Canvas Accessibility Checklist

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Canvas pages & activities

Structure content so it can be scanned, heard, zoomed, and operated by keyboard.

Run the Rich Content Editor Accessibility CheckerOpen each current page, assignment, discussion, quiz instruction, and syllabus section; apply every relevant fix.
Use the Canvas Rich Content Editor Accessibility Checker (opens in a new tab).
Check structure and reading sequenceUse real heading levels in order, short paragraphs, lists, and descriptive link text. Do not use bold text as a heading.
Heading styles and the Canvas Accessibility Checker (opens in a new tab).
Make the text clear and readableReview instructional text for correctness, an appropriate reading level, concise sentences, familiar words, and clearly explained technical terms.
Check grammar (opens in a new tab), spelling (opens in a new tab), reading level (opens in a new tab), and plain-language guidance (opens in a new tab).
Make equations and formulas accessibleCreate math with an equation editor that produces structured math rather than inserting a screenshot. Check that notation is correct and can be interpreted with assistive technology.
Get started with MathType in Canvas (opens in a new tab).
Simplify data tablesUse tables only for data, identify a header row, avoid merged cells, and add a caption or nearby explanation.
Make a table accessible in Canvas (opens in a new tab) · Creating accessible tables (opens in a new tab).
Check color and contrastKeep text readable against its background and never use color as the only way to communicate meaning.
Designing with color for accessibility (opens in a new tab) · WebAIM Contrast Checker (opens in a new tab).
Try the page without a mouseTab through links and controls. Focus should be visible, order should make sense, and every action should work from the keyboard.

Human review: An automated checker cannot tell whether the heading structure is meaningful or the instructions are understandable.

Images, charts & diagrams

Ask first: does this image communicate information, or is it only decorative?

Classify each imageIf meaningful, write alt text for its purpose in context. If decorative, mark it decorative—do not describe visual filler.
Add concise, contextual alt textState the information a student needs, not “image of.” Do not repeat an adjacent caption word for word.
Manage alt text in Canvas (opens in a new tab) · Creating image descriptions (opens in a new tab) · How to write alt text (opens in a new tab) · ASU Image Accessibility Generator (opens in a new tab).
Give complex visuals a text equivalentFor charts, maps, or process diagrams, add the key takeaway and a longer description or data table near the image.
Complex Images for All Learners (PDF) (opens in a new tab) · Make charts accessible (opens in a new tab).
Replace images of text when possibleUse live text. If essential text remains in an image, include it in the text alternative and verify contrast.

Human review: Treat generated alt text as a draft. Check facts, context, bias, privacy, and the learning goal before publishing.

Word documents

Build structure into the source document before exporting or uploading.

Use built-in styles and document structureUse Title, Heading 1, Heading 2, real lists, meaningful links, and a logical reading order.
Make Word documents accessible (opens in a new tab).
Fix images and tablesAdd alt text, mark decorative images, use simple tables with headers, and avoid text boxes for essential content.
Create accessible tables in Word (opens in a new tab) · Add alternative text to objects in Microsoft apps (opens in a new tab).
Run Microsoft Accessibility CheckerChoose Review → Check Accessibility. Resolve errors, review warnings, then inspect anything the checker cannot judge.
Use Microsoft Accessibility Checker (opens in a new tab).

Human review: Confirm the heading outline makes sense and the document still works at 200% zoom.

PowerPoint presentations

A slide can look right while a screen reader encounters it in the wrong order.

Use built-in slide layouts and unique titlesAvoid blank layouts and manually positioned text boxes when a structured layout will work.
Make PowerPoint presentations accessible (opens in a new tab) · PowerPoint accessibility guide chapter (opens in a new tab).
Inspect reading order on every slideUse the Reading Order pane. Hide decorative objects from assistive technology and put content in a logical sequence.
Check and change reading order in PowerPoint (opens in a new tab).
Check visuals, color, and motionAdd alt text, do not use color alone to communicate, maintain contrast, and avoid flashing or distracting animation.
Run Microsoft Accessibility CheckerFix errors and review warnings; then test the exported format if students receive a PDF.
Use Microsoft Accessibility Checker (opens in a new tab).

