Canvas Accessibility Training Series 2026

The Office of Teaching, Learning, and Technology (OTLT) supports faculty in using Canvas. Our instructional designers, software specialist, and Canvas administrator are aware of federal requirements to create courses that meet Web Content Accessibility Guidelines (WCAG). This guide outlines each session of our 2026 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

Topic 1: Intro to WCAG & Compliance

This session introduces Title II of the Americans with Disabilities Act (ADA) expectations and how they apply to building accessible Canvas courses. A helpful foundation for understanding accessibility is provided to prepare you for the deeper learning offered in the additional sessions.

Topic 1 Highlights

Materials and apps used in Canvas courses are part of the U.S. Dept of Justice's ruling for Title II digital accessibility standards.
UIW must meet WCAG 2.1 Level AA for all digital content and web apps by April 26, 2027.
Web Content Accessibility Guidelines (WCAG) are international standards from the World Wide Web Consortium (W3C).
Accessibility is proactive for the benefit of all, which is different from reactive accommodation by request.
Accessibility checkers help but can't replace human review and good practice.
10 essential skills for digital accessibility offers an intro applicable to everyone.

Topic 1 Video Training

Topic 2: WCAG Standards Rubric Explained

This session provides a rapid-fire overview of the UIW Digital Accessibility Standards Rubric based on the Web Content Accessibility Guidelines (WCAG) 2.1 Level A and Level AA. Join us for clear explanations and Canvas-native examples that show you how to meet each standard and create accessible course content for all students.

Topic 2 Highlights

The UIW rubric distills WCAG 2.1 Level A and AA into six sections organized by content type—not technical jargon from the official WCAG standards site.
Faculty directly control standards in Content Writing, Visual Design, and Multimedia; Sections 4–6 are mostly platform-level concerns to escalate or are for non-faculty roles.
The rubric is a reference tool, not a test. Consult it when building new content, auditing a course, or evaluating external tools.
Each rubric item includes a plain-language description, WCAG alignment, and practical examples for Canvas, webpages, and procurement.
Later topics in this course provide step-by-step guidance for the skills introduced in the rubric.

Topic 2 Video Training

Topic 3: Common Accessibility Pitfalls

This interactive session uses live polling to help you spot common accessibility issues found in Canvas courses. We examine short examples, vote on how each item should be fixed, and review the correct solution. This is a fun, hands-on way to strengthen your ability to recognize accessibility pitfalls.

Topic 3 Highlights

Digital accessibility is about making the web work for everyone.
People creating content delivered in digital format must use text, images, and settings that meet or exceed the WCAG 2.1 Level A and Level AA standards.
People selecting web content and tools must evaluate materials and the overall user experience to ensure they meet or exceed the standards.
The context in which images are used determines whether they are marked decorative or require alt text and, when necessary, long descriptions.
Links are required to use descriptive keywords that clearly explain the destination or action, even without the context of the surrounding text.
Sections of text are required to use correctly styled headings to create hierarchical structure in the HTML and improve comprehension.
Large text (18pt or larger, or 14pt bold) must have a minimum 3:1 contrast ratio against its background. Graphical objects and user interface components must also meet a minimum 3:1 contrast ratio against adjacent colors.
Normal text smaller than 18pt (or 14pt bold) must have a minimum 4.5:1 contrast ratio against its background.
Tables are reserved for demonstrating relationships between data in cells and must include a caption or title, a header row, and header columns when needed so assistive technology can announce the information meaningfully.
External content, regardless of who created it, must also meet or exceed the standards.

Topic 3 Video Training

Topic 4: Check External Content with WAVE

Learn how to quickly evaluate the accessibility of external content linked in Canvas using the WAVE browser extension. You'll learn to navigate WAVE results, interpret error types, and determine when to provide accessible alternatives for your students.

