Intro
Indicators
Canvas Tools
Examples
Try It!
Resources

Introduction

The purpose of this standard is to encourage you to reflect on the accessibility and usability of your course materials. Designing your course content in a way that maximizes usability for the widest possible audience is known as Universal Design for Learning (UDL). Applying UDL principles and accessible design practices to the design of your learning materials benefits all of your students, not just those who may have a disability. For example, a captioned video is helpful for a student who is deaf or hard of hearing, but captions can also benefit a student trying to watch the video in a noisy public space, or a student for whom English is not their native language. Applying UDL and accessible design principles to the design of your course materials can also benefit you. Proactively designing for usability and access upfront and supporting the varied abilities and diverse learning needs of your students, can save you time should you receive a last minute accommodation request. But, just because you haven't received official accommodation paperwork, that doesn’t mean you don't have students with disabilities in your course. Often disabilities remain unaccommodated due to the stigmas associated with requesting help, lack of proper documentation, or students being unaware of the resources available to them. Disabilities come in many forms including mobility/physical impairment, brain injury, loss of sight/blindness, loss of hearing/deafness, and mental illness. Some disabilities may be hidden or invisible, such as learning disabilities, anxiety, or chronic pain. Students with disabilities have rights and while it is a general good practice to ensure your course materials are accessible, it’s also the law. Below is a list of federal and state laws that impact higher education.

Federal

Section 504 of the Rehabilitation Act of 1973
Section 508 of the Rehabilitation Act of 1973 & 2018 Refresh
Americans with Disabilities Act (ADA) of 1990
Amendments Act (ADAA) of 2008

State

Washington State Core Services RCW 28B.10.910-916
SBCTC Accessible Technology Policy 3.20.30B
Washington State OCIO Policy 188 - Accessibility

As a teacher, you are responsible for providing accessible content for your students. Over time, you've probably learned to make your content look the way you want but did you know that there are built-in styling tools in programs like MS Word, Pages, Google Docs, and Canvas that can help you achieve a similar look, speed up your editing, and also result in accessible content? When you use these tools and design for usability and accessibility upfront, you allow students to retrieve, use, and benefit from the resources in your course and to participate fully without needing to ask for a modification or an alternative format. While you cannot plan ahead for every possible type of accommodation a student might request, you can proactively design your course with a variety of needs in mind. Selecting accessible tools and technologies for your course and helping to connect students to the access support resources they may need is also important and will help students be successful and maintain their learning independence.

Why it Matters to Students ...

H also appreciates the well-written alternative text provided for images and other graphics because without that information it’s really hard to understand why an image has been included. (4.8.a)

As a person with partial hearing loss and also as a non-native English speaker, L mentions that having captions on all of the videos is totally awesome because it makes understanding them so much easier, but L wishes that the instructor would fix the words that are captioned incorrectly. L says having the wrong word appear in the captions makes following the concepts difficult. (4.8.b)

G often has to work on the class at work while on break and agrees that the captions are a real life-saver, especially when the lunch room is noisy. (4.8.a)

M has several invisible disabilities, including a seizure disorder that is mostly controlled by medication, but a seizure or severe headache can be flared by a number of environmental factors. M expresses gratitude that their instructor was mindful in choosing images and videos without flashing images which allowed M to comfortably view everything. (4.8.d) M also appreciates having the ability to control when to stop, play, and pause the videos, audio recordings, and other media in the course. (4.8.c)

Consider This ...

How equitable is the experience for students of different abilities in your course? What strategies can you use to improve access for your students?
What types of barriers can you proactively anticipate and plan ahead for in your course to create a more seamless and inclusive experience for students with varying abilities and learning needs?
What processes and tools do you use to ensure that the materials and technologies you use in your course are usable by as wide an audience as possible? What challenges you the most when thinking about how to create accessible and inclusive course content?

