Electronic Accessibility Rubric
What is the Rubric?
This rubric is a tool to help you prioritize accessibility improvements for specific document or content types. Detailed explanations and tutorials for these steps are available in the Tutorials on this website. You can click on the links within the tables to view content-specific tutorials. For questions about applying the rubric to your content, please email CSU IT Accessibility Support.
Accessibility is a continuum. Our goal is to move along the continuum towards better and better accessibility. All employees are expected to integrate accessibility best practices into all their content, course design, and instruction, first working toward the Universal Design Goals and moving beyond those as they are able. Employees working with public-facing, website and marketing content should work toward Full Accessibility. In cases where further adjustments or specialized resources are needed to facilitate an approved accommodation, the university will provide additional support to ensure these needs are met effectively.
For more information on employee responsibilities and where to start, visit the Getting Started and Expectations page.
*Note: This rubric covers common content types but is not exhaustive, and additional steps may be required to make documents fully accessible.
How to Use the Rubric
Each column in the rubric below lists steps to achieve increasing levels of accessibility, in order from Emerging to Developing, Proficient, and Advanced.
Begin with the Emerging level – these are the highest priority steps for each content type – and work on incorporating the steps into your workflow. Once comfortable with these, move to the next level and continue improving. For more information on the steps, follow the link on each content type.
Prioritize meeting the Universal Design Goals for your content, then work toward the Accessibility Goals as you are able. Each level builds on the previous – to reach the Developing level, Emerging must also be met.
What About STEM and Complex Content?
Please see the separate section at the bottom of the rubric for how to deal with complex content such as equations, symbols, diagrams, charts, graphs, maps, timelines, musical notation, and other highly visual content. The processes for creating accessible complex content are still in development and the current Universal Design Goals reflect this. Additional recommendations are forthcoming. Focus on simpler content until additional guidance is available.
Electronic Accessibility Rubric
| Content Type | Emerging | Developing | Proficient | Advanced |
|---|---|---|---|---|
| Print Materials | Provide electronic versions of print materials. Electronic versions should meet universal design goals for the content type. | Universal Design Goal If using an inaccessible platform to provide electronic versions, have an equal alternative available. Examples of inaccessible platforms include many e-textbooks, interactive courseware, and online publishing. | Use accessible platforms when providing electronic versions. | Full Accessibility Accessibility includes access for text-to-speech and other assistive technologies in addition to screen readers. Built-in text-to-speech features in publishing platforms are often insufficient. |
| PDF - Scanned (Images of Text) | Universal Design Goal Find a clear, legible copy. Digital originals are preferred; clean scans are acceptable. Run text recognition (OCR). This step is automatic in Canvas. Various tools are available outside of Canvas. Option: Use Morgan Library Course Reserve. | Edit with Acrobat Professional: Set the document title. Set the primary document language. Add tags using the Autotag Tool. Designate a header row on tables. Provide basic image descriptions (see below for details on complex images). | Check that Reading Order Panel tags are in correct reading order. Check that Reading Order Panel tags are correctly labeled (headings / structure / figures, etc.). Check the Tag tree for correct structure and reading order. | Full Accessibility Provide long descriptions for complex images, charts, graphs, maps. Run accessibility checker and resolve issues (PAC Checker, WCAG report. PAC is Windows only; use Acrobat Pro checker on Mac.) |
| PDF - Converted from Other Programs | Universal Design Goal Start with an accessible source document (e.g. Word, PowerPoint, InDesign). Enable tags when saving as PDF (when available). When saving, avoid print to PDF, which does not create tags. Avoid Canva unless using Acrobat Professional to edit tags manually; Venngage is a more accessible alternative. | Edit with Acrobat Professional: There is no need to run text recognition (OCR) on converted PDFs. Set the document title. Set the primary document language. Check that Reading Order Panel tags are in correct reading order. Check that Reading Order Panel tags are correctly labeled (headings / structure). | Check the Tag tree for correct structure and reading order. Provide long descriptions for complex images, charts, graphs, maps. Forms: Check that Forms have descriptive labels. Check that Form field tab order is logical. | Full Accessibility Find and Tag any unmarked content that was not successful during conversion. Run accessibility checker and resolve issues (PAC Checker, WCAG report. PAC is Windows only; use Acrobat Pro checker on Mac.) |
