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ADA Title II Roadmap for SEAs & LEAs - NCADEMI

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Fact Sheet: New Rule on the Accessibility of Web Content and Mobile Apps Provided by State and Local Governments

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The Department of Justice published a Notice of Proposed Rulemaking (NPRM) on July 20, 2023 explaining how we propose updating the regulations for Title II of the Americans with Disabilities Act (ADA) to add more specific requirements about web and mobile application accessibility. This fact sheet gives a plain language summary of the technical standards that state and local governments would have to follow to meet their existing obligations under Title II of the ADA.

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Public entities (or "state and local governments") offer many services on their websites and mobile applications (or "apps"). But these services are not always accessible to people with disabilities.

In April 2024, the Department of Justice (or "Department") published a rule that sets technical requirements for state and local governments to follow to make sure that their websites and mobile apps are accessible to people with disabilities. This resource can help state and local governments figure out what they should do to comply with the rule.

Who might find this resource helpful

Americans with Disabilities Act (or "ADA") coordinators or people in similar positions who do accessibility or ADA compliance planning for a public entity.

How this resource can help you

This resource can help you plan what steps your state or local government might want to take to begin complying with the rule. Public entities don't have to comply with the rule until April 2026 or April 2027, depending on their size. But creating and maintaining accessible content takes planning. This resource makes some suggestions to help state and local governments with that planning.

This resource:

Includes suggested action steps that you might want to take to prepare to comply with the rule. While complying with the rule is mandatory, the action steps in this document are not mandatory.

Can help get you started. There will probably be many other steps that your public entity will want to take to ensure compliance with the rule.

Links to helpful materials from the World Wide Web Consortium (or "W3C"), which is the organization that published the technical requirements that public entities will have to meet under the rule. The technical requirements are called the Web Content Accessibility Guidelines Version 2.1 Level AA (or "WCAG 2.1 Level AA"). Although WCAG includes the word "guidelines," complying with WCAG 2.1 Level AA is required under the rule.

Why compliance is important

Complying with the rule will help your state or local government better serve all members of your community, including people with visual, auditory, physical, speech, cognitive, and neurological disabilities.

Barriers to accessing services online affect people's day-to-day lives. For example, when an online form is not designed accessibly, it can prevent someone with a disability from completing and submitting the form. The W3C has resources illustrating how barriers to web accessibility affect people with disabilities.

Web and mobile app inaccessibility can also make it harder for state and local governments to function. For example, if a state government's online tax form is inaccessible to people with disabilities, it can make it hard for the government to efficiently collect taxes.

When state and local governments comply with the rule, people with disabilities will have much more reliable access to critical government services like registering to vote, attending public schools and universities, applying for government benefits, requesting that potholes be filled, watching public hearings, and many more. State and local governments will also be able to function better. The suggested action steps in this resource can help your public entity get there.

Action Step 1: Learn about the rule's requirements

The Department has published materials to help you understand the requirements of the rule.

If you want a basic introduction to the rule: Check out the Fact Sheet.

If you work for or with a state or local government and want to better understand how the rule applies to you: Check out the Small Entity Compliance Guide.

If you want a detailed explanation of all of the rule's requirements: Check out the full rule, which includes an Appendix that explains in detail what the rule means.

If you want to understand your public entity's other obligations under the ADA: Continue to explore ada.gov, which has more information about public entities' obligations to provide reasonable modifications, ensure effective communication with individuals with disabilities, and provide individuals with disabilities an equal opportunity to access their services. The Topics and Resources pages may be especially helpful.

Action Step 2: Figure out when you need to fully comply with the rule

The deadline for complying with the rule generally depends on the population of your state or local government. After the deadline, your state or local government needs to make sure that it continues complying moving forward. Here are the compliance deadlines:

State or local governments with a population of 50,000 or more persons:
Compliance deadline: April 24, 2026

State or local governments with a population of 0 to 49,999 persons:
Compliance deadline: April 26, 2027

Special district governments:
Compliance deadline: April 26, 2027

Your public entity's population is:

Calculated in a specific way, as shown below, using data from the United States Census Bureau.

Your public entity's population is NOT:

Always the same as the number of people your public entity serves.

Determined by the number of employees your public entity has.

How to calculate the population of your state or local government for purposes of figuring out your compliance deadline:

If, after reviewing the instructions below, you're still not sure what your public entity's population is, you can call the ADA Information Line. See the "ADA Information Resources" section of this resource for more information about the ADA Information Line.

A. If your public entity has a population in the 2020 decennial Census, use that population.

Example: A county has a population of 1 million in the 2020 decennial Census. The county's population for purposes of the rule is 1 million. The county needs to comply with the rule by April 2026.

B. If your public entity is an independent school district, use your school district's population in the 2022 Small Area Income and Poverty Estimates.

Example: An independent school district has a population of 1,000 in the 2022 Small Area Income and Poverty Estimates. The independent school district's population for purposes of the rule is 1,000. The independent school district needs to comply with the rule by April 2027.

C. If your public entity does not have a population calculated by the Census Bureau, use the Census population of the state or local government(s) of which your public entity is a part.

Some public entities don't have populations of their own, but they are a part of a state or local government that does have a population calculated by the Census Bureau.

You can find that population in the 2020 decennial Census.

If your public entity is a part of an independent school district, you can check the school district's population in the 2022 Small Area Income and Poverty Estimates.

Examples:

A city police department is part of a city with a population of 25,000 in the 2020 decennial Census. The city police department's population for purposes of the rule is 25,000. The city police department needs to comply with the rule by April 2027.

A state university has 40,000 students but is part of a state that has a population of 6,000,000 in the 2020 decennial Census. The state university's population for purposes of the rule is 6,000,000. The number of students that attend the university does not determine the university's population for the rule. The state university needs to comply with the rule by April 2026.

A neighborhood branch of a county library serves 3,000 patrons but is part of a county that has a population of 70,000 in the 2020 decennial Census. The county library's population for purposes of the rule is 70,000. The number of patrons that a local branch serves does not determine the library's population for the rule. The county library and all its branches need to comply with the rule by April 2026.

A town parks and recreation department has 10 employees. The parks and recreation department is part of a town that has a population of 80,000 in the 2020 decennial Census. The town parks and recreation department's population for purposes of the rule is 80,000. The number of employees does not determine the parks and recreation department's population for the rule. The town parks and recreation department needs to comply with the rule by April 2026.

A commuter authority is part of two different states, one of which has a population of 10,000,000 and one of which has a population of 8,000,000. The commuter authority's population for purposes of the rule is the combined population of the two states of which the commuter authority is a part, or 18,000,000. The commuter authority needs to comply with the rule by April 2026.

D. If your public entity is a special district government, then your public entity has until April 2027 to comply.

Special district governments don't have populations calculated by the Census Bureau. These kinds of governments have until April 2027 to comply with the rule.

A special district government:

Is a public entity-other than a county, municipality, township, or independent school district-allowed by state law to provide one function or a limited number of designated functions with enough independence to be a separate government.

