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IT Procurement Resources

If you are purchasing technology as part of your course:

Course Accessibility Checklist

Checklist Purpose

This checklist applies to both brand new courses and courses with substantial changes starting June 2010. For brand new courses, these checklist items can be considered as guidelines to be followed, as appropriate, at the time your course will be offered. The checklist will apply for existing courses at the point of course redesign or when a student with a disability enrolls in the course.

Overview and Instructions

Following course approval, and prior to the start of the semester in which the new or revised course will be taught for the first time, please complete an accessibility checklist and submit to appropriate Dean’s Office.  Review your course materials against each of the areas listed below. Check off items you have completed or plan to complete when the course is offered.  

An accessible syllabus should also be made available online, preferably prior to the start of that semester’s open registration period. An accessible course syllabus template can be found at: http://www.csus.edu/atcs/tools/instructional/templates.stm.  

Print Materials

Print materials are distributed in print format, electronically, or both.

Textbooks

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Course Readers/Course Packs

  • Did I check if an electronic version of the  content I want to include into a course reader is available?
  • Did I obtain permission from the copyright holder/publisher to use the print and/or electronic content e.g. articles, journals etc. for a course reader/course pack?
  • If I plan to use the Xandu CoursePacks Service through the Hornet Bookstore, did I submit my CoursePack request at least 8 weeks prior to the first day of instruction or by Bookstore deadline, whichever is earlier?
    • If you plan on using a publishing service other than the Hornet Bookstore, look into their submission deadlines to help you plan on having materials submitted at least 8 weeks prior to the first day of instruction and ready for the first day of the semester.
  • Did I establish a plan to provide an equal alternate form of access if a course reader is not available in a format that can be accessed by a student by the first day of class?

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Syllabus

  • Did I provide my syllabus in an electronic and accessible format, preferably prior to the start of the semester’s open registration period?
  • Did I use an accessible Syllabus Template to create my syllabus?
  • Did I include appropriate formatting in my syllabus so that students who use assistive technology can effectively access the information? See Instructional Materials Accessibility Resources page to learn how.
    • Reading order: Text should make sense if every line is read from left to right. Tables or text boxes should not be used just for layout or to position text.
    • Headings: Use Heading styles (Heading 1, Heading 2, Heading 3) located in the Styles and Formatting palette of Word
    • Images: Alternative text descriptions (alt-text under Format Picture or captions for figures) are provided for any images which convey meaning
    • Tables: Tables are used to organize columns of correlated information or data. Tables have a specified header row containing column labels. 
  • Did I include the International Standard Book Number ISBN of the textbook(s) I require students to use in the course? See the Higher Education Opportunities Act (HEOA) Textbook Information Provision for more information about textbook ISBN information.
  • Did I include links to relevant course-specific and campus resources such as the library, Student Technology Center, academic policies, and tutoring resources?
  • Did I include a statement regarding support for students with disabilities in my syllabus? For example:
    • Students with disabilities who require accommodations need to provide disability documentation to Services to Students with Disabilities (SSWD), Lassen Hall 1008, (916) 278-6955 (phone) www.csus.edu/sswd. Please feel free to set up an appointment with me to discuss your approved accommodations. This syllabus and course materials are available in alternate formats upon request.  In addition, as your instructor, I feel I have a responsibility to do everything within reason to actively support a wide range of learning styles and abilities and to be culturally responsive in my teaching practices. Feel free to discuss your progress in this course with me at any time." 
  • Did I refer to the Academic Program Access for Students with Disabilities policy and contact the office of Services to Students with Disabilities (SSWD) if I have questions about a student's reasonable accommodations?

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Handouts Distributed Online/Print

  • Did I design course materials created in Microsoft Word, PowerPoint and Adobe Acrobat PDF so that they are accessible and can be accessed by users of assistive technology?
  • Did I ensure that scanned materials were scanned so that they contain readable text?
    • Make Searchable "(Run OCR)” when scanning materials into Adobe PDF or after these have been scanned. Visit Technology Learning Center, AIRC 3012, to learn how to scan and edit materials to make them accessible.
  • Did I obtain permission from the copyright holder/publisher to use the print and/or electronic content e.g. articles, journals etc.?
  • Did I design course materials created in other word processing, presentation, and/or portable document format software so that they are accessible and can be accessed by users of assistive technology?
  • Did I provide handouts and exams to be converted to SSWD at least five business days in advance so materials can be translated into Braille or other alternate format if needed for a student with a disability? Please keep in mind that if students with print related disabilities comes to class and receives a handout, the students may not have timely access to this information during class (unless the material is also provided in advance or in an alternative way that is accessible to the students).
  • Did I establish a plan to provide an equal alternate form of access if a handout is not accessible to a student with a disability enrolled in my course?