Indicators Explained

The Indicators for Standard 4.8 are organized by Essential, Best Practice, and Exemplary. Click the menu bars below to expand and read about the Indicators in each section.

Essentials

Applying all Essential Indicators demonstrates that your course design includes the basic foundational elements that must be present for students to succeed in an online course.

4.8.a - Images, charts, graphs, diagrams, and other graphics include contextualized alternative text or are marked as decorative.

Imagine that you’re reading online and you come to an image or another type of graphic that is really important to understanding the concept you’re reading about but it displays as nothing but a big blank and a file name. You’re frustrated because you know the image is important, but there is no additional information provided. This is similar to what it might be like to be working through an online course where the graphic elements (images, graphs, charts and tables etc.) lack alternative text. For example, a screen reader will announce an image and then read the entire file name or URL, but “image MtRanier.jpeg” is typically not enough to give a student any contextualized information. Alternative text, or alt text adds context and meaning for non-sighted readers by providing a text-based description of the image/graphic. How you describe something will depend on the context in which you are using it, which can make writing alt text tricky sometimes, so be sure to think about what you’re trying to convey with the image/graphic you’re using.

Ariel view of Mount Rainier from the northwest

"Aerial view from northwest" by Stan Shebs is licensed under CC BY 3.0.

What is the best alt text for the image of Mt. Rainier above? The answer depends on the context and the meaning you’re trying to convey.

Tahoma (təqʷuʔmaʔ)/Mount Rainier
Tahoma (təqʷuʔmaʔ)/Mount Rainier on a clear day
Tahoma (təqʷuʔmaʔ)/Mount Rainier from the northwest, showing the receding Russell Glacier
Ptarmigan Ridge, a Grade III climb on mixed terrain with a 5.8 pitch on rock

Adding alt text to the graphics in your course will greatly improve the learning experience for students using a screen reader but once you add it, sighted readers won’t see it unless the image/graphic display fails. Canvas, Word, and Google docs all have tools for adding alt text to images and other course graphics. Images used for decorative purposes, for example a course page banner, can be marked as decorative using null alt text. Marking an image as decorative tells the screen reader to skip it. Sometimes alternative text is also included on data tables.

4.8.b - Videos, audio recordings, and other media include accurate and corrected transcripts and/or captions.

A transcript is a text-based alternative for recorded audio and typically includes all spoken audio and descriptions of other visual information like on-screen text that wouldn’t otherwise be available without viewing the video. Providing a transcript as a supplement to the corrected captions on your videos increases the options available to students, which benefits everyone. For example, in addition to providing an alternative to audio for students with hearing impairments, a corrected transcript can assist language learners with acquisition, supplement the audio when it’s poor quality or when the teacher speaks too fast, help students with note-taking and spelling of complex terms, provide a searchable document for review of key concepts, and provide an additional way for learners to experience and process information. Being proactive and including transcripts for the videos in your course will help you create a more inclusive learning space that offers options for a wider range of student abilities and learning needs. Including transcripts upfront will also save you time should you receive an accommodation request to provide transcripts for a student.

Captions are a text-based alternative to audio that enable students with hearing impairments to experience the audio content included in your course, but captioned videos can also benefit all students. For example, captions can assist language learners with acquisition, help students improve their communications skills, allow students to watch videos in noisy places, allow students to watch videos quietly, supplement the audio when it’s poor quality or when the teacher speaks too fast, help students with note-taking and spelling of complex terms, and provide an additional way for learners to experience and process information. Being proactive and including captioned videos and other captioned media in your course will help you create a more inclusive learning space that offers options for a wider range of student abilities and learning needs. Including captions upfront will also save you time should you receive an accommodation request to provide captioning for a student.

