Providing multiple ways for students to gain knowledge, demonstrate knowledge, and interact goes a long way toward making the Canvas course site accessible to all students. It is important to consider accessibility in advance of designing and teaching your course so that accessible content and strategies can be implemented up front rather than after the fact. Below are some guidelines and best practices to keep in mind before, during, and after your course.
- Provide students with textbook and media requirements before the class starts.
- Consider adding information to your syllabus about accessibility accommodations.
- If possible, choose materials from publishers and journals that provide electronic content.
- Work with the Library to set up your course reserves.
General Accessibility in Canvas
- When designing your syllabus and pages, make proper use of Heading Styles and be consistent.
- When using hyperlinks, use descriptive language rather than “click here”.
- Ensure all images have “alt text” that provides image description.
- Use tables sparingly, and for data-display, not layout. Include column and row headers, and add a caption for additional context.
- When using color, ensure the color contrast is sufficient. Refer to the WebAim Color guide.
- Avoid using any flashing or flickering text or animations.
- If using timed activities or quizzes, ensure you can extend the timing if needed.
- Hide any tools or navigation items you aren’t using.
- Zoom web conferencing is compliant according to Section 508 and WCAG 2.0. Refer to Zoom’s Accessibility page.
- Consider using Zoom’s caption feature, if making extensive use of online synchronous sessions in your course.
- If you are sharing your screen or annotating a document, describe what you are doing visually, so those with visual impairments can participate.
- Consider sharing documents in advance of the live session, so those relying on a screen-reader can familiarize themselves with the content.