, time and timing are critical factors when creating accessible versions of these materials. Best practice regarding these materials are similar to the materials listed above.
LMS/Canvas
For more information regarding web accessibility of Canvas and other course related websites or learning management systems, please review Canvas Accessibility Considerations.
Videos
Any videos shown in class or posted to course websites or learning management systems like Canvas need to contain captions. Review Captioning and Transcription for more information.
Visual Materials
It is best practice to provide a description and contextually accurate information when using visual materials. Visual materials may include images in documents you author. In this case, the use of alt-text is critically important for accessibility of non-design elements. Visual materials may also include things like lecture slides used in class. In this case, having digital copies of slides available for accommodations requests well ahead of time is critically important. Visual materials may further include things like demonstrations or references to physical objects within the room or learning space. In this case, describing these objects while also limiting use of only visual cues (such as only pointing at an object, using pronouns to refer to things, etc.) allows for a more accessible presentation of these visual components.
Audio Materials
It is best practice to include transcripts for audio media and captions for videos with audio. Please visit the AEC website for more information about Captioning and Transcription as well as Sign Language Interpreting.
Visit Digital Accessibility @ UO for resources for university employees related to creating and maintaining accessible digital content and services. If you have questions or need to consult with an expert, email the Digital Accessibility Architect.