Creating Accessible Course Materials

RIT is committed to providing an accessible learning environment for all students. All materials used by RIT when providing its programs and services must be accessible to individuals with disabilities. Accessible course materials benefit all learners, in addition to those with disclosed disabilities.

What is Accessible Teaching?

Within the context of teaching and learning, instructors have a responsibility to proactively create course materials in a way that removes potential barriers for students with disabilities and those using assistive technologies. The Universal Design for Learning (UDL) framework W3C's Web Content Accessibility Guidelines can assist instructors in providing accessible course materials which produce a learning experience that benefits all students.

Accessibility is more than compliance: it is a core teaching practice that improves student learning and success. When course materials are designed to be perceivable, navigable, and flexible, more students can engage fully with your course, regardless of their learning or access needs.

Here are some considerations as you work towards accessible teaching:

  • Clarity and Structure. Clear headings, descriptive link text, readable fonts, and navigable layouts help all students follow your materials, especially when reviewing notes, preparing for assessments, or catching up after an absence.
  • Student Engagement. Materials that offer multiple points of access - such as captions, transcripts, and alternative text - allow students to interact with content in ways that fit their strengths, devices, and learning situations.
  • Inclusive Participation. Accessible materials communicate that every student is valued. This reduces barriers, supports students with disabilities, and fosters a more welcoming classroom environment.
  • Continuous Improvement. Accessibility practices and tools provide feedback that helps you refine materials over time. Small, plus-one UDL improvements can make your course more usable for everyone.

Core Accessibility Strategies for Course Materials

Intentional design choices can improve accessibility and enhance the clarity and effectiveness of your teaching. The accordion items below outline essential practices for creating accessible documents, media, and other course materials.

Alt text briefly describes the essential meaning or function of an image so students using screen readers can access the same information.
Tips:

  • Keep descriptions concise and focused on purpose.
  • Omit phrases like “image of…” because screen readers already identify images.
  • If an image is decorative, mark it as decorative rather than adding alt text.

Captions and transcripts for video or audio support deaf and hard-of-hearing students, English-language learners, and anyone learning in noisy or quiet environments.
Tips:

  • Use auto-captions as a starting point, then edit for accuracy.
  • Provide transcripts for audio-only resources.
  • Whenever possible, choose videos that already include quality captions.

Slide decks become more accessible when they follow logical reading order and maintain text clarity.
Tips:

  • Run the Accessibility Checker (PowerPoint) or Accessibility settings (Google Slides).
  • Use built-in slide layouts rather than manually placed text boxes.
  • Ensure adequate contrast for text, limit dense information, and provide descriptive slide titles.

Headings create structure and allow screen reader users to navigate efficiently. They also help all students scan and review content quickly.
Tips:

  • Apply built-in heading styles (Heading 1, Heading 2).
  • Ensure a logical hierarchy—don’t skip heading levels.
  • Break up long blocks of text with meaningful subheadings.

Descriptive links tell students where they will go when they click, which is especially important for those using screen readers.
Tips:

  • Avoid “click here” or bare URLs.
  • Use meaningful text, such as “RIT Academic Calendar” or “Assignment Rubric (PDF).”
  • For multiple links to similar resources, differentiate them clearly.

Readable text supports students viewing content on different screens, in varying lighting conditions, or with color vision differences.
Tips:

  • Use high-contrast color combinations (e.g., dark text on a light background).
  • Do not rely on color alone; instead pair color with text labels or symbols.
  • Test contrast with built-in or external accessibility checkers when available (e.g., WebAIM).

Ally provides on-demand guidance for improving accessibility of materials in RIT’s myCourses.
Tips:

Let students know they can download alternative formats (e.g., audio, ePub).

PDFs are often the most challenging materials for accessibility. When possible, start with an accessible source document.
Tips:

  • Use tagged PDFs to preserve structure for screen readers.
  • Avoid scanned PDFs when possible; choose text-based versions instead.
  • If you must use a scan, run OCR (optical character recognition) to make the text selectable.

A clear, consistent course structure helps all students navigate your course efficiently and reduces cognitive load.
Tips:

  • Use modules and submodules in myCourses to organize weekly or topic-based content.
  • Provide consistent naming conventions for files and activities.
  • Place key materials in predictable locations, minimizing the number of clicks required.

For more information on creating accessible course materials, review the CTL’s curated list of accessibility resources.

See Accessibility at RIT for other information and resources on accessibility.