Improving Accessibility in Brightspace

Clear and consistent course organization helps students more easily navigate and engage with course materials. Predictable layouts, meaningful labels, and organized content are especially important for students using screen readers, keyboard navigation, or other assistive technologies.

This section aligns with:

• WCAG 2.1 Success Criterion 2.4.6 (Headings and Labels)
• WCAG 2.1 Success Criterion 3.2.3 (Consistent Navigation)

Create a Clear Course Structure

Organize your course in a consistent format that aligns with how the course is delivered. A predictable structure helps students focus on learning rather than locating materials. Examples include:

• By Module (Module 1: Foundations, Module 2: Applications…)
• By Week (Week 1: Foundations, Week 2: Applications…)
• By Topic or Unit (Unit 1: Foundations, Unit 2: Applications…)

A logical course structure improves navigation and usability across devices and assistive technologies.

Use Descriptive Content Titles

Clearly label all modules, folders, assignments, quizzes, and content items.

Examples:

• Module: Module 1: Introduction to Public Health
• Assignment: Assignment 1: Case Study Analysis
• Quiz: Quiz 2: Chapter 4 Knowledge Check

Avoid vague titles such as:

• “Week 1”
• “Assignment 1”
• “Lecture Notes” 

Maintain a consistent naming pattern throughout the course.

Simplify Course Navigation

Reducing unnecessary navigation layers makes course materials easier to locate.

Best practices include:

• Avoid deeply nested folders
• Keep important materials within 2–3 clicks
• Place high-priority items near the top of modules

Simple navigation improves usability for all students.

Organize Content Consistently Within Units

Using a predictable sequence within each module or unit helps students understand expectations and locate materials more efficiently.

A common structure may include:

1. Overview or Learning Objectives
2. Readings and Materials
3. Lecture Content or Media
4. Activities and Discussions
5. Assessments or Assignments

Maintain Consistency Across Units

Consistency reduces confusion and supports navigation throughout the semester.

Best practices include:

• Keep similar elements in the same order each week
• Use consistent terminology (for example, always use “Assignments” instead of alternating with “Tasks”)
• Avoid moving major tools or course components mid-semester

Consistent organization supports both accessibility and student success.

Use Proper Headings in Pages & Assessment Instructions

Headings help organize content and allow screen reader users to navigate pages more efficiently. Proper heading structure supports WCAG 2.1 Success Criterion 1.3.1 (Info and Relationships).

Important: Use Brightspace’s built-in heading styles found under the Format dropdown in the text editor.

Avoid manually creating headings using:

• Bold text
• Enlarged font sizes
• Underlined text

 Best Practices:

• Each page should have a heading structure
• Use logical order
  • Heading 1: Page title
  • Heading 2: Major sections
  • Heading 3: Subsections
  • Heading 4: Sub-subsections (if needed)
• Use only one Heading 1 per page
• Avoid skipping heading levels (example Heading 2 → Heading 4)

Use Proper Lists

Built-in lists improve readability and help screen readers identify related items and sequences correctly. Proper lists support: WCAG 2.1 Success Criterion 1.3.1 (Info and Relationships).

Important: Use Brightspace’s built-in list tools found under the Lists dropdown in the text editor.

Avoid manually creating lists using:

1. • Hyphens (-)
   • Asterisks (*)
   • Typed numbers (1, 2, 3)

Best practices:

• Use Bullet Lists for related items
• Use Numbered Lists for steps or sequences
• Keep list items concise when possible
• Maintain parallel structure within lists
• Use lists only for related content
• Avoid using lists for visual spacing or layout

Proper list formatting improves readability and navigation across devices and assistive technologies.

Effective use of white space improves readability, reduces cognitive overload, and supports students with attention, processing, or learning differences.

Common readability issues include:

• Long blocks of text
• Dense assignment instructions
• Multiple concepts grouped into one paragraph
• Walls of text in quizzes or discussions
• Excessive jargon, acronyms, or unfamiliar terminology

Improve readability by:

• Breaking long paragraphs into shorter sections
• Adding spacing between content areas
• Using headings to organize information
• Converting dense instructions into lists
• Placing key instructions on separate lines
• Using clear, direct language when possible
• Defining acronyms or specialized terminology on first use
• Using bold sparingly for emphasis

Avoid:

• Excessive line breaks for spacing
• Centered paragraphs for instructional text
• Justified text alignment
• Overusing bold, italics, or color for emphasis
• Italicizing large blocks of text
• Using unexplained abbreviations or discipline-specific jargon

Clear organization and readable formatting improve navigation, comprehension, and overall usability across devices and technologies.

