Online and Blended Course Accessibility Information

accessibility word cloud

In compliance with Texas Administrative Code, Title 1, Chapter 213, Subchapter C, UNTHSC’s Accessibility Statement, UNTHSC Policy 04.305: Web Policy, Title II of the Americans with Disability Act, Section 508 of the Rehabilitation Act, §1194.22, and Quality Matters General Standard 8, all online materials developed or curated for delivery through the Canvas Learning Management System must satisfy Section 508 Web Accessibility guidelines for accessibility and be usable with assistive web technologies*. All course content should be developed in a manner that facilitates ease of use, alternative formats for diverse learners, and readability.

  • A text equivalent for every non-text** element shall be provided (e.g., via “alt”, “longdesc”, or in element content).
  • Equivalent or Alternative*** material for any multimedia presentation shall be synchronized with the presentation.
  • Materials should be designed so that information is not conveyed using color.
  • Materials uses sufficient contrast ratios.
  • Materials, including Word processing documents, should be organized in a readable format (headers, paragraphs, etc.)
  • Row and column headers are included in data tables.
  • Create descriptive links to external content and avoid ambiguous linking to other resources, such as “Click Here”, “More”, or “Continue”.

*Assistive web technologies include any technology that improves functional capabilities of individuals with disabilities, such as screen readers or voice dictation software.

**Non-text elements include any material developed or distributed in audio or video format.

***Equivalent access: Provides disabled users with content identical to that used by a non-disabled user. For the disabled user, however, that content is presented using a different modality (e.g., providing a course textbook in Braille format, on audiotape, or in digital format).
Alternative access: Provides a disabled user with a learning activity that differs from the activity used by non-disabled users. However, the alternative activity is designed to achieve the same learning objectives (e.g., a mobility-impaired student might be given the option of conducting a science experiment in a virtual laboratory, where the levels of dexterity, strength, and physical access are different from those required in a physical laboratory).

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