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Library Course Reserves

Books that are not available in electronic format can be placed on course reserves. Content that can be accessed on SacCT (learning management system) such as paper and scanned documents, electronic links to journal articles, eBooks and course readers cannot be placed on Library Course Reserves. 

  • Did I establish a plan to provide an equal alternate form of access to content I placed in reserves, if it is not accessible to a student with a disability enrolled in my course?

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Non-Print Materials

Non-Print Materials are solely distributed and accessed electronically.

SacCT Course Content

  • Did I post accessible content (e.g. Word documents, PDF’s, PowerPoint’s, Video) to my SacCT course? See Instructional Materials Accessibility Resources to learn how to make instructional materials accessible.
  • Did I author accessible content within the SacCT learning management system? See SacCT Faculty Handouts.
    • Visual Text Box Editor: For content that is created using the visual text box editor such as Assignments, Discussions,  Messages, Items, Groups, Blogs, Journals, Wikis, etc.,  I have used the visual text box editor’s formatting toolbar as needed to:
      • Add heading styles to major headings to provide structure to content by use of the Text Style option.
      • Add Text Alternatives to non-text content such as images, figures etc. by use of the Insert/Edit image window options.
      • Used Text for hyperlinks rather than URLs when inserting links. Also used the Title (tooltip) option.
      • Create tables and add captions to tables using the Insert/Edit Table feature.
      • Insert closed captioned video
  • Assessments:
    • Did I create extended-time exams, which are based on an existing exam (a copy of it), for students that require an extended time due to a disability? See the Creating Extended-Time Tests How To Guide for more information.
    • Did I coordinate with the student and SSWD staff about options for student with disabilities to take an exam that was originally set up to be taken using the Respondus LockDown browser tool which is not fully accessible by assistive technology?
    • Did I set up adaptive release criteria for extended-time assessments, assignments, and for other appropriate content to make available to students with disabilities?
  • Online Class Meetings/Activities: Did I distribute to students an accessible PowerPoint or other appropriate content in advance that will be covered during the scheduled online class meeting through Collaborate Web Conferencing tool to ensure students with disabilities in my course have equal access to the online content?
  • Did I ensure that Services to Student with Disabilities (SSWD) staff have access to my SacCT course if I have a student with a disability enrolled in my class and access to the course was requested by their office?
  • Did I establish a plan to provide an equal alternate form of access to content housed in my SacCT course (e.g. Syllabus, assessments, handouts, discussion threads, online meetings, video etc.) if content is not accessible to a student with a disability enrolled in my course?

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Faculty Websites

  • Did I follow web accessibility best practices when designing my faculty webpage and posting materials? See Web Accessibility website for more information.
  • Did I use the Web Content Management (WCM) system faculty website template as a preferred template to create my webpage? Visit the WCM webpage to set up a web content management system account and view templates and training handouts.
  • Did I attend a WCM Training workshop to learn how to create accessible web content?
  • Did I establish a plan to provide an equal alternate form of access to content on faculty websites, if it is not accessible to a student with a disability enrolled in my course?

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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? Timely identification of materials allows for sufficient time to convert materials into alternate formats if needed.
  • Did I ensure that the video or audio content that I will show in class or online are closed captioned and/or transcribed?
  • Did I obtain permission from the video/audio content owner/publisher to convert video into another format, to caption video and to post content online? 
    • See the Determining Copyright Ownership web module to get started
    • See Copyright Release for Media page for assistance with obtaining copyright clearance for video
    • Per California Education Code 67302  if a publisher fails to respond to a request to caption video for a student who is Deaf or Hard-of Hearing within 10 calendar days of receiving the request, the campus shall be deemed to have received a license permitting the campus to create a captioned format.
  • Did I establish a plan to provide an equal alternate form of access to content if video and/or audio based materials are not captioned or transcribed?
  • If captioning and/or transcription of video and/or audio materials are not feasible in a timely manner for the student, contact the Services to Students with Disabilities office to arrange for Services and Accommodations for the student to access the content.

External websites and software

  • When using external websites and software, if the functionality is not available to all students, consult with the Services to Students with Disabilities office to arrange for Services and Accommodations for the student to access the content. To address known accessibility barriers, collaboration is needed across campus departments such as IRT, Academic  Technology and the SSWD Office to develop an alternative access plan for students.

Classroom technology


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Following course approval, and prior to the start of the semester in which the new or revised course will be taught for the first time, please complete an accessibility checklist and submit to appropriate Dean’s Office

An accessible syllabus should also be made available online, preferably prior to the start of that semester’s open registration period. An accessible course syllabus template can be found athttp://www.csus.edu/atcs/tools/instructional/templates.stm.

Need Help? Contact the Accessible Technology Initiative specialist to obtain help in making your course materials accessible. Email ati@csus.edu.

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