Text formatting plays an important role in readability and accessibility within Brightspace. Consistent fonts, readable sizing, spacing, and clear formatting help students more easily process course content across devices and technologies.

Accessible text formatting supports:

• WCAG 2.1 Success Criterion 1.4.4 (Resize Text)

Use Readable Font Styles

Simple, familiar fonts are generally easier to read and process.

Best practices include:

• Use standard sans-serif fonts when possible (Lato is set as default in Brightspace)
• Maintain consistent font styles throughout the course
• Avoid decorative or cursive fonts in instructional materials
• Limit excessive font variations
• Use bold sparingly for emphasis
• Avoid large blocks of ALL CAPS, bold, or italicized text

Consistent font styles help reduce visual clutter and improve readability.

Use Readable Font Sizes

Text should remain readable across devices without requiring excessive zooming.

Best practices include:

• Use Brightspace’s default paragraph size
• Avoid manually shrinking text
• Use heading styles instead of manually resizing text for headings
• Maintain consistent sizing across pages and instructions

Students should be able to resize text up to 200% without loss of readability or functionality.

Use Accessible Text Alignment

Text alignment can affect readability and how easily students process information across devices and screen sizes.

Best practices include:

• Use left-aligned text for instructional content
• Maintain consistent alignment throughout the course
• Use headings, spacing, and lists to organize information clearly

Avoid:

• Center-aligning large blocks of instructional text
• Using justified text, which can create uneven spacing between words
• Mixing multiple alignment styles within the same page

Consistent text alignment improves readability, scanning, and overall usability within Brightspace.

Accessible font and text practices ensure that students can read, resize, and process course content effectively across devices and assistive technologies. Clear, consistent formatting reduces visual barriers, improves comprehension, and strengthens student self-efficacy by creating a more inclusive and predictable learning environment.

Color can enhance organization and draw attention to important information, but it must be used carefully. Accessible color use aligns with:

• WCAG 2.1 Success Criterion 1.4.1 (Use of Color)
• WCAG 2.1 Success Criterion 1.4.3 (Contrast – Minimum)

Color should never be the only method used to communicate meaning, and all text must have sufficient contrast to remain readable.

Identify potential color issues, such as:

• Instructions that say “items in red are required”
• Green text indicating “correct” without additional labels
• Color-coded deadlines with no written clarification
• Light gray or pastel text on a white background
• Links indicated only by blue text without underline

Ensure color is not the only way meaning is conveyed

If color is used to emphasize or categorize information:

• Add clear labels such as “Required,” “Important,” or “Deadline”
• Pair color with bold text, icons, or headings
• Provide written descriptions instead of relying on color cues alone

For example:
Instead of: “Complete the assignments in red.”
Use: “Complete the assignments labeled Required (shown in red).”

Ensure sufficient color contrast

Text must be easily readable against its background.

Note: If you color text within Brightspace text editor, the contrast indicator appears automatically inform you if there are contrast issues.

• Use dark text on a light background (or light text on a dark background)
• Avoid light gray, pastel, neon, or overly bright colors for body text
• Confirm content remains readable if printed in grayscale
• Avoid placing text over busy images or patterned backgrounds

Low contrast can make content difficult to read for students with low vision, color blindness, or those viewing content on mobile devices.

Avoid:

• Using red and green together to indicate differences
• Highlighting large blocks of text
• Using color to simulate headings instead of applying heading styles
• Decorative color that reduces readability

Accessible color use ensures all students can interpret content accurately, regardless of visual ability. Clear contrast and multiple indicators reduce confusion, improve comprehension, and support student confidence when navigating course materials.

Clear, meaningful descriptions improve accessibility, usability, and student success. Students using screen readers rely on descriptive labels to understand where links lead, what files contain, and how materials connect to course expectations.

Providing meaningful descriptions aligns with WCAG 2.1 Success Criterion 2.4.4 (Link Purpose in Context)

Use Descriptive Link Text (Not Raw URLs)

Avoid posting full web addresses directly in course content.

