Accessibility at LACCD

Checking for Website Accessibility

The easiest way to determine if your website is accessible is by going to the WAVE Web Accessibility Evaluation Tool.  Type in the URL in the box at the top. The tool will identify all accessibility errors on that page. Please correct all of the RED errors. 

Creating an Accessible Webpage 

Content creators and webpage editors should consider these accessibility essentials: 

Titles and Headings

Titles and Headings should be descriptive and follow a hierarchical structure with a heading 1, heading 2 etc. The heading distinctions are imperative for a screen reader to navigate the page content, and provides clear visual navigation for all users. 

Tips for Headings: 

• Use the style panel to apply headings for each area. 
• Use Heading Level 1 (H1) only once per webpage or document. 
• Use the heading levels in hierarchical order: H1, H2, H3, etc. 
• Try to avoid skipping heading levels. 

Readability

Ensure the language and grammar used on the webpage is plain and clear for all users.

Tips for easy readability: 

• Ensure an adequate font size.
• Do not make each line too long or too short by keeping in mind that it will be read aloud quickly by a screen reader.  
• Use plain speech, no jargon or figures of speech. 
• Define all acronyms on first use. 
• Keep paragraphs short and use lists instead of full sentences when possible.
• Use tables for data only, not for organizing the page. 

Links

Ensure that all links are easy to locate within the text. Links should be descriptive by describing where the link is going and if it will open a new window. 

More tips for Accessible Links: 

• Avoid 'click here' or see more 'here'. This alone does not tell a screen reader user where the link is going or what will happen when they get there. 
• Write clear and unique links that fully describe where the link is going. 
• Ensure that all links on the page are different from one another and easy to distinguish from other text by using both color and underlining. 
• The link text should make sense outside of the page it is on if a screen reader isolates all the links from the page together. 

Color Contrast

Use the WebAim Color Contrast Checker to determine the current contrast ratio. 

WCAG 2.0 level AA requires a contrast ratio of at least 4.5:1 for normal text and 3:1 for large text. WCAG 2.1 requires a contrast ratio of at least 3:1 for graphics and user interface components (such as form input borders). WCAG Level AAA requires a contrast ratio of at least 7:1 for normal text and 4.5:1 for large text.

Large text is defined as 14 point (typically 18.66px) and bold or larger, or 18 point (typically 24px) or larger.

 Other tips for Color Contrast on a webpage:

• Choose text colors that provide high contrast from the background. 
• The ratio between the text and background should be 4.5:1. 
• Avoid light text on light backgrounds and dark text on dark backgrounds. 
• Avoid using color as the only indication of meaning or important information. 
• Use shapes or labels instead of color to distinguish.  

Alternative Text

All meaningful images on the page should have a descriptive text alternative. Alternative (Alt) Text is a brief text description of an image or a graphic. The Alternative Text is read by the screen reader to provide information about the image to the reader. Alternative Text should provide a brief description and context for how the image relates to the rest of the page. See Alternative Text Examples. 

Tips for Alternative Text: 

• Avoid stating 'picture of' or 'image of' - the screen reader will do this. 
• Keep it short! One or two sentences with a brief description. 
• What are the key elements of the picture and why is it provided? 
• Note if the image is a painting, cartoon, illustration, etc. 
• End the alternative text with a period. 

Multimedia

When multimedia audio and video content is displayed on the web page, it needs to be made accessible by the following: 

• Provide Transcripts for Audio-Only Media such as podcasts or audio interviews in text version. 
• Provide Accurate Captioning for all dialogue and sounds that occur. 
• Provide Audio Descriptions or narration for any meaningful visual information that is seen in the video that provides articulate visual elements, clarifies speakers and provides context. 

Training and Resources

WebAIM Resources - provides free online trainings. 

Section 508.gov  - provides free Online Training Courses, Training Videos Library, Events and Section 508 Tools. 

LACCD - Log In Required 

• Vision Resource Center - view the list of all accessibility trainings available through the VRC. (LACCD login required)
• Canvas Faculty Resources - view the list of all applicable accessibility trainings through the LACCD Canvas Portal. (LACCD login required)  
• Navigate throughout the CMS Training Site for how-guide guides 
• Attend a CMS Training Session 
• Need further assistance? Visit one of the Web Team's Open Hours found under 'Additional Support'. 

We are all content creators. Whenever possible, it is best to design documents that are accessible from the beginning rather than remediate a finished document. Accessible Word, PDF, PowerPoint and Excel documents are helpful for everyone and are essential for those requiring assistive technologies for access like screen magnification, braille embossers, speech recognition software or screen readers to access document content. 