Videos are especially useful in online courses. However, videos without captions or inaccurate captions can be quite frustrating for students. For this reason, it is important not only to caption your videos, but to also check and correct them for accuracy. An easy method for adding corrected captions to your videos is to allow technology to do some of the work for you. For example, Panopto, YouTube, and Zoom all have built-in transcription features that will generate auto-captions. Checking and correcting these captions is typically much faster than trying to type out captions for an entire video yourself. Another easy way to add accurate captions to a video is to record with a script that can be uploaded to your video. Scripting your video will also keep you organized and on topic which is important because the average adult listener loses interest after only 5 minutes, so plan to keep your videso short! Scripting can also help eliminate filler words like "um" and "okay". Many video platforms such as YouTube and Panopto will also allow you to upload a transcript that can be auto-synced with your presentation. In some cases, you can even download the auto-captions, make your corrections, and reupload the file.

Sending videos out to a captioning company can be expensive, but with the technology of auto-captioning and recording software that allows for easy editing, adding captions can be affordable and fairly easy. If you are unfamiliar with captioning processes, it’s time to check-in with your campus eLearning team for some assistance. Other faculty teaching online might be good sources of information as well. And, if you plan to hold synchronous class sessions, be sure to find out if your web-conferencing tool has an auto-transcription feature you can turn on for students. MS PowerPoint and Google Slides also have built-in subtitling features you can use to help with captioning.

4.8.c - Videos, audio recordings, and other media include viewer controls for stopping and pausing play.

To avoid distraction, increase usability, and offer students maximum viewing flexibility, all media included in your course should be stoppable, plausible, and otherwise controllable by your students. Media that plays automatically and/or that cannot be controlled may make the content you are presenting unusable and can be distracting for some students. This is especially true for audio set to play automatically for 3 seconds or longer. For example, audio set to play automatically and that is not easily turned off may interfere with a student’s ability to hear the speech output generated by their screen reading software or may interfere with a student’s ability to focus on visual content when audio is playing.

4.8.d - Course materials do not include flashing images or seizure-inducing animations.

When selecting content for your course, you will need to be cautious of using images, animations, moving text, and other media that have strobing, flickering, or flashing effects. These types of effects can negatively impact students who are sensitive to light. Larger sized images and animations that contain bright contrast - especially when the color red is used, and that flash more than three times per second can trigger seizures in students with photosensitive epilepsy and other reactions such as headache, nausea, or dizziness in students who have vestibular disorders. The majority of images and animations are probably safe to use, but it is best to be proactive and cautious in your selections.

Next Steps

Meeting all Essential Indicators for this Standard combined with one or more of the following Best Practice Indicators demonstrates that your course design includes the basic foundational elements necessary for students to succeed in an online course plus additional elements that are intentionally designed to increase student success in your online course.

4.8.e - Multimedia content has a medium, good, or excellent Ally score or passes a comparable accessibility check.

All student facing course materials, including LMS pages, discussions, assignments, quizzes, announcement, documents, and slide presentations, etc. should be checked for accessibility. MS Word, MS PowerPoint, and the Rich Content editor (RCE) in Canvas all have built-in Accessibility Checker tools. Unfortunately, the newer versions of Word for Mac do not have a built-in accessibility checker. If you are using Google Docs, you can install the Grackle Docs add-in to check your document for accessibility. These accessibility checkers might not catch everything but when combined with your own knowledge of creating accessible content, they are certainly helpful.

Many community & technical colleges in Washington state also have the Ally accessibility checker integrated into Canvas. However, some colleges may be using UDOIT or other accessibility checking processes. A quick chat with your campus eLearning team can help you identify which accessibility checker tools are available on your campus. Ally not only helps you identify problem areas like missing alt text or missing header rows on tables, the tool will also direct you in how to fix any identified issues. In some cases, Ally will even generate an accessible version of the content for students. Making revisions to your course will most likely need to be an iterative process and no course will ever score a 100% rating, but using an accessibility checker can help you improve the usability and accessibility of your course. Even if you can’t make revisions all at once, the information provided by the accessibility checker can help you see where problems exist so you can make a plan for correcting them.

