Technology that works
for everyone.

Digital course components—documents, videos, websites—need to be accessible and usable for all students. When materials are only remediated after an accommodation request, students can fall behind while they wait. It is far better to build accessibility in from the start.

• Make texts, data, and media accessible proactively.
• Use Ally in theSpring to identify and address issues.
• Design with multiple ways of accessing content (visual, audio, text‑only).

Making Word documents accessible:

• Use heading styles (H1, H2, H3) rather than manual formatting.
• Use real lists and tables (not tabs or manual spacing).
• Run the built‑in Accessibility Checker before sharing.

Converting Word to readable PDF:

• Export to PDF from Word’s “Save As” or “Export” (not Print to PDF).
• Verify the tag structure in Adobe Acrobat if available.

Digitizing non‑readable PDFs in Acrobat: (Make Accessible Action)

• Open PDF in Adobe Acrobat (not Reader) → Tools → Action Wizard → Make Accessible.
• Follow prompts (add title, run OCR, set reading language).
• Save the file; text should now be selectable and readable.

Excel spreadsheets: keep layout simple and use header rows; provide alt‑text for charts.

Images:

• Provide meaningful Alt Text describing purpose, not just appearance.
• In theSpring, you’ll be prompted for Alt Text when uploading an image.
• In Word: right‑click → Format Picture → Layout & Properties → Alt Text.

Presentation software (PowerPoint, etc.):

• Use built‑in slide layouts/master slides for correct reading order.
• Use the built‑in Accessibility Checker.
• Keep slides simple, with high contrast and large sans‑serif fonts (> 14pt).
• Use SmartArt for structured diagrams rather than free‑form shapes.
• Add narration transcripts to the Notes field of each slide.

Audio:

• Provide transcripts or captions for students with hearing or auditory processing impairments.
• Digitize analog audio (CDs, tapes) through LEDS (with copyright clearance).
• Use built‑in dictation tools (Mac/Windows) or Word’s transcription to create text.
• LEDS maintains limited automated transcription minutes (Rev.com) for specialized cases.

Video:

• Panopto auto‑captions uploaded videos; edit captions for accuracy.
• YouTube auto‑captioning should be reviewed and corrected.
• Add descriptive text if visual information is not fully captured in captions.
• Consider paid captioning if auto‑captioning cannot meet your needs—consult LEDS.

Ally scans course files in theSpring and automatically generates alternative formats. Students can choose the version that best fits their needs.

Alternative formats can include:

• HTML (browser/mobile‑friendly reading)
• ePub (e‑book readers)
• Electronic Braille (BRF)
• Audio (MP3)
• Immersive Reader (reading comprehension support)

How students access formats:

• Find a file attached to the course.
• Select the Alternative formats option next to it.
• Choose the desired format.

Skidmore provides resources so students can access and use course content in ways that match their abilities and learning preferences.

If additional accommodations are needed, students should contact The Learning Commons to request formal accommodations.

Key campus partners:

• Student Academic Services
• Office of Student Diversity Programs

Popular options for students include:

• macOS VoiceOver – Apple VoiceOver guide →
• Windows Narrator – Complete Narrator guide →
• NVDA (NV Access) – NVDA download & docs →

Read&Write is available to the Skidmore community and can be installed on personal laptops or used on library computers. It offers:

• Text‑to‑speech for documents, web pages, and PDFs.
• Text prediction, picture dictionaries, and summary highlighters.
• Spelling, grammar, and “confusable words” checking.

It is especially helpful for English language learners and people with learning differences or dyslexia.

How to get it: Visit the IT Help Desk on the first floor of the library to install on your laptop.

Students can also benefit from built‑in accessibility support:

• Word, Excel, PowerPoint, Outlook each have dedicated accessibility support pages.
• Use the Accessibility Checker before submitting major assignments.
• Digitize PDFs in Acrobat to enable highlighting, copying, and screen‑reading.

Ally automatically creates alternative versions of course files. Students can download HTML, ePub, electronic braille, audio, or Immersive Reader views wherever they see the Ally icon next to a file.

Apple iOS Accessibility

• Features like VoiceOver, Magnifier, and Real‑Time Text (RTT) are built in.
• Visit Apple’s accessibility site for full details.

Android Accessibility

• Tools such as TalkBack screen reader, magnification, and voice access.
• See Android’s accessibility documentation for instructions.

Accessible websites rely on clear structure, meaningful text, and compatibility with assistive technologies. Key practices include:

• Use proper headings, short paragraphs, and bullet lists.
• Keep formatting simple; avoid overly busy layouts.
• Ensure all content is reachable by keyboard alone (Tab, Enter, arrow keys).
• Use descriptive link text (“report on climate change”) instead of “click here.”
• Provide Alt‑tags for images and avoid using images or PDFs as the only way to convey information.
• Caption videos and provide transcripts for audio.
• Use tables only for true tabular data, with proper header cells.

• Validate your HTML so assistive tech can interpret structure correctly.
• Test with only a keyboard: you should be able to reach all menus, links, and controls.
• Use WAVE (WebAIM): a free tool to visualize accessibility features and issues.
• Check color contrast to ensure readable text for low‑vision users.

• The Section 508 Refresh and What It Means for Higher Education – EDUCAUSE Review, 2017 (Martin LaGrow)
• Section 508 of the Rehabilitation Act of 1973
• Web Content Accessibility Guidelines (WCAG)

These documents shape institutional expectations for accessible information and communication technology (ICT).

• Student Academic Services
• Office of Student Diversity Programs
• LEDS (Library 222) – course design, digital accessibility, and tool support.