• Are my course textbooks available from the publisher in a digital format?

Content created in a learning management system such as Moodle is one of the easiest ways to make instructional materials accessible.

• Is the navigation structure in my Moodle course clear and consistent?
• Did I create accessible content (e.g. pages, labels, assignments, etc.) using the text editor in Moodle?
  • Did I use a sans-serif font (such as Arial or Verdana)?
  • Did I add heading styles to my content?
  • Did I add alternate text to images?
  • Did I provide an explanatory paragraph for graphs, diagrams, timelines, or other complex images?
  • Did I format lists as proper list styles?
  • Did I avoid using color alone to convey information?
  • Did I provide enough color contrast? (See the WebAIM Color Contrast Checker)
  • Did I provide self-describing links?
  • Did I use tables for tabular data (rather than for layout purposes), with appropriate table headers?
  • Did I use Advanced forums for my online discussions?
  • Do my quizzes contain one question per page?
  • Did I adjust the settings of timed tests for students who require extended time on tests? 
• Was the content in my Moodle course (such as Word documents, PDFs, PowerPoint presentations, Excel spreadsheets, etc.) created following the accessibility guidelines on this website?
• Do I manage web conferences (Blackboard Collaborate) in an accessible manner? See the following resources: Blackboard Collaborate Accessibility Guide for Moderators and Blackboard Collaborate Accessibility Guide for Participants.
• Contact UMOnline at (406) 243-6434 for guidance.

UMOnline can assist with online courses and supplements while Accessible Technology Services provides a course review of all resources that aren't Moodle-based.

• Is my syllabus accessible?
• Is my syllabus posted online at the Mansfield Library or on my own site?
• Does my syllabus include a statement of support for students with disabilities?
• Did I create course handouts following the accessibility guidelines on this website?
• Did I ensure that scanned materials are text-based and tagged so that they are accessible? See the scanning services provided by the Mansfield Library and IT Accessible Technology Services.

All software / hardware purchased or used at the University of Montana, must be reviewed by Accessible Technology Services in IT.

• Did I select accessible software for student use?
• If the software is inaccessible, have I looked at alternate software in conjunction with ATS or consulted the Office for Disability Equity for appropriate accommodations?

• If I use an iClicker or a similar audience response system, does the manufacturer provide a response system that is accessible?
• Are questions provided in an accessible electronic format that a student can access during the exercise?
• Do my iClicker questions require the use of inaccessible hardware/software (e.g. graphing calculators to complete statistics exercises)? If so, do I allow my students to work in groups or do I have a plan for providing additional time/assistance?

• Are my course reserve materials in an accessible and readable format?
• Did I choose materials from publishers and journals that provide accessible electronic content?
• Did I submit my course reserve materials to the Mansfield Library a minimum of 2 days in advance from the date they will be used in class? See Placing Materials on Course Reserve for information about the Library's guidelines on placing course materials on e-reserves.
• Did I establish a plan to provide an equal alternate form of access to content I placed on electronic reserves and traditional reserves, if either are not accessible by the first day of class?

• Did I follow web accessibility guidelines when designing faculty or course webpages, blogs, wikis, etc.?
• Did I select accessible websites for class activities and resources?

• Do I manage web conferences (normally Blackboard Collaborate Ultra or Zoom) in an accessible manner? See the following resources: Blackboard Collaborate Accessibility Guide for Moderators and Blackboard Collaborate Accessibility Guide for Participants.
• Do I select additional educational technology and educational resources that are accessible?
• Are the third party elements of my course and class activities accessible?

Mansfield Library looks for captioned versions of needed video and audio content. If needed, ATS provides captions (opens in new window) for campus.  

• Are my videos captioned?
• Are transcripts available for my audio-based materials?
• If I could not locate a closed captioned/audio described version of my video, did I request assistance from the Mansfield Library?
• Did I establish a plan to caption videos that will be spontaneously identified and/or generated throughout the semester for use in my course curriculum?

• Is FacPack content available in an accessible electronic format?
• Is FacPack content available online in Moodle? Contact UMOnline for guidance at (406) 243-6434.
• Have I established a plan to provide an accessible electronic format by the first day of class? Contact Brenda Miller, Alternative Formats Specialist at Accessible Technology Services, at (406) 243-2616 for guidance.

These guidelines are based on recommendations from the following national organizations:

• Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities
• National Instructional Materials Access Center (NIMAC)
• National Center on Accessible Educational Materials
• National Instructional Materials Accessibility Standards (NIMAS)