Human review: Start a slide show and check that the spoken presentation does not contain information missing from the file.

PDFs & scanned readings

Best path: repair the original Word or PowerPoint file, then export a tagged PDF.

Find the editable sourceFix headings, links, tables, alt text, language, and reading order in the source; export with document structure tags enabled.
Convert or edit a PDF in Word (opens in a new tab).
Recognize scanned textIf text cannot be selected, run OCR. Then correct recognition errors—especially names, formulas, punctuation, columns, and footnotes.
Convert scanned STEM content to accessible HTML/MathML (opens in a new tab).
Check tags and reading orderConfirm the PDF has a title and language, real headings, tagged lists and tables, useful links, and correct reading order.
PAVE PDF remediation tool (opens in a new tab).
Replace an unfixable PDFProvide the content as an accessible Canvas page, HTML, or Word file. Ask your library or accessibility team about licensed readings.

Human review: OCR and auto-tagging are only starting points. Read the result in order and never upload protected or sensitive material to an unapproved service.

Video & audio

Automatic captions are a draft. Students need accurate, synchronized access to the same meaning.

Add and edit captionsCorrect names, technical terms, punctuation, speaker changes, and important sounds. Keep captions synchronized and readable.
Edit captions in Canvas Studio (opens in a new tab) · Media and captions in Canvas Studio (opens in a new tab).
Provide a transcript for audio-only contentUse headings and speaker labels. A transcript is also helpful alongside video, but it does not replace required captions.
Captions for MP3 files in Canvas Studio (opens in a new tab) · Vibe local transcription tool (opens in a new tab).
Describe meaningful visual informationIf key actions, diagrams, or on-screen text are not conveyed in the narration, add integrated description or an audio-described version.
Audio description guide chapter (opens in a new tab) · YouDescribe for YouTube (opens in a new tab).
Test the playerConfirm captions can be turned on, controls work by keyboard, focus is visible, and the media does not autoplay unexpectedly.

Human review: Watch with sound off to check captions, then listen without looking to find visual information that needs description.

Links & external tools

A working URL is not enough: it must be understandable and usable in context.

Run Canvas Link ValidatorGo to Settings → Validate Links in Content. Review every result, including links Canvas cannot automatically verify.
Validate links in a Canvas course (opens in a new tab) · Using the Canvas Link Checker (opens in a new tab).
Use meaningful link textName the destination or action. Avoid repeated “click here,” pasted URLs, and links distinguished only by color.
Meaningful link text guide chapter (opens in a new tab).
Check every tool and software platform used in the courseTest Canvas features, publisher materials, LTIs, apps, simulations, proctoring systems, and other required software as a student. Check keyboard use, zoom, captions, contrast, mobile behavior, sign-in, and time limits. Provide an accessible route when a tool creates a barrier.
Tell students what each tool requires and how it handles their informationBefore students must use a tool, provide its browser, device, account, and software requirements; privacy policy; accessibility information; known barriers; and a clear path for getting help or requesting an alternative.
Canvas references: browser and computer requirements (opens in a new tab) · privacy and security (opens in a new tab) · Canvas accessibility standards (opens in a new tab).

Human review: Link Validator may report false positives for authenticated pages and cannot confirm whether a destination is accessible.

Finish with a course-wide sweep

Automated checks find patterns. Student-view and human review find context.

Enable the Ally report if it is hiddenIn the course, go to Settings → Navigation. Enable “Ally Course Accessibility Report,” then select Save at the bottom of the page.
Ally Instructor Guide (opens in a new tab).
Run the Ally Course Accessibility ReportOpen Ally from Course Navigation. Start with severe and easy-to-fix issues, open Instructor Feedback, repair the source, and recheck the score.
Blackboard Ally guide chapter (opens in a new tab).
Remove unused content before copyingDelete obsolete files and pages. When possible, copy only the modules and content the new course actually needs.
Delete a file or folder in Canvas Files (opens in a new tab).
Use Student View on desktop and mobileFollow the route a student takes through the first module, an assignment, a quiz, and major files. Check zoom and narrow-screen layout.
Use Canvas Student View (opens in a new tab).
Complete a human spot-checkCheck meaningful alt text, caption accuracy, heading logic, reading order, link purpose, keyboard operation, and third-party content.

