About This Guide

Digital Accessibility is both a responsibility and an opportunity. You may already be familiar with the basic accessible teaching strategies as described by Hamraie (2020)^[1]:

• Image descriptions and alt-text for all images and videos
• Captions and/or transcripts for all videos
• PDFs with OCR (Optical Character Recognition) for screen reader access
• Checking for screen reader accessibility with a tool, such as Webaim

In this quick guide, we will share with you instructions for creating accessible images, documents, videos, and presentations using St. Clair College supplied and supported software and platforms, including MS 365 and Blackboard (as well as a few additional free tools and online resources). We will also cover the basic responsibilities for accessibility that a faculty member under has the Accessibility for Ontarians with Disabilities Act (AODA) when creating learning materials and highlight St. Clair’s Accessibility Committee and policies. This will cover the responsibility part.

However, there are opportunities that creating accessible images, documents, videos and presentations hold for both you and your students, not strictly those with disabilities.

• Accessible materials often incorporate clear, concise language, structured layouts, and multimedia elements that cater to diverse learning styles. For instance, captioned videos not only aid students who are deaf or hard of hearing but also support learners for whom English is a second language, and those who prefer reading to auditory learning.
• Accessible documents and presentations allow students to interact with material in various environments and conditions. Texts that are screen-reader friendly enable visually impaired students to listen to content, while well-structured documents with headings and subheadings help students using mobile devices or those studying in non-traditional settings to navigate information easily. This flexibility can be particularly beneficial in online courses or for students balancing studies with work or family commitments.
• By prioritizing accessibility, you demonstrate a commitment to inclusivity, acknowledging and valuing the diversity within  ourstudent population. This can foster a positive classroom culture where all students feel seen, respected, and supported. Inclusive practices encourage students to recognize and appreciate diversity, preparing them for collaborative and diverse work environments in the future.
• The process of creating accessible content requires you to learn and apply digital literacy skills. These skills are increasingly important in the digital age and can enhance your ability to use technology effectively within your teaching practice. You can pass these valuable skills onto your students, preparing them for success in a digitally-driven world.

When we create accessible solutions, we make success more accessible for everyone. Let’s get started!