4.8.f - Complex images, charts, graphs, diagrams, and other graphics include a summary or explanation directly preceding or following the content.

XXX

4.8.g - Videos and other media content include descriptive audio.

Descriptive audio allows students with sight impairments to more fully experience the video and other multimedia content included in your course. Audio descriptions are usually included as a secondary file to captions and consist of a narrator describing any visual-only elements within the content. For example, anything important in a recording that is seen, but not verbally mentioned or described by any other means. While originally developed as an aid for those with sight impairments, descriptive audio benefits students with a wide range of abilities and learning needs. For example, descriptive audio can assist those with autism in picking up on social and emotional cues, help prevent inattentional blindness, assist language learners with acquisition, help students improve their communications skills, benefit students in eyes-free situations like listening to lectures while driving, and can also provide an additional way for learners to experience and process information.

Adding descriptive audio can be expensive, but a descriptive audio file may not be necessary if you are careful to describe the visual content in your video. For example, if your slide includes a list of elements, read each of those elements aloud; when your presentation includes images, charts, or other graphics - describe what they represent; or when doing a recorded demo, describe specifically where and what you are clicking on instead of saying something like “when I click here.”

4.8.h - Course includes instructions for adding transcripts and/or captions to student-created and/or student-shared media.

Whether for sharing student created content in class or out to the world as open educational resources (OER), you can encourage your students to create accessible content by sharing resources with them for how to add captions, transcripts, and alternative text to their work. These could be the same resources you rely on to make your course content accessible, or you could create your own materials for them to use. If you are requiring students to use a specific authoring program for your course like Word or PowerPoint, as you introduce the project, consider taking a few minutes to show students how to use the program correctly and provide support resources for doing so.

Always be sure to promote accessibility tools and accessible practices to your students as a way to create flexible learning resources and a more inclusive learning space, not as something students must do because a specific classmate needs them to. Consider explaining to students how adding captions, a transcript, or alternative text benefits everyone. For example, captions can assist language learners with acquisition, help students improve their communications skills, allow students to watch videos in noisy places, allow students to watch videos quietly, supplement the audio when it’s poor quality or when the teacher speaks too fast, help students with note-taking and spelling of complex terms, and provide an additional way for learners to experience and process information. Having students write a script for their presentation provides an opportunity for them to think through and practice what they will say, but the scripts can also be shared with their classmates as a transcript. In addition to providing an alternative to audio, the transcript of a student's presentation could also be quite valuable to other students as a searchable study aid. And, while the alternative text descriptions added to images, tables, and other graphics are only viewable by those using a screen reader, the process of writing contextualized alt text provides students an opportunity to reflect on how and why the selected image, table, or graphic is important to their work.

Canvas Tools

These Canvas tools can help you meet this standard and make your work easier:

Syllabus: Use the Syllabus page to prominently display important course information. For example, by including a section about Accessibility and Access Resources.
Media Recorder: Use the built-in media recording tool to add additional content formats to your course. For example to add an audio or video recording of text-based content to your Canvas Syllabus, Announcements, Pages, Discussions, Quizzes, and Assignments.
Rich Content Editor: Use the Rich Content Editor to add accessible formatting to your Canvas Syllabus, Announcements, Pages, Discussions, Quizzes, and Assignments. For example, to add headings, alternative text, descriptive hyperlinks, bulleted/numbered lists, and table formatting.
Canvas Accessibility Checker: Use the built-in Canvas Accessibility Checker in the Rich Content Editor to ensure your Canvas Syllabus, Announcements, Pages, Discussions, Quizzes, and Assignments are accessible. For example, to check for missing headings, alternative text, descriptive hyperlinks, list formatting, and table formatting.
Ally Accessibility Checker: Use the Ally Accessibility Checker in the Rich Content Editor to ensure your Canvas Syllabus, Announcements, Pages, Discussions, Quizzes, and Assignments are accessible. For example, to check for missing headings, alternative text, descriptive hyperlinks, and table formatting. NOTE: Some campuses may not have this tool integrated into Canvas.

