Canvas Accessibility Training Series

The Office of Teaching, Learning, and Technology (OTLT) supports faculty in using Canvas. Our instructional designers, software specialist, and Canvas administrator are aware of digital accessibility requirements to help you learn to create courses that meet the required Web Content Accessibility Guidelines (WCAG). This guide outlines each session of our Fall 2025 Canvas Accessibility training series and connects you with valuable resources when working towards the deadline of April 26, 2027.

Self-enroll in our Canvas Accessibility Faculty Training Series course for explanations and examples.

Session Guides

Session 1: Is Your Course Score 100%?

Learning Outcomes

Identify the reason for digital accessibility in Canvas.
Locate your Ally Accessibility Report and course score.
Explain how a Canvas 100% score gets UIW closer to compliance.
Complete three quick-win actions in a course.
Access help resources.

Why is digital accessibility a requirement?

US Department of Justice (DOJ) Ruling - April 2024
Americans with Disabilities Act (ADA), Title II
Web Content Accessibility Guidelines (WCAG) 2.1 Levels A and AA: Digital Accessibility Standards Rubric
Applies to private universities receiving federal funding
UIW Deadline: April 26, 2027
OTLT Focus on Canvas: Train faculty to make accessible courses before Spring 2027

Is your course Ally score 100%? Score vs Compliance

Guide to check your Canvas course score
Improving your score is the starting point
A perfect Ally score does not equal compliance
Ally can’t measure every legal requirement
Start small with quick wins - we cover 3!
Spot complex issues early, like inaccessible curriculum tools, so you can work with third parties

How reliable are accessibility checkers?

Reliability varies per product: Ally and the Canvas Rich Content Editor are more reliable than Microsoft Office
They are training tools to help you learn WCAG practices
They don't replace the need for learning digital accessibility skills
These tools can't judge if:
- alt text is meaningful
- captions are accurate
- your writing is clear
- navigation is easy
- your course is overall easy to use

Action Items: Three Quick Wins

Quick Win 1: Delete Unused Content

Old content students can't access is not a compliance concern
Clutter blocks the path to a 100% Ally score
Delete anything students don't use
Keep old material only in courses that end before Spring 2027
Copy anything you want to save into your Sandbox course
Clean up:
- Files
- Pages
- Announcements
- Assignments/Quizzes/Discussions
Save Modules for last - they update automatically as other items are removed

Quick Win 2: Identify and Mark Decorative Images

An image is decorative if you answer NO to the following questions:

Does this picture teach a concept not fully explained in text?
Do students need this picture to answer a test question, join a discussion, or complete an assignment?
Does this picture provide important context for understanding the course material?
Would removing this picture cause students to lose information they need?
Is this picture used to label, identify, or demonstrate something specific like a chart, diagram, or example?

If you answer YES to any of these questions, the image needs meaningful alternative text.

Quick Win 3: Write Descriptive Hyperlink Text

Link text should tell people where the link goes
Avoid generic words like “click here,” “read more,” “reading,” or “quiz”
Don’t paste the full URL - use short, meaningful keywords instead (e.g., Library Database or Unit 2 Quiz)
Link to a resource only once per area of your course

Session 2: Color Decisions and Alternative Text

Learning Outcomes

Select accessible color combinations.
Check colors for sufficient contrast ratio.
Add secondary labels for information conveyed through color alone.
Determine if an image is decorative.
Write alternative text for images used for learning.
Include long description text for complex images.

Empathy Exercises for Vision Considerations

Experience how common vision challenges impact everyday life with the My Eye Dr Vision Simulator and the National Eye Institute Eye Disease Experience.
Observe the impact of color blindness on the appearance of any public webpage using the Colorblind Web Page Filter Simulator.
Explore a variety of vision challenges like halos, glare, and starbursting with VisionSimulations.com.

Color Decisions

Why is color selection important?

Accessible color selection helps those with color blindness, which impacts roughly 1 in 20 people.
Certain colors can also prevent visual vibrations and reduce eye strain.
Build accessible palettes by entering the hex code of your main color in the Accessible Color Palette Generator to generate options.
Not sure what the hex code is for your main color? Colorpick Eyedropper browser extension gives you the six-character code used to define colors in digital design.
Color combinations difficult for many users to see clearly to avoid include red with green, blue with yellow, light grey with white, and overly bright or neon shades.

What color contrast ratios are acceptable?

