Brightspace (D2L) Accessibility Checklist

Why Brightspace accessibility matters

Brightspace is UA's learning management system (LMS). While D2L builds accessibility into the platform, course content created by instructors can introduce barriers. Approximately 15% of college students have a disability (National Center for Education Statistics, 2023), and many don't disclose or register with disability services.

Course structure and navigation

Use consistent organization

• Module structure: Organize content into logical weekly or topic-based modules
• Consistent naming: Use the same naming pattern (e.g., "Week 1: Introduction" not "Intro" then "Module Two")
• Clear instructions: Start each module with an overview of objectives and activities

Use the Content tool effectively

• Use Content modules rather than just posting files in Dropbox
• Add descriptions to each content item
• Use the "Add dates to Calendar" option for consistency
• Set release conditions thoughtfully (they can confuse students if overused)

Write clear navigation labels

• Use descriptive titles: "Submit Assignment 3: Research Paper" not "Submit here"
• Avoid abbreviations that may confuse students
• Keep navigation bar items to essential tools

Creating accessible content

Using the Brightspace HTML Editor

When creating content directly in Brightspace:

1. Use heading structure: Format section titles using Heading 2, Heading 3 buttons (not just bold)
2. Add alt text: When inserting images, fill in the "Alternative Text" field
3. Create accessible tables: Use the Table button and check "Header Row"
4. Use lists: Use bulleted/numbered list buttons instead of manual dashes
5. Meaningful links: Highlight descriptive text before inserting links

Uploading documents

• Ensure documents are accessible before uploading (see Word/PowerPoint guide)
• Prefer HTML content over PDF when possible
• If uploading PDFs, ensure they are tagged (not scanned images)
• Provide alternative formats when requested

Using the Accessibility Checker

Brightspace includes a built-in accessibility checker:

1. In the HTML Editor, click the Accessibility Checker icon (checkmark in circle)
2. Review and fix identified issues
3. Re-run until no errors remain

Video and audio content

Captioning requirements

• All videos must have captions – This is both UA policy and Title II requirement
• Auto-generated captions require review and editing (typically 80-90% accurate)
• Captions must be synchronized, accurate, and complete

Using Panopto (UA's video platform)

1. Upload or record videos in Panopto
2. Enable automatic captioning in settings
3. Edit captions using Panopto's caption editor
4. Embed videos in Brightspace using the Panopto integration

Full Panopto workflow guide

YouTube videos

• Check if accurate captions exist before using
• If using your own YouTube videos, edit auto-captions
• If captions are poor, consider downloading and adding to Panopto

Audio content

• Provide transcripts for podcasts and audio recordings
• Include speaker identification in transcripts
• Note significant non-speech sounds (e.g., [applause], [music])

Assignments and quizzes

Assignment instructions

• Write clear, step-by-step instructions
• Specify format requirements and file types accepted
• Include due date, time, and time zone
• Explain grading criteria (use rubrics when possible)

Accessible quizzes

• Provide adequate time: Consider that some students read more slowly
• Use Special Access: Set extended time for students with accommodations
• Avoid time pressure: When possible, avoid timed quizzes
• Question design:
  • Add alt text to images in questions
  • Avoid "all of the above" and "none of the above"
  • Write clear, unambiguous question stems
  • Randomize answer order rather than question order when possible

Setting accommodations

1. Go to Quizzes → select quiz → Restrictions tab
2. Click Add Users to Special Access
3. Select the student and set extended time or alternative dates
4. Coordinate with DRC for official accommodation letters

Discussion forums

• Clear prompts: Write specific discussion questions with expectations
• Participation options: Consider allowing audio/video responses as alternatives
• Threading: Teach students to use "Reply" properly for accessible conversation flow
• Timing: Give adequate time for students using assistive technology

Third-party tools and publishers

External tools integrated with Brightspace (publisher platforms, homework systems) must also be accessible:

• Check VPATs: Request accessibility documentation before adopting
• Test with assistive technology: Try navigating with keyboard only
• Have backup plans: Know how to provide alternatives if tools are inaccessible
• Report issues: Contact vendors about accessibility problems

Learn about procurement accessibility requirements

Quick checklist

Before the semester

• ☐ Course navigation is clear and consistent
• ☐ Syllabus includes accessibility statement and DRC contact
• ☐ All documents are accessible (Word, PowerPoint, PDF)
• ☐ Videos have accurate captions
• ☐ Third-party tools evaluated for accessibility

Each module/week

• ☐ Content pages use proper headings
• ☐ Images have alt text
• ☐ Links are descriptive
• ☐ Assignment instructions are clear and complete
• ☐ Accommodations set up for students who need them

Throughout the semester

• ☐ Respond to accessibility requests promptly
• ☐ Check that new content is accessible before posting
• ☐ Caption any new videos
• ☐ Update accommodations as needed

Getting help

Resources

• D2L Accessibility Documentation
• CAST UDL Guidelines
• UA Teaching & Learning Hub
• Inclusive Pedagogy Checklist
• Video Captioning Guide