The contrast tool can be found within most accessibility or colour checking platforms and browser extensions. Some commonly used options include:

• WebAIM Contrast Checker:

Color Contrast Checker- WebAim

• Simply enter your foreground (text) and background colors to check if the contrast meets WCAG 2.1 standards.

• Colour Contrast Analyser (CCA):

• A free desktop tool from TPGi that allows you to sample colors directly from your screen and test contrast ratios.

• Microsoft PowerPoint / Word / Teams (for internal video content):

• In Microsoft tools, you can use the Accessibility Checker (found under Review → Check Accessibility).
• It will flag insufficient color contrast within your slides or document.

• Browser-based Developer Tools:

• In Chrome or Edge, open Inspect → Styles panel → Color picker. The contrast ratio appears automatically when selecting a color.

Recommended practice:

When designing or reviewing videos, presentations, or visual content, ensure that text, graphics, and captions meet at least 4.5:1 contrast ratio for normal text and 3:1 for large text, per WCAG 2.1 guidelines.

Yes. If a platform doesn’t support a secondary audio track for descriptions, key visual information should be built directly into the main script or narration. This means the speaker briefly describes essential visuals (like on-screen text, actions, or graphics) as part of what they’re saying. This ensures viewers who are blind or have low vision receive the same information. Use a separate audio description track only when the platform supports it and the visuals are complex.

Yes. Some widely used accessible video players include AblePlayer, Video.js, Bitmovin Player, and JW Player. These support captions, transcripts, audio descriptions, keyboard navigation, and screen reader compatibility. When selecting a player, ensure it allows caption customization, full keyboard control, clear focus indicators, and proper labeling for assistive technologies.

On Instagram, when creating a new post, users can add alt text by going to “Advanced Settings” on the final screen before posting, then selecting “Write alt text” under “Accessibility.” For videos, since alt text isn't supported, important visual and audio information should be included in the caption or conveyed through on-screen text and captions within the video. On Facebook, alt text is automatically generated for images, but it can and should be edited manually for accuracy. After uploading an image, click “Edit Alt Text” to provide a meaningful description. For videos, Facebook allows the addition of captions either automatically or manually, and video descriptions should be used to provide context and key audio information. On X (formerly Twitter), users can add alt text to images by clicking “+ALT” when uploading an image before posting. For video content, since alt text isn’t available, it's best to provide a descriptive caption or thread explaining the content, and to use open or closed captions in the video itself. Finally, on LinkedIn, users can add alt text to images during the upload process by selecting the “Add alt text” option. For video content, LinkedIn supports subtitles and also allows space in the post description to include a transcript or key points from the video. Across all platforms, combining alt text for images with video captions and descriptive post content significantly improves accessibility for users with visual or hearing impairments and supports inclusive communication practices.

Links to accessibility features by platform:

Facebook
Instagram
Twitter (X)
LinkedIn

When a video includes references to internet links—such as those mentioned in narration, shown on screen, or listed in resources like a "Tools & Resources" section—it’s important to ensure those links are accessible to all users, including those using screen readers or who may not be able to view the video content directly. The best practice is to include all relevant links in a clearly labeled, accessible location outside the video itself. For example, if the video is posted on a learning platform, intranet, or social media, the links can be placed in the accompanying post description, transcript, or in a separate document linked from the video page. If a transcript is provided, ensure that the URLs are typed out fully (not just hyperlinked text like “click here”) so users relying on screen readers can understand and access them. Alternatively, create a downloadable resource list in an accessible format (such as a tagged PDF or accessible Word document) that accompanies the video and is referenced clearly in the video description. This approach will ensure that all users, can find and use the linked resources effectively.

Yes, punctuation plays a crucial role in accessibility, especially in video captions. Proper punctuation ensures that captions are clear, easy to follow, and accurately convey the meaning and tone of spoken content. For individuals who are deaf or hard of hearing and rely entirely on captions to understand video content, missing punctuation can make it difficult to distinguish between sentences, identify questions, or understand pauses and changes in speaker. This can lead to confusion or misinterpretation of the message. Screen readers and other assistive technologies also rely on punctuation cues to help interpret and relay information effectively. For example, a period indicates a pause or the end of a thought, while commas help separate ideas or clauses. Without these, the flow of information becomes harder to process. Therefore, when creating captions, it’s important to include standard punctuation—such as periods, commas, question marks, and quotation marks—to ensure the content is accessible, readable, and inclusive for all viewers.