Might be, for example, a mosquito abatement district, utility district, transit authority, water and sewer board, zoning district, or other similar state or local government entity that has a specific function.

Action Step 3: Figure out who within your state or local government will have a role in complying with the rule

Once you know your state or local government's deadline for complying with the rule, it is a good next step to figure out who within your government is going to have a role in making sure your government complies with the rule. If you are an ADA coordinator, you are a good person to start thinking about that. Different approaches will work for different state and local governments, but here are some things to consider:

It's helpful to think broadly about who should be involved: While web developers or information technology ("IT") staff can play an important role in ensuring accessibility, they're not the only ones who should be thinking about accessibility. For example, procurement staff play a key role in ensuring your state or local government buys or licenses accessible web content or mobile apps.

It's a good idea to set clear expectations for staff: By ensuring that all relevant staff are aware of the role they will play in complying with the rule, you can start creating a culture of accessibility in your state or local government. It's important to clearly identify who is responsible for what, so that there is no confusion.

Think about what resources you will need: Your public entity should consider whether its current staff and volunteers have any expertise in web accessibility, or whether working with others with more expertise would be helpful. Hearing from people with a diversity of experiences and perspectives-including, for example, people with disabilities who have experience with WCAG-can help your public entity in its accessibility work.

Working with vendors doesn't mean your public entity is off the hook: If you decide to have an outside person or group handle some of your public entity's accessibility work, it's still a good idea to identify a person or people in your public entity who will oversee or coordinate that work. Your public entity is still responsible for ensuring the accessibility of its web content and mobile apps, even if it outsources the accessibility work to somebody else. You can find more information about working with vendors in Action Step 10.

Your public entity may need advice from others: You also may find that you need legal advice specific to your own particular situation. You may want to make a plan for who you will consult if you need legal advice.

If you need help understanding what the rule means, you can also call the ADA Information Line for help.

There are more resources to consult on this topic: The W3C has more information about assigning responsibilities, combining expertise, and working with users with disabilities.

Action Step 4: Train your staff

Training your staff is an important step toward ensuring that your public entity complies with the rule. The Small Entity Compliance Guide and the W3C's website include some suggestions about the types of trainings you might find helpful. For example, the W3C's website includes a collection of tutorials that you may find useful.
General training for all staff members: Other Specialized Training:
For public entities that want to develop their own trainings, the W3C has useful resources for doing so, including a page on Developing Web Accessibility Presentations and Training and a Curricula on Web Accessibility page.

Action Step 5: Identify what web content and mobile apps your public entity has

Figuring out exactly what web content and mobile apps your public entity currently provides or makes available will help you identify the content and apps that might need to comply with WCAG 2.1 under the rule.

Here are some questions that might help you get started:

How many websites does my public entity have?

How many web pages are within those websites?

What types of content are on those web pages? HTML content? PDFs? Word processor files? Videos? Images?

Does my public entity post on social media? Which social media platforms does it use? What types of content does it post on social media?

Are there other places on the web that my public entity posts?

What mobile apps does my public entity use? Are those apps created and operated in-house, or are they operated by third parties?

Who posts on my public entity's website? Are there any places where members of the public can post?

What third-party vendor content does my state or local government provide or make available?

Asking these questions can help you figure out where you need to focus your efforts going forward.

Action Step 6: Refresh your understanding of the rule's exceptions

You've now identified what web content and mobile apps your public entity has. Much of that content and those apps will probably need to meet the technical standard (WCAG 2.1). But it is possible that an exception might apply to some of that content and those apps, meaning that they don't need to comply with WCAG 2.1.

Below is a list of the five exceptions. This list includes some basic reminders about the exceptions, but the list does not include all of the details about each exception.

1. Archived web content
Remember: The rule has a specific definition of "archived web content." Just putting content into an archive isn't enough to make the content qualify for this exception. And this exception only applies to content that existed before your public entity's compliance deadline (see Action Step 2). You can read the full definition of "archived web content" in the rule.

2. Preexisting conventional electronic documents (PDFs, word processor file formats, presentation file formats, and spreadsheet file formats)
Remember:

To qualify for this exception, your conventional electronic documents must be "preexisting," meaning that they were posted before your public entity's deadline for complying with the rule (see Action Step 2). The exception does not apply to new content posted after the compliance deadline.

This exception does not apply to documents that are currently used to access the public entity's services, programs, or activities.

3. Content posted by third parties
Remember: Your public entity can't contract away its responsibilities under the ADA. That means that your public entity can't take advantage of this exception by having a third party do its web posting. To qualify for this exception, the content has to be posted by a truly unaffiliated third party who is not posting for your public entity, such as a member of the public posting a message on a town's open online message board.

4. Exception for individualized, password-protected conventional electronic documents (PDFs, word processor file formats, presentation file formats, and spreadsheet file formats)
Remember: To qualify for this exception, a document must be about a specific person, property, or account.

5. Exception for preexisting social media posts
Remember: To qualify for this exception, your social media posts have to be "preexisting," meaning that they were posted before your public entity's deadline for complying with the rule (see Action Step 2). This exception does not apply to social media posts made after the compliance deadline.

Remember: Even if some of your web content or content in mobile apps is covered by an exception, your state or local government still has to meet its other existing obligations under the ADA.

The ADA requires your public entity to provide individuals with disabilities with effective communication, reasonable modifications, and an equal opportunity to participate in or benefit from the entity's services, programs, and activities. This means that even when web content or content in mobile apps does not have to meet WCAG 2.1, in many circumstances your public entity would still need to provide the content to a person with a disability who needs it in a format that is accessible to them.

Action Step 7: Determine which of your web content and mobile apps need to comply with WCAG 2.1 under the rule

After refreshing your understanding of the exceptions, it may be helpful for you to spend some time figuring out which of your content has to comply with WCAG 2.1, and which of your content might fall within an exception.

Below are some examples of web content and mobile apps that a public entity might provide or make available. As you will see, some of these types of content might need to meet WCAG 2.1 after the rule's requirements go into effect, and some might qualify for an exception. Of course, it depends on the facts and every situation is different, but these examples illustrate a range of situations you may encounter.

Example: Services offered via HTML web pages

A city website includes HTML web pages explaining how residents can pay utility and property tax bills, apply for licenses and permits, make public works requests, file police reports, pay for public parking, and reserve spaces in city facilities.

A town's website includes a large number of PDF documents, including minutes from past city council meetings, announcements of past city events, scans of old records from the 1970s, applications for current city programs, and documents listing current city ordinances.

A county tourism department in a county with a population of 600,000 posts on various social media platforms.
How the rule might apply:

Social media posts that the department made before April 2026 (the compliance date for entities with populations of 50,000 or more) would be covered by the exception for preexisting social media posts. That means that those posts don't have to comply with WCAG 2.1. But the department's social media posts after April 2026 probably do need to comply.

The tourism department doesn't have to make sure that the whole social media platform itself meets WCAG 2.1, just that its own social media posts do.

