With a federal digital accessibility deadline of April 24, 2026, fast approaching, now is the perfect time to build small, powerful habits into your workflow.
Getting started doesn’t have to be overwhelming. True to our tenacious spirit, we’re tackling this challenge by breaking it down into simple, repeatable steps. Incorporating these five habits now will make a huge impact and ensure your online work is accessible to all members of our community.
This is our commitment under the new Title II Digital Accessibility ruling, which requires our public digital content and course materials to meet WCAG 2.1 Level AA standards.
Here are the top five things you can do to make your content accessible:
1. Use the Built-in Accessibility Checker
What it is: A tool built right into Microsoft Office (Word, PowerPoint, Outlook), Acrobat, Canvas (UDOIT) and other software that scans your document for common accessibility issues.
Why it matters: It’s your first line of defense! The checker will flag problems like missing image descriptions, poor color contrast, and unstructured tables, often providing simple, one-click fixes.
How to do it: Before you finalize your course, page, or document, run the checker. Run checkers as you work or make it the last step you take, just like running a spell-check. Here are some instructions for each:
- Microsoft Accessibility Checker
For Word, Excel and PowerPoint: go to Review > Check Accessibility - Acrobat Accessibility Checker
Check PDF documents - Microsoft Outlook Accessibility Checker
For email messages - Canvas Rich Content Editor Accessibility Checker
Unlike many others, this checker provides you with unprompted, real-time feedback as you create content in the Canvas Rich Content Editor - Canvas UDOIT Advantage Accessibility Tool
Select UDOIT from the course navigation menu on the left side of your screen, scan your course and fix issues
2. Set Alternative Text (Alt Text) on Images
What it is: A short, written description of an image, chart or graph.
Why it matters: Alt text is how people using screen readers understand the visual information in your content. Without it, the context and meaning of your images are lost to them.
How to do it: In most programs, you can simply right-click an image and select “Edit Alt Text” or a similar option. Describe the image concisely. (e.g., “A student sits in a comfortable chair, working on a laptop in the Cofrin Library.”)
Alt Text tips: Quick & Descriptive
- Keep your alt text short, 120 characters or less. If your image requires a longer description, write it out on the page or describe it verbally in your recording.
- Consider the context. Is it decorative? Then mark it decorative.
- Focus on the important points. Write alt text as if you were describing the image briefly to someone on the phone.
- Try the AI-generated alt text, but be sure to review it!
3. Caption All Your Videos
What it is: A text version of the audio content in a video, synchronized with the action on screen.
Why it matters: Captions are essential for viewers who are deaf or hard of hearing. They also benefit English language learners and anyone watching in a noisy environment or designated quiet space.
How to do it: Tools like Kaltura (My Media) and YouTube will auto-generate captions. Remember to review and edit them for accuracy. Names, technical terms, and punctuation are often incorrect in auto-captions. If an instructor receives an academic accommodation request from Student Accessibility Services, professional captions for instructional videos can be requested by emailing dle@uwgb.edu.
See how to:
4. Use Proper Heading Styles for Structure
What it is: Using the built-in “Heading 1,” “Heading 2,” and “Heading 3” styles from the formatting menu to organize your document.
Why it matters: Proper headings create a digital outline, allowing screen reader users to navigate your document efficiently instead of having to listen to every word. Don’t just make text bigger and bolder to create headings.
How to do it: In Word, use the “Styles” pane on the Home ribbon. In Canvas, use the paragraph format drop-down menu to select your heading levels.
5. Check Your Color Contrast
What it is: The difference in brightness between your text color and its background color.
Why it matters: Good contrast ensures that people with low vision or color blindness can read your text easily. Low-contrast text (like light gray text on a white background) can be unreadable for many.
How to do it: Use a free online tool like the WebAIM Contrast Checker to test your color choices. It’s a quick copy-and-paste check that makes a huge difference. Or use the Colour Contrast Analyzer available in the UW-Green Bay Software Center for PCs and Self Service app on Macs (see a how-to video).
You’re Not in This Alone
Making these five habits part of your routine is a bold step toward creating a more inclusive campus. We have the resources to help you learn and apply these skills.
- UWGB Digital Accessibility page: Find tools, tips and support from your UW-Green Bay Digital Accessibility Work Group.
- Digital Accessibility Canvas Course: A self-paced course to teach you the fundamentals for making your course content compliant. This course is modular—so you can take the parts that apply to you!
- Universities of Wisconsin Title II Informational Webpage: The system-wide resource explaining the ruling, scope, and implementation plan.
- UW-Green Bay IT Accessibility Policy (pdf): Our official institutional policy.
Need help?
University Support is available from multiple offices depending on your digital accessibility needs.