Making multilingual videos accessible requires thoughtful planning to ensure that all viewers, can fully engage with the content. When a video switches between languages—such as a lecture moving between Spanish and English—it’s important that the captions or transcripts reflect those changes accurately. One key recommendation is to caption the spoken language as it is, rather than translating it. This maintains authenticity and allows viewers who understand the language to follow along without confusion. It's helpful to clearly label language switches within the captions (e.g., “[Speaking in Spanish]” or “[Switching to English]”) to orient viewers, especially those using captions as their primary means of understanding the content.

If your audience includes people who may not understand all the languages spoken, consider providing translated subtitles or separate subtitle tracks for each language when the platform allows it. Additionally, provide full transcripts of the video that mirror the spoken content and include clear language markers. If possible, offer translated versions of the transcript for viewers who prefer to read the full lecture in one language. For platforms that support it, you can also create multiple caption files—for example, one that shows the original language(s) and others that provide full translations.

Lastly, be mindful of cultural nuances and accessibility standards in each language, ensuring that the translations are accurate, inclusive, and appropriate for the audience. Taking these steps will make your multilingual video content more accessible, equitable, and engaging for a diverse range of viewers.

It depends on how the original PDF was created. If the document was made from an accessible source file (such as a properly structured Word document), it can often be remediated without starting from scratch. Tools like Adobe Acrobat Pro allow you to add tags, define reading order, set alt text for images, and ensure proper heading structure.

However, if the PDF was created from a scanned image or lacks any underlying text structure, accessibility fixes can be more complex and time-consuming. In those cases, it may be easier and more effective to return to the source file (if available) or recreate the document with accessibility in mind from the beginning.

the earlier accessibility is built into the workflow, the easier and more reliable it will be to create an accessible PDF.

When saving a Word document as a PDF, always use File → Save As → PDF (not “Print to PDF”) to preserve accessibility features. In the Save As dialog, make sure the option or “Document structure tags for accessibility” is checked. Before saving, ensure you’ve used Word’s built-in accessibility features such as proper headings, lists, table headers, and alt text for images, and run the Accessibility Checker to fix any issues. Following these steps helps carry tags and alt text into the PDF so that Adobe Acrobat recognizes it as accessible.

Flow charts shouldn’t be treated as a single image with only brief alt text, since much of their meaning comes from structure and connections. For accessibility, include the flow chart as an image with a short alt text for quick reference, but make sure to provide a detailed text description of the full process elsewhere in the document—such as in a nearby paragraph, appendix, or linked section. In the image’s alt text, clearly indicate where users can find the full description (e.g., “See detailed flow description on page 5”). This approach ensures both quick visual reference and full accessibility for all users.

The “hard-to-read contrast” warning in Microsoft Word’s Accessibility Checker is based on the actual text and background colours defined in the document, not how they appear in your personal dark mode view. Dark mode only changes how Word displays the document on your screen—it doesn’t affect the saved text or background colours. So, even if it looks fine in dark mode, the checker evaluates how the text would appear on a standard light (white) background, which is how most users and assistive technologies will read it.

Yes, it’s possible to make a PDF accessible even without the original source document, though it can be more time-consuming. Using Adobe Acrobat Pro, you can manually add tags, set reading order, define headings, add alt text to images, and fix tables or lists through the Accessibility tools. Acrobat’s Accessibility Checker can also help identify missing elements.

For scanned or image-only PDFs, you’ll first need to run Optical Character Recognition (OCR) in Acrobat to convert the images into searchable text before tagging.

While tools like PAVE, Equidox, or Pac2024 can streamline the remediation process, the best long-term plan is to request or recreate accessible source files whenever possible to ensure accuracy and reduce future remediation work.

Help text that is hidden until activated can be accessible, but only if it can be revealed and read using a keyboard alone, not just a mouse. Keyboard users and screen reader users must be able to navigate to the control, activate it (for example, with the Tab and Enter or Space keys), and access the revealed content in the correct reading order.