Examples of Standard 4.8

Want to see how other instructors have applied this Standard in their course? Check out these examples!

Example 1

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Example 2

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Example 3

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Example 4

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Example 5

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Ways to Apply Standard 4.8

Need some ideas for how to apply this standard to your course? Try one of these!

4.8.a - Adding contextualized alternative text

(4.8.a) Visit the Accessible Design Concepts and Canvas Accessibility modules in SBCTC’s Library of Accessibility Resources to learn more about using alternative text in Canvas. Select an option below for adding or revising the alternative text used in your course content.

(4.8.a) Use the Rich Content Editor in Canvas to add alternative text to the images and other graphics included in your Canvas Syllabus, Announcements, Pages, Discussions, Quizzes, and Assignments.
(4.8.a) Use the built-in Accessibility Checker in the Rich Content Editor to check your Canvas Syllabus, Announcements, Pages, Discussions, Quizzes, and Assignments for images and other graphics missing alternative text. Follow the prompts to add alternative text as needed.
(4.8.a) Use the Ally Accessibility Checker in Canvas to check your course for images and other graphics missing alternative text. Follow the prompts to add alternative text as needed.

(4.8.a) Visit the Accessible Design Concepts, Accessible Word Documents, and Accessible PowerPoints modules in SBCTC’s Library of Accessibility Resources to learn more about using alternative text in Word and PowerPoint. Select an option below for adding or revising the alternative text used in your course content.

(4.8.a) Use the built-in styling tools in Microsoft Word or PowerPoint to add alternative text to the images and other graphics included in your documents and slides.
(4.8.a) Use the built-in Accessibility Checkers in Microsoft Word or PowerPoint to check your documents and slides for images and other graphics missing alternative text. Follow the prompts to add alternative text as needed.

(4.8.a) Visit Creating Accessible Google Documents by Michigan Tech to learn more about accessibility in Google Docs. Select an option below for adding or revising the alternative text used in your course content.

(4.8.a) Use the built-in styling tools in Google Docs or Google Slides to add alternative text to the images and other graphics included in your documents and slides.
(4.8.a) Open the Chrome browser and install the Grackle Docs Google add-on then check your Google content for accessibility. Follow the prompts to add alternative text as needed.

4.8.b - Including and correcting captions and/or transcripts

(4.8.b) Check for captions on previously recorded course materials. Make corrections yourself as needed or send your recordings or videos out for professional captioning or transcription. Tip: If you’re using Panopto, you can easily correct captions in the editor.
(4.8.b) Check in with your eLearning team and ask about captioning and transcription processes on your campus. Use your campus’ process to caption videos in your course as needed.
(4.8.b) Check the captions on videos currently included in your course. Search for captioned videos to replace videos with incorrect or missing captions. Add the new videos to your course as needed.
(4.8.b) Write a short script for any videos you plan to record. Upload your script as the caption file to your video and share the script with students as a transcript of the recording.
(4.8.b) Send your video out for professional captioning. Tip: Be sure to check-in with your eLearning or Access Services office to make sure there is a budget available to do so first!
(4.8.b) Enable the auto captioning feature in your Panopto account. Record your lecture in Panopto. After the recording processes, correct your captions using the Panopto editor. To create a transcript, download the caption file from Panopto. Copy the caption file text into a Word doc or Google doc and edit as needed. Upload and link the Word file or link the Google doc to Canvas and link it to the page where the corresponding video is housed.
(4.8.b) Enable the cloud recording and the auto transcription features in your Zoom account. Record your lecture to the Zoom cloud. After the recording processes, download the Audio Transcript file from Zoom. Copy the transcript text into a Word Doc and edit as needed. Upload the transcript file to Canvas and link it to the page where the corresponding video is housed. If your campus has the Zoom to Panopto integration enabled, you can edit your captions in the Panopto editor.
(4.8.b) Use speech recognition software, such as Google Voice to create a transcript by reading the desired content aloud. Edit the resulting text as needed. Link the transcript document to the page where the corresponding video is housed.
(4.8.b) Request a transcript file from your captioning vendor. Upload the transcript file to Canvas and link it to the page where the corresponding video is housed.