Microsoft Word 

Microsoft Word Accessibility Checklist:

• Headings: Use headings, H1, H2, H3 etc. to form an outline for your page. Use H1 only once.
• Lists: Use the editing toolbar to create numbered or bulleted lists instead of using the Tab key to format lists.
• Images: Any images within the document should have an alternate text.
• Tables: Use the simplest table configuration and use for data only. Ensure columns and rows have headings.
• Color Contrast: There should be sufficient contrast between text and background.
• Visual data: Color should not be used as the only way of conveying information.
• Links and buttons: Properly label with a clear description for where it links to.
• Language: Ensure the language has been defined.
• Use the Microsoft Word built-in accessibility checker.

 Additional Resources   

• Microsoft Instructions for Accessibility
• Create Accessible Documents – Section508.gov
• WebAIM Microsoft Word Step-by-Step

PDF Accessibility

Steps to Creating Accessible PDF: 

• Start by organizing the document with clear and meaningful headings then add alternative text descriptions to all images.
• Tag each element in the PDF, such as paragraphs, headings, lists, and tables.  
• To enhance navigation, provide descriptive text for hyperlinks instead of using generic phrases like “click here.”  Include bookmarks and a table of contents. 
• Ensure the PDF has sufficient color contrast and avoid relying solely on color to convey important information.  
• If the PDF contains forms, ensure that all form fields are properly labeled and allow for keyboard navigation.
• Review and test the PDF with a screen reader, ensuring that it reads the content in a logical order, correctly identifies headings, and properly interprets alternative text for images. This step helps to identify and resolve any accessibility issues that may arise.

Additional Resources:

• WebAim PDF Accessibility
• Coastline PDF Accessibility Training Guide
• PDF Training Videos – Section 508.gov
• Adobe Checklist to PDF Accessibility

PowerPoint Accessibility

Tips for Creating Accessible PowerPoint:

• Use the templates available in Microsoft PowerPoint. Other slide decks may not be fully accessible.
• Ensure every slide has a title that clearly describes slide information.
• Check your content
• Images should have alt text. If the image is for style rather than content, just note it.
• Color contrast should be easy to read. Color should not be used for content.
• Links should clearly define where it is going
• Tables should include column headers
• Avoid animation that moves quickly, flashes or flickers.
• Use the Microsoft Office Accessibility Checker to review your slides and check reading order

Additional Resources

• Microsoft Make Your PowerPoint Accessible
• Create Accessible Presentations – Section 508.gov
• Create an Accessible PowerPoint Step by Step

Excel Document Accessibility

Steps to an Accessible Excel Document:

• Use a simple table structure for data only, specifying column headers.
• Ensure tables do not contain split cells, merged, or nested tables.
• Visually scan to ensure there are no blank rows or columns.
• Add text to cell A1.
• Add meaningful hyperlink text
• Ensure cells have good color contrast with text
• Give all worksheets unique names and remove blank worksheets.
• Name cells and ranges
• Use the Accessibility checker under ‘Review’.

Additional Resources

• Create Accessible Spreadsheets – Section 508.gov
• Microsoft Accessible Excel
• Make an Accessible Excel Sheet

Canvas Accessibility 

Documents uploaded into Canvas are not automatically accessible. Below is a quick Canvas Accessibility Checklist with additional resources below. 

• Ensure all images uploaded are marked as decorative or contain Alt Text word description. 
• Use the Canvas Accessibility Checker as you go to ensure all content you are creating is accessible. 
• Ensure all hyperlinks are descriptive, instead of 'click here'. 
• Use the heading structure. The page title is heading level 1, so begin with heading level 2 from the toolbar in the Rich Content Editor. 
• Lists should be bulleted or numbered. 
• Ensure tables are accessible with a caption, a header row and header columns. 
• Emphasize text with bold, italic or underline instead of with color. 

The District Online Media Specialists have created some great resources to demonstrate how your Canvas material can be made fully accessible. Please follow the link below for more information:  

•  LACCD Canvas Dashboard 

If you need additional support, the District Online Media Specialists are available for Canvas content support: 

• Online Multimedia Specialists Support  

Additional Resources: 

• CCCAC Canvas Accessibility Resources
• Canvas Accessibility Standards 
• How to Use the Canvas Accessibility Checker 

Social Media Accessibility 

The new Title II regulations, as part of the Americans with Disability Act (ADA), mandate digital accessibility for all public colleges, impacting social media content created or managed by LACCD. This means that all social media posts must be usable by individuals with disabilities, including those using assistive technologies like screen readers. 

