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ACCESS: Your Digital Accessibility Checklist

Overview

While required by both University policy and federal law, accessible design isn't just about compliance; it's about ensuring that every student—regardless of ability—can engage with your course materials. To make it as easy as possible, we have provided the "ACCESS" checklist below to help you remember the key requirements and simplify your content review process.

Many items below only take a few moments to implement. And if you take these items to heart, then building or selecting new materials will be a breeze.

The A-C-C-E-S-S Checklist

 

"A" for Alternative or "ALT" Text Descriptions

Describe all visual or non-textual content.

This includes providing descriptions for all images, charts, or graphs. If an image is purely decorative (and serves no other purpose than a design element), be sure to mark it as decorative.

  Example: Add Alternative Description (Alt Text) to an Image

About Image Alternative Descriptions or Alt Text

For all images, you must provide a concise description to help someone who may not be able to perceive it. Namely, what does the image depict, and what is its purpose? A description may vary based on the context within the learning materials.

Table of Image and Alternative Text Example
Example Image Example Description
A view of the Phillips Theme Tower on Pepperdine University's Malibu campus with the Santa Monica Mountains in the background. A view of the Phillips Theme Tower on Pepperdine University's Malibu campus with the Santa Monica Mountains in the background. 

How to Add Alternative Descriptions to an Image

Refer to the help documentation of any other tool or service.

  Example: Add Alternative Description (Alt Text) to a Chart, Graph, or Infographic

About Alternative Descriptions for Charts, Graphs, or Infographics

In addition to descriptions for photographs or illustrations, we need descriptions for other visual media, such as data charts, graphs, or infographics. These visualization graphics are often complex, so we may need to provide both an alternative (alt) description as well as a separate long description, data summary, or appendix to explain the graphic in detail. A long description may appear on the same page as the image or link to a separate page with the details.

Table of Complex Image and Description Examples
Example Image Example Descriptions

Diagram of the LMS Marketplace with Canvas as the major market leader and Sakai almost off the chart as a market laggard with limited adoption.

Open LMS Landscape image in a new window.
Image Alternative Description (Alt Text)

A bubble chart of the LMS marketplace with Canvas as the major market leader and Sakai as a market laggard with limited adoption.

Accompanying Long Description

This bubble chart depicts the market share of common learning management systems (LMS) in the United States and Canada. The clear market leader is Canvas LMS with 41% market share and an upward arrow indicating increasing adoption. It is followed by Moodle LMS with 18% share, but decreasing adoption; Desire2Learn (D2L) Brightspace LMS with 17% share and increasing adoption; and Blackboard LMS with 17% share and decreasing adoption. An outlier on the chart is the Sakai LMS, highlighted in an orange box, with approximately 2% share and decreasing adoption.

How to Add Alternative Descriptions for Charts, Graphs, and Infographics


Learn more about ALT Text.

 

"C" for Contrast

Ensure that text is clearly readable against any background.

This means not placing dark text on a dark background, or light text on a light background. Use a tool like the WebAIM Color Contrast Checker to evaluate foreground (text) and background colors.

  Example: Good and Poor Color Contrast

About Color Contrast

So that the human eye can perceive text, we must ensure adequate color contrast between the text and any background image or color. In general, we should place dark text on a light background, or light text on a dark background.

Table of Color Contrast Examples
Example Image Example Description
Example of poor color contrast with the letter A in black text on a dark gray background. Poor Contrast. In Example Image 1 (left), the letter "A" appears in black text on a dark gray background. Although the letter may be visible to some individuals, the subtle difference between the foreground and background colors makes it more challenging to read or perceive. In this example, the color contrast ratio is 2.86:1. The minimum color contrast requirement for standard text is 4.5:1, while large text requires a 3:1 ratio.
Example of good color contrast with the letter A in white text on a dark gray background. Good Contrast. In Example Image 2 (left), the letter "A" appears in white text on a dark gray background. The light color on a dark background makes the letter very easy to view. In this example, the color contrast ratio is 7.33:1. The minimum color contrast requirement for standard text is 4.5:1, while large text requires a 3:1 ratio.


