Accessibility for Online Students Who Are Blind, Deaf, or Hard of Hearing: A Comprehensive Guide

Text-based course materials:  

• Use accessible document formats with proper tagging for screen readers.
  • A guide to create an accessible word document.
  • A guide to create an accessible PPT document.
• Provide text-based alternatives for any content presented in non-text formats, such as graphs or charts.
• Use of text color should be limited. Color combinations should provide effective contrast, if used. Use a color contrast checker to check text and background contrast.

Images:

• Alternative text (Alt Text) is text that you can add in the backend of your images so they can be read by a screenreader.
• Write descriptive alt text for all images, charts, shapes, and tables.
• Your alternative text should describe the image and include an explanation about what is important in terms of the context of learning.

Tables:

• Only use tables when they are needed and make sense with the content displayed.
• The row and column attributes in a table provide context to screen readers. Row and column headers should always be identified.

Audio and video content: 

• Caption all videos to make auditory content accessible to students who are hard of hearing. Turn on auto-caption for recordings and edit the captions before posting.
  • A guide to automatic captioning for Youtube.
• Consider providing sign language interpreters for live lectures or events, or use video relay services for real-time communication.

Announcements: 

• Encourage students to speak with you or engage in your university’s DRC during the first week of class.
• Craft your syllabus and online course content to foster an open dialogue about student needs.
  • Include a statement in your syllabus.
    • Example of an Accessibility Statement.
  • Provide consultations and checklists for staff or faculty looking to make their courses accessible.
    • Example of an Accessibility Checklist.

Universities should provide assistive technologies:

Screen Readers: Explore different screen reader software such as JAWS, NVDA, or VoiceOver to understand how visually impaired students interact with digital content. Be sure to test your online course materials using screen reader software to identify any potential barriers.

Captioning Services: Explore captioning services or tools, such as Otter.ai or GoTranscript, that can automatically generate accurate captions for videos.

Braille Displays: Consider providing materials in Braille format for students who use refreshable Braille displays. Work with services to transcribe online content into Braille or provide alternative accessible formats.

Universities should collaborate with accessibility services:

• Establish open communication with the DRC or equivalent services to ensure you meet the needs of students with disabilities.
• Seek guidance and resources from IT experts to enhance your online courses.
• Work with the DRC to create individual accommodation plans for students with disabilities.

UIC Online Accessibility Initiatives

Enhancing online classes for students who are blind, deaf, or hard of hearing requires a proactive approach. Universities want to collaborate and utilize inclusive design principles and assistive technologies. UIC Online is dedicated  to providing undergraduate and graduate students with an inclusive student-centered online learning experience.

Leveraging the most innovative technology, UIC’s Instructional Design and Media Production Studio (IDMPS) partners with faculty to develop high-quality, high-engagement online courses.  IDMPS uses Backward Design principles to create student-centered learning experiences. The team also uses Universal Design for Learning (UDL) and Web Content Accessibility Guidelines (WCAG)  principles to remove learning barriers for all students.

For further insight into UIC’s initiatives, explore the IDMPS website or visit UIC’s DRC website.