Meeting the ADA Title II Digital Accessibility Requirements

Resources for Auditing, Assessment, and Remediation

Resources

The following resources will help you audit and remediate digital content, ensuring they meet the requirements outlined in the updated ADA Title II standards. See below for the recommended tools and resources to assist you with identifying and determining the accessibility of your documents, websites, audio/video content, and supplemental applications:.

Websites Documents Audio/Video Content Supplemental Apps Training Options

Locating media content (i.e., audio, video, and documents) on your websites and course sites

The following resources will assist you with locating the media content (i.e., audio, video, and documents) hosted on your website:

DubBot (RECOMMENDED) - Similar to WordPress, Dubbot also allows you to export the contents of your website (hosted and third-party) into an Excel spreadsheet. This feature, however, only shows the active content (i.e., publicly available). Content that is not publicly available will not be shown. Visit Find documents, video, and audio components on your website using DubBot for guidance on how to do this.
Manual Review - Conduct a page-by-page review of your website to identify any audio files, video files, or documents you link to and/or host on them.

The following resources will assist you with locating the media content (i.e., audio, video, and documents) hosted in your course site:

Blackboard (RECOMMENDED) - For instructors still using Blackboard, use the Ally tool to not only identify the documents you have hosted on your course/org site, but also determine if they meet accessibility standards. See Blackboard Ally for Instructors opens a new window for guidance on how to do this.
Canvas (RECOMMENDED) - For instructors transitioning to Canvas, Panorama, like Ally, will be able to assist you with both identifying which documents you have hosted on your course/community site and which meet accessibility standards. See Panorama (by Yuja) opens a new window for guidance on how to do this.
Manual Review - Conduct a module-by-module review of your course site to identify any audio files, video files, or documents you link to and/or host on them.

Auditing your Websites

Web accessibility audits involve the use of both automated and manual testing tools. These tools evaluate the level to which your website meets the updated ADA Title II standards (i.e., WCAG 2.1), ensuring access for all users, not just those with disabilities. They also improve your website's search engine optimization (SEO) and make it easier for individuals to access your website using a mobile device.

The automated process includes the use of testing tools that "crawl" your website looking for accessibility issues (e.g., missing alt text, poor hyperlink text, color contrast issues, etc.). These web governance solutions typically provide an initial assessment of your website, highlight any accessibility issues, and pinpoints the location of those issues. Automated scans, however, will only catch issues with your HTML, CSS, and/or javascript code. These issues, while important, are only a part of the overall picture. These tools are UNABLE to test against issues that are more subjective (e.g., the quality of an image's alternative text description). For this reason, it is very important to include manual testing as a part of your auditing plan.

Manual testing is completed using assistive technologies like screen reading applications, screen enlarging software, voice recognition software, and other alternative keyboard and mouse options. Unlike automated tools that scan several pages at a time, manual reviews are conducted one page at a time. This process can more accurately identify how accessibility issues effect the usability of your website (e.g., quality of video captions).

DubBot is a web-governance solution that can assist with determining how accessible your public-facing websites are. Additionally, it enables units to monitor their websites for broken links, spelling errors, and readability, enhancing engagement from members of the George Mason community.

See below for information on how to use this resource:

To have your website(s) added to DubBot, Schedule a web accessibility consultation. In addition to adding your website(s) to the platform and granting user access, ATI staff will provide an overview of the DubBot dashboard and guidance on how to get started auditing and correcting accessibility issues on your website(s).
Additional resources below:

The ATI recommends the following resources for manually identifying issues on your website(s):

WAVE by WebAIM - WAVE opens a new window is a tool for web developers to help evaluate the accessibility of website within any browser. Simply type in the web address after opening the WAVE web page and press the Enter key. WAVE will provide a summary of the results as well as display findings directly on the webpage through easy-to-read colored icons. WAVE also provides information on the standards tested and how to fix the errors.

ANDI - Like WAVE, ANDI opens a new window is a browser-based tool that helps end users manually evaluate the accessibility of their websites. ANDI breaks up the accessibility testing process into manageable subtasks, allowing you to focus on specific issues (e.g., color contrast, alternative text descriptions, reading order, etc.).