Know the limits: Ally cannot determine whether alt text or captions are accurate. It does not check publisher sites or other external resources, and Ally and Link Validator do not check New Quizzes or associated Item Banks. Ally may also miss broken links, images, or files. “100%” is a signal, not proof that the course is barrier-free.

Optional context

Why accessibility belongs in course design

Use this section for conversation, department planning, or a quick response to common misconceptions.

Why instructors need to make courses accessible

Equal participationStudents should be able to get the same information and complete the same work at the same time, without avoidable barriers.

Better learning designClear headings, captions, meaningful links, and flexible formats improve comprehension and navigation for many learners.

Proactive, not reactiveBuilding access in from the start is faster and more respectful than emergency remediation after a student is blocked.

Institutional responsibilityAccessibility is part of educational equity and, depending on the institution, disability law and policy obligations.

Current U.S. public-entity context: The Department of Justice’s Title II web rule uses WCAG 2.1 Level AA for covered state and local government web content and mobile apps, including public schools, community colleges, and public universities. A 2026 interim rule extended compliance dates to April 26, 2027 for entities serving 50,000 or more people and April 26, 2028 for smaller entities and special district governments.

This is general information, not legal advice. Follow your institution’s accessibility office, counsel, policies, and accommodation procedures.

Read the DOJ Title II web accessibility rule fact sheet (opens in a new tab) · Read WCAG 2.1 (opens in a new tab)

Common misconceptions about accessibility

“Accessibility is too expensive.”

The misconception

Access always requires costly software or outside remediation.

A more useful story: Many of the most important practices—headings, meaningful links, alt text, captions review, and accessible source files—use tools instructors already have. Early design avoids more expensive emergency fixes.

“It takes too much time.”

The misconception

Accessibility is a separate project that must be completed all at once.

A more useful story: Use accessible templates, fix the material students need next, and build the checks into ordinary authoring. Small habits compound; retrofitting at the last minute is what consumes time.

“Only a few students benefit.”

The misconception

Accessibility serves only students with a disclosed, permanent disability.

A more useful story: Captions, readable structure, keyboard access, and flexible formats help people with permanent, temporary, and situational disabilities—and support multilingual learners, mobile users, and students in noisy or quiet environments.

“It is too technical for instructors.”

The misconception

Only specialists can create accessible learning materials.

A more useful story: Instructors own the meaning and learning context; built-in Canvas, Microsoft, and Ally tools guide common fixes. Specialists are valuable for complex PDFs, media description, and unusual barriers.

“Accessibility will limit creativity or rigor.”

The misconception

Accessible courses must be plain, less visual, or academically easier.

A more useful story: Accessibility changes how information is conveyed, not the learning standard. Multiple representations, clear structure, and purposeful visuals can make creative work stronger and the intellectual challenge more visible.

“Automatic captions or an Ally score finish the job.”

The misconception

A machine-generated result proves that content is accessible.

A more useful story: Automation finds detectable patterns. Only a person can judge whether captions are accurate, alt text conveys the learning purpose, reading order makes sense, and a student can actually complete the activity.

“We can wait until a student asks.”

The misconception

Accessibility is an accommodation to add after disclosure.

A more useful story: A request-based approach makes students announce a disability and wait for equal access. Proactive design protects privacy, reduces delay, and lets accommodations focus on individual needs rather than preventable barriers.

“Accessibility features give some students an unfair advantage.”

The misconception

Captions, transcripts, or flexible formats weaken fairness.

A more useful story: Access features remove barriers to the same learning goals. Fairness is not identical obstacles; it is a genuine opportunity to perceive, engage with, and demonstrate the intended learning.