Topic 4 Highlights

Faculty are responsible for ensuring chosen content and tools meet WCAG 2.1 Level AA.
WAVE helps you quickly audit external HTML content; however, thoroughly vetting content and identifying accessible alternatives requires careful review beyond a quick scan.
WAVE is a browser extension tool developed by WebAIM that provides instant feedback on web accessibility through visual indicators and a detailed sidebar summary.
WAVE identifies common barriers in HTML, including missing alternative text, low color contrast, empty links, skipped heading levels, unlabeled form fields, and redundant links.
Not all WAVE alerts are errors. Alerts require further review and context to determine if they represent actual accessibility barriers.
WAVE has limitations; it identifies potential issues in webpage HTML but does not determine full compliance or fix problems.
WAVE does not review documents, videos, or the quality of content linked and embedded on webpages.
If faculty or students identify accessibility barriers, an equivalent alternative must be provided.

Topic 4 Video Training

Topic 5: Decorative Images or Alternative Text?

This session helps you confidently decide whether an image in your Canvas course needs alternative text or should be marked as decorative.

Topic 5 Highlights

Accessibility checkers scan HTML for missing alt text and file extensions (png, doc, ppt) in alt text, they don't evaluate how images are used or the quality of alt text.
Accessible instruction must never rely on sight alone.
Assistive technology reads alt text to users who cannot see images.
Vision loss may be permanent or temporary. Using Canvas image settings correctly reduces barriers for everyone.
Decorative images add no instructional value and must be marked decorative, so assistive technology ignores them.
Icons support organization and must be used consistently. They need alt text that describes their purpose in context, not their visual appearance.
Subject-matter images require alt text that explains what students learn from looking at the image - in one concise statement.
In tests, alt text provides necessary context without giving away the answer.
Images of text should be used only when students are analyzing the visual form.
Mathematical symbols must be created with the Equation Editor.
Complex images require both alt text and a longer description to fully explain the content.
Linked images must have alt text that describes the link's purpose or destination.
Animated GIFs are not recommended in Canvas; They must not flash more than 3 times per second, and students must be able to pause, stop, or hide motion that lasts more than 5 seconds or loops.

Topic 5 Video Training

Topic 6: Headings, Text Structure, & Hyperlinks

This session explores essential accessibility practices within Canvas, focusing on the effective use of headings, logical text structure, and descriptive hyperlinks. Join us to learn how these elements improve navigation for screen readers, enhance readability, and support universal design principles.

Topic 6 Highlights

Accessibility checkers can detect technical issues such as skipped heading levels, but only a human can determine whether headings clearly describe the content they organize.
Every page should begin with a single Heading 1. In Canvas, the page title automatically provides this structure.
Use Heading 2 for major sections and Heading 3 for subsections within those sections.
Do not skip heading levels. Heading order communicates structure to assistive technology.
Write concise, descriptive headings so students understand what each section contains.
Headings help students scan content quickly and navigate efficiently with assistive technology.
Use headings strategically to organize ideas, not just to change text appearance.
Use lists when presenting a series of related items so assistive technology can announce the structure correctly.
Content must follow a logical reading order so information is presented clearly to screen reader users.
Hyperlinks must use descriptive link text that explains the destination or purpose of the link.
Place links within meaningful sentences so students understand why the resource is relevant.
Avoid using full URLs as link text because they are difficult for assistive technology to read and do not describe the destination.

Topic 6 Video Training

Topic 7: PDFs are Problematic

The prevalence of PDF files in everyday life exacerbates accessibility issues. This session covers practical information for upgrading your PDF files for WCAG compliance.

Topic 7 Highlights

Fix the source document first following all accessibility requirements, like title, language, headings, alt text, descriptive links, and properly formatted tables, before converting to PDF.
Export using Save as PDF; do not use Print to PDF, which removes accessibility structure.
Do not use scanned PDFs; all text must be selectable, not just an image (run OCR but it may not fix all issues).
Reading order must follow a logical order when the Tab key is used to move through the content.
Remove comments, annotations, or artifacts that may interfere with reading order or screen readers.
Ensure all form fields are labeled and clearly describe what the user needs to enter.
Once converted, run the Adobe Accessibility Checker to verify the PDF is tagged and includes correct document title and language.
Confirm links work and remain descriptive in the PDF and that tables retain proper headers and structure after conversion.
If the PDF has issues and you cannot fix the source document, provide an accessible equivalent alternative instead.