Check out the resources below for more information on using the WAVE and ANDI tools:

For testing color contrast, the ATI recommends units use either TPGI's free Colour Contrast Analyser (CCA) or WebAIM's Contrast Checker. Both tools will ensure email communications, documents, social media, etc. meet the latest ADA Title II standards governing contrast between foreground text and background colors (i.e., WCAG Success Criterion 1.4.3 opens a new window). Furthermore, they will assist you with ensuring your digital content is optimized for individuals with color-blindness and/or low vision. See below for a video demonstration of both tools on YouTube opens a new window (6:44):

See below for information on how to use these resources:

See below for some of the most common accessibility issues found on web pages:

Missing alternative text descriptions (or alt text)
Missing navigational mechanisms (i.e., skip navigation links, headings, visual focus indicators, etc.)
Missing table headers
Poor hyperlink text
Improperly labeled form fields
Color contrast issues

For more information on these issues and how to fix them on your website, visit the ATI's ICT Accessibility Standards opens a new window.

Auditing your Documents

The following resources will assist you with identifying the documents hosted on your course site:

Blackboard Ally (RECOMMENDED): Blackboard Ally uses accessibility score icons to indicate if your document meets accessibility standards. Visit Blackboard Basics on the ATI's Blackboard Ally for Instructors opens a new window page for guidance on identifying your document's accessibility score in Blackboard.
Panorama (RECOMMENDED): Panorama, like Blackboard Ally, uses accessibility score icons to indicate if your document meets accessibility standards. Visit Alternative Format Options in Panorama on the ATI's Panorama (by Yuja) opens a new window page to learn more.
Microsoft 365: Use the Accessibility Checker in Microsoft 365 to identify any accessibility issues in your Word and/or PowerPoint documents. This tool will not provide an accessibility "score"; it will, however, highlight all of the issues in your document(s).
Acrobat Pro DC: Use the Acrobat Pro DC Accessibility Checker to identify any accessibility issues in your PDF documents. Similar to Microsoft 365, this tool will highlight all of the issues in your document(s). It will not provide an accessibility "score".

The following resources and frequently asked questions will provide guidance on some of the most common accessibility issues in documents:

Missing alternative text descriptions (or alt text) - Alt text provides textual descriptions for images, multimedia, and other types of non-text content. Screen reading applications announce this information to blind and/or low vision users who are unable to see the images or other non-text content in a document. Without this, screen reader users would be unable to interpret visual content. To learn more about alt text, visit What is the purpose of alternative text (section508.gov) opens a new window.
Documents without structure (i.e., headings) - Using structured headings in Word and PDF documents improves navigation for screen reader users and organizes content for easier understanding, supporting individuals with cognitive and/or visual impairments. Proper headings also help readers quickly find information and makes documents more usable on various platforms. They also enhance searchability and allow for better document reflow, making the content accessible to a wider audience. To learn more about use a proper heading structure in your documents, visit Using Headings in Word Documents (WebAIM) opens a new window.
Missing table headers (i.e., headings) - It is important to ensure column and row headers are properly identified in data tables. This aids screen reader users with making associations between the content in data cells and the column and row headers. To learn more about making tables accessible in your Word documents, visit Create accessible tables (Microsoft) opens a new window.
Poor hyperlink text - Hyperlink text provides information on where the user will be taken if they open the link. When hyperlinks are not labeled appropriately, they can be an accessibility barrier for individuals with disabilities, especially those using screen readers. To learn more about creating accessible hyperlinks, visit Create accessible hyperlinks (harvard.edu) opens a new window.
Poor color contrast - Good color contrast ensures your digital content is optimized for individuals with disabilities, especially those who are color-blind and/or have low vision. To learn more about creating good color contrast, visit Understanding WCAG 2 Color and Contrast Accessibility (WebAIM) opens a new window.
Using color alone to convey important information - Avoid using color alone to convey important information or prompt a response. This could negatively impact access for individuals with visual impairments (i.e., low vision, colorblindness). To learn more about this topic, visit Use of Color (section508.gov) opens a new window.

Auditing your Audio/Video Content

Determining how accessible or inaccessible your audio and/or video content may be is a manual process. Consider these factors when determining if your content is compliant with the updated ADA Title II accessibility standards:

Video platform displaying captions and interactive transcript. Information indicates keyboard accessibility as well.

For more information, visit Creating Accessible Media opens a new window.