If a member of the public comments on the tourism department's social media posts, those comments are probably covered by the exception for content posted by third parties.

Example: Links to Third-Party Websites

A public university's website includes links to third-party websites, including a link to a website where students can pay tuition and a list of links to private local hotels where people visiting the area might want to stay.

Example: Password-Protected Portals

A public hospital operates a password-protected portal where patients can log in to download test results, billing statements, and other materials.

A county library's website includes a wide variety of resources, such as an online catalog listing electronic books and articles that users can check out, information about how to request an interlibrary loan, and an archive containing a variety of historical materials related to the county, including photos from past county events.

How the rule might apply:

Libraries are treated the same as other public entities under the rule. The county library generally needs to make sure that the content on its website meets WCAG 2.1 Level AA.

The online catalog listing electronic books and articles that users can check out and information about how to request an interlibrary loan would generally need to meet WCAG 2.1.

However, the archived web content exception might apply to some of the content in the library's archive.

If the library's dedicated and clearly labeled archive includes old photos from county events that occurred before the date the library was required to comply with the rule, that are retained exclusively for reference, research, or recordkeeping, and that have not been altered or updated since they were archived, those photos would qualify for this exception. But new photos documenting events after the library was required to comply with the rule do not qualify for the exception even if they are added to the archive.

Even if certain content in the library's archive might qualify for the archived web content exception, the library still has to make sure that users with disabilities can search through the archive and determine what materials are in the archive. And if a person with a disability requests access to content that falls within the exception, in many circumstances the library would need to provide that content to the person in a format that is accessible to them.

A public school provides course content for students using a password-protected learning management system (LMS).

A township uses a third-party mobile app that allows users to pay for public parking in the township.

Action Step 8: Determine what accessibility fixes are needed

Once you've figured out what content you have, and which of that content needs to comply with WCAG 2.1 under the rule, a good next step is to evaluate how accessible that content is and what fixes are needed. Figuring out how accessible your content is can help you decide what steps you need to take next to make your content fully accessible.

The W3C has a lot of resources that can help you with this. For example:
Remember:

Testing the accessibility of web content and mobile apps can take time and planning, so it's best not to leave this step until the last minute.

You won't be able to use automated testing tools alone, because those tools can't test for all aspects of accessibility, so you'll want to use some combination of automated and manual assessments.

It may be helpful to include plans for testing in your public entity's accessibility policies, which are discussed further in Action Step 11.

Action Step 9: Prioritize which content to fix first

Once you've assessed how accessible your public entity's web and mobile app content currently is, it's a good idea to come up with a plan for how you're going to fix any accessibility issues with that content by the time the compliance deadline arrives.

As you work up to full compliance, you may not be able to tackle all the issues for every type of your public entity's content at once. You might want to think about prioritizing some content to fix right away, while leaving other content to address later.

You can find more suggestions at the W3C's page on prioritizing issues and page on interim repairs.

Action Step 10: Identify any relevant contracts with vendors and figure out if they can produce accessible content for you, or if you need to make any changes

Your public entity needs to make sure that any content or mobile apps a vendor or contractor provides or posts on its behalf complies with WCAG 2.1 Level AA.

It's a good idea to review your existing contracts with vendors or contractors to determine whether any changes need to be made to ensure that the content they provide or post for your state or local government is accessible. You also might need to work with your vendors or contractors to help ensure they understand the requirements of the rule. You might decide that you can proceed with your existing contract, or you might decide that you need to find another vendor or contractor that is better equipped to produce accessible content.

In public comments submitted during the rulemaking process, the Department heard from some public entities who have successfully negotiated contracts with vendors to produce accessible content.

Examples of practices some public entities found helpful included:

Requiring vendors to provide detailed information about the level of accessibility of their product before signing any contracts.

Asking vendors to include a warranty in their contracts stating that they comply with certain technical standards and applicable Federal and state accessibility laws.

Including language in their contracts prohibiting vendors from disclaiming any accessibility warranties.

Requiring vendors to provide indemnification for any breach of any accessibility warranties.

Testing the accessibility of vendor products and publishing that information to help other entities identify accessible products.

Different approaches will work for different entities, and the Department does not recommend or endorse any particular approaches. But the approaches described above may be useful if your public entity is thinking about negotiating a contract with a vendor or contractor to provide or post accessible content for your public entity.

Action Step 11: Create policies

You can help set your state or local government up for success by creating policies on web and mobile app accessibility. These policies may be similar to, or part of, the other ADA nondiscrimination policies you may have adopted. The Small Entity Compliance Guide includes some suggestions for topics that you might want to include in your policies. The W3C also has some resources on how to create accessibility policies, including its page on Developing Organizational Policies on Web Accessibility.
ADA Information Line
If you have questions about the rule or the ADA, you can call the ADA Information Line. Accessibility specialists are available to answer your questions. All calls are confidential.

The contents of this resource do not have the force and effect of law and are not meant to bind the public in any way. This resource is intended only to provide clarity to the public regarding existing requirements under the law or the Department's policies.

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State and Local Governments: First Steps Toward Complying with the Americans with Disabilities Act Title II Web and Mobile Application Accessibility Rule

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This guide includes suggested steps that ADA Coordinators and others working with state and local governments may want to take as they plan to ensure that their web content and mobile apps comply with the ADA Title II rule on the accessibility of web content and mobile apps.

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60 minute webinar

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Webinar: Americans with Disabilities Act Title II Web & Mobile Application Accessibility Rule

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This video provides a summary of the ADA Title II rule on web content and mobile app accessibility. The summary is designed to provide introductory information about the rule’s requirements.

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CAST Podcast- ADA Updates and Requirements

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CAST Podcast- ADA Updates and Requirements

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31 min. podcast

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S.03, Ep.11: ADA Title II Updates and Requirements - AEM Center

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In April 2024, the United States Department of Justice issued a final rule requiring state and local governmental entities — including early childhood, elementary, secondary, and postsecondary institutions — to ensure web or mobile app-based digital learning resources are appropriate for and usable by students with disabilities.

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National Center on Accessible Educational Materials 

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National Center on Accessible Educational Materials 

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AEM Center - National Center on Accessible Educational Materials at CAST

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The National Center on Accessible Educational Materials for Learning at CAST provides technical assistance, coaching, and resources to increase the availability and use of accessible educational materials and technologies for learners with disabilities across the lifespan.

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Office of Civil Rights (OCR)  short video series 

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Office of Civil Rights (OCR)  short video series 

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3-7 minute short videos

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The U.S. Department of Education's Office for Civil Rights is proud to announce a video series covering a variety of topics on digital access in education, including how people with disabilities use technology, applicable Federal regulations, and identifying and remediating barriers to access. Whether you are in the educational field or not, these videos have wide ranging coverage for those who want to know: What makes technology accessible for individuals with disabilities? And how can I make my site or platform more accessible?
All videos on this page are open-captioned.
For questions or comments regarding this video series, please contact the Office of Civil Rights at OCR@ed.gov

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The U.S. Department of Education's Office for Civil Rights is proud to announce a video series covering a variety of topics on digital access in education, including how people with disabilities use technology, applicable Federal regulations, and identifying and remediating barriers to access.

