Digital Accessibility at West Chester University
At West Chester University, we are committed to creating an inclusive learning environment where all students can access and engage equitably with instructional materials. Following the April 2024 update to ADA regulations, the university is to meet the Web Content Accessibility Guidelines (WCAG) 2.1 at Level AA starting Summer 2026. We have created this faculty action plan to:
- Provide an overview of WCAG accessibility standards and what they mean for digital course materials,
- Offer a framework (4-R: Review, Retire, Replace, Remediate) and best practices to streamline the process for making materials accessible,
- Highlight the ecosystem of resources, tools, and collaborative partnerships available to support faculty through this transition.
Overview of WCAG Standards
Starting Summer 2026, instructional materials in digital format must adhere to the new standards summarized below.
| Content Type | Requirement |
|---|---|
| Pre-recorded video |
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| Live audio content |
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| Digital documents |
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| Web interfaces |
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The new WCAG standards are an opportunity to deepen our institutional commitment to access, inclusion and equity as we put these values into practice. Accessible instructional materials enhance learning experiences for all students, advance equitable outcomes, and foster belonging by removing barriers to engagement and success. Beyond our ethical obligation to serve every student, accessibility compliance is a legal requirement for all public, federally funded institutions. The new WCAG standards promote a proactive approach to accessibility that integrates accessibility from the start by streamlining course design and reducing the need for individual accommodations after barriers are encountered.
The good news is that the standards will be familiar to many of you. If you have participated in the Online Faculty Development Program (OFD) or the Quality Matters Initiative, you are likely familiar with most of the accessibility practices outlined in the guidelines. While the guidelines are specifically intended to make digital content more accessible to people with disabilities, they are a practical application of the principles of Universal Design, benefiting all users by providing flexibility and options for engaging with digital content.
Faculty Support
Faculty are responsible for reviewing and adapting their own courses to ensure compliance with WCAG 2.1 Level AA standards. To support this process, the university is providing training resources, tools like YuJa Panorama, and consultation services through the Teaching and Learning Center. When accessibility issues arise, whether identified through student reports or faculty self-assessment, our approach is to be collaborative, not punitive. WCU’s Web Accessibility Task Force coordinates support across multiple campus units to partner with faculty in understanding specific challenges, exploring practical solutions, and connecting them with the resources needed to remediate materials efficiently.
The Taskforce recognizes that updating course materials requires time and effort, which is why the university has built an ecosystem of support. It might be tempting to simply remove inaccessible content from your courses, but this would undermine student learning and the quality of your course. Instead, we encourage you to reach out to the support teams we have available, and they will work with you to remediate your materials. All supporting units share a commitment to partnership and problem-solving to ensure all students have equitable access to course materials while supporting faculty in this work. For help identifying the appropriate campus supports for different types of accessibility questions, please see the Who to Visit for Support section of this page.
Digital Content and Digital Accessibility
Digital content includes any information or instructional materials offered in a digital or electronic format. This includes instructional materials such as documents, ebooks, slide decks, videos, podcasts, websites, images, D2L sites, and module pages. The new standards ensure all students, including those with disabilities, can fully engage with course materials by making them compatible with assistive technologies such as screen readers, voice control, and screen magnification software.
Seven (7) Core Accessibility Practices
The following 7 practices will help you create accessible course materials that meet Web Content Accessibility Guidelines standards and work for all students, including those using assistive technology. Apply these consistently across your syllabus, course site, documents, presentations, and multimedia content.
| Element | Accessibility Practices |
|---|---|
| Headings |
Use properly structured heading levels (Heading 1, Heading 2, etc.) to organize content, so screen readers can navigate documents logically. |
| Lists | Format lists using built-in list tools rather than manual bullets or numbers, so screen readers can announce them correctly and keyboard users can navigate efficiently. |
| Links | Write descriptive link text that tells users where the link goes (e.g., "WCU Library" instead of "click here"), so all readers know where links will take them, and screen reader users can efficiently find specific links. |
| Tables | Create tables with designated header rows and columns, and structure tables to be read from left to right and down, so screen readers can interpret content correctly. Avoid using tables for layout purposes. |
| Color Contrast | Ensure sufficient contrast between text and background (at least 4.5:1 ratio for normal text), so content is readable for people with low vision or color blindness. |
| Images and Alt Text | Provide alternative text descriptions for informational images (art, graphs, diagrams). Describe key data or findings for graphs. Indicate decorative images by leaving the alt text blank or marking them as “decorative”, if the software allows, so screen readers skip them. |
| Video and Audio | Provide accurate captions and audio descriptions so all students can access lectures, podcasts, videos, and visual performances. |
To learn more about these practices, visit the Office of Equal Opportunity & Compliance’s Website and Digital Accessibility Resources page or the Digital Accessibility Basics tutorials in the Navigating Digital Learning D2L site.