Audio-only content (e.g., podcasts) - Audio-only content like podcasts or mp3 files should include an accurate text transcripts.
Video-only content (e.g., videos with no dialogue) - Video-only content with no dialogue should include either an audio track or a text description providing context for users who cannot see the video.
Captions - All videos with dialogue should include accurate, synchronized captions. Text transcripts are not required but strongly recommended.
Audio Descriptions - All videos with dialogue should include audio descriptions. Audio descriptions provide context for key visual elements in media (i.e., film, course video, theater production, etc.). Please note that it may not be necessary to provide audio descriptions for every video. There are other strategies that could work toward ensuring visual content is accurately described (e.g., instructors can include description while recording their lectures). Please consult with the ATI Office if you have questions about your specific situation.

To learn more about audio descriptions, check out the video below:
Keyboard Navigable - All audio and video content should be hosted on platforms that can be accessed via keyboard and mouse. Additionally, all form elements (i.e., buttons, labels, etc.) should be accessible to assistive technologies (i.e., screen readers) and easily identified when read aloud.

Right now, there are no specific recommendations for audio-only content platforms. If units have questions or concerns about the accessibility of their audio-only content, please consult the ATI Office.

As for video platforms, the three most commonly used at Mason are Kaltura, YouTube, and Vimeo. At the present date, all these platforms are accessible from the standpoint that they support closed captions, transcripts, separate tracks for audio description, and they can be navigated by individuals using assistive technologies (i.e., keyboard-only access, screen readers). See below for more resources:

The table below provides GMU faculty/staff with clear guidance on when to use automatic captions, professional-level captions, and/or audio descriptions for their videos:

Caption Type	When to Use	Who Benefits	Key Considerations
Automatic Captions (Minimum Requirement)	It is fine for instructors in most GMU courses to rely solely automatic captions for instructional videos. Professional-level captions will, however, ensure equivalent access when instructors/web authors are not sure who will access the information presented in the video.	Suitable for most end users	Accuracy varies and may require manual correction. Works well for videos with clear speech and minimal background noise. Best for short or informal videos. Videos recorded on Zoom are automatically backed up to Kaltura MyMedia, but faculty must enable the automatic transciption setting through their GMU Zoom web accounts opens a new window to ensure they are automatically transcribed. Visit Enabling automated captions to learn how to turn this feature on opens a new window. All videos uploaded to Kaltura MyMedia, YouTube, and Vimeo (for paid subscribers only) are automatically transcribed. It is recommended that faculty/staff host videos on Kaltura MyMedia whenever possible.
Professional-Level Captions	Accommodations (Required): When a deaf or hard-of-hearing student is enrolled. When students who speak English as a second language (ESL) are in the course. When the video will be used for more than one academic year. When the video will be hosted on a front-facing website (e.g., GMU Admissions opens a new window)	Everyone benefits! However, this is especially beneficial to Deaf/Hard of hearing students, ESL, and individuals viewing videos in loud environments	Ensures high accuracy and accessibility for diverse learners. Required as a formal accommodation under disability law. Helps ESL students comprehend content more effectively. Necessary for long-term instructional materials. Turnaround Time: 3-4 business days Contact the ATI Office to request accessibility support services. opens a new window
Audio Descriptions or Descriptive Video	Accommodations (Required): When you have a blind or low vision student in your course and the visual imagery in the video is critical to understanding the information that is presented. When the video will be hosted on a front-facing website and the visual imagery in the video is critical to understanding the information that is presented.	Blind and low vision students	Helps blind and low vision individuals understand the visual imagery displayed in a video. See "What is Audio Description" opens a new window to learn more. Very expensive Turnaround Time: 7-10 business days Contact the ATI Office to request accessibility support services. opens a new window

Caption Type

When to Use

Who Benefits

Key Considerations

Automatic Captions (Minimum Requirement)

It is fine for instructors in most GMU courses to rely solely automatic captions for instructional videos. Professional-level captions will, however, ensure equivalent access when instructors/web authors are not sure who will access the information presented in the video.