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The Described and Captioned Media Producers 

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The Described and Captioned Media Producers 

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Visit for more information on audio descriptions and captioning

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Resources for School Personnel, Families, Students, and Content Creators

DCMP provides a streaming library of accessible education videos, teaching tools, and professional development opportunities. We partner with educational content creators to provide high-quality captioning, audio description, and American Sign Language (ASL) translation.

Families and school personnel who have at least one early learner-Grade 12 child with a disability qualify for free DCMP membership. Educational professionals in training also qualify.

Professional development opportunities are available to members, and many eLearning resources are available to everyone.
Sign Up for Free Membership

Accessible Educational Videos and Teaching Tools

DCMP has thousands of educational videos with high-quality captions, audio description, and ASL that are aligned to state and Common Core standards. Teachers can create lessons, quizzes, and clips of DCMP videos and assign them to Student Accounts.

Create and Manage Student Accounts and Classes

K-12 students under 18 years of age are currently not eligible for their own DCMP membership. However, adult members can create Student Accounts for them.

Learn how

Create Clips, Lessons, and Quizzes

Clips and Lessons allow you to create clips from DCMP videos, and then use those clips as stand-alone videos or as part of a Lesson. A Lesson can include clips, full videos, quizzes, text, and user-submitted files.

Read the full guide

DCMP offers self-paced modules, online workshops, and facilitated QuickClasses. All are free of charge to members.

Professional Development and Continuing Education

Continuing Education Credits

Select trainings are approved for RID, CEUs, and ACVREP credit.

See All Courses

Courses for Professionals and Students

DCMP's professional courses offer training on use of accessible media in the classroom, educational interpreting, captioning and describing video, and other courses.

Courses for students include peer note taking, transition prep during high school, and learning the essentials about audio description.

We Make Content Accessible

We partner with top educational content creators to help make their productions accessible and available to children with disabilities. Learn how we can help with your educational and broadcast content.

Learn More About Partnering With DCMP

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The Described and Captioned Media Program

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DCMP provides accessible educational media to students with disabilities, for use in classrooms and remote learning, as well as training resources for families, educators, and support personnel.

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60 minute webinar

Reviews requiring websites and digital offerings of state & local governments as well as public institutions of higher education to comply with the Web Content Accessibility Guidelines 2.1 Level AA

Slides: Eve Hill Presentation Slides

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The New ADA Title II Regulations on Digital Technologies: What it Means for Your School | DO-IT Webinars

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URL Shortener, Branded Short Links & Analytics | TinyURL

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For Educators- Simple Techniques for Creating Accessible Documents

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Do-It-Yourself Accessibility Basics – National Center on Accessible Digital Educational Materials & Instruction

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Home > Resources > Do-It-Yourself Accessibility Basics

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Free and allow you to evaluate web content for accessibility issues directly within Chrome, Firefox, and Microsoft Edge. The Web Accessibility Evaluation Guide and Quick Reference below have instructions for using WAVE.

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The WAVE Chrome, Firefox, and Edge extensions allows you to evaluate web content for accessibility issues directly within your browser. Because the extension runs entirely within your web browser, no information is sent to the WAVE server. This ensures 100% private and secure accessibility reporting. The extension can check intranet, password-protected, dynamically generated, or sensitive web pages. Also, because the WAVE extension evaluates the rendered version of your page, locally displayed styles and dynamically-generated content from scripts or AJAX can be evaluated.

Chrome Extension
WAVE Chrome Extension at the Google Web Store
Firefox Extension
WAVE Firefox Extension at Mozilla Add-ons
Microsoft Edge Extension
WAVE Edge Extension at Edge Add-ons
Using the WAVE extension

Updates to the WAVE extension will automatically be sent to your browser when they are made available.

To run a WAVE report, simply click on the WAVE icon to the right of your browser address bar. Click the icon again or refresh the page to remove the WAVE interface.

You can also trigger a WAVE report by pressing Control + Shift + U (Command + Shift + U on Mac) or by activating the "WAVE this page" context (right click) menu item. If using Edge, the shortcut key can be defined or customized on the Manage Extensions page.

To allow WAVE to evaluate local pages on your computer or pages in incognito modes, this may need to be enabled in the WAVE extension settings in your browser.

Copyright, privacy notice, and other stuff

The WAVE extension, its interface elements, design elements, functionality, and underlying code are © WebAIM. No information is transmitted from the WAVE extension, thus allowing secure and private accessibility reporting. By downloading the WAVE extension, you agree to the WAVE Terms of Use and Privacy Notice.

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WAVE Chrome, Firefox, and Edge Extensions

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The WAVE Chrome, Firefox, and Edge extensions allows you to evaluate web content for accessibility issues directly within your browser. Because the extension runs entirely within your web browser, no information is sent to the WAVE server. This ensures 100% private and secure accessibility reporting.

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Outlines important accessibility checks, organized by content type. While it is not an exhaustive guide to testing all WCAG 2 requirements, it includes checks for most common accessibility issues.

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Article Contents

1. Evaluation Tools

1. WAVE

2. Other Tools and Resources

2. Evaluation Techniques

1. Images and alternative text

2. Regions and headings

3. Forms

4. Tables

5. Resize content

6. Contrast

7. Color use

8. Links

9. Navigation

10. ARIA

11. Other principles

WebAIM Accessibility Testing Services

The experts at WebAIM can audit your web site and provide a detailed report to help you remediate accessibility and WCAG compliance issues.

Learn more about WebAIM Evaluation Services

This evaluation guide outlines important accessibility checks, organized by content type. While it is not an exhaustive guide to testing all WCAG 2 requirements, it includes checks for most common accessibility issues. WAVE icons that will assist you in your evaluation are highlighted.

Evaluation Tools

WAVE

Install the WAVE Chrome, Firefox, or Edge browser extension. An online version of WAVE is available at wave.webaim.org, but the WAVE extension is recommended for comprehensive testing, especially of dynamic or non-public web pages.

Use the Details panel to review all items. Click on an icon in the panel to highlight it in the page.

Error icons indicate items that should be fixed. Other icons prompt further evaluation.

Use the checkboxes in the details panel to hide groups of icons.

Click an icon in the page or use the Reference panel to get more information.

Turn off Styles to simplify the page view and to check the reading order for screen readers.

Click on the Code button at the bottom of the page to reveal the relevant code.

Tip

- WAVE identifies the presence of an inline frame (<iframe>), but it does not analyze the iframe's contents. You can often open the iframe content in its own tab and then test it with WAVE. In Firefox, right-click on the iframe and choose . In Chrome, Use Developer Tools (DevTools) to find the <iframe src>.

Other Tools and Resources

Evaluation Techniques

Tip

WAVE and other automated tools can only identify some accessibility issues. You should also test the page with a keyboard, screen reader, and/or browser developer tools.

, , , , , - Identify images that are missing alternative text.

