Accessibility 101

Learn Foundational Digital Accessibility Concepts

Web accessibility allows everyone to access content on a website without any barriers. Aims Community College is committed to fostering an inclusive environment where everyone can access educational opportunities.

Accessibility is achieved by following standards set by the Web Content Accessibility Guidelines (WCAG), developed by the World Wide Web Consortium (W3C).

State and federal laws mandate that public institutions like Aims Community College develop a plan to meet certain WCAG guidelines. Read more about these regulations and standards and the current planning initiative at the College.

Digital accessibility applies to:

Websites and mobile apps
Learning management systems (e.g., D2L)
Third-party digital platforms and content

Digital content (websites, social media, videos, PDFs and other documents)
College software, hardware and technology
OER - open educational resources content

Examples of Barriers and Inclusive, Accessible Alternatives

Learning about web accessibility can feel overwhelming at first. There is a lot of information to take in, and if you don't have a disability, you may not realize what a barrier to access can look or feel like.

The following table offers examples of common accessibility barriers to give context for why the work to provide access for all users is so important.

Examples describing technology issues students may experience with digital content
Format	Barrier	Accessible Alternative
Printed Text (Paper)	Incompatible with screen readers used by blind/low vision students and students with disabilities; Students with colorblindness may have difficulty seeing certain colors or color combinations.	Supplement with audio, provide an electronic copy of text, ensure web and print design colors and contrast are accessible.
Audio	Hearing impaired students may not hear it, students with LD (auditory processing) may have difficulty understanding it.	Supplement with printed text.
Video	Blind/low vision students may not see it, students with LD (auditory processing) may have difficulty understanding it.	Provide description, captions or written transcript.
Image	Blind/low vision students may not see it.	Add description/caption.
Synchronous/Real-Time Discussion	Blind/low vision students, students with LD and ADHD, students with medical/physical/physiological disabilities may have difficulty following up and keeping up.	Use asynchronous (online) format for all or some discussion to allow more time for processing and responding.
Tests/Quizzes	Many students with disabilities have slower processing speeds that impact performance.	Provide extended time/supplement with audio/provide large text size option.

Source: Technology can help address accessibility challenges, many say. Inside Higher Ed, Lieberman. M. (May 2, 2018)

Learn the SCULPT Model for Digital Accessibility

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The SCULPT model for accessibility is a basic framework for understanding six foundational concepts of making digital content accessible to as many users as possible. Below is an infographic and descriptive text of the SCULPT model elements.

SCULPT for Accessibility is a beginners guide to raise basic awareness and skills for accessibility across the wider workforce.

Structure

Use headings and styles to structure your document.

Color and Contrast

Consider color use and the contrast between text and background.

Use of Images

Use alternative (alt) text with images.

Links

Describe your links, never use "click here."

Plain English

Use clear, uncomplicated, jargon-free language.

Table Structure

Use simple tables without merged or split cells.