Oftentimes, an accessibility barrier results from the assumption that a person must interact with their technology in a specific manner. Whether your course, program, workspace, or service is in-person, remote, or blended, there are numerous ways that you can reduce, mitigate, or eliminate digital accessibility issues. Consider how your program’s digital presence and materials may cause disruption or confusion for students and other participants, including people with disabilities and users of assistive technologies.

Questions you should consider

Does the participant need to SEE to do this?

Participants may be blind or have low vision, may be working on smaller screens, may be in environments with glare or insufficient lighting, or may be limited by network or hardware capacity. Activities such as real-time polling, reading charts and graphs, and online discussions may present barriers. Here are some ways you can remove a barrier for a person with limited visual access:

• Provide an explanatory text alternative for any non-text items (e.g., images, charts, infographics)
• Provide an audio alternative for video content (e.g., video demonstrations)
• Provide alternative modes for interactive activities (e.g., online surveys, phone access)
• Provide alternative supports for collaboration tools (e.g., whiteboards, "sticky" notes, mind maps)

Does the participant need to HEAR to do this?

Participants may be Deaf or Hard of Hearing, have low-quality audio connections, or be located in distracting environments. Activities that require clear hearing, such as online lectures, instructional and training video, and real-time collaborations may present barriers. Here are some ways you can remove a barrier for someone with limited auditory access:

• Provide a text alternative for audio information (e.g., captions, transcripts, CART)
• Provide video access to interpreter services (e.g., Zoom interpreter room or similar resource)

Does the participant need to use a MOUSE to do this?

Participants may have limited dexterity, limited vision, or may be using a touch-screen/non-compatible device. Activities that require mouse use, such as click-and-drag, polling/timed selections, or multiple selections (control-clicking), may present barriers. Here are some ways you can remove a barrier form someone who does not use a mouse:

• Make sure key tasks can be accomplished without a mouse (keyboard, voice command, eye-tracking)
• Offer alternative activities that do not require a mouse (verbal, written, keyboard-only)

Does the participant need EXTRA TIME to complete tasks?

Participants may have limited mobility, attention or processing conditions, or may be limited by network or hardware capacity. Activities that require timed response, such as timed exams, timed polls, or that require the user to switch between multiple tools, may present barriers. Here are some ways you can remove a barrier that results from time constraints:

• Consider whether timing is relevant to the completion of the task
• Remove or mitigate time constraints for tasks that don’t rely on timing
• Provide alternative activities that are not time-sensitive
• Consider that some users may not be able to spend an extended period of time online

Does the participant already have an ACCOMMODATION for this?

Participants may have received an accommodation that works well in the classroom. Some examples might include in-person sign language interpreters, extended test time, note-taking, and document conversion. Here are some ways you can remove a barrier that results from insufficient or delayed accommodations:

• Support and embrace documented accommodations
• Meet Student Disability Services timelines for accommodation requests
• Modify the process to eliminate the need for accommodation
• Offer options that don't require an accommodation

Does the participant need to learn a NEW TOOL OR SKILL to use this?

Participants may have been using a specific group of tools in the office or classroom. Some may be familiar with a small number of common technologies like email, websites, and social media. Consider whether it’s in their best interests to introduce new or highly specialized tools into your course or workflow.

• Minimize the number of tools necessary for participation
• Share files from a single, reliable location
• Leverage accessibility features in familiar tools like email, websites, and social media
• Adapt processes rather than introduce new technology