Frequently Asked Questions

These questions come from the collected documents of the STEM Roundtable in 2025. Use your browser’s search (Ctrl+F or Cmd+F) or the table of contents to find specific topics.

Compliance & Requirements

What are the specific requirements for compliance by April 2026?

Course content must meet WCAG 2.1 AA. This is specified in the 2024 ADA Title II Web and Mobile App Accessibility Rule. The law applies to dgital course materials. More background is available on the Digital Accessibility page.

Does this only apply to materials posted in D2L, or does it include paper handouts?

The accessible version of a paper handout is the digital file. The Web Content Accessibility Guidelines cover digital information. The rule applies to course materials so this would include the source file of the printed paper verisons. New Rule Fact Sheet.

Does this apply to printed lab manuals or workbooks?

See above.

What does “accessible” mean for this law?

Accessible means Equal Access. The law adopts WCAG 2.1 AA standards wherein pass/fail situations are described. More background info is available on the Digital Accessibility page.

How do I know when a document is considered accessible?

With a little experience one could tell a web page is accessible just by looking at it. This is not true for other files. According to Title II a document is considered accessible if it passes all the guidelines in the AA set. In a web page on D2 or in a Google Doc, this includes parts of the experience we have no control over (the applications themselves) but we can introduce failures by not using headings, not having text alternatives or not following other best practices.

Is the goal full accessibility for all materials, or a specific percentage like 90%?

The goal is compliance with WCAG 2.1 AA. The scores from Panorama are not indicative of success or failure and cannot test all of the guidelines. More info on the Panorama Issues page.

Who ultimately decides whether a document is accessible?

Ultimately, compliance is determined by whether your materials meet WCAG 2.1 AA standards—not by any single checker’s score. PCC uses Panorama as a tool to identify issues, but no single tool can catch everything (this is related to why it is recommended to create new content when possible, over remediation). In the event of a complaint, the Office for Civil Rights would evaluate whether reasonable efforts were made to ensure equal access.

Is it sufficient to pass an accessibility checker?

Tools cannot check all accessibility aspects automatically and can produce false or misleading results. Web accessibility evaluation tools cannot determine accessibility, they can only assist in doing so. A 100% score is not indicative of success. For most content that instructors will author, basic knowledge of the digital environment can be used to ensure equal access. This is mostly text alternatives for non-text content (images, video, audio) and making digital text convenient to navigate by using headers, lists, and appropriately formatted tables. Check out the Getting Started series for more info.

Is the Panorama score what PCC is looking for?

The scores from Panorama are not always indicative of success or failure. It is being used as a broad tool for looking at files in a course, courses in a department and across PCC writ large. The goal is improvement rather than meeting a 100% score. More on issues with Panorama.

Can I maintain two versions of a document—one accessible and one not?

Different versions create a sort of segregation mentality which is not ideal, and updating multiple versions is more work. You will lose nothing in making a document more accessible. Making it better in one dimension shouldn’t diminish it in others.

Prioritization & Workflow

There are a lot of documents in my class. How do I prioritize?

• Prioritize files you author and maintain over third parties and publishers
• Prioritize files that are used or read the most
• Prioritize durable files that will have a long shelf life
• Prioritize files that are shared with others in your department
• Prioritize files that you feel are singularly effective or essential
• Important: Prioritize NOT remediating until you are sure there are no other options

What is the expectation for part-time faculty?

All faculty are responsible for their own course materials. There are currently up to $125 in stipends based on completing a series of four (4) Accessibility training sessions and up to $100 for completing two live Instructional Support Workshops. More stipend and contract fulfilling training options are being developed.

Alternatively, sharing accessible materials, Word templates, or shells with part-time faculty can reduce unpaid labor.

“Workload creep”—this is a lot of extra work on top of everything else.

The ‘institutional’ response to this question is that PCC has had a similar rule in place in the Accessible Technology Policy since 2018. If this is news to you, you might follow up with your Dean.