4.8.c - Stopping, pausing, and controlling media

(4.8.c) Review the content in your course looking for places where media is used. Remove or replace any media that plays for 3 seconds or more cannot be stopped, paused, and controlled.

4.8.d - Not including flashing images or seizure-inducing animations

(4.8.d) Review the images, animations, and other media in your course and remove or replace any that flash intensely in bright colors.
(4.8.d) Review the images, animations, and other media in your course and add a sensitivity warnings to any that flash intensely in bright colors.

4.8.e - Passing an Ally or comparable accessibility check

(4.8.e) Visit the Accessible Design Concepts and Canvas Accessibility modules in SBCTC’s Library of Accessibility Resources to learn more about Accessibility Checkers in Canvas.

(4.8.e) Run the Canvas Accessibility Checker on individual course items to identify inaccessible content. Use the tools in the Canvas Accessibility Checker to fix any inaccessible content in your course.
(4.8.e) Run the Ally Accessibility Checker on your course to identify inaccessible content. Use the tools in Ally to fix any inaccessible content in your course.
(4.8.e) Run the UDOIT Accessibility Checker on your course to identify inaccessible content. Use the tools in UDOIT to fix any inaccessible content in your course.

(4.8.e) Visit the Accessible Design Concepts, Accessible Word Documents, and Accessible PowerPoints modules in SBCTC’s Library of Accessibility Resources to learn more about using the Accessibility Checker in Word and PowerPoint. Select an option below for accessibly formatting your documents and slides. Tip: If you have a lot of documents or slides to fix, consider breaking it down into smaller, more manageable tasks. For example, fix your syllabus first, then move on to assigned readings, assignment documents, and other support materials as needed.

(4.8.e) Run the Accessibility Checker in Word on individual course documents to identify inaccessible content. Use the tools in the MS Word Accessibility Checker to fix any inaccessible Word docs in your course.
(4.8.e) Run the Accessibility Checker in PowerPoint on individual course presentations to identify inaccessible content. Use the tools in the MS PowerPoint Accessibility Checker to fix any inaccessible Word docs in your course.

(4.8.e) Visit Creating Accessible Google Documents by Michigan Tech to learn more about accessibility in Google Docs. Select an option below for checking your Google docs for accessibility.

(4.8.e) Open the Chrome browser. Install the Grackle Docs add-in for Google Docs. Launch Grackle Docs to check the Google Doc of your choice for accessibility and follow the prompts to fix an inaccessible formatting. To learn more about accessibility in Google Docs, visit Creating Accessible Google Documents by Michigan Tech.

(4.8.e) Visit the Accessible Design Concepts and Accessible PDFs modules in SBCTC’s Library of Accessibility Resources to learn more about creating accessible PDFs. Select an option below for adding or revising the headings used in your course content.

(4.8.e) Use the Ally Accessibility Checker in Canvas to check your course for inaccessible PDF files. Check the Ally generated versions for accuracy and revise any problematic content using Adobe Acrobat Pro to edit the existing doc or replace the document by creating an accessible Word doc first and exporting it as a PDF file.

