Five Things Every Instructor Should Know About Digital Accessibility

As educators, we strive to create a learning environment where every student can succeed. But what if the very materials we use, such as digital resources, tools, or technologies, unintentionally create barriers for some? 

That’s where digital accessibility comes in. It’s more than a new compliance mandate -- it’s a fundamental part of building a welcoming classroom that works for everyone. By making our digital course content accessible, we don’t just help students with disabilities. We enhance the learning experience for all students, a practice that aligns with UMBC’s mission of inclusive excellence.

Here are five practical things you should know about digital accessibility to make a difference in your courses:

1. Accessibility Benefits Everyone

Last year’s DOJ ruling establishes the requirement that all public-facing and password-protected content including course materials, must meet WCAG 2.1 A/AA accessibility standards by April 2026. This includes Blackboard courses, documents, videos, tools, and department websites. By designing with accessibility in mind, we remove obstacles before they appear and improve the learning experience for all students. For example:

• Captioned videos help students who are not native English speakers, those in a loud environment, or those who simply prefer reading along. 
• Well-structured documents with headings and proper contrast benefit students with cognitive disabilities, but they also make it easier for any student to skim and find information quickly.

2. Think POUR, Not Poor

Accessibility is based on four key principles (POUR):

• Perceivable: Provide alt text, captions, and clear structure.
• Operable: Ensure keyboard navigation and avoid flashing content.
• Understandable: Use plain language, consistent layouts, and clear instructions.
• Robust: Create content that works with screen readers, smart phones, tablets, etc.

3. Use Ally in Blackboard

Anthology Ally scans your course and flags accessibility issues, providing personalized guidance on how to fix issues. In addition to finding an overall accessibility score for your course, look for individual colored meters next to files to indicate the accessibility of those content types. Ally also offers step-by-step guides to help you fix content and AI assistance for image descriptions. 

4. Quick Wins: Fix the Most Common Issues First

You don’t need to fix everything overnight. Start small and work on one area at a time:

• Fix images first -- lack of descriptions are the most common issue
• Use descriptive links to provide context instead of “click here”
• Add headings to documents and PDFs
• Choose accessible colors to avoid contrast issues in files and online content
• Ensure captions are accurate in video content

5. It’s About Making Progress, Not Perfection

Start with what matters most: your current course materials. Focus on content students use often, such as readings, presentations, and videos. Archived materials do not need to be remediated unless reused for an active program, service, or activity. 

Improving course accessibility is a continuous improvement, not a one-time project -- but your investment makes a difference. Every small change you make today contributes to a more effective learning environment for all of your students. 

Ready to take the first step? Visit UMBC’s Digital Accessibility site or run an Ally course report today. Support is also available from Student Disability Services and Instructional Technology.

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