Keep learning

Core resource library

Digital Accessibility for Teaching and Learning (opens in a new tab)

A practical higher-education handbook from Hillsborough College.

STEM accessibility resources (opens in a new tab)

Guidance for math, equations, scientific notation, and complex STEM materials.

WebAIM Contrast Checker (opens in a new tab)

Test text and background color combinations against WCAG contrast thresholds.

W3C Easy Checks (opens in a new tab)

A human-centered first review of page title, headings, contrast, zoom, keyboard use, and alternatives.

AI as an assistant—not an approver

Top Accessibility Issues and How AI Can Help

Generative AI can accelerate a first draft, identify patterns, and reformat content. It cannot determine whether the result gives students equivalent access. Use an institution-approved tool and complete the human check shown on every card.

Missing or weak alt text

Ask AI to: Draft a concise description based on the image’s purpose, surrounding text, and learning goal.

Human check: Verify facts, context, bias, and whether the image is actually decorative. Never upload sensitive images to an unapproved service.

Missing or inaccurate captions

Ask AI to: Create a caption or transcript draft and identify speakers, punctuation, and meaningful sounds.

Human check: Correct names and technical terms, synchronize timing, and confirm important audio is represented.

Complex or unclear language

Ask AI to: Suggest a plain-language version with shorter sentences, familiar words, and definitions for necessary jargon.

Human check: Make sure disciplinary meaning, nuance, rigor, and learning objectives have not changed.

Poor heading structure

Ask AI to: Propose a logical outline and descriptive headings for existing content.

Human check: Apply real semantic heading styles in Canvas or the source document and verify that levels are not skipped.

Scanned or inaccessible PDFs

Ask AI to: Extract text with OCR or help reformat the source as structured HTML, Word, or MathML.

Human check: Verify reading order, formulas, tables, images, and OCR accuracy. Complex PDF remediation may require a specialist.

Missing overviews or summaries

Ask AI to: Draft a module overview, key takeaways, glossary, or study guide from the approved course content.

Human check: Confirm alignment with the lesson and clarify that a summary supplements rather than replaces required content.

Inaccessible table formatting

Ask AI to: Restructure data into a simple rectangular table with a caption and clear row or column headers.

Human check: Build the table with actual header cells, avoid merged cells, and test whether it reads meaningfully in sequence.

Vague link text

Ask AI to: Suggest link text that describes the destination or action within the sentence.

Human check: Open the destination, confirm the wording is accurate, and distinguish links that perform different actions.

Long or dense instructions

Ask AI to: Break directions into ordered steps, meaningful headings, and a concise checklist.

Human check: Preserve every requirement, deadline, exception, grading criterion, and safety instruction.

Reading level does not fit the audience

Ask AI to: Estimate complexity and draft a version at the intended reading level while retaining essential terminology.

Human check: Use a readability tool, review with a real reader when possible, and confirm that simplification did not reduce accuracy.

Before using AI: Follow institutional policy. Do not submit student records, accommodation information, unpublished assessments, copyrighted readings, or other protected material to a tool that is not approved for that data. Treat every output as an editable draft and test the finished content with the same accessibility checks used elsewhere in this guide.

Make your Canvas course work for everyone.

What are you working with?

Check. Fix. Verify with a person.

Canvas pages & activities

Images, charts & diagrams

Word documents

PowerPoint presentations

PDFs & scanned readings

Video & audio

Links & external tools

Finish with a course-wide sweep

Why accessibility belongs in course design

Core resource library

Digital Accessibility for Teaching and Learning (opens in a new tab)

STEM accessibility resources (opens in a new tab)

WebAIM Contrast Checker (opens in a new tab)

W3C Easy Checks (opens in a new tab)

Top Accessibility Issues and How AI Can Help

Missing or weak alt text

Missing or inaccurate captions

Complex or unclear language

Poor heading structure

Scanned or inaccessible PDFs

Missing overviews or summaries

Inaccessible table formatting

Vague link text

Long or dense instructions

Reading level does not fit the audience