In lieu of a time-machine…

• Focus on high-impact files
• Team up with other instructors on similar content
• Consider hiring work-study students for creating text alternatives
• Use batch processes when possible (hopefully more of these forthcoming)

When retrofitting becomes too much, what else can we do?

• Evaluate if the content is still needed
• Check if an accessible version already exists elsewhere
• Consider recreating from scratch in an accessible format (sometimes faster than remediating)
• Work with SAC to identify shared resources that can be made accessible once
• Contact third-party publishers for updated accessible versions

Document Types & Formats

Why do you need to convert documents to PDF? Word files are more accessible.

You do not need to convert documents to PDFs. Word files are typically more accessible when viewed in MS Word (as opposed to within a web browser). More on this in the Getting Started series.

Does accessibility remain intact when converting from Word to Google Docs?

Not necessarily. Read more about conversion processes.

PDFs can be tricky. What should we do?

Avoid them if possible, sharing the original file if students have access to the authoring software. If that is not possible, start with auto-tagging the PDF in Acrobat or Panorama, add alt text to images and verify headings and meta-data.

How do we check external websites and links we share with students?

1. If the website is for content delivery (reading) only, you can typically verify visually that headings exist in HTML.
2. If you need to verify other aspects like alt text or tables, use a broswer extension like the WAVE to check the source more thoroughly.
3. If there is dynamic content or interaction within the page (simulations), search for an accessibility statement or email the publisher to ask.

If content isn’t accessible, consider:

• Finding an alternative accessible resource
• Creating an equally effective alternative
• If permissively licensed, fork and improve it
• Adapting the content as transformative use

What about publisher content? How do we know if it’s the newest version?

Especially now that publishers’ business will depend on producing WCAG compliant materials, publishers might have improved their materials since you last checked. Search for the source and make sure you have the newest version.

Equations & Math

Does the Google Doc equation editor work with a screen reader?

Math needs markup, Google Docs don’t currently use markup for equations. Use Word (OMML) or a web page (MathML). Check out the Equations series

What is the process for making equations in a Google Doc accessible?

It is currently not recommended to use any Google Workspace applications for content with equations.

What is the recommendation for those of us who have Google Docs with equations?

Converting to a web page might be the simplest route, though it currently takes re-building equations:

1. Select all of your Google Doc (Ctrl + A) and copy (Ctrl + C). Use the command key ⌘ + A and ⌘ + C on Apple Computers.
2. Go to the module the content belongs in within D2L, use Upload / Create to create a new file.
3. Click in the WYSIWYG editor and paste (Ctrl + V) and select Remove Formatting from the pop-up.
4. Rebuild equations with the built-in editor (MathType). Auto conversion from LaTeX is possible in the editor, or by editing the HTML.

We will keep an eye out for better solutions.

How do we make chemical equations accessible?

• HTML: the built in equation editor in Brightspace uses the mhchem library in MathJax and is comprehensive and accessible. Considered the best.
• Equation editors in MS Word and PowerPoint are accessible if they contain the symbols required.

How do we add equations to Google Slides presentations in an accessible way?

Currently, there is no reliable way to add accessible equations to Google Slides. But this question obscures things:

• Just because an equation appears, doesn’t mean you need an accessible equation marked up with MathML or OMML.
• If the equation is well known, easy to express in language and not being used to answer a question a picture of the equation and alt text might be appropriate. Like “The equation for gravity. E equals M C squared.”
• Consider the intention and the activity, if more comprehensive access to the equation is needed for studying or in session activities then use markup/equation editors.

Should all Google Slides presentations with equations be converted to PowerPoint?

Consider using PowerPoint, which has an accessible equation editor. Alternatively, use HTML with MathJax/LaTeX for web-based presentations. There is Markdown presentation software that can produce accessible web pages (for students, in brightspace) and presentations (for instructors to present) from the same source documents.

LaTeX docs are not screen reader friendly. What should we do?

