This rubric can be used to reference various accessibility standards, expectations, and tools to be incorporated into classrooms to improve accessibility. You can find more detailed explanations of these tools on the Best Practices Page on this site.

There are many accessibility tools and concepts we can apply in our classrooms, and it can be easy to get overwhelmed—try to select one or two to focus on at a time. Later, when you’re feeling comfortable with these and are ready to add in a new concept, choose another from the rubric.

Accessibility is a process and progression; each step we take moves us closer to a more accessible and supportive campus.

*Note that this rubric is not an exhaustive list of accessibility tools. You may need to include additional or alternative tools to ensure that your courses are fully accessible.

 

Content Type

Emerging

Developing

Proficient

Advanced

Microsoft Word
  • Heading & text styles provide structure
  • Links are descriptive
  • Header rows are used for tables
  • Simple images have alt text
  • Strong color contrast
  • Tables are simplified
  • Charts and graphs include table data
  • Complex images, charts, and graphs have long descriptions
  • Accessibility checker used to resolve outstanding concerns
Microsoft PowerPoint
  • Sufficient color contrast in theme
  • Unique slide titles
  • Built-in slide layouts
  • Links are descriptive
  • Header rows clearly designated on tables
  • Images have alt text
  • Charts and graphs have long description
  • Auto-captions used for embedded videos
  • Transcripts provided for embedded audio files
  • Captions edited for embedded videos
  • Accessibility checker used to resolve outstanding concerns
PDF
  • Clear, legible copies
  • Text recognition used
  • Edited with necessary software
  • Add tags using Autotag tool
  • Check that Reading Order Panel tags are in correct reading order and correctly labeled (heading/structure)
  • Tables have designated header row
  • Alt text used for images
  • Complex images, charts, and graphs have long description
  • Accessibility checker used to resolve outstanding concerns
Canvas
  • Use MSU Canvas shell
  • Structure pages with headers
  • Use descriptive links
  • Combine written (slide notes) and visual (lecture video) materials for note taking
  • Images have alt text
  • Ensure PDF uploads are searchable
  • Ensure all videos are auto-captioned
  • Provide transcripts for video and audio files
  • Ensure all uploaded materials are accessible (Word, PowerPoint, PDF, etc.)
  • Check auto-captions for accuracy
  • Use Yuja tools to resolve outstanding concerns
Multimedia (video, audio, etc.)
  • Sufficient color contrast between text and background
  • Describe visual content orally during a recording
  • Provide transcript for audio files
  • Ensure playback and caption visibility options on videos
  • Utilize captions on video/audio files
  • Provide downloadable transcripts
  • Edit captions for accuracy
  • Edit transcripts for accuracy
  • Provide audio descriptions or transcripts with narrative description of visual information for videos
 
Math Content
  • Equation images use alt text
 
  • Use built-in Canvas equation editor
 
  • Make PDF documents available in HTML format
 
  • Convert existing images to code with math text recognition software
  • Edit math recognition results in an equation editor
Complex Images, Charts, Graphs, etc.
  • Include long descriptions in surrounding test
  • Link to long description in appendix if lacking space on a page
  • Ensure color isn’t used to convey information
  • Provide tabulated data for charts and graphs
  • Ensure interactive images can be manipulated with keyboard and screen reader
  • Offer alternatives for interactive images
  • Code interactive images for keyboard/screen readers
 
Tables
  • Use a single header row and/or column
 
  • Include table title in a heading or caption above table to eliminate an extra header row
 
  • Move non-data text outside of the table
  • Review merged cells; unmerge if possible
  • Split table up if there are merged cells in the middle that serve as a “title” for a new section
  • Split table up if a row functions as a header row in the middle of table
  • Move any remaining content of merged cells outside table
Web Content
  • Use headings for structure
  • Make links descriptive
  • Images use alt text
  • Tables use a designated header row
  • Sufficient color contrast used for text, hyperlinks, and illustrations
  • Ensure video player compatibility with mouse, keyboard, and screen reader
  • Accessibility checker used to resolve outstanding concerns
  • Manually check and resolve errors
  • Test with keyboard navigation