Learn more about Color, Contrast, and Meaning.

 

"C" for Color, Caps, and Meaning

Don't rely solely on visual style alone to convey meaning.

Be mindful of the use of color alone to convey meaning. Augment color with the appropriate text labels and/or icons to clarify your intent. Also, avoid using All Caps for long sentences or headings as this can be challenging for some people to read or process. Some assistive technologies may also interpret all capital letters as acronyms and try to speak each letter rather than say the words.

  Example: Use Color Along with Text and/or Iconography to Convey Meaning

About Color and Meaning

Some people may experience challenges perceiving some colors or differentiating between colors. We must not rely on color alone to convey meaning, such as "green" meaning "good" or "red" meaning "issue." While we can certainly use colors in our communications and grading, we should accompany the colors with text labels/comments and/or iconography to help learners with vision or color perception needs to receive the message or intent.

Table of Marking Examples Using Color
Initial Color Marking Example Modified Color Marking Color Marking Examples Explained
"... Coca-Cola is exploring new flavors..." "...Coca-Cola is exploring (PV ☹) new flavors..." The first example marks the words "is exploring" in red text to communicate feedback to a student that there is a wording problem by using passive voice. The modified version uses red text, but also adds bold formatting, the parenthetical abbreviation "PV" to note the "passive voice" issue, and a frowning emoji icon. The labels or icons are at the discretion of the instructor, but at least one text label or icon should accompany the formatted, red text.
  Details: Minimize use of ALL CAPS or All Uppercase

About Excessive All Caps

When used sparingly, All Caps can draw attention to critical information or notices. Be careful not to overuse it, and be mindful of some unintended consequences. For example, some assistive technologies may interpret your all-capital-letter word as an acronym or abbreviation, and spell out the letters rather than read the word (All Caps may become A-L-L C-A-P-S). Also, because all-uppercase letters are often blocky (tend to have a consistent, blocky size), this presentation option may make it more challenging for some learners, especially those with dyslexia, to process the information.

Strategies for All Caps

  • Limit the use of all-capital-letters to important warnings or notices.
  • Limit the use of all uppercase letters to a few words, not entire sentences or paragraphs.
  • If desired for aesthetic presentation of headings in a document, please spell out your words with the appropriate standard capitalization, then apply an "all uppercase" formatting to present the information in the desired visual manner (whether in a word processing document or a web page). See Microsoft Office: Change the capitalization or case of text or use the CSS text-transform style to change the display of web content.

Additional Reading


Learn more about Color, Contrast, and Meaning.

 

"E" for Explanatory Links

Make hyperlinks descriptive and unique. Never place links on generic words or phrases like "click here" or "this website."

To aid users of assistive technologies, place hyperlinks to websites and resources on wording that clearly communicates where the link will go or the action that will happen. At the same time, don't place links on full sentences or paragraphs; be clear and concise with your link terms. Links on the same page or in the same document should be unique. Avoid multiple "register here" or "learn more" links, for example.

  Example: Place Web Links on Descriptive or Explanatory Text

Rules of Thumb for Writing Web Links

  • Place links on descriptive text, such as subjects, verbs, and/or direct objects, that clearly define the destination or resulting action.
  • Do NOT place links on generic words like "click here," "this link," or "this website."
  • Avoid writing the full URL on a page; please place the link on human-friendly text. Exceptions include very short links, often used for marketing purposes, like pepperdine.edu/techlearn. If you can't read a web link aloud comfortably, then place the link on easy-to-read, descriptive text instead.
  • Make link wording unique; do not reuse the same language (e.g., "register now") if multiple links point to different locations.
  • Remember: You must ensure that the destinations of your web links are accessible to your students or audience. Your well-written web link to an inaccessible external PDF, for example, will be a barrier to student learning. Coordinate with Pepperdine Libraries, textbook publishers, and other partners to provide accessible learning materials.
  • Please limit the use of the underlining format to web links only. Kindly avoid using underlining for emphasis in documents or on web pages. Instead, please use italics or bold formatting. For example, all modern style guides, such as APA, MLA, and Chicago, have abandoned underlining for long titles (books, journals) and reserve it for links.
Table of Web Link Dos and Don'ts
Bad Practice (Don't do this!) Best Practice (Please do this!)
To learn more about the Pepperdine IT department, click here. Learn more about Pepperdine IT.
For instructions and the application to apply for student accessibility accommodations, follow this link. For instructions and application details for student accessibility accommodations, please visit How to Apply with OSA.
Register now! Register for Gemini Essentials!
Go to https://infoguides.pepperdine.edu/c.php?g=1275919&p=9361427 Pepperdine Libraries shares how to Avoid Plagiarism.