| Microsoft Word (or similar) | Use headings and the Styles toolbar for structure. Make links descriptive. Ensure sufficient color contrast. | Universal Design Goal Provide basic image descriptions (see below for details on complex images). Designate a header row on tables. | Simplify tables (see below for tables). For charts and graphs, provide original data in an accompanying table. | Full Accessibility Provide long description for complex images (charts, graphs, diagrams). Run the Microsoft Office accessibility checker and resolve all issues. |
| Microsoft PowerPoint (or similar) | Use slide titles (equivalent to headings) for structure. Make slide titles unique. Use built-in slide layouts. Make links descriptive. Choose a theme with sufficient color contrast, including on hyperlinks. | Universal Design Goal Provide basic image descriptions (see below for details on complex images). Designate a header row on tables. | Simplify tables (see below for tables). For charts and graphs, provide original data in an accompanying table. | Full Accessibility Provide long description for complex images (charts, graphs, diagrams, etc.). Run the Microsoft Office accessibility checker and resolve all issues. |
| Canvas: Ally Course Accessibility Report | All PDFs in Canvas automatically meet universal design goals unless they are poor quality scans. Do not disable alternative formats for download. This feature is necessary to meet Universal Design Goals. Prioritize these errors (wording may vary): The document is scanned but not OCRed (replace PDFs if poor quality scans; otherwise PDFs are OCRed automatically). This image can induce seizures. This document does not have headings. | Universal Design Goal Prioritize these errors next, excluding PDF (wording may vary): This item contains text with insufficient contrast. The image does not have a description (provide basic image descriptions). | If editing PDFs, Adobe Acrobat Pro is required. There is no need to convert to another format to resolve Ally errors. Prioritize these errors next (wording may vary): The document is scanned but not OCRed (take additional steps to replace with digital originals). This document contains tables that are missing headers. his document does not have the correct language set. This PDF is missing a title (do not convert to another file format; use Acrobat to edit PDFs). | Full Accessibility Prioritize these errors next (wording may vary): This PDF is untagged. This image does not have a description (PDF: provide basic image descriptions). This image does not have a description (complex images: provide long description or an accessible alternative). Fix broken links. |
| Canvas: General | Use Ally Course Accessibility Report to fix simple issues. Do not disable alternative formats for download (Ally Tool). Do not remove TextAid from the course menu. Use accessible course and syllabus templates. In the Text Editor: Use headings for structure. Make links descriptive. Ensure sufficient color contrast. Use the Canvas accessibility checker in the text editor. | Universal Design Goal Provide PowerPoint documents alongside lecture videos. Use descriptive file names. All uploaded files meet Universal Design Goals (PPT, Word, PDF, etc.). Provide basic image descriptions (see below for details on complex images). Request accessibility when selecting e-textbooks and interactive courseware. See multimedia rubric below. | Use accessible question formats on quizzes and exams. Have alternatives available for interactive content. | Full Accessibility Avoid digital proctoring such as Respondus Lockdown Browser. Add long descriptions for complex images. |
| Tables | Universal Design Goal Use tables for presenting data, not for content layout. Designate a single header row and/or column. Avoid merged cells. Avoid multiple title rows. When necessary, use multiple tables to maintain a single purpose for each column. | Simplify Tables: Consolidate multiple header rows' information into one row. Move overall table title to a heading or caption above the table to eliminate an extra header row. | Simplify Tables: Move any text that is not data or a header outside of the table. Determine if merged cells can be unmerged and still convey the relevant concepts using full columns/rows. | Full Accessibility Split the table if you have merged cells in the middle that serve as a “title” for a new section. Split the table if you have a row that functions as a new header row in the middle of a table. Move any remaining content of merged cells outside the table. |