, , , , - Confirm that an image's alternative text (in green next to the icon) presents its content and/or function.

- The alternative text is likely insufficient or contains extraneous information.

- A nearby image has the same alternative text.

- Alternative text should be succinct and typically should not repeat information in nearby text or images.

If the image is too complex for a succinct alt attribute value, confirm that there is an equivalent text alternative (e.g., a table) in addition to the alt attribute, either inline or via a link.
, - The longdesc attribute should not be used.

Images that do not have associated WAVE icons are likely added with CSS. If they present content, use the Code panel, test in a screen reader, or inspect in browser developer tools to ensure that alternative text is present.
, - Empty links and buttons may indicate CSS images with no alt text

, - Search for images that are decorative or that present information that is already in nearby text. Make sure they have alt="" or are defined with CSS.

- If a <figure> is present, make sure it is being implemented correctly.

Look for images of text where the same visual presentation can be made using real text.

Use the Structure panel in WAVE to examine regions/landmarks and headings.

, , , , , , - Review regions or equivalent ARIA landmarks.

The page header, main content, footer, navigation areas, and search forms (if present) are identified as regions AND are correctly nested.

- Other important regions are identified.

, , , , , - Confirm that headings describe the content that follows. If not, they should not be headings.

, - Confirm that there is an <h1> that describes the page content. It should usually be within the <main> region.

- Headings and regions must not be empty.

- Search for text that functions as a heading but needs to be tagged <h1> through <h6>.

- Search for sections that should have headings but do not.

, - Ensure form controls have descriptive, correctly-associated labels and that <label> is used when possible.
If a form control gains focus or is activated when its label text is clicked with a mouse, then it is likely that the text is a correctly-associated <label>.

, - If a label is not visible, check for a hidden label, aria-label, or title attribute.

- If a <select> menu does not have a <label>, confirm that the default option presents the purpose of the menu.

, , , - Use the Code panel to explore broken labels.

, , - Look for <fieldset>/<legend> where a higher-level description for a group of form fields is needed.

Required fields are visually apparent and are presented to a screen reader through at least one of the following: label/accessible name, aria-required, or the required attribute.

Trigger form errors and then test error feedback using the WAVE browser extension.

- Descriptions and inline error messages are associated to the correct form control using aria-describedby.

Resize Content

In Chrome, press Ctrl (command on Mac) and:

+ (= sign) to zoom in (larger)

- to zoom out (smaller)

0 to reset to 100%

Test that the page is readable and that no content is lost up to 200%.

Adjust the viewport to 1280 pixels wide and then zoom from 100% to 400%. At each zoom level, ensure information is not lost.

No horizontal scrolling is allowed unless required for the content-e.g., a data table or map that is wider than the page (WCAG 2.1 requirement).

Test that dialogs, accordions, tooltips, and menus are usable at up to 400%.

Run the Text Spacing Bookmarklet. Ensure no loss of content or functionality occurs when text spacing is adjusted.

Increase text size to 130-150% (recommended, but not a WCAG requirement) and check for loss of content. In Firefox, choose .

- WAVE identifies text with less than 4.5:1 contrast, or less than 3:1 for "large" text (defined as ≥24px, or ≥18.67px if bold).

Use tools in the Contrast panel to see the ratio, find a compliant color combination, and preview this combination in the page.

The WebAIM Contrast Checker can also be used to test other color combinations.

Use the ColorZilla eyedropper or the eyedropper tool in the WAVE sidebar color picker to find the color value in text in images and background colors not detected in WAVE (background images, gradients, transparency).

Test 3:1 contrast of:

graphical objects, such as icons, that are required to understand content.

user interface components, including custom form control borders.

keyboard focus indicators/outlines.

Use browser developer tools to test contrast of controls in different states (e.g., :hover).

Look for information that is only presented through color.

If links are identified using only color (i.e., they are not underlined), use the link contrast checker to verify at least 3:1 contrast between link and body text, and check that there is a non-color change on mouse hover and keyboard focus.

If color change is the only identifier of keyboard focus, ensure at least 3:1 contrast between the default state and the focused state.

(and all other ARIA icons) - Check for appropriate use of ARIA roles, states, and properties (presented in green text).

, , - ARIA labels override form <label>s, alt attributes, link text, etc. Use WAVE, browser developer tools, or test in a screen reader to ensure proper accessible name is presented.

, - Test ARIA widgets with a screen reader and keyboard and ensure they match ARIA design patterns.

- Test dialogs, menus, and other things that "pop" open.

Focus is set to the dialog when it appears.

You can navigate forward and backward with the keyboard within the dialog.

Modal dialogs (those that require user action) maintain keyboard focus until dismissed.

Non-modal dialogs (those that do not require user action) close when focus leaves the dialog.

If a visible "close" button is present, it is keyboard-accessible and properly labeled.

Pressing Esc closes the open content.

When it closes, focus returns to a logical place.

, - Navigate menubars with ←/→ and vertical menus with ↑/↓. Esc collapses menus.

- tabindex values of 0 and -1 are used appropriately to manage keyboard focus.

- Be sure ARIA attributes update correctly when there are dynamic changes.

- Status messages and other changing content is presented correctly to screen readers.

Look for elements in need of ARIA (e.g., a collapsible area in need of aria-expanded).

- Anything hidden with ARIA is either hidden from all users (e.g., display:none) or is redundant AND is not interactive.

- Make sure ARIA buttons have clear keyboard focus and can be activated with Enter and Spacebar. Consider replacing with a true button (e.g., <button>, <input type="button">).

Other principles

- Ensure the page <title> describes the page and generally corresponds to the <h1>.

, - Confirm that the correct language is identified for the page (e.g., <html lang="en">) and for content areas in a different language.

, , - Confirm that lists are used correctly (<ol> for order or hierarchy, <ul> for parallel/interchangeable items, <dl> for name/value pairs).
- Search for text that should be marked up as a list.

- If the title attribute repeats information in the link, button, or image alt text, a screen reader may read this content twice. See if the redundant title text can be removed.

- Identify pages that time out or refresh without offering a chance to extend the session.

, , - Ensure multimedia is accessible.

Multimedia has captions, and they are equivalent.

Audio- or video-only content is transcribed.

Important visual content is presented in the default audio or in audio descriptions.

Media player controls are keyboard accessible.

Ensure media and other content cannot cause a seizure.

, - Check that text is easy to read.

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WebAIM: Web Accessibility Evaluation Guide

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A downloadable checklist. It includes links to tutorials for using screen readers (JAWS, NVDA, and VoiceOver) to test web content.

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Combines automated checks from the Accessibility Checker in Microsoft Office 365 with a series of manual checks to help you evaluate and repair common accessibility issues in Word and PowerPoint.

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Getting Started

This guide combines automated checks from the Accessibility Checker in Microsoft Office 365 with a series of manual checks to help you evaluate and repair common accessibility issues in Word and PowerPoint.