Text and image colors must have sufficient contrast against the background color.
4.5:1 is minimum contrast for text smaller than 18 pt regular or smaller than 14 pt bold as well as text within images.
3:1 is minimum contrast for text 18 pt regular or larger and 14 pt bold or larger as well as graphical elements.
Use the WebAIM Contrast Checker webpage or Contrast Checker Bookmarklet to confirm the contrast ratio of two colors.
These WebAIM Contrast Checkers have the Colorpick Eyedropper functionality built in for easy color identification.
Use the Adobe Color Contrast Analyzer for more in-depth guidance.

Why does color content need secondary labels?

Color cannot be the only means of conveying information.
Secondary labels provide clarity for any person who is unable to perceive the colors used.
Maps, color coded documents, charts, and graphs are examples that need patterns, labels, or icons alongside the use of color.
Ensure hyperlinks are a different color from text to draw attention but also have underlined style as the secondary label.
Don't remove underline from apps that style hyperlinks automatically (Canvas and Word).

Image Decisions

What is a decorative image?

Images are classified as decorative based on the context of how they are used.
Decorative images either don’t convey information or are redundant to surrounding text.
A good test: Could this image be deleted without diminishing the educational value of the course? If yes, it is decorative.
Decorative images are marked decorative instead of given alternative text, which tells screen readers to ignore them.

How is effective alternative text written?

Images that provide educational value require alt text.
Alt text concisely describes the meaning or function of an image.
Alt text is not necessarily about the literal appearance: "Search button” rather than “Magnifying glass icon”
Picture explaining the image aloud without showing it.
Avoid repeating information already provided in the surrounding text.
Alt text over 120 characters is flagged by the Canvas Accessibility Checker in the RCE.

When do images need a long description?

If an image can’t be explained in a single concise sentence, it requires a long description.
Complex images often include charts, diagrams, infographics, maps, or blueprints.
Historical art and design plan images may need long descriptions depending on the learning objectives.
Ensure images are high enough quality to zoom to 200% without losing detail or becoming blurry.
Do not use images of tables; build tables using text and proper table formatting.
In the Canvas RCE Upload Image option, use the custom Figure feature to add a title and long description.
Use the Canvas RCE to format the long description text with paragraphs, headings, lists, or links as needed for clarity.

Extended Learning

WebAIM (Web Accessibility In Mind) is a non-profit service center at Utah State University and one of the leading providers of web accessibility expertise internationally.

Session 3: Audio and Video Transcripts

Learning Outcomes

Recognize the impact of mild to severe hearing loss.
Define key accessibility terms used for audio and video content.
Recognize how transcripts create equitable learning experiences.
Recognize the limitations of accessibility checkers and the need for human review.
Identify the accessibility requirements for prerecorded media.
Differentiate accessibility requirements for live, streamed, and recorded events.
Identify best practices for creating instructional media.
Select appropriate tools to record, transcribe, and share media.
Recognize your responsibility when selecting third-party audio and video to share with students.
Identify circumstances when student-created media must be transcribed or captioned.

Empathy Exercises for Hearing Loss

Watch a 1-minute video simulating mild to severe hearing loss: Hearing Loss Simulation - What's It Like?
Experience how hearing loss impacts everyday life with the Audibel Hearing Loss Simulator
Consider how the combination of vision and hearing loss impacts students with the Vision and Hearing Loss Simulator

What accessibility terminology applies to audio and video?

Transcripts are full-text versions of spoken content, including who is speaking and any meaningful sounds.
Captions display the transcript text synchronized on the video to match timing.
Audio descriptions are added narration that explains important visual details for people who cannot see them.
Integrated audio descriptions mean writing and recording dialogue that naturally includes key visual details rather than creating a separate audio file.

Note: Subtitles for language translation are not required for WCAG compliance.

Why do transcripts matter?

Transcripts ensure students who cannot hear or access audio still receive the full message, but they also help all students review, search, or quote key information more easily.

Transcripts are required for audio content.
Transcripts serve as the foundation for creating accurate video captions.

What's the difference between transcripts and captions?

While related, transcripts and captions serve different purposes and have different requirements. All audio requires a transcript, but video requires captions.

Transcripts are required for all audio content:

Include text of all spoken words and meaningful sounds.
Provided in a separate window or document.
Can be read at any time, independent of media playback.
Searchable and can be downloaded for offline reference.

Captions are required for all videos with sound:

Built from the transcript.
Appear on screen during media playback.
Synchronized with video to match the timing of speech and sounds.

Does Ally or the Canvas Accessibility Checker flag audio and video issues?

No, accessibility checkers do not catch audio and video issues; Human review is required. Currently, the Ally Accessibility Report scans for video in Canvas HTML and flags for videos without captions or with automated captions - these flags do not lower your score.

What prerecorded audio and video expectations are defined by the WCAG?

