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COE Faculty & Staff Accessibility Resources

Accessibility: What do I need to do?

Start here—these steps address most accessibility expectations for teaching and academic materials:

  1. Use built-in accessibility checkers (Word, PowerPoint, Canvas)
  2. Structure content with headings and meaningful links
  3. Caption videos using Panopto or Zoom
  4. Use alt text for images and describe key visuals

Good to know - Accessibility is about consistent, reasonable effort—not perfection.

If you follow the steps above, you are meeting expectations for most materials. This page covers the most common faculty tasks first, while complex diagrams, math-heavy content, or inherited PDFs may need additional support. 

Need help or working on complex content? Scroll down to “When to ask for help.”

Want more guidance? (Optional)

The Digital Accessibility Playbook is a self-paced resource for engineering faculty and staff that provides practical, hands-on strategies for creating accessible digital content. Modules are flexible—start where you need, or begin with Modules 1 and 2 for a strong foundation.

--> Access the Digital Accessibility Playbook (VT login required)

I'm trying to… (Select the task below that best matches what you are working on.)

What to do

  • Use built-in heading styles (not bold text for structure)
  • Run the accessibility checker in Word or PDF tools
  • Use descriptive links (avoid “click here”)
  • Ensure tables include clear headers
  • Write Alt text for complex images (engineering diagrams may need structured descriptions)

Use these tools

Common issues

  • Scanned PDFs with no selectable text
  • Missing headings
  • Tables without structure

Need help with complex content? See ‘When should I ask for help?’ below.

What to do

  • Use slide layouts (not manual formatting)
  • Ensure readable font size and color contrast
  • Add alt text to images
  • Avoid overloading slides with content

Use these tools

Common issues

  • Low contrast colors
  • Text-heavy slides
  • Images without descriptions

Need help with complex content? See ‘When should I ask for help?’ below.

What to do

  • Provide captions for all videos
  • Review auto-captions for accuracy
  • Ensure audio clarity

Use these tools

Common issues

  • Incorrect auto-captions
  • Missing captions on uploaded files

Need help with complex content? See ‘When should I ask for help?’ below.

What to do

  • Use headings to organize content
  • Use Canvas accessibility checker
  • Provide descriptive links and instructions

Use these tools

Common issues

  • Long pages without structure
  • Poor link descriptions

Need help with complex content? See ‘When should I ask for help?’ below.

What to do

  • Use clear subject line
  • Keep formatting simple
  • Use descriptive links
  • Avoid large image-based emails

Use these tools

Common issues

  • Important content embedded in images
  • Long, unstructured messages

Need help with complex content? See ‘When should I ask for help?’ below.

If you need to prioritize, start with the highest-impact content first. You do not need to fix everything at once.

New Content

Start with anything new you create or share. This is the easiest and most effective place to begin.

Use the built-in Accessibility Checker in Word, PowerPoint, and Canvas before posting new materials. Going forward matters more than trying to fix everything at once.

Active Courses

Focus on the materials students are using right now, especially in high-enrollment courses.

Small improvements can make a big difference: add alt text to images, use headings to organize content, and make sure PDFs contain selectable text.

Public-Facing Content

Prioritize websites, PDFs, and other materials that are visible to the public or prospective students.

If your department has a web content manager or communications contact, involve them early. Common issues include broken links and scanned PDFs that are not readable.

Reduce Barriers

Less content means less to maintain.

If a page or document is outdated and no longer in use, consider removing or archiving it instead of remediating it. In Canvas, link to journal article databases when possible instead of uploading copies. Fewer files and pages make accessibility work more manageable.

Graduate Student Accessibility Preparation

Support graduate students who are preparing theses and dissertations.

Effective April 24, 2026, all ETDs must meet accessibility requirements before Graduate School submission. Pointing students to accessibility guidance early can reduce last-minute remediation and make the writing process easier.

Final Note

Accessibility is a shared responsibility. Start small, focus on what is used most, and improve over time.

You should contact support if:

  • Content is highly visual or technical (e.g., diagrams, schematics)
  • Materials are high-impact (core courses, required content)
  • You are working under time constraints
  • You received a student request or accommodation

Support is available through: