This UGA-specific checklist helps you apply accessibility standards to the tools, platforms, and workflows you use every day at the University of Georgia. It bridges general accessibility principles with the concrete tools and systems we rely on, including eLC/D2L, UGA websites, Microsoft Office, and Zoom. Use this to prioritize improvements in your daily work.
Why this matters
While general accessibility principles apply across all platforms, UGA has specific tools, workflows, and integrations. This checklist addresses those specific contexts, making it easier to apply best practices within the systems you actually use. It also reflects UGA’s institutional expectations and standards.
Course materials in eLC/D2L
For faculty and instructional designers creating or maintaining course content in eLC or Desire2Learn.
- Course structure: Course is organized in logical modules or weeks using eLC/D2L’s built-in structure (not loose files).
- Content folders: You’re using the Content tool, not cramming everything into announcements or uncategorized areas.
- Page names: Content pages have descriptive, meaningful titles (not “Content” or “Page 1”).
- Syllabus: Syllabus is posted in eLC/D2L and includes an accessibility statement.
- Text formatting: You’re using built-in text styles, not manual formatting (bold, italic, heading styles).
- Links: Links are descriptive (not “click here”) and internal links use eLC/D2L’s link tools.
- Files: All uploaded documents (PDFs, Word, PowerPoint) are in accessible formats.
- Videos: Course videos are in the Video Everywhere tool or uploaded with captions and transcripts.
- Tools: Third-party tools (H5P, Kaltura, third-party quizzes) have been tested for accessibility.
- Assignments: Assignment instructions are clear and accessible; alternative formats available if needed.
- Discussion boards: Discussion post instructions are clear; students are encouraged to post accessibly.
- Gradebook: The gradebook tool is used properly and updates are communicated clearly to students.
UGA websites and web content
For anyone creating or maintaining UGA websites, including departmental sites and project websites.
- UGA CMS/WordPress: You’re using UGA’s approved CMS/WordPress platform and templates.
- Color palette: You’re using UGA brand colors with approved, accessible color combinations.
- Templates: You’re using UGA-approved accessible templates, not creating custom designs.
- Headings: Heading hierarchy follows the template structure (H1 is the page title).
- Images: All images have alt text; decorative images are marked as such.
- Links: Links are descriptive and internal links use the CMS linking tools.
- Forms: Forms are built using the CMS form tools; all fields are labeled and required fields are marked.
- Mobile responsive: Site is fully accessible on mobile; you’ve tested on a mobile device.
- Contrast: Text meets WCAG AA contrast requirements (check with a tool).
- Navigation: Main navigation is consistent across the site and easy to locate.
- Keyboard accessible: All interactive elements work with keyboard; you’ve tested by tabbing through the site.
- Accessibility checker: You’ve run the browser accessibility checker on your pages.
Word documents and Google Docs
For faculty, staff, and administrators creating documents in Microsoft Word or Google Docs.
- Styles: You’re using built-in heading and list styles, not manual formatting.
- Heading hierarchy: Headings follow a logical order (H1, then H2, then H3).
- Lists: Lists use the built-in bullet or numbered list formatting.
- Images: All images have descriptive alt text added via the Insert Alt Text function.
- Tables: Tables have header rows and are simple, not nested.
- Color: Color is not the only way to convey information; use text labels too.
- Font and size: Font is readable and at least 12 points (consider using 14pt for better readability).
- Contrast: Text color has sufficient contrast with the background.
- Links: Links are descriptive; edit hyperlink text to be meaningful.
- Checked with tool: You’ve run the built-in Accessibility Checker (Word: Review tab; Google Docs: Tools > Accessibility checker).
- PDF export: If converting to PDF, use “Export as PDF” or “Print to PDF,” not just renaming the file.
PDF documents
For faculty and staff creating or distributing PDF documents.
- Source format: PDF comes from an accessible source document (Word, Google Docs), not scanned from paper.
- Headings: Headings are tagged properly in the PDF (not just styled text).
- Images: Images have alt text tags in the PDF.
- Lists: Lists are properly tagged, not just text with bullets.
- Tables: Tables are properly tagged with headers.
- Contrast: Text has sufficient contrast with the background.
- Font and size: Font is readable; size is at least 12 points.
- Links: Links are tagged and descriptive.
- For scanned documents: If you must scan paper, use OCR and then check carefully. Better: get a digital version of the source material.
- Consider Word instead: For documents that students will read or print, consider distributing as Word or Google Docs instead of PDF for better accessibility and editability.
