Digital Accessibility

At Howard University, we are committed to creating equitable, inclusive, and accessible learning environments that remove barriers and support the success of every student. As digital learning continues to expand, ensuring accessibility is both a legal requirement and a core value tied to our mission of Excellence, Leadership, Service, and Truth.

What Is Digital Accessibility?

Digital accessibility means designing and creating electronic content—such as documents, websites, videos, and online learning platforms like Canvas—so that all individuals, including persons with disabilities, can access and engage with materials without barriers.

It also includes the implementation of accessible digital learning technology tools that support assistive technologies and provide equitable participation for all users. Accessible design ensures that everyone, regardless of ability, can fully participate in the digital learning environment.

Accessibility is central to this commitment. National data show that 21% of undergraduates and 11% of postbaccalaureate students report having a disability, underscoring the importance of designing digital learning environments that provide equal access for all learners (National Center for Education Statistics, 2023).

The Department of Justice has adopted the Web Content Accessibility Guidelines (WCAG) 2.1, Level AA standards as the benchmark for accessible digital content. In accordance with these regulations, all digital content (including documents, websites, course materials, and multimedia) must be in compliance by April 24, 2026. At Howard University, we align our practices with these standards to ensure that our digital learning environments are inclusive, functional, and accessible for all learners.

This commitment is reinforced by federal laws such as the Rehabilitation Act, with Section 504 requiring equal access to education for persons with disabilities and Section 508 mandating that all electronic and information technology be accessible. The Americans with Disabilities Act (ADA) extends these protections to ensure equitable access across educational settings.

Together, these laws and standards guide Howard University’s ongoing efforts to design and maintain digital learning environments that are not only compliant but also inclusive, user-friendly, and engaging for every student.

From captioned videos to structured digital documents and accessible learning tools, digital accessibility permeates every aspect of the digital learning environment. It is essential to creating an inclusive and equitable learning experience that supports the success of all learners.

Purpose

To support faculty and staff in building inclusive and accessible digital learning environments, Howard University is launching a Digital Accessibility Tutorial Series. Each tutorial provides step-by-step guidance on applying accessibility best practices to digital learning environments, platforms, and multimedia content.

What to Expect

• Walkthrough-style videos demonstrating practical solutions for accessibility issues.
• Compliance-ready techniques aligned with WCAG 2.1, Level AA standards.

Digital Accessibility Best Practices

Building accessible content begins with intentional design choices that make materials usable and equitable for all learners. The following best practices form the foundation of each tutorial in this series and reflect Howard University’s commitment to Section 508 compliance:

• Use structured headings and organized layouts in documents, presentations, and web pages to make information easy to follow.
• Add alt text to images, graphics, and icons so screen readers can describe them to users.
• For tables or spreadsheets containing information, use a table header row and add alt text to help screen readers interpret and communicate data accurately.
• Check color contrast to make sure text is easy to read against the background.
• Don’t rely on color or bold text alone to convey meaning—use clear indicators such as an asterisk (*) or the label “Important:” to emphasize key information.
• Avoid underlining words for emphasis, since underlined text can be mistaken for a hyperlink.
• Include captions on videos and transcripts for audio content so everyone can access the information.
• Use built-in slide layouts (like title and content placeholders) to keep reading order clear in presentations.

• Run the Accessibility Checker in Microsoft Office, Canvas, or other tools to find and fix common accessibility issues before sharing materials.

  *Tip: The Accessibility Checker is a valuable tool for identifying many common accessibility issues, though it may not detect all potential barriers. with accessibility in mind from the start helps create a more inclusive digital learning environment for all learners.

Select a tutorial below to explore how to apply these practices in your own courses and materials.