Learn more about Meaningful Links.

 

"S" for Structure (Headings, Tables, and Lists)

Organize content with semantic headings, use formal headers in data tables, and use official lists (bulleted or numbered).

Apply the appropriate headings to organize your content in documents or web pages. Don't simply format content as bold with a large font; use the official styles or headings within the software or website (e.g., Heading 1 or H1). Headings must follow a logical reading order or outline. Don't skip levels or misuse headings simply to format plain text. Similarly, define the cell types (header or data) to describe elements of any data tables. Be sure that header cells or data cells are clearly indicated, along with the scope (such as a header that applies to a column or a row of information). Finally, structure your lists of information using formal bulleted or numbered lists. Do not bypass formal lists by manually entering numbers, hyphens, or indents to mimic lists.

  Details: Use Formal Headings in Documents and the Web

About Formal Headings

Simply applying bold formatting or increasing the font size of text does not communicate to someone using assistive technologies that the text is a heading or indicates the structure or outline of a document. Whether you are creating a document in Microsoft Office, Google Docs, or a similar word processing application, or formatting web content, you must use the formal heading styles provided in the software, application, or service.

How to Apply Headings to Content

  • Pepperdine Canvas: Use the Canvas Rich Content Editor to apply heading styles. Use the "Paragraph" ("Blocks") drop-down menu or the Format menu then Blocks submenu to apply the appropriate heading levels to selected text.
  • Modern Campus CMS (aka OmniUpdate or OU): Use the Modern Campus CMS WYSIWYG Toolbar to apply heading styles. Use the "Paragraph" drop-down menu to apply the appropriate heading levels.
  • Microsoft Office Word: Use the Styles gallery to add a heading in a Word document.
  • Google Docs: Use the Styles drop-down menu or the Format menu and Paragraph Styles to apply the appropriate heading levels. Learn more about adding headings in Google Docs.
  Example: Format Data Tables with Header Cells

About Data Table Structure

When you create a data table, you need to help people using assistive technologies know which cells are headings, which cells contain data, etc. You should also provide a table caption, or for very complex data tables, consider a table summary as well.

Example Simple Data Table

The following data table presents the grading structure for a course, specifying how many points students must earn to achieve each letter grade. It includes a Table Caption ("Grade Scale Table"), Column Header Cells ("Letter Grade" and "Points"), and Row Header Cells ("A," "A-," etc.). The data cells are at the intersection of the column and row headers; in this case, the point ranges that specify how to earn each letter grade.

Grade Scale Table
Letter Grade Points
A 94-100
A- 90-93
B+ 87-89
B 83-86
B- 80-82

How to Apply Data Table Structure

  • Pepperdine Canvas: Learn how to use the Canvas rich text editor to add a data table. Adjust "Table Properties" to enable a table caption. Modify "Cell Properties" to set the cell type as a "Header cell" (and define the Scope as Column, Row, etc.) or "Cell" (for data cell).
  • Modern Campus CMS: You will right-click or use the Table button in the rich text editor to adjust the settings of a data table. Adjust "Table Properties" to enable a table caption. Modify "Cell Properties" to set the cell type as a "Header cell" (and define the Scope as Column, Row, etc.) or "Cell" (for data cell).
  • Microsoft Office Word: Learn how to create accessible data tables in Word. A key step will be enabling the Header Row in the Table Tools "Design" ribbon.
  • Google Docs: You will "Pin header row(s)" in a table in a Google Doc to define the first row of a table as the header row. Explore how to add and edit tables in Google Docs.
  Details: Use Formal Lists (Numbered/Ordered or Bulleted/Unordered)

About Formal Lists

You may have a legacy document or may be tempted to manually create lists by entering asterisks, hyphens, spaces, tabs, etc., to visually order information as if it were a list. However, these manual edits do not communicate to people using assistive technology that there is a list, how many items are on the list, and which item they are currently accessing. For this and other reasons, we should use the formal list options in word processors and websites to create ordered (e.g., numbered) and unordered (e.g., bulleted) lists.

