Accessibility Resources

Who is this Page for?

This resource is designed for all UTA instructors, including full-time faculty, adjunct instructors, graduate student instructors, and online-only faculty. Anyone who creates digital course content will find guidance, tools, and workflows to support accessibility and continuous improvement.

Accessibility & Course Design Support

This page provides updated, faculty-friendly guidance on accessibility, and course remediation workflow suggestions. These ideas focus on supporting faculty in building more inclusive, legally compliant, and student-centered learning environments. 

Remediation means improving or fixing course materials so they meet accessibility standards.

Books

Start Here: Quick-Start Box (if you haven't yet started):

  • Step 1: Run your Ally Course Report in Canvas (see links below).
  • Step 2: Fix severe/major issues in *student-visible Spring content
  • Step 3: Clean files with TidyUP and track remaining issues

*Student-visible materials might include (but aren't limited to):

  • Course Syllabus
  • Module pages
  • Assignment instructions
  • PDFs posted in Week 1
  • Lecture slides students access before class

Key Resources

Upcoming Spring 2026 Training Resources

Guiding Principles for Accessibility Remediation

  • Focus on legal compliance for accessibility.
  • Prioritize improving student-facing instructional materials first.
  • Use Ally and TidyUP as tools to guide what you will remediate.
  • Adopt a continuous-improvement approach: accessibility evolves over time. All faculty are responsible for continuously reviewing and improving course accessibility.
  • The law does not distinguish essential vs. optional materials. All instructional materials must be accessible. Supplemental materials (notes, recordings) still support student success and should remain available; faculty should remediate them to the best of their ability.

Recommended Workflow:

What to do before the semester starts

  • Run your ALLY Course Report and fix severe issues in syllabus, Week 1 materials, module pages, PDFs, slides, and assignment instructions.
  • Clean up course files with TidyUP so students only see what's needed.
  • Review the known Issues Tracker for any campus wide items already being addressed.
  • Ensure all Week 1 and syllabus linked PDFs are OCR'd, properly structured, and readable.
  • Prepare accessible versions of your first lectures/slides.

Continue with this list:

  1. Review your Ally course report and note severe, major, and minor issues. Start With What Students See. Focus on Spring 2026 visible content first: syllabus, modules, instructions, PDFs, slides, assignments.
  2. Fix severe and major issues first, focusing on content students will immediately encounter. Fix remaining items (major and minor).
  3. Use TidyUP to locate, organize, and clean up course files.
  4. Remediate documents. Use the Key Resources above and the Quick Tips section below to help.
  5. Use the Known Issues Tracker to get additional assistance. This tracker identifies recurring accessibility problems in Canvas courses and instructional materials.
  6. Visit the Accessibility Resource Toolkit and other self-guided resources (see above links). Review the links for assistance. Should you have additional questions, contact accessibility@uta.edu.
  7. Attend the Center for Distance Education Accessibility Roadmap Bootcamp (online), if needed.
  8. Document remaining issues and inaccessible items on an Excel spreadsheet that cannot be immediately fixed, noting whether they require remediation or an exception request.
  9. Submit Exception Requests Only When Needed. See below for criteria and process. Faculty should submit exceptions only after attempting remediation on their own, documenting this, and identifying barriers, and through the bootcamp workflow.

When to Submit an Exception

  • After attempting remediation and documenting barriers.
  • For items that cannot be made accessible due to technical limitations.

When Not to Submit an Exception

  • When remediation is possible using Word, PowerPoint, PDF tools, OCR, or TidyUP.
Get help, if needed: Contact your Digital Champion, CRTLE, CDE, or OIT Accessibility depending on your need (see final section below).  

Monitor with Books

Tools and How to Use Them

  • Ally (Canvas): Identify accessibility issues, preview alternative formats, and learn how to repair flagged items.
  • TidyUP: Detects duplicate, unused, or outdated materials; helps streamline course content.
  • MS Word, PowerPoint, PDF Accessibility Guides: Ensure documents have corrected heading structure, alt text, readable formatting, and OCR where needed.
  • The Known Issues Tracker is a quick, faculty friendly guide to the most common accessibility issues in Canvas. It explains each issue clearly, why it matters, and what you can do to address it. Updated regularly by the EIR Accessibility team, it highlights which fixes are handled centrally and which require small local adjustments, helping you save time and create more accessible, student ready course materials.

Quick Tips

Scanned PDFs are images and unreadable by screen readers. OCR converts them into real text.

How to OCR a PDF in Adobe Acrobat Pro:

  • Open the PDF in Adobe Acrobat Pro.
  • Go to Tools → Scan & OCR → Recognize Text → In This File.
  • Choose the correct Document Language.
  • Click Recognize Text to convert the scan into selectable text.
  • Go to Tools → Prepare for Accessibility to check for reading order, tags, and missing structure.
  • If the scan is poor quality, export to Word, fix the text, and save back as a tagged PDF.
  • For complex PDFs (math, code, tables), an accessibility exception may be needed.

All videos must be captioned—and auto‑captioning alone is not compliant until edited.

How to caption in Canvas Studio:

  • Upload the video to Canvas Studio.
  • Click Captions → Request Captions and select a language.
  • Once generated, click Review and Edit to correct accuracy, punctuation, and terminology.
  • Save and publish.

Tips:

  • Break long sentences for readability.
  • Correct names and discipline-specific vocabulary.
  • If using YouTube, edit captions there, export the VTT file, and upload it to Studio.

Headings allow screen readers to move easily through a document.

