Creating accessible course materials helps ensure all students can fully engage with their learning. As digital tools continue to play a central role in instruction, building accessibility into course content supports student success, flexibility, and inclusion at GRCC.
GRCC’s Distance Learning Standards policy reinforces the importance of accessible, high-quality course design, and all distance learning courses adhere to the current Quality Matters Higher Education Standards, which include clear expectations for accessibility and usability. These standards support consistent, inclusive learning experiences across courses and disciplines.
This page offers practical, easy-to-apply guidance to help instructors make their digital course materials more accessible. The tips focus on tools and content commonly used across disciplines and are designed to support instructors in making small changes that can have a meaningful impact for students.
High-Impact Actions to Prioritize
You don’t need to fix everything at once. Small, intentional updates can make a meaningful difference for students. And, many can be done as you’re already updating your course each semester.
Action 1: Clean Up Outdated Course Materials
Over time, Canvas courses can accumulate older files, assignments, slide decks or pages that are no longer relevant. Removing content you no longer use helps students focus on what matters most and makes your course easier to navigate.
Where to find it:
- Review and delete files in Canvas > Files.
- Review and delete pages in Canvas > Pages.
- You can also hide unused items in Settings > Navigation.
Action 2: Review PDFs for Accessibility
Scanned PDFs that have not been processed with Optical Character Recognition (OCR) function like images and cannot be read by screen readers. Even digitally created PDFs may lack proper structure (such as headings, reading order or tags), which makes navigation difficult for those using assistive technology
When possible, replace PDFs with web-based (HTML) content. If a PDF must be used, ensure it is searchable (text can be highlighted), properly structured and created from an accessible source document.
Action 3: Use Web-Based Readings When Possible
When assigning readings, web (HTML) versions are usually easier for students to read, navigate, and use with assistive technology than scanned documents or PDFs. When an HTML option is available, choosing it can significantly improve accessibility with very little extra effort.
Where to find it:
- In library databases, look for filters such as “Full Text” or “Available Online.”
- When posting readings in Canvas, consider linking directly to the web-based source instead of uploading a file.
Action 4: Use GRCC-Supported Instructional Tools
Canvas pages are web-based and adapt well to different devices and accessibility needs. Video and meeting tools like Panopto and Zoom include automatic captions, which benefit many students—not just those with accommodations.
Where to find it:
- Create content directly in Canvas Pages.
- Enable captions in Panopto through video settings and double check the accuracy and manually edit if needed.
- Enable live captions in Zoom using the CC button or meeting settings.
Action 5: Use Built-In Accessibility Checkers
Many of the tools you already use include accessibility checkers that flag common issues and suggest improvements. These tools are a great place to start and can save time.
Where to find it:
- Canvas: Rich Content Editor > Accessibility Checker
- Microsoft Word, PowerPoint, Excel: Review > Check Accessibility
- Google Docs, Slides: Use Tools > Accessibility and manual review
Ask for Help When You Need It
Most accessibility updates are straightforward, but you’re not expected to navigate everything on your own. Support is available if you have questions or run into something that feels more complex.
Contact Teaching, Learning and Distance Education (TLDE@grcc.edu) for guidance, examples, and help thinking through accessibility questions related to your course materials.