Pandoc can convert LaTeX. Consider using HTML output with MathJax, which provides much better screen reader support than PDF output from LaTeX. It can also convert to Word and OMML.

Hand-written working of math problems on whiteboard or screenshare—how do we make that accessible?

• Always verbalize what you’re writing as you write it (“I’m adding 3x to both sides…”). This provides a good basis.
• Record and caption these sessions
• Provide typed follow-up notes or worked examples. Use headers for navigation between equations.
• Consider using digital writing tools that can export accessible formats (can you recommend one?)
• HTML files can embed math notation, but you need to know the coding (MathJax/LaTeX)

How do we handle accessibility in quiz questions with math?

MyOpenMath and WebWork are accessible platforms but can be made inaccessible by user error.

Images & Diagrams

What about organic structures and complex chemistry diagrams?

Diagrams of Organic structures can be expressed as lists (graph) or tables (complete graph). See complex images series for more detailed instructions.

I’m personally hoping for developments here in the realm of SVG like MathML. Looking at the accessibility of mermaid diagrams it is not hard to imagine a Chemical Structure standard like MathML that generates and renders images from markup.

  flowchart LR
    %% Defining nodes with descriptive text for accessibility
    C1((Carbon))
    C2((Carbon))
    H1[Hydrogen]
    H2[Hydrogen]
    H3[Hydrogen]
    H4[Hydrogen]

    %% Defining connections (bonds)
    C1 --Single Bond--- C2
    C1 --- H1
    C1 --- H2
    C2 --- H3
    C2 --- H4
    
    %% Accessibility labels can also be added directly to links
    C1 -. "double" .-> C2 

For worksheets with written keys: do a video capture of you doing the worksheet (captioned).

What about anatomy images—can AEDR/faculty provide image descriptions?

Text alternatives to complex images are best done by instructors who are subject matter experts and can explain why they are sharing the image. They can best describe what is the purpose, context and meaning.

Visual representations—are we supposed to not teach visually when it is beneficial?

Visual teaching is valuable for many learners. The goal is to provide equivalent access to the information in those visuals for students who can’t see them. This means:

• Provide thorough descriptions of what the visual shows
• Explain the key concepts the visual demonstrates
• When applicable consider tactile 3D models for complex structures (see Maker Spaces)

What about diagrams with missing information meant to encourage critical thinking?

These are pedagogically valuable but need alternative approaches:

• Provide a text-based version of the same exercise
• Describe the diagram and what’s missing

How do we write alt text without giving away answers in quiz questions?

Write text alternatives that describe what’s shown without revealing the answer.

What if a helpful resource would be less “amazing” if made screen reader friendly?

Accessibility should not diminish the learning experience. Typically, all you would be doing is adding to the content, not subtracting.

How do we handle the text description box not being long enough (longdesc)?

Read the complex images series for a full discussion. longdesc is a special attribute in HTML that will link to an external HTML file with additional content. This segregates the additional content from the normal flow of the document as opposed to including the ’long description’ within the document itself either near the image or in an appendix. ‘Long descriptions’ are recommended, using longdesc is an option but a very niche one.

What about maps and spatial data?

If the map is a complex, but static image see complex images: maps. For interactive and GIS the software/site/interface needs to be WCAG compliant. Refer to “using external sites.”

What about 3D models for major concepts?

PCC’s Maker Spaces can help with 3D printing accessible models. This is a resource for creating tactile alternatives to visual content.

Video & Captions

What about YouTube captions?

Human generated captions are good. Some videos have them. Clicking the closed caption icon or the settings (gear) icon can reveal auto-generated next to the caption track if the captions are machine generated. If you own the video you can edit and verify auto-generated captions into 100% accurate human generated captions. You can request that the video owner upload them. You can also use Kaltura and YouTube passthrough to wrap the YouTube video in the Kaltura media player and host your own human verified captions.

Tools & Software

What resources does PCC have available for faculty to convert course materials?