First, run the built-in Accessibility Checker. The Accessibility panel will display: Errors, Warnings, Tips, and Intelligent Services. Click on individual results to go to that issue in the document and make the necessary repairs. Then use the Manual review steps to identify any additional issues.

Section Names (PowerPoint-only)

Section names are not generic (Untitled Section, Section 1, etc.)

section name > . Give the section a descriptive name.

Section names should be unique

section name > . Give the section a descriptive name.

Section names are accurate

the Title placeholder and update the text as needed.

Slide Titles (PowerPoint-only)

Slides have titles (when appropriate)

Title placeholder is empty: Add a descriptive title.

Title text is not in a Title placeholder: Select the text > tab > > .

Title placeholder is missing:tab > > . Add a= descriptive title.

Title is not needed: Delete the Title placeholder (the error will remain).

Slide titles should usually be unique

Update the Title placeholder with unique text (when appropriate).

Slide titles are descriptive

Select the Title placeholder and update the text as needed.

Slide Reading Order (PowerPoint-only)

The reading order of the contents of a slide is logical.

tab > > . Ensure reading order is bottom to top.

Color and Contrast

Document text has sufficient contrast with its background.

Warning:
(Does not detect contrast in graphics or some PowerPoint content)

> (text) or Styles gallery (headings). Increase text contrast.

Text in PowerPoint, text in images, and other vital information in images has sufficient contrast.

Manual:Scan for content with low contrast and test with a contrast checking tool.

For images: Update or replace images with sufficient contrast.

For text: > > Increase text contrast.

Color is not used as the only way information is presented (color reliance).

Manual:Visually review the document for color reliance.

Add an additional method that provides the same information (e.g., document structure, text, icons with alternative text).

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WebAIM: Word and PowerPoint Accessibility Evaluation Guide

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This guide combines automated checks from the Accessibility Checker in Microsoft Office 365 with a series of manual checks to help you evaluate and repair common accessibility issues in Word and PowerPoint.

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1 hour 25 minute webinar

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Navigating Updated ADA Title II Regulations for Accessible Websites and Mobile Apps

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David Bateman- PaTTAN May 8th Training Slides

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CIU 10-Navigating Accessibility- Slides 

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CIU 10-Navigating Accessibility- Slides 

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April 10th, 2025 Training Slides

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Working Copy Title II ADA Presentation 041025 (1)

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CIU 10 Navigating Accessibility Recording 

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CIU 10 Navigating Accessibility Recording 

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Passcode: auYeif=5

58 minute webinar

April 10, 2025

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done. Zoom is a publicly traded company headquartered in San Jose, CA.

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Help improve this page

The following resources provide information for getting started with accessibility:

Introduction to Web Accessibility

Introduces web accessibility and links to additional resources. Includes accessibility in context; why accessibility is important for individuals, businesses, society; making digital technology accessible; evaluating accessibility; and basic examples.

Accessibility: It's About People

Explains the people aspect of accessibility and the role of accessibility in diversity, equality, and inclusion (DEI). Links to:

Essential Components of Web Accessibility

Shows how web accessibility depends on several components of web development and interaction working together and shows the relationship between the WAI guidelines and other standards.

Accessibility Principles

A concise introduction to accessibility requirements for websites, apps, browsers, and other tools. It is organized similar to the WAI accessibility standards and provides a useful bridge to the standards. Read this page before reading the standards/guidelines.

Research:

Digital Accessibility Courses:

Digital Accessibility Foundations - Free Online Course - Introduces a self-paced course from W3C WAI for developers, designers, ux, writers, managers, advocates. Designed for technical and non-technical learners, including students, instructors, professionals, and people with disabilities. Course is free with optional certificate.

Course List of Digital Accessibility Education, Training, and Certification - Lists courses from different providers.

Related page: Get Resources for ... links to resources for designers, developers, testers, managers, and more.

Please share your ideas, suggestions, or comments via e-mail to the publicly-archived list wai@w3.org or via GitHub.

Back to Top

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Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).

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Learning on the Go: ADA Title II Updates and Requirements - AEM Center

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In April 2024, the United States Department of Justice issued a final rule requiring state and local governmental entities — including early childhood, elementary, secondary, and postsecondary institutions — to ensure web- or mobile app-based digital learning resources are appropriate for and usable by students with disabilities.

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To fulfill their responsibilities regarding Accessible Educational Materials (AEM), local education agencies (LEAs) must adhere to several crucial steps. First and foremost, they need to comply with all legal requirements related to AEM. This involves understanding and implementing the relevant laws and regulations to ensure students with print disabilities receive the necessary support.

Ensure all communications (social media, website, board meeting agenda, e.g.) are accessible for all community members. Cite specific laws and regulations.

Developing local policies and procedures for AEM is another essential responsibility. LEAs should create comprehensive guidelines for locating, providing, and monitoring the use of AEM within their schools. This structured approach helps maintain consistency and effectiveness in delivering accessible educational content.

Whole-School Approach

By engaging all staff, students, and the community, LEAs can build a more effective and responsive system that not only meets the legal requirements but also actively contributes to an inclusive and equitable educational environment for all students.

Ongoing Professional Development

LEAs should ensure that ongoing training is available for all staff involved with AEM, including those who manage and distribute materials and teachers who use these resources in the classroom.

Organizing workshops and seminars can help disseminate best practices and innovative methods for using AEM. These learning opportunities should cover the latest developments in accessibility technology, legal requirements, and best practices for inclusive education. Such events are valuable for sharing experiences across schools and fostering a community of practice that supports continuous improvement in providing accessible materials.

Designated Coordinator

The AEM Coordinator is responsible for requesting, receiving, distributing, and tracking the usage of copyrighted accessible instructional materials for students who need AEM. Larger school systems may designate additional staff to support this role. Personnel may include curriculum coordinator, school technology coordinator, library media specialist, principal/assistant principal, special education director, or special education supervisor.
Responsibilities include:

1. Support IEP and 504 teams in requesting alternate formats of core instructional materials for students who need them.

2. Assure requirements for AEM are documented in the students' IEP and 504 plans.

3. Assist educators in implementing AEM best practices across educational environments, ensuring students receive AEM in a timely manner.

4. Collaborate with curriculum coordinators ensure core instructional materials meet district AEM policies and acquisition contract language has accessibility embedded *see sample contract language below*

5. Document the delivery of the materials and recording the storage, return, or destruction of AEM after use or at the end of the school year.

6. Support copyright compliance by verifying and maintaining proof of student eligibility for AEM and assure that copyrighted materials are accessed only by qualified user.

Community Engagement

Hosting events where students, families, and community members can learn about and experiment with AEM will not only raise awareness but also foster a community-centric approach to educational accessibility. Consider engaging individuals with disabilities as they can offer first-hand experiences and valuable perspectives. These activities can serve as incubators for new ideas and feedback, directly involving the end users in the development and refinement process.

Enhanced Collaboration with External Entities

LEAs should actively engage with publishers, requesting they submit specific standardized files to a national repository. This repository serves as a resource for developing specialized formats, ensuring that accessible materials are readily available when needed

Accessible instructional materials purchased directly from commercial sources must have acquisition contract language that explicitly defines requirements per IDEA2004. Sample acquisition contract language is available.