Steps to Ensuring Social Media Posts are Accessible: 

• All images need to have alternate text. Use Ai to help create them! 
• All videos need to have accurate captions. 
• All posts need to have good color contrast between the background and the text. 
• Limit the use of emojis.
• No GIF's. They do not have user control to pause, stop or hide and may contain harmful flashing or blinking.
• Hashtags. If the hashtag includes more than one word, capitalize each word so the screen reader can differentiate them. 
• Avoid other special characters. 

Resources: 

• Section 508.gov: Social Media 
• Accessible Social 

Equally Effective Alternate Access Plan

LACCD is committed to providing Electronic and Information Technology (EIT) that is universally accessible for everyone, including people with disabilities. When the product is not fully accessible, an Equally Effective Alternate Access Plan (EEAAP) must be developed as a usable plan for those impacted as part of the procurement process. The types of products requiring an accessibility review before procurement include, but are not limited to, servers, desktops, laptops, tablets, transaction machines, information kiosks, printers, miscellaneous electronic office equipment, multimedia, software, cloud services, and service contracts.

As of February 1, 2022, all products listed above will require an accessibility review and Equally Effective Alternate Access Plan (EEAAPs) created. This includes products purchased for a single campus and those not requiring Canvas integration.  

Steps for a Product Accessibility Review  (requires LACCD log in)

Questions & Answers 

How long will the Accessibility Review and EEAAP development take? 

Please plan on 4 weeks to complete the review process. The average time is shorter, but could take up to four weeks once the signed request form and VPAT have been received.   

What is a VPAT/ACR? 

The VPAT is a Voluntary Product Accessibility Template and is completed by the product vendor. This template outlines how a product conforms to the Section 508 accessibility standards. The VPAT should have a review that includes WCAG 2.1 AA standards.

The ACR is an Accessibility Conformance Report and is also completed by the product vendor. This report summarizes the accessibility of a product, often using the VPAT as a guide. The VPAT provides the necessary information to create the ACR.

Why WCAG 2.1 AA standards?

As of April 24, 2026 all Information and Communication Technology (ICT) products must conform to WCAG 2.1 AA due to the new ADA Title II regulations that were updated April 2024.

What if the VPAT is dated 2024 or earlier?

It may or may not address the WCAG 2.1 AA standards which are required for this review.

What if the vendor does not have a VPAT/ACR developed?

If the chosen vendor does not have a VPAT developed, we encourage departments to request they create one or identify a comparable product that has the VPAT and necessary accessibility documentation ready. Additional options may be available. 

What is the EEAAP? 

The Equally Effective Alternate Access Plan (EEAAP) is required when an ICT product is not fully accessible for all users, and is considered a temporary measure. An EEAAP is necessary to identify potential barriers of a product and find an alternative plan for use.

Many of the barriers should be identified on the VPAT, but may also be identified through individual usage after deployment. The EEAAP should not be used as a substitute for accessibility, and more fully accessible products should be prioritized. The EEAAP is also not an accommodation plan, but created proactively to temporarily address known technology barriers. A good EEAAP should address the following:

• Provide clearly defined information regarding the products barriers to access
• Who may be affected by the barriers or with specific usage
• Provide a well thought out solution to obtain the same or similar outcome
• Clearly state what resources, personnel, etc. will be required to provide the solution
• Describes how the user will obtain assistance if needed
• Provide a prepared accessibility statement for the product
• Provide the vendor’s timeline for correcting the accessibility issues

All LACCD affiliates should ensure programs, services and activities are fully accessible since one out of four adults is likely to have a disability, including college students (cdc.gov). Planning an accessible event benefits everyone including those with non-apparent disabilities such as chronic health conditions, all ages and body types. Proactive planning can minimize barriers by considering some of the following:  

Budgeting

• When budgeting for the event, review the cost for accessibility. 
• Review the cost for sign language interpreting, real-time captioning, assistive listening devices, program materials in an alternate format, video captioning and dietary options. 

Advertising and Materials

• Include a statement for how to request accommodations for access. The statement can be placed on all advertising materials, including flyers, email, social media posts and infographics. "If you require access due to a disability, please contact.... by (date)". If providing a sign language interpreter regardless, be sure to note that as well. 
• Use an accessible template for flyers and infographics to ensure accessibility or use an accessibility checker. 
• Choose colors that create a good contrast between the text and the background. 
• Videos promoting the event should be captioned and images that are important to the content should have an alternate text description. 
• Print materials should be made available in alternate formats if requested. Include a statement for where to make the request. 
• Ensure PowerPoint slides or other marketing materials are accessible. 

Registration 

• Registration materials should be fully accessible either online or in-person. 
• Registration materials should also provide information for how to request accommodations for a disability and highlight accommodations that will be provided as part of the event. For example, proactively providing a sign language interpreter as part of the program. 
• Add a text box to the registration form for accommodation requests. 