• Panorama does do some pretty decent conversion (from PDF, PPTX, and Word into HTML). Under the Alternative Formats menu look for OCR options.
• For batch processess there likely are tools available, but many (like pandoc) are command line tools and involve writing scripts. If you have an need or an idea that would work for you please let the STEM Accessibility Coordinator know, and we can possibly develop something useful to many.
• Tools are actively being researched, developed and tested.

Isn’t there some type of AI or software that can do the bulk of heavy lifting?

Because of the openness in the location, format and content of course files the terrain is accutely heterogenous. Even if such a tool did exist there is no way that the situation and interface of that tool would be helpful for everyone. Their materials could be in a completely different shape and state.

We are testing tools to auto-tag PDF (not really ‘AI’ just automated Acrobat basically) and possibly add alt text to images in PDFs and generate missing document titles using LLMs. But one would still need to download, upload, download and replace these files.

Does PCC have a subscription for an auto-accessibility generator like AbleDocs?

Equal Access isn’t generated. This idea seems to imply mediated and synthetic content is forced on some students and not others. Accessibility features don’t have to be hidden like they are in some file formats. They can be fully integrated and availble to all students in well designed documents.

We are exploring all effective tools, please forward any recommendations to the STEM Accessibility Coordinator.

How accurate is the D2L Panorama checker?

We have a page on that. Read about Panorama Issues.

If you create a copy of a Google Doc template, the table formatting goes away. How do we keep the formatting?

This happens because Google Docs is not WCAG 2.1 AA compliant in how it models “tables” and relies on an extension Grackle Docs to create and view the attributes it has yet to implement. Google Docs does not copy the data attached by Grackle to the copy of the document and the data is lost. This is why using extensions is not sustainable, they add another dependency: the viewer has to have Grackle installed too!

Grackle doesn’t like blank cells in tables, but for data collection, blank cells are necessary.

Use n/a or NaN or some other symbol or language, and explain it’s use near the table.

Since Gmail is not very accessible, when will D2L mail be turned back on?

Alt text is available in email, MathML or equation markup is not. You can email an accessible link that links to a web page hosted in Brightspace or an attachment. If you have something in your email like an image or equation that needs accessibility features, which typically take significantly more time to author, is it something that can be stored on a web page in Brightspace and linked to? Does the effort make more sense for durable and shareable content?

I get ‘Missing Title’ message in Panorama for Word docs—even after I have a heading.

Your file is likely missing metadata not a page heading. Go to File, Properties, Summary and enter the title.

Alternatively you might be able to use pandoc:

# If your doc has a Heading level 1
# you can use shift-heading-level-by to populate the metadata
pandoc YOUR-WORD-FILE.docx -o fixed.docx --shift-heading-level-by=-1

# Or, if your doc doesn't have a heading
pandoc YOUR-WORD-FILE.docx -o fixed.docx -M title="TITLE_GOES_HERE"

‘Check Reading Order’ message comes up in Panorama even after I verify reading order in PowerPoint.

The check reading order issue can be manually verified and cleared in Panorama. It is known to show up inconsistently.

Much of the guidance appears to be specific to Windows. Can we get support for Mac users?

Mac support is available. The STEM Accessibility Coordinator uses both operating systems.

Physics often uses simulations like PhET. What is the best way to implement these accessibly?

PhET simulations are actively working on accessibility, and many now include keyboard navigation and screen reader support. Check the PhET Accessibility page for the status of specific simulations. For simulations that aren’t accessible:

Is OpenStax accessible?

OpenStax has contrast issues and is not fully accessible. They say they’re “working furiously” on it—but have been saying that for a while.

What about student-created work for peer learning?

You can add accessibility to the rubric of an assignment if students will be sharing the output of their work with eachother. Encourage students to learn about digital accessibility. They’re often enthusiastic and find it interesting in my experience.

I still have unanswered questions, where can I go?

If your question isn’t addressed here, check the contact page for more options.