If the hidden text appears only visually and is not announced to screen readers or can’t be opened without a mouse click, then it’s not fully accessible. The best practice is to ensure that help text is either always visible, or that interactive elements (like “info” buttons or tooltips) are fully operable and readable using both keyboard and assistive technologies.

Once a client prints, hand-signs, and scans an accessible PDF, the returned version becomes an image-only PDF, which means it’s no longer accessible—screen readers can’t read the text or form fields. In most cases, you don’t need to remediate that returned, signed document for accessibility if it’s being kept only as a record or legal copy, since it’s essentially a scanned image of a signature.

However, if the scanned, signed version will be redistributed, posted publicly, or required for further review by others, you should run Optical Character Recognition (OCR) in Adobe Acrobat Pro to make the text selectable and readable again. Keep in mind that OCR may not perfectly capture all formatting, so the accessible version may differ slightly from the signed record.

For testing accessibility and pronunciation in a Canvas course, NVDA (Non Visual Desktop Access) is a great free screen reader for Windows and works well with browsers like Chrome and Firefox. You can also use built-in tools such as Narrator on Windows or VoiceOver on Mac. These readers let you hear how headings, links, buttons, and alt text are spoken, helping you check both accessibility and pronunciation. NVDA is especially recommended because it’s free, widely used, and similar to the tools many learners rely on.

Yes, when you use the “Save As PDF” or “Export to PDF” option correctly (with “Document structure tags for accessibility” checked), the accessibility features—like tags, headings, alt text, and reading order—are embedded in the PDF itself. These properties stay with the file when it’s emailed, uploaded, or shared, as long as the document isn’t altered or printed to PDF again. Just remind recipients not to reprint or rescan the file, since that would remove the accessibility structure. In short, properly saved tagged PDFs will retain their accessibility when shared.

Accessibility issues can appear differently depending on the software, version, and settings used to open the PDF. For example, Adobe Acrobat Pro, Acrobat Reader, and browser-based PDF viewers all handle tags, reading order, and forms differently—some may ignore accessibility features altogether. Screen reader settings and versions (like NVDA, JAWS, or VoiceOver) can also affect how content is read aloud.

To address this, ensure everyone is using Adobe Acrobat Reader or Acrobat Pro (not a web browser) and that accessibility features are enabled in their settings. It’s also a good idea to run the Accessibility Checker in Acrobat to verify consistent tagging and reading order. In short, the PDF may still be accessible, but differences in how it’s viewed or read by each system can cause inconsistent experiences.

Once a PDF has been digitally signed, it becomes locked to protect the integrity of the signature, which means you can’t edit or add accessibility features without invalidating it. If you receive a signed but inaccessible document, the best option is to request an unsigned version so accessibility remediation can be done before it’s signed again. If that’s not possible, you can share the signed version along with an accessible alternative, such as a tagged Word or text version that conveys the same information. In short, accessibility should always be verified and finalized before applying a digital signature.

To designate a title, use built-in Title or Heading styles instead of manually increasing the font size. Built-in styles add semantic meaning that assistive technologies use to understand the structure of the content. 

Example (Microsoft Word): 

Select the title text, then choose Title or Heading 1 from the Styles panel. This properly identifies the text as a title for screen readers and ensures the document is accessible. 

Simply enlarging the text only affects visual appearance and does not convey structure or meaning to assistive technologies.

There are some best practices for consistency and clarity. However, both options can be acceptable as long as the title is short, clear, and understandable. Personal preference is fine when the title still meets accessibility and readability standards.

Guidelines for consistency: 

1. Use a standard naming pattern across similar documents. 
2. Keep titles short and descriptive. 
3. Put the most important words first (subject or purpose). 
4. Avoid unnecessary words or complex phrasing. 

Accessibility standards (such as WCAG) do not restrict the use of specific fonts. However, for digital and on-screen content, sans-serif fonts (such as Arial, Calibri, or Verdana) are often recommended because many users find them easier to read. Including the font choice, it’s important to ensure proper font size, colour contrast, spacing, and correct use of headings and styles. 

In Microsoft Word, the Accessibility Checker is located under the Review tab.
Select Review, Check Accessibility to open the Accessibility Checker pane, which highlights accessibility issues and provides guidance on how to fix them.