Facilities 

• How accessible is the location? 
• Are there stairs up to the stage? 
• Consider how guests will arrive and where the nearest ADA parking is located. 
• Consider where the public transportation stops are located.
• Consider where the wheelchair entrance is located - are there automatic doors? 
• Consider if the furniture is moveable, if there is accessible seating available, if walkways are at least 36 inches, and doorways at least 32 inches wide. 
• Consider lighting, if amplified sound is available, if assistive listening devices are available and if there are electric cords that could be hazardous. 
• Consider where the accessible restrooms are located.

Communications

• Provide accessible communication such as FM systems, captioning and sign language interpreters as requested.
• Caption all videos and provide reserve seating for those utilizing a sign language interpreter. Plan for where the sign language interpreter will be located during the event. 
• Schedule appropriate breaks throughout the day. 
• Ensure that all guest speakers have considered accessibility when preparing presentation materials, slides, videos or handouts and they have been asked to confirm if they require accommodations. 
• If developing a post-event survey, include questions regarding accessibility. 

Virtual Events 

• Ensure the platform for the event is accessible. 
• Consider having an IT person on stand-by for technical accessibility issues
• Ensure all videos and presenters have captions, including those pre-recorded. 
• Materials shared in an online presentation are not screen-reader accessible, so provide the materials to participants ahead of time electronically.
• If the virtual event is live-streamed or may have large attendance, consider proactively providing a sign language interpreter.  

• Request that presenters introduce themselves each time prior to speaking.

Campus Resources 

• Reach out to your campus DSPS office for consultation in providing accommodations for a student. 
• Reach out to your ADA Coordinator for consultation in providing accommodations to staff and guests.

Further Resources

• W3C - Making Events Accessible
• Section 508.gov: Create Accessible Meetings   
• Accessible Events: A Guide

 Universal Design for Learning (UDL) in postsecondary education is a framework that aims to make learning accessible and engaging for all students by proactively designing courses and materials to accommodate diverse learning needs and preferences. It focuses on providing multiple means of representation, action and expression, and engagement to remove barriers and optimize learning for everyone. 

Why is UDL important in Postsecondary Education? 

• Increased Accessibility: UDL helps create a more inclusive learning environment for students with disabilities, as well as those with diverse backgrounds, learning styles, and prior knowledge.

• Improved Learning Outcomes: By providing options and flexibility, UDL can lead to better learning outcomes for all students by reducing barriers and increasing engagement.

• Enhanced Teaching Practices: UDL encourages educators to reflect on their teaching methods and materials, leading to more effective and engaging instruction.

• Cost-Effectiveness: Designing for accessibility from the start can be more cost-effective than making individual accommodations later. 

UDL in postsecondary education is about creating learning environments that are flexible, inclusive, and effective for all students, regardless of their individual differences. 

Additional Resources: 

• Center for Applied Special Technology (CAST)
•  UDL Guidelines 
• UDL Postsecondary Professional Development 

Policies and Laws Impacting Accessibility in Higher Education

Federal Accessibility Laws

Section 504 of the Rehabilitation Act (1973) Applies to any college receiving federal funds (virtually all institutions). It prohibits disability-based discrimination and requires reasonable accommodations and accessibility.   

Section 508 of the Rehabilitation Act (1973)  Section 508 of the Rehabilitation Act of 1973 pertains to guidance for electronic and information technology. Publicly funded institutions must meet Section 508 digital accessibility standards aligned with WCAG 2.1 Level AA. This applies to websites, online documents, distance education, videos, and procurement of accessible ICT.

Americans with Disabilities Act (ADA, 1990, reauthorized 2008) Title II of the ADA applies to public institutions like California Community Colleges, CSU, and the UC. Institutions must eliminate structural barriers, provide auxiliary aids, and offer reasonable policy modifications to ensure equal access. As of April 24, 2026 must also comply with digital accessibility to WCAG 2.1 AA standards.

California Accessibility Laws

Government Code § 11135
Mandates equal access to state‑funded programs for people with disabilities. Violations of federal ADA or Section 504 automatically violate this statute as well.  

 CA Dept of Education Accessibility Web Standards  This section of the California Department of Education (CDE) Web Standards provides the accessibility requirements for all web content that is developed, procured, maintained, or used under its responsibility.

LACCD Policies

Board Policy & Administrative Procedure 5140 (Accommodations) Procedure 5140, adopted on March 9, 2022, ensures students with disabilities receive appropriate instructional accommodations as required by federal and state law and by district nondiscrimination policy. It covers accessibility of course materials and learning management systems.