Topic 7 Video Training

Embedded video coming soon.Topic 8: Color Contrast & Secondary Labels

This session focuses on two critical accessibility requirements: ensuring sufficient color contrast in your course materials (both text and non-text materials) and providing secondary labels that do not rely on color alone.

Topic 8 Highlights

Color is a powerful design tool, but it cannot be the only way meaning is communicated. Students who are colorblind or have low vision may not perceive color the way you intend.
Normal text must achieve a contrast ratio of at least 4.5:1 against its background. Large text (18pt or larger, or 14pt bold) requires a minimum of 3:1.
Non-text elements that carry meaning, such as form field borders, chart lines, and icons, must also meet a 3:1 contrast ratio against adjacent colors.
Whenever color signals something important, such as a passing grade, a required field, or an error, a secondary non-color indicator must also be present.
Secondary indicators include text labels, bold or italic formatting, icons, patterns, and shapes... any cue that communicates meaning independently of color.
The Canvas Accessibility Checker and UDOIT flag text contrast failures in inline styles, but color-only usage in images, tables, and instructional text requires human review.
Contrast ratios are calculated from relative luminance, not perceived color difference. Two visually distinct colors can still produce a failing ratio — always verify with a tool rather than relying on visual judgment.

Topic 8 Video Training

Topic 9: Transcripts, Captions, & Audio Descriptions

Video and audio clips add engaging content to your courses. Did you know that transcripts, captions, and audio descriptions are essential components of digital accessibility? Join us to learn practical skills for including these necessary media components.

Topic 9 Highlights

Audio content must also be available to read; provide a transcript.
Transcripts should identify speakers when important for understanding the content.
Video content must include audio that explains important visual information and provide the ability to read along; include synced captions.
Captions must include spoken dialogue and meaningful sounds; place [brackets] around sound mentions.
Transcripts and captions must be complete; do not summarize or simplify.
Transcripts and captions must be accurate; edit auto-generated content to fix spelling and punctuation.
Audio quality must be clear and of sufficient loudness; ensure you are recording in a suitable space or edit to improve the results.
Video content must be readable, have sufficient contrast, and not rely on color alone to communicate meaning; create graphics at a high enough resolution to avoid a blurred appearance.
Videos must not contain flashing content that exceeds three times per second.
Avoid autoplay of media content; users must be able to pause or stop media easily.
Synchronous virtual sessions must have live captions available; inform students of the Microsoft Teams feature.
Consider transcript generation or recording live sessions when doing so supports student learning.
Ensure external media used in your course meets accessibility requirements.

Topic 9 Video Training

Embedded video coming soon.Topic 10: Tables are for Data

Tables organize structured information in your Canvas courses. Did you know that how a table is built determines whether every student can access its content? Join us to learn practical skills for creating accessible, data-driven tables.

Topic 10 Highlights

Tables must only be used to present data with meaningful row and column relationships; never use tables for visual layout or spacing.
Accessibility checkers can detect missing structure, but human review is required to confirm a table represents meaningful data relationships.
Tables should include a descriptive caption that explains the purpose of the data before users begin navigating rows and columns.
Column headers must be structurally defined; bold or visually styled text does not create a header.
Row headers are required when the first column represents categories or items; some tables need both row and column headers.
Complex tables with grouped or multi-level headers require additional markup so assistive technology can correctly interpret all relationships.
Avoid merged and split cells; they disrupt the predictable grid structure that assistive technology relies on.
Text in tables must meet color contrast requirements; do not use color alone to communicate meaning.
Hyperlinks within tables must describe their destination clearly and remain meaningful when read independently of surrounding cells.
Images within tables must include alt text and must not be the only way information is communicated.
Tables must follow a logical left-to-right, top-to-bottom reading order; empty or inconsistent cells disrupt sequential navigation.

Topic 10 Video Training

Embedded video coming soon.