How to add headings:

  • Highlight a section title.
  • Go to Home → Styles.
  • Apply Heading 1 for major sections, Heading 2 for subsections, Heading 3 for details.
  • Use View → Navigation Pane to ensure the outline is correct.
  • Run Review → Check Accessibility to fix errors.

Tips:

  • Do not skip heading levels.
  • Do not rely on bold or large text to “look like” headings—screen readers won’t detect these.

Low contrast makes slides difficult to read, especially for students with low vision.

How to improve contrast:

  • Select the text box.
  • Change either the text color or background so they contrast strongly.
  • Use Review → Check Accessibility for warnings.

Contrast rules:

  • Normal text: ratio of 4.5:1 or higher.
  • Large text (18pt+ or 14pt bold): 3:1 ratio.

Tips:

  • Use dark text on light backgrounds or vice versa.
  • Avoid decorative fonts; use Arial, Calibri, or Verdana.
  • Increase transparency when placing text over images.

Alt text describes what an image conveys and why it matters.

How to write alt text:

  • Right‑click the image → choose Edit Alt Text.
  • Write 1–2 concise sentences describing the important content.
  • Mark the image as Decorative if it conveys no meaning.

Tips:

  • Don’t start with “Image of…”
  • Focus on what students need to understand.
For charts, summarize the key takeaway.

A correct reading order ensures screen readers read content in the intended sequence.

PowerPoint:

  • Open Home → Arrange → Selection Pane.
  • Reading order flows from bottom to top of the list.
  • Reorder objects: titles → body text → images.

PDF (Adobe Acrobat Pro):

  • Open Tools → Prepare for Accessibility → Reading Order.
  • Select each content block and assign roles (Text, Heading, Figure, etc.).
  • Adjust reading order so it matches the visual layout.

Table headers help screen readers interpret row/column structure.

Word:

  • Click inside your table.
  • Go to Table Design.
  • Check Header Row and/or First Column.
  • Run Review → Check Accessibility.

PowerPoint:

  • Manually label the top row and first column with clear headers.
  • Avoid merged cells or complex layouts.

Screen readers rely on document language to pronounce words correctly.

Word & PowerPoint:

  • Press Ctrl + A to select all text.
  • Go to Review → Language → Set Proofing Language.
  • Choose the language of the document.

PDF (Acrobat Pro):

  • Go to File → Properties → Advanced.
  • Set the document language.

Tip:
In mixed‑language documents (e.g., Spanish + English), set language for each section manually.

Cleaning up files reduces accessibility errors and makes remediation manageable.

How to use TidyUP:

  • Enable TidyUP from Settings → Navigation.
  • Open TidyUP and run a full scan.
  • Review duplicate, unused, or outdated files.
  • Delete files you no longer use (download first if uncertain).
  • Clean up Pages and Assignments before removing files.

Ally gives real‑time feedback on accessibility issues.

How to use Ally:

  • Open a Canvas page or file.
  • Click the colored Ally indicator.
  • Review the issue list: missing alt text, low contrast, headings, tables, etc.
  • Follow Ally’s guided instructions to fix issues.
  • Re-upload or save the corrected version.

Tip:
Focus first on pages students will use most (syllabus, instructions, modules)

Getting Help: Who Does What at UTA?

This section provides help on who to contact: CRTLE, CDE, OIT, or their Digital Champions.

Exceptions Form

New: Digital Course Content Accessibility Exception Form

UTA has launched the Digital Course Content Accessibility Exception Request (DCAREQ) for documenting course materials that are inaccessible and cannot be remediated without compromising instructional integrity. 

Use the form when:

  • A specific item cannot meet WCAG 2.1 AA without altering learning objectives
  • You need to document inaccessible content and outline plans for future remediation

Qualifying examples:

  • Construction drawings or landscape paintings that must be analyzed visually.
  • Musical scores that must be read as notation.

Examples that do NOT qualify:

  • Decorative images or illustrative examples (infographics), which can be tagged appropriately.
  • Handwritten mathematical formulas, which can be remediated.

What you’ll submit on the linked form:

  • Description of the item and its instructional purpose
  • Whether the resource was created at UTA or by a vendor
  • Whether you expect to remediate or replace it
  • A link to your syllabus
  • A faculty commitment to coordinate accommodations with appropriate campus units

Click here to access the DCAREQ form: Login Required - Self-Service Portal

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Digital champions

At The University of Texas at Arlington, Digital Champions are faculty and staff who volunteer to help strengthen a culture of digital accessibility across our campus. They serve as approachable guides who promote accessible digital practices. Digital Champions are not compliance officers or technical remediators. Instead, they act as connectors: pointing teams to the right tools, sharing tips and training resources, and helping raise awareness about accessibility as a shared responsibility. Their support advances UTA’s commitment to equity, student success, and high‑quality digital learning experiences.

Below is the growing network of Digital Champions from across the university who are contributing to this effort from the academic units (colleges and schools). (A more comprehensive list of digital champions campus-wide is here: https://uta.academy/accessibility/eir/digital-champions)

College Name Champion Name
College of Architecture, Planning, & Public Affairs (CAPPA) Eric Garner
College of Business Unassigned
College of Education Luis Pérez Cortés
College of Liberal Arts Jayce Smith
College of Liberal Arts Lily Tanner
College of Engineering Mohsen Shahandashti
College of Engineering Nadhia Grewal
College of Nursing & Health Innovation (CONHI) Vicki Robinson
College of Science Greg Hale
School of Social Work Mandi Rivers