Suitable for most end users

Accuracy varies and may require manual correction.
Works well for videos with clear speech and minimal background noise.
Best for short or informal videos.
Videos recorded on Zoom are automatically backed up to Kaltura MyMedia, but faculty must enable the automatic transciption setting through their GMU Zoom web accounts opens a new window to ensure they are automatically transcribed. Visit Enabling automated captions to learn how to turn this feature on opens a new window.
All videos uploaded to Kaltura MyMedia, YouTube, and Vimeo (for paid subscribers only) are automatically transcribed. It is recommended that faculty/staff host videos on Kaltura MyMedia whenever possible.

Professional-Level Captions

Accommodations (Required): When a deaf or hard-of-hearing student is enrolled.
When students who speak English as a second language (ESL) are in the course.
When the video will be used for more than one academic year.
When the video will be hosted on a front-facing website (e.g., GMU Admissions opens a new window)

Everyone benefits! However, this is especially beneficial to Deaf/Hard of hearing students, ESL, and individuals viewing videos in loud environments

Ensures high accuracy and accessibility for diverse learners.
Required as a formal accommodation under disability law.
Helps ESL students comprehend content more effectively.
Necessary for long-term instructional materials.
Turnaround Time: 3-4 business days
Contact the ATI Office to request accessibility support services. opens a new window

Audio Descriptions or Descriptive Video

Accommodations (Required): When you have a blind or low vision student in your course and the visual imagery in the video is critical to understanding the information that is presented.
When the video will be hosted on a front-facing website and the visual imagery in the video is critical to understanding the information that is presented.

Blind and low vision students

Helps blind and low vision individuals understand the visual imagery displayed in a video. See "What is Audio Description" opens a new window to learn more.
Very expensive
Turnaround Time: 7-10 business days
Contact the ATI Office to request accessibility support services. opens a new window

Auditing your Supplemental Apps

ADA Title II Subpart H §35.200 opens a new window defines the following requirements for web content and mobile apps:

Web content that a public entity provides or makes available, directly or through contractual, licensing, or other arrangements; and
Mobile apps that a public entity provides or makes available, directly or through contractual, licensing, or other arrangements.

There are also multiple references in the updated ADA Title II guidelines stating that while there are exceptions (e.g., unconventional electronic documents, social media posts, etc.) to the new guidelines, public entities still need to ensure their digital platforms are fully compliant with the WCAG 2.1 AA standards.

Thinking more broadly, this covers many of the digital applications that we purchase, acquire, and/or develop at Mason. This includes, but is not limited to, the following:

Content management systems (i.e., Drupal, WordPress),
Learning management systems (i.e., Blackboard, Canvas),
Apps used in Mason classrooms (i.e., apps used for grading, polling, discussions, etc.),
Mason websites,
Mason mobile apps,
Library databases,
Productivity tools (i.e., Microsoft 365),
Chat applications (i.e., MS Teams)
Video hosting platforms (i.e., Kaltura),
Web conferencing solutions (i.e., MS Teams, Zoom)
and so on...

The Architectural Standards Review Board (ASRB) opens a new window is responsible for reviewing, verifying compliance, and providing recommendations for new and upgrade software and hardware procurement projects. The purpose of the ASRB process is to communicate business needs to ITS and other stakeholders. The university and ITS may already have supported software or hardware available that may be used. Additionally, the university and ITS may have existing contacts with various vendors that can expedite the procurement process.

How is the ASRB involved in this effort?

The ASRB keeps an updated list of the apps and tools that have undergone reviews. While this report is not publicly available yet, it can be accessed by those on the ASRB, members of the ATI team, and other select individuals within ITS and the academic units. To determine if your supplemental apps have already been reviewed by the ASRB, email the ATI Office, [email protected].

The Supplemental Application Decision Tree was created to assist you with making determining which of your supplemental applications should be reviewed by the ASRB. See below for guidance:

Supplemental application decision tree. Visit the link below for a detailed description.

For detailed instructions, click Decision Tree Instructions.

Additional training resources to support creating accessible digital content

The ATI offers self-paced, web-based digital accessibility training courses to assist members of the Mason community with learning how to create accessible documents and websites. To learn more about these offerings, visit the Document Accessibility Fundamentals (DAF) course opens a new window and Trusted Tester for Web Fundamentals (TTW) course opens a new window.

If you are looking for more general training on digital accessibility, creating accessible documents/websites, adding captions to your videos, or just on the resources available to assist with remediating inaccessible content, Schedule a consultation. ATI staff will work with you to design a session that works for your unit.