4.8.f - Providing instructions for adding alt text and captions or transcripts

(4.8.f) Include directions in your course showing students how and why to add alternative text to the images, charts, graphs, diagrams, and other graphics they may share with their classmates. This information could be shared with students in your Syllabus, your Start module, with the related assignment, or in its own module.
(4.8.f) Share the resources you use for adding alternative text to images and captions to your videos. This information could be shared with students in your Syllabus, your Start module, with the related assignment, or in its own module.
(4.8.f) Create your own resources for how and why to add alternative text to images and captions to videos. This information could be shared with students in your Syllabus, your Start module, with the related assignment, or in its own module.
(4.8.f) Include directions in your course showing students how to add captions and transcripts to any recordings they share. This information could be shared with students in your Syllabus, your Start module, with the related assignment, or in its own module.
(4.8.f) Share the resources you use for adding captions to your videos. This information could be shared with students in your Syllabus, your Start module, with the related assignment, or in its own support module.
(4.8.f) Create your own resources for how and why to add captions to videos. This information could be shared with students in your Syllabus, your Start module, with the related assignment, or in its own support module.
(4.8.f) Ask students to write a script for any presentations they will give. Have students share their script with classmates as a handout during their presentation and as a transcript for their recording. As a bonus, a transcript makes an excellent presentation organizer, note-taking, and review tool!

4.8.g - Adding a detailed explanation to complex graphics

(4.8.g) Review your course for complex images that may need additional description. Add a detailed description to the page where the image or graphic is shown.
(4.8.g) Visit the Effective Practices for Describing STEM Images web page by the National Center for Accessible Media (NCAM) to learn more about good practices for describing science content.
(4.8.g) Visit the Describing Figures web page by the ACM Special Interest Groups on Accessible Computing (SIGACCESSS) to learn more about good practices for describing computer science content.

4.8.h - Including descriptive audio

(4.8.h) Send your video out for professional audio description. Be sure to check in with your campus and make sure there is a budget available to do so first!

Resources

Recommended Reading

Canvas Shell: Library of Accessibility Resources by SBCTC includes easy to understand information and additional resources organized in topic-based modules to help you improve the accessibility of your course materials
Video: 5 Principles for Creating Accessible Canvas Pages by How to Canvas explains how to format your Canvas content using the Rich Content Editor so it’s accessible
Website: Universal Design for Learning (UDL) Guidelines by CAST includes suggestions for optimizing course design for the benefit of all students
Website: A Tutorial for Making Online Learning Accessible to Students with Disabilities by Sheryl Burgstahler provides instruction on how to make your course more accessible and inclusive
Website: WebAIM by WebAIM includes a variety of instructional resources for creating accessible content
Website: WebAIM's Color Contrast Checker by WebAIM is a tool for checking the contrast ratio of foreground and background colors for WCAG AA and WCAG AAA compliance

References

4.8.a - Adding alternative text

SBCTC. (n.d.). Accessible Design Concepts [Canvas Module]. Library of Accessibility Resources. Retrieved August 6, 2021, from https://sbctc.instructure.com/courses/1578604/modules/4035416
University of Washington. (n.d.). Overview of Accessible Documents. Accessible Technology. Retrieved August 25, 2021, from https://www.washington.edu/accessibility/documents/overview/
WebAIM. (n.d.). Alternative Text. WebAIM. Retrieved August 23, 2021, from https://webaim.org/techniques/alttext/
WebAIM. (n.d.). Microsoft Word. WebAIM. Retrieved August 23, 2021, from https://webaim.org/techniques/word/
University of Washington. (2022, May 23). How long can an "alt" attribute be? UW DO-IT Center. Retrieved June 20, 2022, from https://www.washington.edu/doit/how-long-can-alt-attribute-be

4.8.b - Including and correcting captions and transcripts

Flynn, N. (2013, October 11). Captions in Educational Videos Help all Students, Study Finds - cielo24. Cielo24. Retrieved March 29, 2022, from https://cielo24.com/2013/10/captions-in-educational-videos-help-students/
SBCTC. (n.d.). Miscellaneous Resources [Canvas Module]. Library of Accessibility Resources. Retrieved August 6, 2021, from https://sbctc.instructure.com/courses/1578604/modules/4045157
University of Minnesota. (n.d.). Video and Audio. Accessible U. Retrieved August 25, 2021, from https://accessibility.umn.edu/what-you-can-do/start-7-core-skills/video-audio
University of Washington. (n.d.). Creating Accessible Videos. Accessible Technology. Retrieved August 25, 2021, from https://www.washington.edu/accessibility/videos/
WebAIM. (n.d.). Captions, Transcripts, and Audio Descriptions. WebAIM. Retrieved August 23, 2021, from https://webaim.org/techniques/captions/