Partnerships with Educational Technology Firms

LEAs should consider forming partnerships with technology companies specializing in educational software and materials. These collaborations can result in the development of innovative AEM solutions tailored to students' specific needs. By working directly with tech companies, LEAs can ensure faster updates and improvements to AEM, driven by user feedback and technological advancements.

Engagement with Disability Advocacy Groups

Collaborating with organizations dedicated to disability rights and advocacy can deepen LEAs' understanding of the barriers faced by students with disabilities. These groups offer valuable insights into the effectiveness of current AEM practices and can identify areas for improvement. Moreover, they can assist in training staff and raising awareness about the importance of accessibility.

Continuous Improvement and Quality Assurance

LEAs are responsible for regularly assessing and determining the need for accessible materials among their students. This step is vital in identifying which students require these specialized formats to access their educational content effectively.

Monitoring and Evaluation

Implementing a robust system to monitor the use and effectiveness of AEM is crucial. LEAs should regularly evaluate how these materials are used in educational settings and their impact on student learning. Feedback from students, teachers, and parents can provide actionable insights that drive improvements.

Quality Assurance Processes

Establishing quality assurance processes ensures that all AEM meet high standards of accessibility and usability. This may include periodic reviews of materials, technologies, and assessments to ensure they align with current educational standards and accessibility guidelines.

Student Voice

Creating explicit channels for feedback from students who use AEM allows LEAs to make informed decisions about the materials' functionality and effectiveness. This feedback should be actively sought and used in decision-making to tailor AEM provisions to actual user needs.

Technology Upgrades and Innovation

Staying updated with technological advancements is essential for continuously improving the accessibility and effectiveness of educational materials. LEAs should invest in and experiment with new technologies to enhance the learning experience for students with disabilities. This includes exploring emerging technologies like AI-driven tools and augmented reality, which can provide innovative methods for making learning accessible.

Sources of AEM

For a student with an IEP who needs a specialized format(s) of instructional materials and qualifies under the Copyright Act as Amended, the LEA can obtain AEM through the following providers.

PaTTAN AEM Center Produces braille, large print, formatted PDF materials for eligible Pennsylvania students at no cost to the LEA. Materials must be commercially obtained and cannot be local teacher created materials. This service is exclusively for educational school teams supporting students with print access disabilities.

BookshareProvides free access to a vast library of over 1.2 million accessible ebooks for United States students with qualifying disabilities. Bookshare is supported by the Department of Education's Office of Special Education. Students must be registered through an organizational account which can be set up by the LEA. Families may also register their child with a separate individual account to access Bookshare outside school.nbsp;

Library of Accessible Materials for Pennsylvanians (LAMP) Offers free accessible books and media in formats such as audio, large print, braille to all Pennsylvanians who are unable to access print due to visual, physical, or reading disabilities. An application must be completed by the child's family before receiving these services.

APH Louis Database: Search engine of accessible educational materials available for purchase from 75 organizations across the United States and Canada.

Project Gutenberg: Digital library with 70,000 free ebooks in a variety of formats.

Learning Ally: Subscription based service that provided access to 80,000 human-narrated audiobooks.

Sample Contract Language

A sample statement that could be included in a LEA acquisition contract or purchase order follows:

"By agreeing to deliver the materials marked with "NIMAS" on this contract or purchase order, the publisher agrees to prepare and submit on or before [month/day/year] a NIMAS file set to the NIMAC that complies with the terms and procedures set forth by the National Instructional Materials Access Center (NIMAC) (IDEA Title I, Part D, sec. 674(e)).

The publisher also agrees to markup materials eligible for NIMAS submission that contain mathematical and scientific instructional content by using the
MathML modular extension of the DAISY/NIMAS Structure Guidelines, as posted and maintained at the DAISY Consortium website (refer to the latest applicable version).

Should the vendor be a distributor of the materials and not the publisher, the distributor agrees to immediately notify the publisher of its obligation to submit NIMAS file sets of the purchased materials to the NIMAC. The files will be used for the production of accessible formats as permitted under the law for eligible students (IDEA Title I, Part B, sec. 612(a))."

Source: AEM Center: NIMAS in Purchase Orders & Contracts (cast.org)

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To fulfill their responsibilities regarding Accessible Educational Materials (AEM), local education agencies (LEAs) must adhere to several crucial steps. First and foremost, they need to comply with all legal requirements related to AEM. This involves understanding and implementing the relevant laws and regulations to ensure students with print disabilities receive the necessary support.

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Playlist of videos (<6 min. each)

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Share your videos with friends, family, and the world

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WebAIM: WebAIM’s Roadmap to Meeting the ADA Title II Requirements

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In April 2024, the United States Department of Justice (DOJ) issued new regulations for entities covered under Title II of the Americans with Disabilities Act (ADA). The new regulations provide specific requirements for covered entities’ websites and mobile apps. As detailed in the ADA Title II Action Guide for State and Local Governments, Title II entities include:

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In this topic

Use the Accessibility Checker

1. On the ribbon of the Microsoft Office app, select the Review tab. If you're using Outlook, you'll only see the Review tab when writing or replying to messages.

2. Select the upper part of the Check Accessibility split button. The Accessibility pane opens to the right of the screen. The Accessibility ribbon activates at the top of the screen.

Tip: To see more options, select the lower part of the Check Accessibility button.

3. In the Accessibility pane, review and address the findings as instructed in Apply recommended actions.

Apply recommended actions

In the Accessibility pane, you'll see a list of errors, warnings, and tips with how-to-fix recommendations for each. To quickly fix the issues, apply one of the recommended actions. For more information on how the findings are categorized, go to Rules for the Accessibility Checker.

1. In the Accessibility pane, select an issue under Warnings or Errors. The list expands and shows the items and objects affected by the issue.

Tip: To view the exact location of the affected item or object, select the item or object.

2. To address the issue, select the down arrow button next to it. The Recommended Actions list opens.

3. To apply a one-click fix, select an action from the Recommended Actions list. To view more options, select the right arrow button next to an action (if available).

4. Go through and resolve each issue under Warnings and Errors.

Don't see the Accessibility Checker?

If you don't see the Check Accessibility button on the Review tab, you might have an older version of the app. Follow these steps to open the Accessibility Checker in an older app version:

1. Select File > Info.

2. Select the Check for Issues button.

Tip: To the right of the Check Accessibility button, under the Inspect heading, is a list of any potential issues.

3. In the Check for Issues drop-down menu, select Check Accessibility.

4. The Accessibility Checker task pane appears next to your content and shows the inspection results.

5. To see information on why and how to fix an issue, under Inspection Results, select an issue. Results appear under Additional Information, and you're directed to the inaccessible content in your file.

