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Accessibility Basics

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Imagine you are on the phone with a colleague attempting to describe a Canvas course interface but someone has played a prank and taken your mouse. What are you going to tell your colleague; how are you going to organize the information; and how are you going to navigate without your mouse?

Organization

When a visual user looks at a page, they most often look for blocks or chunks of information identified by a heading. The orientation of blocks to one another and the appearance of the heading text helps the user make sense of the page and the information presented.

Ask a software application, like a screen reader, to detect and make sense of the same information and the results will be very different. The screen reader will not interpret text in different colors, sizes, font faces or other visual characteristics as headings. So, it is essential that text or images to be used as headings be inserted as� well, Headings.

Headings can be created in Canvas using the Rich Content Editor in features that support the editor — Announcements, Assignments, Discussions, Pages, Quizzes, or Syllabus. There are three heading levels from which to choose. These levels are used to convey relationships among blocks of information and the overall structure of the page to non-visual users. Heading tags should never be used to control text characteristics — size, alignment, or appearance. Here is a quick conceptual overview.

Heading Levels

Heading Level Description
Level 1, <h1> Title, purpose or function of the page.
Note: Canvas creates the level 1 heading based on the page title assigned in Course Settings.
Level 2, <h2> Main Sections of the document.
Level 3, <h3> Sub-sections of level 2 content.
Level 4, <h4> Sub-sections of level 3 content.

Text-based Alternatives

It is important to be aware that many factors can impact learning — environment, technology, learning style, disability and more. Ensuring that content can be accessed in multiple ways by both humans and machines is the cornerstone of accessibility. Here are a few key principles to keep in mind.

Content Principles
Text
  • Use headings to organize content.
  • Create headings so they are machine (screen reader) readable.
  • Use clear and simple language.
  • Be succinct.
Images
  • Provide alternative text Links to an external site..
    • Describe the purpose/function of the image.
    • Describe salient aspects of the image as they relate to the context in which the image appears.
    • Describe what a chart or graph represents and avoid lengthy descriptions of represented data ̬ convey the data in the page content or use the image as a link to the raw data or a more verbose summary.
  • Avoid the use of purely decorative images.
    • Increases non-relevant content.
    • May be confusing or distracting.
    • May slow down page load time.
Audio-only
  • Provide a transcript.
  • Include notes regarding music, sounds, sound-effects and other non-verbal information.
Multimedia
Combined/Interactive
  • Follow the principles for the other content types listed in this table.
  • Include a means for pausing, rewinding and fast-forwarding audio/multimedia content.
  • Limit the use of timed responses and make adjustments for individuals with disabilities as necessary.
  • Use standard response elements — text entry fields, radio buttons, checkboxes and drop down lists.
  • Do not use response elements that require the use of a mouse (drag-n-drop).

Keyboard-only Navigation

Remember that missing mouse? Well, what if there is a mouse or trackpad present but it doesn�t work or the user is limited in its use.

  • A mobility impairment may prevent a user from being able to grasp a mouse or maneuver it quickly and accurately.
  • A visual impairment may prevent a user from seeing the mouse pointer or the screen elements to be targeted.
  • A temporary medical condition, such as a broken hand or arm, may make mouse use difficult or impossible.

Links, buttons and other interactive elements of your course should support keyboard-only navigation and control in order that a student can complete all assignments, activities and quizzes/exams without using a mouse or trackpad. Most Canvas elements are keyboard-only operable. There are a few instances in which an accessible and an inaccessible version of a feature is available. The next section provides a brief overview of the accessibility of some Canvas tools.

Quick Check

1. Headings should be created using which of the following techniques?

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2. Heading tags should never be used to control text characteristics — size, alignment, or appearance.

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3. Heading levels are used to convey relationships among blocks of information and the overall structure of the page to non-visual users.

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4. When inserting images, which of the following should be avoided?

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5. Which of the following are best practices for audio content?

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6. Which of the following are best practices for multimedia content?

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7. Links, buttons and other interactive elements of your course should support keyboard-only navigation and control.

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