Every audio or video resource linked or embedded in a course must be perceivable in both sound and text.

Audio-only recordings require a written transcript that includes all spoken words and meaningful sounds.
Video with sound requires captions showing speech and important sounds synchronized with the video.
Video without sound requires an audio description recording or a transcript describing what is shown on screen.
Videos with important visual information not described in the narration (like demonstrations or slides) must include an audio description recording.
Automatic, also called autogenerated, captions must be checked and corrected for spelling, punctuation, and speaker accuracy.
Media players must be labeled clearly and work for students using screen readers or keyboard-only navigation.
Media can't be set to autoplay. Students press play when they are ready to engage.
Videos can't have flashing content, as anything that flashes more than three times per second can cause seizures.

What about live sessions, live streams, and recordings of live events?

Requirements for live sessions, live streams, and recordings of live events differ from one another.

Live sessions occur in real time with audience participation and require live captions, such as having class via Microsoft Teams. Emphasis is on students’ ability to participate while the session is occurring.
Live streams are real-time broadcasts without audience interaction and require either live captions during the event or a transcript soon after the event, such as attending a webinar. Emphasis is on comprehension of the content.
Posted recordings of either live sessions or streams are considered prerecorded media and must include accurate captions before being shared.

How can audio and video be better planned for accessibility?

Start with Purpose

Only create audio or video when it serves a clear instructional need.
Media is great for explaining complex visuals, modeling a process, giving grade feedback, and providing a personal connection.
Aim for short recordings under 6 minutes, if possible, to keep viewer attention.
For class updates or reminders, use short, written announcements instead of media.

Write a Script

Draft a complete script before recording.
Your script becomes your transcript and helps you stay concise.
Write naturally and include integrated audio descriptions that describe what’s shown on screen as part of your narration.
By describing visuals in your script, you eliminate the requirement to add an audio description recording.

Design Visuals

Keep slides or screen recordings visually simple.
Zoom in large enough and avoid clutter, dense text, or rapid transitions.
Ensure high color contrast and readable text with large, easy-to-read font.
Don’t rely on color alone to communicate meaning, pair color with secondary labels or patterns.
Avoid flashing or fast-moving elements that can distract or trigger seizures.

What recording and editing solutions are available?

There are many ways to record and edit audio and video files. Some products offer built-in accessibility features while others only create the media file, so another solution is needed for transcription and captioning.

Common tech solutions to make audio and video include your cell phone or computer camera, Clipchamp, Canvas Studio, PowerPoint, Camtasia, EchoVideo, iMovie, Padlet, EdPuzzle, Windows Voice Recorder, Apple Voice Memos, Audacity, GarageBand, Teams, and QuickTime Player.
Products that offer built-in transcription and captioning: Clipchamp, Canvas Studio, EchoVideo, Padlet, EdPuzzle.
To transcribe and caption audio files, start a Clipchamp video project, import the audio file, then export as a video file.
Video files made without a built-in transcription solution: Save to OneDrive or Canvas Studio.
PowerPoint, Camtasia, and any products that produce a media file you must manage: Save the file in Microsoft OneDrive, edit the autogenerated transcript with Clipchamp, then share in Canvas using the Microsoft Education app.
Use the built-in Speedgrader media tool to give students grade feedback.
Do not upload media directly to your Canvas course as a file.

What about externally found audio or videos?

You’re still responsible for accessibility, even when you didn’t create the audio or video.
Only share audio with a transcript and videos that are accurately captioned.
Preview the transcript and captions to confirm they match the spoken content.
If audio lacks a transcript or video doesn't have quality captions, ask the owner to provide them.
Create a transcript yourself as an equivalent alternative.
Preview videos to ensure there are no flashing visual effects that could harm viewers.
When using external content that has accessibility limitations you are addressing, link the content instead of embedding it, provide an explanation of the issues, and add an equivalent alternative.

Do students need to create transcripts or captions for their audio or video assignments?

When a student's grade is connected to consuming media created by another student, such as in discussions, peer reviews, or presentations, the content must be accessible.
The easiest way to meet this expectation is to have students submit audio and video assignments using Canvas Studio, Clipchamp with Microsoft Education, or Padlet, which all automatically add captions students can edit for accuracy.
When captions need editing, students can use the built-in caption editors.
Provide a short reminder in the assignment directions that all shared audio must include a transcript and video must be accurately captioned.

Session 4: Choose Accessible Web Content for Your Courses

Learning Outcomes

Follow Web Content Accessibility Guidelines (WCAG) to vet third-party content.
Identify multimedia expectations for audio and video materials.
Identify expectations for documents and text-based materials.
Identify expectations for webpages and interactive materials.
Decide to contact the owner, supplement, or replace the content.