An asterisk (*) may be used, but it is not sufficient on its own to indicate that information is important in an accessible manner.

If an asterisk is used, its meaning must be clearly explained in text somewhere in the document—either at the beginning of the document or at the point where the asterisk appears (for example, indicating that it denotes “Important” or “Required” information).

The key requirement is that importance must be communicated through text, not solely through symbols, color, or visual formatting, so the information is accessible to all users, including those using assistive technologies.

Arrows are not reliably read or understood by screen readers, particularly when they are part of a graphic or visual diagram. While a screen reader may announce the presence of an image or shape, it does not automatically convey the meaning or relationship that the arrows represent. For accessibility, any relationships shown using arrows must also be explained in text. This explanation can be included in the slide text, speaker notes, or the alternative text (alt text) for the graphic. The key requirement is that arrows should not be the only way information or relationships are communicated.

Yes, in most cases you can highlight the text and apply Word’s built-in list formatting (bulleted or numbered), and this will convert the content into a properly formatted, accessible list. Word’s list styles replace visual list formatting (such as manually typed numbers, dashes, or spacing) with semantic list structure that screen readers can recognize.

However, it is important to review the result after applying the list format. Occasionally, manual spacing or extra line breaks may remain and should be cleaned up to ensure the list is consistent and correctly structured. Using Word’s built-in list tools is the recommended and accessible approach.

These two directives address different concerns and can be followed at the same time. Accessibility guidance encourages the use of descriptive link text so users, especially those using screen readers can understand the purpose of a link without relying on surrounding text. This does not mean links should be unsafe or misleading.

From a security perspective, the risk comes from clicking unknown or unverified links, not from the link text itself. Descriptive links can still be used safely by ensuring that links point to trusted, known sources, that the link text accurately reflects the destination, and that full URLs are visible when users hover over the link or are listed separately if needed.

In practice, the best approach is to use clear, descriptive link text that matches a trustworthy destination, while continuing to follow security best practices such as verifying sources and avoiding suspicious or unexpected links. This allows both accessibility and security requirements to be met.

AI generated alt text can be a helpful starting point, but it is not sufficient on its own. AI tools may misinterpret images, omit important details, or include inaccurate information. Therefore, AI generated alt text should always be reviewed and edited for accuracy before being used. 

If you choose to use AI generated alt text, please keep the following important points in mind: 

1. Check your institution’s policy regarding the use of AI tools, as some organizations restrict or prohibit their use. 
2. Never upload student data, sensitive information, or any identifying details in the AI tool.
3. Always review the AI-generated alt text to ensure it accurately describes the image and conveys the intended meaning. 

Using AI as an aid is acceptable only when it is followed by human review and correction and complies with institutional and privacy guidelines. 

Yes, you should still add alt text. Captions are visible to sighted users, but they are not always programmatically associated with the image in a way that screen readers can reliably access. Alt text ensures that users who rely on assistive technologies receive the same information.

If the caption fully and clearly describes the image and is positioned in a way that screen readers can read it as part of the image content, you may consider using empty alt text (also known as decorative alt text). This tells the screen reader to skip the image because the caption already provides the necessary information.

However, in most PowerPoint presentations, captions are not consistently linked to the image in an accessible way. Therefore, the safest approach is to provide alt text that matches the caption or provides the same information. This guarantees accessibility for all users.

If you are using Windows machine, you can install NVDA which is a free screen reader software from the link below.

Install NVDA 

For Mac machine, you can find the inbuilt screen reader called ‘Voice Over’ in Accessibility Settings. 

An accessible link is one that clearly communicates its purpose through meaningful, descriptive text so that all users understand where the link goes or what it does without needing extra context. 

Key Requirements for Accessible Links: 

1. Use descriptive link text (avoid “click here” or “read more”). 
2. Ensure link text stands alone and makes sense out of context.
3. Tag the link properly (use Word/PowerPoint’s hyperlink feature) instead of pasting a raw URL as plain text.
4. Avoid using long URLs as link text, as they are difficult to read and understand.
5. Make sure the link destination matches the link text (no misleading links).
6. Do not rely on color alone to indicate a link; links should also be underlined or clearly distinguishable.

An accessible link is clear, descriptive, properly tagged, and easy for all users to navigate.