How to Apply Formal Lists

  • Pepperdine Canvas: Use the Canvas Rich Content Editor to create ordered or unordered lists. Use the "Ordered and unordered lists" button in the editor menu. The default is a bulleted or unordered list. Use the options arrow to the immediate right of the list button to select the type of list. You may then use the Tab key or the Increase/Decrease Indent button in the menu bar to nest list items as needed.
  • Modern Campus CMS: Use the Bullet List or Numbered List buttons in the Modern Campus WYSIWYG Toolbar Options to add desired lists. Use the Increase/Decrease Indent buttons to nest lists as needed.
  • Microsoft Office Word: Use the Bullet List or Numbered List buttons in the Home ribbon to add your lists. Learn how to create a bulleted or numbered list in Word.
  • Google Docs: Use the Bullet List or Numbered List buttons in the Google Docs toolbar to add your lists. Learn how to add a numbered list, bulleted list, or checklist in Google Docs.


Learn more about Structure with Headings and Structuring Data (Lists and Tables).

 

"S" for Subtitles (Captions, Audio Descriptions, Transcripts)

Provide text for all recorded audio and video content.

Students may require audio or visual accommodations. For audio-only media, such as podcasts, provide a transcript of all spoken dialogue and important audio cues or sounds. For video-only (no audio) content, provide either a text transcript or audio descriptions with the media. For video with audio, provide captions and audio descriptions. Separate transcripts are not required for videos with audio (if captions and audio descriptions are provided), but can be helpful.

  Example: Include Text Captions/Subtitles for Media (Audio and Video)

About Video Captions

To assist our learners, we need to supply the appropriate captions for video content. Typically, captions will identify the speaker and provide the dialogue for each person. Captions must be accurate. If you use automated captions for live or recorded meetings, for example, be sure to review and edit the captions before you share the media link with your audience. Closed captions are preferred over open captions. Closed captions can be enabled or disabled and offer better language translation options. Open captions are fixed with the media, cannot be edited, and cannot be translated.

If you are directing students to third-party video content, be sure that the source videos have captions. If the material is required and the source media does not offer captions, be prepared to provide a text transcript for the media as an alternative presentation for the content.

Example Video with Captions

The following video provides an option for Closed Captions. If it is not already selected by default, please select the "CC" button in the video player to enable the captions. A Pepperdine University NetworkID and password are required to view the video. Deselect the "AD" button (audio descriptions) to view with only captions.

Video: Pepperdine Canvas Intro Video (3 minutes, 2 seconds; Pepperdine login required; Closed captions available.)

  Example: Include Audio Descriptions to Communicate Non-Verbal Information

About Audio Descriptions

Many people are familiar with closed captions, but may not be familiar with audio descriptions. Audio descriptions fill a necessary gap to help people understand the action or sounds of a video that are often not captured or communicated with captions alone. If someone is unable to see the video, how will they know that a character is creeping up on the hero or that a telephone is ringing? In lecture videos, audio descriptions should alert students to computer actions, such as clicking buttons or scrolling; convey visual details, like slide content; and provide audio cues or important musical details that can help someone unable to perceive the content themselves.

Example Video with Captions

The following video provides both closed caption and audio description options. Select the "AD" icon in the player to enable the audio descriptions. The video will pause temporarily while audio descriptions are read, then proceed automatically. A Pepperdine University NetworkID and password are required to view the video.

Video: How to Edit Your Pepperdine Syllabus in Canvas (2 minutes, 2 seconds; Pepperdine login required; Closed captions and audio description options available.)

