Faculty member thinking and writing, with stacks of books, one reading

Contributors:Kari Goin Kono, Misty Hamideh, Lindsay Murphy

This teaching guide provides strategies for ensuring accessibility and an equitable learning experience for students in courses that do not use Canvas. It offers key recommendations for instructors using platforms such as Google Classroom, Google Sites, personal websites, or other alternative digital spaces, emphasizing consistency and the need for thorough accessibility across whatever teaching platforms are in use. This includes:

In-person classes without a digital counterpart
Courses using Google Sites
Courses using personal websites
Courses using alternative digital spaces

Digital accessibility changes for PSU faculty

In April 2024, the U.S. Department of Justice updated Title II of the Americans with Disabilities Act (ADA) to set clear requirements for accessible web content and mobile applications used by public entities, including public universities. The updated rule adopts WCAG 2.1 Level AA as the technical standard and sets a compliance deadline of April 24, 2026 for large entities. Learn more about Title II compliance at PSU.

Explore instructional accessibility topics

What are my top priorities for creating accessible courses outside of Canvas?

Consistency is one of the most important accessible strategies in course design. When students must learn and remember entirely different formats across courses, it can create unnecessary barriers. Canvas provides a familiar and consistent course experience for students while still allowing instructors flexibility to support equity, inclusion, and creativity in their course design.

Consider using Canvas as a central hub and linking other sites to align with your course goals. Canvas has been thoroughly tested and vetted for security, privacy (FERPA compliance), and accessibility for students, which is why it is the recommended learning platform at PSU. If Canvas does not meet your instructional needs, Instructors are responsible for making sure the course content and tools they use support a safe, equitable, and accessible learning experience for all students. Check with vendors to confirm this and reach out to OAI if you need assistance.

If you have educational goals for your students that Canvas does not currently support, please contact OAI for an appointment to discuss your course.

Do:

Include an accessible syllabus.
Include an accessibility statement in your syllabus so students know how to report an accessibility barrier to you.
Test the digital spaces you use in your classroom for accessibility and usability.

Avoid:

Avoid violating FERPA by posting confidential student information in public online spaces.
Avoid confusing course design that leaves students unsure where to find materials or submit work.

How do I make my non-Canvas course accessible?

When planning for accessibility, consider the platform or tool(s) used to host your course.

In-person courses without a digital counterpart

All essential course content and materials should be available in a digital format whenever possible. This will allow for greater and wider accessibility for students.
Without a digital counterpart, instructors may spend significant time responding to individual accommodation requests through the Disability Resource Center or providing access to print materials that may not meet all student needs.
At times, print materials or physical objects are needed. Please contact OAI for a consultation on how best to comply with accessibility requirements while offering non-digital materials for students.

Courses hosted in Google Classroom

Review all course content and materials for accessibility. You can request an accessibility review from a team member at OAI.
Consider adding an accessibility statement to your syllabi explaining how students can report an accessibility barrier to you.

Courses hosted on Google Sites / alternative platform

The following recommendations are relevant to courses hosted on Google Sites, alternative learning management systems (such as Moodle), or other platforms (such asWordPress).

Verify the platform’s security to ensure all student-identifying information remains private.
Verify the platform is accessible for all students, including those who use screen readers. For support with an accessibility review of an instructional technology platform, contact OAI.
Design all content and materials uploaded to the alternative classroom space to be accessible for students.
Include an accessibility statement in your syllabus explaining how students can report an accessibility barrier to you.

Courses hosted in alternative digital spaces

The following recommendations apply to courses hosted in alternative digital spaces, such as email, ePortfolio, or on social media.

All classroom software and tools in the Digital Learning Environment (DLE) at PSU have passed a security, accessibility, and usability review through OIT and OAI. Consider using Canvas as a host or hub to provide a seamless, consistent student experience.
Keep all student-identifying information private. Do not post confidential information on public platforms, including social media sites such as LinkedIn.
You may need to verify that the platform is accessible for all students, including those who use a screen reader. Contact OAI for support with an accessibility review of a technology platform.
Design all content and materials uploaded to the alternative classroom space to be accessible for students.
Include an accessibility statement in your syllabi explaining how students can report an accessibility barrier to you.