4.8.c - Stopping, pausing, and controlling media

WC3. (n.d.). Audio Control: Understanding SC 1.4.2 [W3C Working Group Note]. Understanding WCAG 2.0. https://www.w3.org/TR/UNDERSTANDING-WCAG20/visual-audio-contrast-dis-audio.html

4.8.d - Not including flashing images or seizure-inducing animations

Epilepsy Foundation. (n.d.). Photosensitivity and Seizures. Epilepsy Foundation. Retrieved August 24, 2021, from https://www.epilepsy.com/learn/triggers-seizures/photosensitivity-and-seizures
University of Washington. (n.d.). Avoiding Flashing or Flickering Content. Retrieved August 25, 2021, from https://www.washington.edu/accessibility/checklist/flashing-content/
WebAIM. (n.d.). Seizure and Vestibular Disorders. WebAIM. Retrieved August 24, 2021, from https://webaim.org/articles/seizure/#overview

4.8.e - Passing an Ally or other comparable accessibility check

WebAIM. (n.d.). Microsoft Word. WebAIM. Retrieved August 23, 2021, from https://webaim.org/techniques/word/

4.8.f - Instructions for adding captions/transcripts and alt text to student-created and/or student-shared media

X

4.8.g - Adding summary explanations to complex graphics

National Center for Accessible Media. (n.d.). Effective Practices for Description of Science Content within Digital Talking Books. NCAM. Retrieved June 20, 2022, from http://ncamftp.wgbh.org/ncam-old-site/experience_learn/educational_media/stemdx.html
Trewin, S. (2019, August). Describing Figures. SIGACCESS. Retrieved June 20, 2022, from https://www.sigaccess.org/welcome-to-sigaccess/resources/describing-figures/
University of Washington. (n.d.). Images. Retrieved August 25, 2021, from https://www.washington.edu/accessibility/checklist/images/
University of Washington. (2022, May 23). Are there guidelines for describing complex images? UW DO-IT Center. Retrieved June 20, 2022, from https://www.washington.edu/doit/are-there-guidelines-describing-complex-images
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4.8.h - Including descriptive audio

3PlayMedia. (n.d.). Beginner's Guide To Audio Description [White Paper]. 3PlayMedia. Retrieved August 9, 2021, from https://www.3playmedia.com/learn/white-papers/audio-description-thank-you/?submissionGuid=dd6f2ff9-fa97-489a-8c6f-a487198526d5
3PlayMedia. (2017, February 16). What Is Audio Description? 3PlayMedia. Retrieved August 9, 2021, from https://www.3playmedia.com/blog/what-is-audio-description/
University of Minnesota. (n.d.). Video and Audio. Accessible U. Retrieved August 25, 2021, from https://accessibility.umn.edu/what-you-can-do/start-7-core-skills/video-audio
University of Washington. (n.d.). Creating Accessible Videos. Accessible Technology. Retrieved August 25, 2021, from https://www.washington.edu/accessibility/videos/
W3C. (2018, June 5). W3C Recommendation. Web Content Accessibility Guidelines (WCAG) 2.1 - 1.2.5 Audio Description. Retrieved August 9, 2021, from https://www.w3.org/TR/WCAG21/#audio-description-prerecorded
WebAIM. (n.d.). Captions, Transcripts, and Audio Descriptions. WebAIM. Retrieved August 23, 2021, from https://webaim.org/techniques/captions/

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