  Example: Consider Transcripts for Dialogue, Sound Effects, and Non-Verbal Information

About Transcripts

A transcript is a separate file containing text descriptions of the audio and visuals of a media file, such as a film, lecture recording, audio recording, or similar. Transcripts are required for any audio-only media (e.g., podcasts, audio interviews, etc.). Transcripts are not required for videos that include both closed captions and audio descriptions; these meet WCAG 2.1 Level AA accessibility standards. Transcripts, however, can be helpful as a single source of alternative descriptions for media.

Transcript Best Practices

  • Begin the transcript with details about the media, such as the title, release date, and other relevant information.
  • Describe the important non-verbal elements of a video or audio file, such as visuals, actions, or sound effects.
  • Provide the dialogue and identify each speaker.
  • Avoid providing time stamps in the transcript. Write the action, descriptions, and dialogue in the same logical order as the original media.
  • Where appropriate, provide accessible headings in the transcript to mark scene changes, lecture slide changes, or similar chaptering of the content.
  • Provide the transcript in an accessible format, such as a web page or an accessible Microsoft Word file (.docx).
  • Provide the transcript in proximity to the original media file, such as a link below an embedded video on a web page.

 

Example Video and Transcript

Video: YouTube: Pepperdine - Intro, The College Tour (1 minute, 24 seconds).

View the Transcript of Pepperdine - Intro, The College Tour.

  Details: Live Online Class

About Online Class or Meeting Captions

Captions can be helpful for all participants in an online class or meeting. Beyond helping people with auditory accommodations, it can also help learners located in loud environments, learners whose primary language may not be English, and other use cases.

Automated captions are not perfect, but can be a helpful addition to an online meeting or class. For students with official accommodations, Pepperdine instructors have additional resources through the Office of Student Accessibility (OSA). Instructors should refer to the OSA Faculty Procedures for Accommodations for guidance related to classroom captioning. Consult with OSA as needed.

Reminders:

  • Automated captions in class recordings will not meet accessibility guidelines if they are inaccurate. Carefully review and edit automated captions to ensure accuracy.
  • Zoom cloud recordings have a six-month retention period.
  • Panopto recordings have a 13-month archive period (videos not watched after 13 months will be auto-archived but can be retrieved).

Meeting Caption Resources


Learn more about Video Accessibility.

 

Strategies for Success

  1. Building is Easier than Remediating. If you create content with accessibility in mind, you'll save time compared to fixing issues down the road. 
  2. Start with Structure. Outline your document or web page with headings. Use keyboard shortcuts like Control-Alt-1 (Windows) or Command-Alt-1 (Mac) to quickly apply Heading 1. Change the numbers to 2 or 3 to apply Heading 2 or 3. If building an LMS page, remember that your first heading will be Heading 2, not Heading 1.
  3. Adopt Healthy Habits. Over the years, we tend to pick up a bad habit here and there. Switch any bad habits to healthy habits by placing web links on unique, descriptive words that guide people. Convert any old, scanned documents to OCR, text-searchable, and tagged versions. Expand any use of color by adding words or icons to ensure the message is received. Consider applying All-Caps in moderation, and kindly reserve underlining for web links.
  4. Move from Small to Large. If the full ACCESS Checklist feels a little daunting, you can approach your review in smaller stages. For quick wins, HEAL your content: Headings, Explanatory Links, Alternative Text Descriptions, and Lists. From there, our Malibu campus faculty will appreciate walking to the TCC: Tables, Contrast, and Color/Caps. Finally, focus on media with a CAT scan: Captions, Audio Descriptions, and/or Transcripts. 
  5. Enjoy the Added Benefits. Did you know that by using formal headings in Microsoft Word or a Google Doc, you can easily build a Table of Contents? Also, by using formal headings, you can change the format in one place and automatically apply it to all instances of the same heading (a huge time saver!).

Check Your Work! Use Accessibility Checkers.

Use the built-in tools within websites, word processors, and other software to verify that your content meets basic accessibility guidelines:

 

While not an exhaustive list, the checklist above will help you address the top digital accessibility issues that often affect course content. Thank you for supporting all learners!

 

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