What steps are required when choosing external content to use in Canvas?

UIW has until April 2027 to ensure all web content and mobile apps meet WCAG, including digital materials used for learning in Canvas courses. Canvas and educational products from the Office of Teaching, Learning, and Technology are being audited for you. These steps outline your responsibilities for school, department, and individual technology and content adoption:

All content must be reviewed for compliance with WCAG by April 26, 2027, whether you made it yourself, contracted with a vendor, or found external content independently.
If you have a contract with a vendor, the law requires companies to ensure their products meet WCAG by the deadline. Your role is to review the content in comparison to the company's Accessibility Compliance Report and report deficiencies directly to the vendor for remediation.
If you find materials independently, such as videos, documents, slide decks, webpages, and interactive apps, they are not guaranteed to be accessible. Your role is to check external content before adding it to a Canvas course.

How do I check multimedia materials? Human Review

Multimedia content includes audio and video as well as video quizzing, video discussion tools, and simulation apps.
Multimedia requires human review, meaning you must look for the issues instead of using a tool to check the materials.
Audio files require a complete transcript with speakers labeled if applicable.
Video requires edited, synchronized captions and audio descriptions if visuals aren't described in the narration.
Video with no sound must have a transcript or narrated audio descriptions of the actions happening on screen.
Player controls must be keyboard accessible; check using the Tab and Enter keys instead of a mouse or trackpad.
Multimedia must not be set to play automatically.
No flashing that could trigger seizures.

How do I check documents? Ally Accessibility Report

Documents include Word, PowerPoint, PDF, and other text-based files.
Documents are also scanned by Ally when you upload them to your course Files; Ally can't check linked content outside of your course.
If you plan to link to a PDF instead of uploading it to your Canvas course, download and check it with Acrobat's Accessibility Checker.
All documents are subject to color contrast ratio requirements, must not rely on color alone to convey meaning, and must be keyboard navigable using the Tab key.
Word and PowerPoint documents must have a document and passage language set, be correctly formatted with styled title and headings, slide titles, logical reading order, alt text for images, table headers, descriptive hyperlinks, and be able to zoom to 200% without loss of content or functionality.
PDF must meet the same requirements as Word, be properly tagged, and made of selectable, readable text rather than scanned.
If a PDF is scanned, it must be processed with Optical Character Recognition (OCR) software so that it's not just a picture of words.

How do I check webpages and interactive materials? Human Review and WebAIM WAVE Tool

Webpages and interactive materials online include websites, case studies, and library databases.
For human review, listen with your browser's read aloud feature, navigate by keyboard with the Tab key, confirm visible focus, and zoom in to 200%.
Webpages and interactive materials can also be checked using the WAVE tool from Web Accessibility in Mind at Utah State University.
The WAVE tool is a browser extension available for Chrome, Firefox, and Edge that checks HTML; you can even use it to check your Canvas course in Student View.
The WAVE tool flags for Errors, Contrast Errors, and Alerts: Errors and Contrast Errors do not comply with WCAG, while Alerts are warnings that may need correction.
Strive for 0 Errors, 0 Contrast Errors, and few Alerts.
Errors include missing or empty headings, missing alternative text and form labels, and empty buttons; any web developer decisions that do not comply with WCAG are flagged.
Contrast Errors include very low contrast flags if the foreground color to background color is not a high enough contrast ratio.
Alerts may include skipped heading levels, long alternative text, very small text, existence of PDF or embedded videos, broken links, redundant links, and redundant alt text.

What are my options when external content is not accessible?

Find a better source: Some companies and content creators prioritize accessibility more than others.
Request an accessible version from the provider: A content creator may be willing to add a transcript and captions or edit their webpage to include alternative text.
Provide an equivalent alternative: Create a transcript or write summaries to accompany content that has deficiencies.

Session 5: Correct Documents Before PDF ConversionContent coming soon.

Digital Accessibility Resources

Americans with Disabilities Act (ADA) Ruling Fact Sheet
World Wide Web Consortium's WCAG 2 Overview
How to meet WCAG 2 Quick Reference
WebAIM: United States Laws - Introduction to US Laws
UIW Digital Accessibility Standards Rubric aligned to WCAG Level A and Level AA
Browse Canvas and ed tech guides on accessibility.
Email Canvas or ed tech accessibility questions to canvas@uiwtx.edu.
Book a Digital Accessibility Consult to discuss a Canvas course.
Contact the UIW HelpDesk for web team help using Cascade or for IT procurement questions.
Reach out to the Office of General Counsel for legal guidance.