Accessible Navigation.

IM Checklist

(Draft 6/23/2014)

Checklist (download this copy of the draft checklist)

UM instructional environments are largely the responsiblity of UMOnline (Moodle) and UM's IT (electronic classrooms) and are covered by Resolution Agreement requirements.

Educational materials used within these environments also need to be accessible for course or eductional activity to be accessible.  Educational materails are comprised of documents, media, software applications and web pages. These need to be selected and used with accessibility in mind. Please refer to the relevant discussions in this section for each type of material.

This checklist is designed to help instructors analyze and develop accessible instructional materials. The checklist items apply to existing materials and courses at the time when they go into use and to new materials and courses at the time when they are being developed.  The EITA Working Group based the Instructional Materials Checklist on guidelines from the following national organizations:

Syllabus

Textbooks

  • Did I submit a textbook that is available from the publisher in a digital format? 
  • If I did not select a textbook that is available in electronic format, did I identify or submit my textbook order in a timely fashion so that there is adequate time to create alternate formats?  If books are ordered through the Bookstore, the preferred ordering deadlines are by April 15 for Fall Semester/Winter Session and by October 15 for Spring/Summer Semester.
  • If I answered no to the questions above, did I establish a plan to provide an equal alternate form of access if a textbook is not available in a format that can be accessed by students on the first day of class? Contact Disability Services for Students at 406-243-2243 for guidance.

Learning Management System Content

Content created in learning management systems (LMS) is one of the most effective and easy ways to make instructional materials accessible, if you follow the basic guidelines in this checklist. Moodle is the primary LMS on this campus; this checklist applies to all such systems in use.

  • Did I create a navigation structure in my Moodle course that is clear and consistent?
  • Can I navigate through my course content using only the keyboard, without using the mouse?
  • Did I author 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 lists?
    • 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?  See DSS’ website regarding Test Modifications for Students.
  • Did I upload accessible content (such as Word documents, PDF’s, PowerPoint presentations, Excel spreadsheets, etc.) into my Moodle course according to UM Policy and Procedures?
  • Did I reference websites that are accessible (see the Website information below)?
  • Did I add accessible multimedia files (see the Video and Audio section below)?
  • 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.
  • If I answered ‘no’ to any of the questions above, did I establish a plan to make my online content accessible to students on the first day of class? Contact UMOnline at 406-243-6434 for guidance.

Vendor-produced labs/instructional resources

  • Did I select accessible vendor-produced labs and resources?  (Two UM standards may be applicable here: web standards and software standards)
  • Since many of these lab-based supplements are highly inaccessible, have I looked at alternate instructional materials?

Handouts Distributed Online/Print

  • Did I design course handouts so that they are accessible according to UM Policy and Procedures?
  • Did I ensure that scanned materials are tagged so that they contain accessible electronic text? See the scanning services provided by the Mansfield Library and  IT Accessibility Services.

Software

  • Did I select accessible software for student use?
  • If the software is inaccessible, have I looked at alternate software or consulted DSS for appropriate accommodations?

Hardware

  • If I use an iClicker or a similar audience response system, does the manufacturer provide a response system that is accessible?
  • Are the 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.

Library Electronic Reserves

  • 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 the Placing Materials on Course Reserve web page to learn about the Library’s guidelines about placing course materials on e-reserves.
  • Did I obtain permission from the owner/publisher of the print, video or audio content I want to place on e-reserves? Visit the Course Reserve Materials Copyright Guidelines webpage for more information.
  • 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?

Websites

  • Did I follow web accessibility best practices when designing faculty or course webpages, blogs, wikis, etc.? See the Web Accessibility website for more information.
  • Did I select websites for class activities and resources that are accessible? See the  Accessibility website for guidance.

Video and Audio

  • Did I identify video and or audio based materials I will use in my course at least 8 weeks prior to the first day of class so they can be converted into alternate formats, if needed.
  • Did I ensure that the video is closed captioned/audio described and audio content is transcribed?
  • 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?

FacPacks (Course Packs)

  • Do you use FacPacks as part of your course instructional materials? If so, review the following questions:
  • Do I have the content I want to include in a FacPack available in an accessible electronic format?
  • If I answered ‘yes’ to the question above, have I considered making these resources available online in Moodle? Contact UMOnline for guidance at 406-243-6434.
  • If I answered ‘no’ to the first question, did I establish a plan to provide an accessible electronic format by the first day of class? Contact Disability Services for Students at 406-243-2243 for guidance.


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