Canvas

If a student reaches out to you for an accommodation, work with you partners at the university to provide the requested accommodations within a reasonable time frame.  This will increase the ability for the student to be successful in your classroom. 

• Read the Accessibility Resources guide for understanding an accommodation form
• For additional questions about accommodations, please contact AccessResources@uc.edu.

When you create your syllabus, use accessibility guidelines and best practices to provide an accessible syllabus to your students.  Consider including a note on the best way to request an accommodation if needed.

There are multiple ways to arrive at an accessible syllabus.

• Use the UC Syllabus Template created by the Center for the Enhancement of Teaching and Learning
• Use the Microsoft Word Accessibility Checker
• Upload your syllabus to Blackboard and use Ally to check and fix your document
• Create your syllabus in the Canvas syllabus module
• For more detailed information, read how to make an accessible syllabus

When you include images within your course documents, include an alternative text description (alt text) that accurately describes the image.  Adding alt text allows screen readers to describe any images to students.  This is especially important for any image that is used to provide further context or information. 

1. Your description should accurately and concisely describe the content and function of the image
2. Your description should not use the words “image of” or “graphic of” but rather describe the image
3. You can provide this description through the “alt description” function or feature in the program you are using, or in the space surrounding the image
4. Complex figures should have rich descriptions and be usable in black and white
5. Here is how to add alternative text in commonly used software and programs from UC:

• Add alt text in Microsoft Word
• Add alt text in Microsoft PowerPoint
• Add alt text in Blackboard
• Add alt text in Canvas

Microsoft Word and PowerPoint provide a built-in accessibility checker and tutorials on how to use their platforms to create accessible content.

• Use the Office 365 accessibility checker
• Create accessible PowerPoint presentations
• Create accessible Word documents
• Attend a classroom or online workshop or request additional training or consultation  

When you select electronic materials for class, it is important that students who use assistive technology can access those materials at the same time as the rest of the class. This allows the students to complete assignments on time and engage in class discussions.

• If there is a digital version of your textbook or links to online journal articles, include both options for student to select which version best meets their needs.
• For more information on accessible reading materials and supplemental course content, please contact the Communication and Digital Access Services team at DigitalAccess@uc.edu.

When purchasing electronic information tools (EIT), such as software, learning platforms, digital content, etc., follow the university’s procurement process.  This includes submitting a request for accessibility review.  If there are accessibility barriers identified, proactively identify an equally effective alternative solution for students who may use assistive technology.

• For more information on third party learning platforms, contact Mike.Suit@uc.edu of the Enterprise Academic Team.
• For more information on third party accessibility reviews, Amanda.Calvert@uc.edu of IT@UC Innovations and Partnerships.

To ensure all students can utilize digital media within your courses, use captions and transcripts when creating any digital media, such as videos.

• Website: Accessibility Resources Communication Access Team
• Website:  Academic Accommodations and Faculty Responsibility
• Guide for Ordering Video Captioning Through the Accessibility Resources office’s Kaltura MediaSpace
• KB Article: List of KMS Site and Technical Contacts for Each
• YouTube Captioning Instructions