Canvas Tools for Accessibility

The Department of Justice’s April 2024 ruling under Title II of the ADA requires that all digital content, including password-protected course materials, be accessible to individuals with disabilities. This means Canvas content must meet WCAG 2.1 Level AA standards to ensure equal access for all learners.

Compliance Deadline: April 24, 2026

Accessibility isn’t just a legal requirement; it helps create an inclusive learning environment for students and makes courses clearer, more organized, and easier for instructors to manage and teach effectively.

Accessibility in Action: Overall Canvas Toolkit

1. Use Canvas tools for formatting.
   1. Headings in order.
   2. Horizontal lines to separate content.
   3. Numbered and bulleted lists.
2. Add alternative text or mark all images as decorative. Avoid using words like “image” or “photo.” 
   HINT: Use the Image Accessibility Creator to describe alternate text.
3. The use of color is decorative and has enough contrast.
4. Use Paste as Plain Text [ctrl+shift+V] to remove hidden code when copying from Word, websites, etc.
5. Use descriptive naming conventions.
   1. Files and use these names as links.
      EXAMPLE: Accessibility Session Notes (Word 1 page).
   2. Pages, assignments, and modules. 
6. Ensure hyperlinks are informative and describe context/purpose. Avoid “click here” or “link to.”
   HINT: Click existing links and select Link Options to fix.
   
7. Use the Canvas Accessibility Checker when editing pages, assignments, and other content.
8. Use tables sparingly.
   1. For data, not for page organization.
   2. Add captions and headers.
9. Hide extra navigation buttons.
10. Use View as Student.
11. Use Settings > Course Link Validator to ensure your links work.
    1. Some external links are listed as “unreachable,” but they really work. Canvas does not wait long for websites to respond.
    2. Links you fix do not update automatically, so rerun the scan after you fix them.
12. Use UDOIT to review and fix pages, announcements, assignments, and related content.
13. Use TidyUP to delete unused files.

Accessibility in Action: Classic and New Quizzes

Question Types

Classic Quizzes generally avoid question types that pose accessibility challenges (e.g., drag-and-drop, hotspot, dropdown), which are present in New Quizzes and often problematic for screen readers and keyboard navigation.

Recommended Question Types

• Multiple Choice.
• Multiple Answer: Clearly indicate "select all that apply."
• Fill-in-the-blank: Use placeholders like [blank] instead of underscores.

Avoid: Drag-and-drop, hotspot, and dropdown questions, as they often lack full accessibility.

Provide Clear Instructions

Provide clear instructions to ensure all students, including those who use assistive technologies, can navigate and complete the quiz. Ambiguous directions can create barriers for learners with cognitive disabilities or those who rely on screen readers.

Rationale

• Reduce confusion and anxiety among students who require additional processing time.
• Help screen reader users by giving context before they encounter interactive elements.
• Support equitable access by clarifying expectations.

Examples

• Start of the quiz: Include a statement like: "This quiz contains 20 multiple-choice questions. You have 30 minutes to complete it."
• Multiple-answer questions: "Select all that apply. There may be more than one correct answer."
• Fill-in-the-blank: "Type your answer in the blank provided. Do not include punctuation."
• Timed quizzes: "You have 45 minutes to complete this quiz. If you have an accommodation for an extended time, it has already been applied."

Add Alt Text and Long Descriptions for Images

• Alt Text: Use for simple images that convey essential information (e.g., icons, basic diagrams). Keep descriptions concise and meaningful. Canvas recommends a character limit of about 120 characters for alt text to ensure compatibility with screen readers.
• Long Description: Use when an image contains complex information (e.g., charts, graphs, detailed diagrams). Provide a text alternative in the question body or link to a separate page with the full description.
• Avoid generic phrases like 'image' or 'graphic.' Instead, describe the purpose or content clearly.

Present Data as Tables, Not Images

Use tables instead of images to ensure data is accessible to screen readers and can be navigated logically.

Rationale

• Screen readers interpret tables with headers, allowing users to understand relationships between data points.
• Images of data cannot be read by assistive technology unless accompanied by a detailed description.
• If you cannot convert the data into a table, provide a detailed, long description.

Use Accessibility Checker and Ensure Color Contrast & Proper Headings

• Run the built-in Accessibility Checker in the Rich Content Editor to identify issues like missing alt text, improper headings, and color contrast problems.
• Do not rely on color alone to convey meaning. Use strong contrast and logical heading levels.

Accommodate Time Limit Needs

Apply extended time or additional attempts through the Moderate Quiz tool.

Start Small with Big Impact

Feeling overwhelmed? Begin with the steps that help the most students:

• Use proper headings in order: This creates a clear structure for screen readers and improves readability for everyone.
• Add alternative text to images: without it, visuals are inaccessible to students using assistive technology.

These two changes are quick and straightforward, making a significant difference in accessibility. Start here, and you’ll already be creating more inclusive, organized courses!

Learn More

Reach out to CETL at cetl@uwec.edu and access the Accessibility Resources section of the CETL Canvas website.