| Multimedia | Producing multimedia: Ensure quality audio recording, quality microphone, clear speech. Describe visual content orally during recording (for lectures, presentations, etc.). Ensure that any text on the screen has sufficient contrast with the background. Using third-party content: If sourcing videos from a third party (YouTube, etc.) ensure that the content has at minimum autogenerated captions. For audio-only material (podcasts, radio broadcasts, etc.) ensure that there is a transcript. | Universal Design Goal Use Echo360 to post video and audio files. If using other video platforms, they should have editable auto-captions, interactive and downloadable transcripts, and accessible player controls. Enable transcripts for download in addition to captions. Use third-party videos with accurate, human edited captions whenever possible. Edit captions and transcripts for accuracy on shorter videos and audio-only material. | Edit captions and transcripts for accuracy on third-party videos with no accurate captions available (if no good alternative exists). | Full Accessibility Edit captions and transcripts for accuracy on longer videos (e.g. lecture capture, full conference sessions). Provide audio description for video, OR Provide text transcripts with narrative description of visual information for video. |
| Web Content | Use headings for structure. Make links descriptive. Provide basic image descriptions. Convert PDFs to web content when possible. See multimedia tasks. | Universal Design Goal Designate a header row on tables. Ensure text, hyperlinks and illustrations have sufficient color contrast. | Provide a long description for complex images (charts, graphs, diagrams, timelines, maps). Choose plugins that have been tested for accessibility. | Full Accessibility Run an accessibility checker that checks for WCAG AA standards (e.g. SiteImprove, WAVE) and resolve errors and alerts. Test with keyboard and screen reader navigation. |
STEM and Complex Images Rubric
STEM content (equations, symbols) and complex images (charts, graphs, diagrams, maps, music, etc.) are more complex, and standards and recommendations are still being developed. These will be communicated as they become available. The following rubric provides initial guidance on how to begin working toward universal design and accessibility in these areas. Employees should begin with the foundational accessibility items in the previous rubric and then continue working on Universal Design Goals for complex content once those concepts are familiar. These steps may change as new recommendations are established.
| Content Type | Emerging | Developing | Proficient | Advanced |
|---|---|---|---|---|
| STEM (Math, Chemistry, Symbols) | Universal Design Goal Avoid images of equations. Create digitally authored handouts (not handwritten). New content: use authoring software that converts LaTeX to HTML5 or EPUB (offer as an alternative to PDF). Use the built-in Canvas equation editor, which produces MathML. Avoid the Microsoft Equation Editor. | Convert handwritten notes and handouts to digital using authoring software. Use MathType in Word to generate Chemistry notations in ChemML. Use Equatio to write digital notes and handouts (Math and Chemistry). Email CSU IT Accessibility to check with the ATRC for license availability of these products. | Convert existing PDFs and images of equations to MathML or MathJax using math recognition software (e.g. InftyReader, EquatIO), OR Return to LaTeX originals and export as HTML5 or EPUB instead of PDF. | Accessibility Goal Edit math recognition results in an equation editor that can output MathML or MathJax (e.g. EquatIO, MathType). Provide tactile graphics for diagrams as needed for accommodations. |
| Complex Images (Charts, Graphs, Diagrams, Maps, etc.) | Universal Design Goal Ensure that color is not used as the only means of conveying information. Ensure sufficient color contrast between elements. Avoid color combinations that are problematic for color blindness. | Include long (meaningful) descriptions in the surrounding text whenever possible. Use the alt text field to notify users about location of the full description. Link to a long description in an appendix if space is lacking on the page (link back to the original location from the appendix.) Have alternatives available for interactive images. | Provide table data for charts and graphs as part of the long description. Check that any interactive images can be manipulated using a keyboard and screen reader | Accessibility Goal Code interactive images for keyboard & screen reader access or request the publisher to do so. Provide tactile graphics if appropriate for the subject (e.g. maps, anatomy). |
| Musical Notation | Universal Design Goal All text elements, including annotations, should be recognized text (not images of text). Use digital originals whenever possible. For scanned music, follow steps for PDF – Scanned. Posting on websites: include a statement that fully accessible alternatives will be provided upon request. | Follow Emerging and Developing steps for PDF - Scanned. Music is tagged as an image with basic alt text. | Follow Emerging, Developing, and Proficient steps for PDF - Scanned. | Accessibility Goal Provide an accessible alternative for music scores upon request (convert to braille or other formats using specialized software). |