The 4R's Framework
Making your course materials accessible may feel overwhelming, but a systematic approach can make it manageable. The 4R Framework—Review, Retire, Replace, Remediate—provides a practical, step-by-step process for evaluating your existing materials and prioritizing accessibility improvements. This framework is adapted from Ohio State University (n.d.) 3R Framework and helps you focus your efforts where they will have the greatest impact for students.
Following the 4-R framework will lessen the workload by helping you systematically identify priorities and streamline the accessibility process.
| Step | Actions |
|---|---|
| 1. Review |
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| 2. Retire |
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| 3. Replace |
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| 4. Remediate |
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Who to Contact for Support
With WCU's robust network of support staff, identifying the right contact for accessibility question can be challenging. If you're not sure where to start, contact the TLC: we can help direct you to the appropriate department for your specific needs. Additionally, please keep in mind that complex questions may require connecting with multiple offices.
Contact Directory
| Question Type | Examples | Who to contact | Contact Information |
|---|---|---|---|
| Course Content (Best Practices) |
How to write quality alt text, integrate tools into workflow, structure content for accessibility Help with TLC licensed tools: H5P, Hypothesis, ThingLink, Padlet, PollEverywhere, Proctorio, VoiceThread |
Teaching & Learning Center (TLC) | |
| Course Content (Technical) |
How to use tools (e.g., YuJa), where to find features in software, technical troubleshooting | Information Services & Technology (IS&T) |
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| Course Content (Publications, books) |
Journal articles, scanned documents, or book/book chapters for course reserves or from library databases | Library Services | |
| University Website | Public-facing web pages, department sites, web content accessibility | WCU Web Team |
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| Social Media | Accessibility of social media posts, images, and videos on institutional accounts | University Communications and Marketing (Social Media) |
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| Student Accommodations | Individual student needs, testing accommodations, accommodation requests, assistive technology | Office of Educational Accessibility (OEA) |
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| Technology/Systems | Software accessibility, system issues | IS&T |
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| Compliance/Policy | ADA Title II requirements, legal questions, institutional policies | Office of Equal Opportunity and Compliance |
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Training & Resources
WCU has adopted YuJa Panorama, a tool that supports accessibility of digital content by:
- Scanning materials for compliance to accessibility standards.
- Providing real-time feedback and assistance improving accessibility of materials.
- Offering alternative formats (audio, ePub, electronic braille, immersive reader) for diverse learning needs.
- Panorama integrates with D2L and is also available as a standalone platform (DocHub) for working with materials outside of D2L.
While YuJa Panorama is a powerful tool, automated checkers cannot catch everything. Meaningful accessibility requires informed human judgment to understand context, evaluate whether alt text truly conveys meaning, and ensure that structural elements like headings create a logical flow for all users. The resources below will help you develop the skills and knowledge needed to make these critical decisions.
- Digital Accessibility Foundations – Build foundational knowledge and practice key skills at your own pace, with feedback from the TLC.
- Workshops and Webinars – Attend live and recorded sessions on accessibility best practices, tool demonstrations, and discipline-specific strategies.
- Digital Accessibility Resource Site – Access comprehensive guides, best practices, and targeted tools for creating accessible course content across all formats.
- Virtual Consultations – Bring your questions and course materials to a personalized session where team members from the Teaching and Learning Center and Office of Educational Accessibility collaborate to provide targeted guidance, troubleshoot challenges, and build an accessibility roadmap for your course.
- Digital Accessibility Checklist – Use as a reference guide when editing documents and media. Based on WCAG 2.1 standards and accessibility best practices.
The TLC is available to work with individual departments on discipline-specific accessibility challenges such as lab materials, musical scores, mathematical equations, or studio art. Send an email to tlc@wcupa.edu for assistance.
Suggested Timeline
Spring 2026 (January - May 2026)
- Review self-paced accessibility training
- Attend workshops and webinars
- Familiarize yourself with YuJa Panorama and the Digital Accessibility Checklist
- Begin 4R Framework: Review and Retire
- Audit Summer 2026 courses
- Schedule a consultation with TLC to discuss Summer 2026 courses as needed
Fall 2026 (August - December 2026)
- Audit your upcoming courses
- Remove outdated or unused materials
- Replace materials with accessible alternatives
- Remediate inaccessible content
- Apply accessibility practices to new materials as you create them
- Attend discipline-specific workshops as available
- Schedule a consultation with TLC as needed