Digital Education Accessibility Intern (2025)

The Accessibility Checklist was created as a tool for reviewing our Canvas Short Courses, and so needed to be not only technically compliant but genuinely helpful for creating inclusive and easy-to-navigate learning experiences for all. To ensure the checklist was robust and evidence-based, research on accessibility standards and common barriers was conducted, and then reviewed for applicability to the Canvas VLE.

Research Summary

Six sources were used to create the Accessibility Checklist:

• The WEBAIM Million study (2025) audited one million homepages for accessibility errors;
• Oudat & Othman (2024) focused on the use of the Canvas VLE in Higher Education, and provided recommendations specific for this project context;
• The University’s Digital Accessibility Advisor provided valuable additional guidance and University specific recommendations;
• Mayer’s Cognitive Theory of Multimedia Learning (2020), as recommended by the Digital Accessibility Advisor;
• Miller’s Desgining Accessible Learning Content (2021) provided both accessibility and usability recommendations, as recommended by the Digital Accessibility Advisor;
• Canvas Course Evaluation Checklist (2023) was used to cross-reference the checklist to ensure alignment with the VLE’s own recommended evaluation criteria.

Accessibility Checklist

Layout and structure

• Use built-in heading styles (Title, Heading 2, Heading 3, etc.) to structure content.
• Ensure headings and labels are descriptive and reflect the content or function of each section.
• Maintain a logical linear order throughout the page.
• Place related text and visuals close together.
• Use properly formatted lists to support screen reader navigation.
• Provide feedback and place it next to the relevant question or answer (e.g., in a quiz).
• Break up long content or videos into smaller, manageable sections.

Visual design and readability

• Ensure colour contrast meets the following minimum standards: 
  • Normal text: 4.5:1 
  • Large text and graphics: 3:1 
  • Check contrast using the WebAIM Contrast Checker 
• Do not rely on colour alone to communicate information. 
• Use accessible sans-serif fonts (e.g., Arial, Lato, Verdana, Tahoma, Trebuchet) (minimum size 12 pt). 
• Avoid using all capital letters, especially in titles and sentences (e.g., use “Welcome to the course” not “WELCOME TO THE COURSE”). 
• Avoid underlining or italics for emphasis; use bold text instead. 

Images, video and non-text content

• Add concise alt text (max 140 characters) to all images that convey meaning.
  • Tag purely decorative images correctly so they are skipped by screen readers.
• For complex visuals (e.g., graphs or charts), include both a brief alt text and a longer description or a table with the data shown.
• Ensure tables have:
  • No merged or split cells
  • Clearly defined header rows
  • Logical reading order
  • Appropriate tags for screen readers (use bookmarks and alt text)
• Form fields and buttons must have clear, descriptive labels that explain their function or the required input (avoid vague text like “Click here” or using placeholder text as the only guide).
• Include transcripts, closed captions, and audio descriptions for all audio/video content. Ensure all text is free of spelling errors.
• Use alt text or clear announcements to inform users before audio or video starts playing.
• Avoid imposing time limits on activities unless absolutely necessary.

Language and text content

• Provide clear error messages, suggestions, and preventive instructions when users input data. 
• Write instructions and quiz questions in plain, clear language. Avoid trick questions or confusing phrasing like double negatives. 
• Hyperlinks should be underlined, clearly distinguishable by colour, and use descriptive text. (e.g., use Wikipedia, not Wikipedia: Click here or https://www.wikipedia.org/)  
• Use inclusive interaction instructions: replace terms like “Click,” “Tap,” or “Hit” with “Select.” 

Files and downloads

• Offer content in multiple formats, such as both Word and PDF. 
• Include a brief description for each file, stating its purpose and why a user might access it. 

Final Technical Checks 

• Run the Canvas accessibility checker before publishing any page. 
• Change your display to greyscale to ensure all content remains understandable without relying on colour alone. 
• Test navigation using keyboard only. 
• Ensure all interactive elements are accessible via keyboard. 
• Ensure keyboard focus is clearly visible. 
• Check for ‘keyboard traps’ where navigation becomes stuck. 
• Try a screen reader simulation and check that: 
  • it can interpret structures such as headings, lists, tables, input fields and page regions. 
  • it follows a logical linear reading order which makes sense. 
  • assistive technology users can recognise links and can predict where the links will take them. 
• Use the W3C Markup Validation Service to check the underlying HTML for errors or structural issues that may affect accessibility or compatibility. 
• Proofread for grammar and spelling throughout. 

Sonja identified common accessibility-related issues within course content. These included inaccessible table formatting, lack of alternative text and descriptions for complex images, files available only in specialised formats (e.g. .ipynb), and content-heavy assessment instructions which were difficult to navigate. There were also Canvas-specific features such as some of the interactive quiz elements, and field details, which were unclear in terms of their accessibility.

From these common issues and accessibility research, Sonja identified a number of recommendations for the team to improve accessibility of all our courses through advising academics and other course collaborators. Below is a select list of these recommendations:

1. Avoid PDFs as the sole link for recommended readings.
   Instead, they should link directly to the open-access webpage. This approach enhances accessibility, as PDFs can present challenges for users of assistive technologies.
2. Use block quotes instead of italics for direct quotations.
   Do not rely on italics to indicate direct quotes, as they can be difficult for learners with visual impairments to read. Instead, use the <blockquote> HTML element where available to clearly separate quoted content. This improves readability and ensures a consistent, accessible presentation across courses.
3. Use <details> tags instead of buttons for expandable content.
   Do not use buttons to hide/reveal extra information. Buttons like this are often inaccessible or poorly labelled in Canvas. Use the <details> HTML element instead; it is more accessible and consistently interpreted by screen readers.
4. Replace complex or decorative tables with accessible alternatives.
   Tables used just for layout or visual formatting often cause accessibility problems, especially when they use merged cells or lack proper headings – avoid this. Instead, reformat the information as plain text is possible. If a visual structure is needed, use a design element (e.g. boxes and arrows) that does not break accessibility rules. Only use data tables when they are genuinely needed and built correctly.

Instructure. (2023). Canvas course evaluation checklist. Canvas Community.

Mayer, R.E. (2020) Multimedia Learning. 3rd ed. Cambridge: Cambridge University Press.

Miller, S. (2021) Designing Accessible Learning Content: A Practical Guide to Applying Best-Practice Accessibility Standards to L&D Resources. London: Kogan Page.

Oudat, Q. and Othman, M. (2022) ‘Embracing digital learning: Benefits and challenges of using Canvas in education’, Education and Information Technologies. http://dx.doi.org/10.5430/jnep.v14n10p39

WebAIM (2025) The WebAIM Million: 2025 Report. WebAIM. https://webaim.org/projects/million/