See also

Check accessibility while you work in Office apps

Everything you need to know to write effective alt text

Use a screen reader with the Accessibility Checker

Office Accessibility Center - Resources for people with disabilities

Make your content accessible to everyone with the Accessibility Checker

Use the Accessibility Checker

1. To launch the Accessibility Checker, do one of the following depending on the app you are using:

In Word, Excel, and PowerPoint, select Review > Check Accessibility.

In OneNote, select View > Check Accessibility.

In Outlook, while writing or replying to an email message, select Check Accessibility. If you don't see the button on the toolbar, you need to add it there manually. Select (See more items) > Customize toolbar. Then drag and drop the Check Accessibility button to the toolbar.

Tip: In Outlook, you can also access the Accessibility Checker from a MailTip at the top of the message window. The accessibility MailTip appears if one of your message recipients has set up a preference for receiving accessible email.

The Accessibility pane opens. It lists accessibility issues organized into warnings, errors, and tips. For more information on the categorization, go to Rules for the Accessibility Checker.

2. To review and resolve the findings, select a category and an issue. Under the selected issue, you'll find all items and objects affected by the issue. Select an item or object to see why you should fix the issue and steps to take to change the content.

See also

Everything you need to know to write effective alt text

Use a screen reader with the Accessibility Checker

Office Accessibility Center - Resources for people with disabilities

Make your content accessible to everyone with the Accessibility Checker

Use the Accessibility Checker

1. To check your content for accessibility issues, do one of the following depending on the app you're using:

On the ribbon of other Office for the web apps except Outlook on the web, select the Review tab. Select Check Accessibility. The Accessibility pane opens to the right of the screen. The Accessibility ribbon activates at the top of the screen.

In the Outlook on the web message you're writing to or replying to, select (More options) on the toolbar. Then select Check for accessibility issues. The Accessibility Checker pane opens.

Tip: In Outlook on the web, you can also access the Accessibility Checker from a MailTip at the top of the message window. The accessibility MailTip appears if one of your message recipients has set up a preference for receiving accessible email.

In other Office for the web apps except Outlook on the web, the issues are organized into separate tabs for errors, warnings, and tips. For more information on how the findings are categorized, go to Rules for the Accessibility Checker.

2. To review and resolve the findings, do one of the following depending on the app you're currently using:

In other Office for the web apps except Outlook on the web, in the selected category, expand an accessibility issue to see all items and objects affected by the issue. Select an item or object to highlight the corresponding part of your document, spreadsheet, or presentation, and then fix the issue. Address all issues in the errors and warnings categories. When you're done, select Recheck to make sure you didn't miss anything.

In Outlook on the web, select Fix this to address the issue. For example, if the Accessibility Checker reported a missing alt text, selecting Fix this opens the Add alternative text dialog box where you can type the alt text. Address all issues and when you're done, select Check again to make sure you didn't miss anything.

See also

Everything you need to know to write effective alt text

Use a screen reader with the Accessibility Checker

Office Accessibility Center - Resources for people with disabilities

Make your content accessible to everyone with the Accessibility Checker

Make your content accessible in the Microsoft 365 apps

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Improve accessibility with the Accessibility Checker

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In this topic On the ribbon of the Microsoft Office app, select the Review tab. If you're using Outlook, you'll only see the Review tab when writing or replying to messages. Select the upper part of the Check Accessibility split button. The Accessibility pane opens to the right of the screen.

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Create and verify PDF accessibility (Acrobat Pro)

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Follow these steps to use Adobe Acrobat to create accessible PDFs, check the accessibility of an existing PDF, and fix accessibility issues in a PDF document.

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Print-friendly handouts for creating accessible documents are also available:

Are you new to accessibility? This page is meant to be your entry point into the creation of accessible content with familiar tools such as Microsoft Office and Google Docs. You will learn about five practices that can have a significant impact on the learner experience for all students, especially those who rely on assistive technology for their access to the curriculum.

To help you remember these practices, we've created the mnemonic SLIDE, which stands for:

Styles are used for section headings.

Links are descriptive and meaningful.

Images have text descriptions.

Design is perceivable, with high contrast.

Evaluation is holistic and authentic.

Each of the practices is also described in more detail in a playlist of closed-captioned videos with step-by-step directions you can follow at your own pace. Pause the videos, try things out, and reach out to us if you have any questions. While the practices are explained in the context of creating an accessible document, with one exception (Styles) the techniques apply to slide decks as well.

Once you've watched the videos, put your new skills into practice with a document you will revise based on the best practices you've learned about in the videos.

Styles

Section headings will help you break up your content and make it easier to understand through "chunking." Section headings will also be helpful to your learners who use screen readers. With a special keyboard shortcut or touch gesture, they can navigate by heading to find the section with the most relevant content. This can save them valuable time when navigating long documents.

However, not all section headings are created equal in the digital world. It is not enough for you to just select the text and choose formatting options to make it stand out (by making it bold and increasing the text size). You also need to assign an appropriate heading style.

Slide titles can perform a similar function as headings in your slide decks: they orient the reader and improve navigation. Use the Outline view (View, Outline) to review your slide titles in Microsoft PowerPoint and make sure they are unique and descriptive.

Links

Your learners who are screen reader users can also use a keyboard shortcut or touch gesture that brings up a list of links on a web page or document. If several links read as "click here" or "learn more" when presented on a list, they will find it difficult to determine what will happen when a link is selected. Make sure your links are meaningful on their own, without the surrounding text to provide additional context.

Images

Screen readers can only describe images if you provide a text description for them (also known as alternative text). The text description can also take the place of the images to ensure important information is not lost if your learners turn off images to save bandwidth on a device with a poor connection or a limited data plan.

Design

Use color to add visual appeal and make your content more inviting to learners, but remember that text with low contrast will be difficult to see and require more effort to read. Provide good color contrast to help your learners focus more of their energies on gaining an understanding of the information, rather than on overcoming barriers caused by poor design.

Evaluation

Use the accessibility checker in your authoring tool if one is available to make sure your work meets basic accessibility requirements. Just remember that even the best of these automated accessibility checking tools have their limitations due to the subjective nature of many accessibility techniques. For example, an automated checker can determine if an image has alternative text, but it will not indicate whether the alternative text accurately describes the content of the image. As long as you keep the limitations of these checkers in mind and don't see them as a replacement for learning accessibility best practices, they can make a valuable contribution to your accessibility work. The best automated checkers will include extensive guidance on how to fix identified errors, and will be a valuable tool for building your knowledge of accessibility.

The ultimate measure of whether content is accessible or not, however, is how well it supports learners in reaching their goals. You should seek feedback from users of assistive technologies along with the results of accessibility checkers to ensure content is usable for all.

Try it yourself

Are you ready to put what you learned from the videos into practice? This activity will allow you to check your understanding of the new practices you have learned, and you can contact us at any time if questions arise as you explore your new accessibility skills.

Use the provided Google Docs document and apply the techniques discussed in the videos to improve the heading structure, include descriptive hyperlinks that make sense out of context, and add alternative text to the images.

When you are done, use the built-in Office accessibility checker (or the Grackle add-on for Google Suite) to check your work. There are also "after" versions of each document you can use as exemplars.

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