PowerPoint presentations
For faculty and staff creating presentations in PowerPoint or Google Slides.
- Slide layout: You’re using built-in slide layouts, not blank slides with text boxes.
- Titles on every slide: Every slide has a title (even if not visible to audience).
- Slide order: Slides are in logical order in the slide pane.
- Images: Images have descriptive alt text via the Format Picture/Format Image panel.
- Lists: Bullet points use the built-in list formatting.
- Tables: Tables have header rows and are simple.
- Color and contrast: Text has sufficient contrast; color is not the only way to convey information.
- Font and size: Font is readable and at least 28pt (larger for headings).
- Animations: Animations are minimal and don’t distract; no flashing content.
- Notes: Speaker notes are added for complex slides (good practice for students who need them, too).
- Accessibility Checker: You’ve run the Accessibility Checker in PowerPoint (Review tab).
- Recording/export: If you record the presentation, add captions. If you export to PDF, test accessibility.
Zoom and virtual meetings
For anyone hosting or facilitating Zoom meetings, including classes and team meetings.
- Live captions: You’re using Zoom’s live caption feature (Settings > Live Transcription or built-in captions).
- Screen sharing: When sharing, you’re using a readable font size and adequate contrast.
- Chat accessibility: You’re using the chat intentionally and making sure it’s accessible (not the only way to participate).
- Recording: If recording, you’re saving the transcript and will provide captions to students.
- Materials: Any slides or documents shared are in accessible formats.
- Participant audio: You’re muting background noise and speaking clearly.
- Visual descriptions: You’re describing what you’re showing on screen, not just showing it silently.
- Breakout rooms: Breakout room instructions are clear and accessible.
Other UGA tools and platforms
For using other UGA systems accessibly.
- Banner/Student Information System: Follow UGA IT’s accessibility guidance for form filling and data entry.
- eMAP and survey tools: Use clear, simple language in surveys; test responses in screen reader mode if possible.
- Video platforms (Kaltura, YouTube): Ensure videos have captions and transcripts before uploading to any platform.
- Google Suite: Use the same accessibility practices as Microsoft Office (styles, built-in formatting, alt text).
- Third-party course tools (H5P, Blackboard Collaborate, etc.): Check the tool’s accessibility documentation before use. If it’s inaccessible, contact DASH for alternatives.
Prioritization guide
You can’t fix everything at once. Here’s how to prioritize accessibility improvements in your work:
High priority (do first):
- Course materials and syllabus (affects student learning)
- Main website pages and frequently visited links
- Documents shared with students and the public
- Videos used in teaching (add captions)
Medium priority (do next):
- Archived documents and less frequently used pages
- Internal-only documents (for staff use)
- Older course materials
Ongoing (as you work):
- New content you create going forward – build accessibility in from the start
- When you touch old content for other reasons, improve its accessibility
- Spreadsheets and administrative documents (lower priority unless shared externally)
Common mistakes to avoid
- Assuming UGA tools are automatically accessible: While UGA’s tools are designed with accessibility in mind, they still require proper use. Just because you’re using the CMS or eLC doesn’t guarantee accessible content – you must follow the guidelines in this checklist.
- Skipping accessibility in eLC content: Many faculty assume that as long as they post materials in eLC, they’re done. Remember: eLC is a container. The content inside – documents, videos, links – must be accessible on their own.
- Only checking the website, not uploaded documents: It’s easy to make your website accessible but then upload inaccessible PDFs. Every document counts. Treat uploaded files with the same care you give to web content.
- Relying solely on IT to handle accessibility: While IT and the web team handle platform accessibility, content creators are responsible for their own content. This is a shared responsibility, not something to delegate entirely.
- Treating UGA brand compliance as equivalent to accessibility compliance: Following UGA brand guidelines helps but doesn’t guarantee accessibility. A page can look perfectly “on brand” while being inaccessible. Check both standards.
- Procrastinating on third-party tools: Don’t assume the tools you integrate (H5P, Kaltura, quizzes) are automatically accessible. Test them. If a tool isn’t accessible, escalate to IT and ask for alternatives.
Getting help
UGA’s Digital Accessibility Services Hub (DASH) is here to support you. Whether you need guidance on making your content accessible, help troubleshooting an issue, or training for your team, we are ready to help.
- Contact DASH at [email protected] for consultations, training, or technical assistance.
Accessibility is a shared responsibility, and every step you take makes UGA’s digital environment more inclusive.