Instead of: https://www.cdc.gov/healthliteracy/developmaterials/index.html

Use: Understanding Health Literacy and Its Barriers

Screen readers will read every character in a raw URL, which creates confusion and cognitive overload.

Descriptive link text allows students to understand the destination before selecting it.

Avoid vague phrases such as:

• Click here
• Read this
• More information
• Link

Instead, clearly describe the purpose of the link:

• Download the Week 3 Research Article (PDF)
• Submit Assignment 1 in the Assignments folder
• Review the Case Study Instructions

Students should understand the purpose of a link even if it is read out of context.

Name Files Clearly in Brightspace

File names should be descriptive and consistent.

Avoid generic titles such as:

• syllabus.pdf
• final.docx
• scan123.pdf
• document(1).pdf

Instead, use clear naming conventions:

• Fall2026_BIOL1301_Syllabus.pdf
• Module2_CaseStudyInstructions.pdf
• Week4_LabReportTemplate.docx

Descriptive file names help students quickly locate materials, reduce confusion when downloading files, support assistive technology navigation, and prevent version-control issues.

All meaningful images must include concise alternative (alt) text describing the content or purpose of the image. Decorative images should be marked as decorative.

This aligns with WCAG 2.1 Success Criterion 1.1.1 (Non-text Content).

Keep in Mind

• Describe the purpose of the image, not just what it looks like.
• Keep alt text concise (generally 1–2 sentences).
• Avoid phrases such as “image of” or “picture of” unless necessary for context.
• If the image contains text, include the essential text in the alt description.
• Mark purely decorative images as decorative (leave alt text blank if the system allows).
• For complex images (charts, graphs, diagrams), provide a brief alt description and include a more detailed explanation in the surrounding text.

In Brightspace,

1. Edit page where image is located
2. Select the image
3. Then select Image Options icon
4. Provide Alternative Text
   • If decorative, check Decorative Image
   • Otherwise provide alt text in Alternative Description text box provided
5. Then press Save

Effective alt text ensures students using screen readers receive the same meaningful information as sighted learners.

Tables should be used only to present data — not for visual layout or spacing. Proper table structure allows screen readers to correctly interpret relationships between rows and columns.

Accessible tables align with WCAG 2.1 Success Criterion 1.3.1 (Info and Relationships).

Identify improper table use, such as:

• Tables used to position text side-by-side
• Tables used to create visual spacing
• Tables without header rows
• Merged or split cells
• Tables without captions or context

If a table is being used only for visual layout, replace it with proper headings, lists, or spacing instead.

Use tables only for presenting structured data

Examples of appropriate use:

• Schedules
• Comparison charts
• Rubric criteria
• Statistical data
• Grading breakdowns

Add proper table headers

In Brightspace, Word, or PowerPoint:

• Create the table using the built-in table tool
• Designate the first row as a Header Row
• Clearly label column headings

Header cells allow screen readers to announce column relationships as users move through the table.

Avoid:

• Leaving header cells blank
• Using bold text instead of proper header formatting

Do not merge or split cells

Merged cells can confuse assistive technologies and disrupt reading order.

Avoid:

• Combining multiple columns into one cell
• Stacking content across merged rows
• Creating visually complex table layouts

Keep tables simple and structured.

Add a table caption or context

Provide a brief caption above the table describing its purpose.

1. In Brightspace text editor, select table.
2. Then select Table Properties icon and check Captions, then click Save
3. Within page, then enter caption in field box provided.

Example: Table 1. Assignment Grading Breakdown

A caption helps all learners understand what the table represents before navigating it.

Keep tables clear and readable

• Avoid overcrowding with excessive data
• Maintain sufficient color contrast
• Do not rely on color alone to convey meaning
• Ensure content is readable on smaller screens

Accessibility requirements apply not only to Brightspace pages, but also to documents uploaded into your course. Word documents, PowerPoint presentations, PDFs, syllabi, rubrics, and instructional handouts should follow accessibility best practices and align with WCAG 2.1 principles.

Review Documents Used in Your Course

Review course modules and content areas for uploaded materials such as:

• Word documents
• PowerPoint presentations
• PDFs
• Syllabi
• Rubrics
• Instruction sheets

If a document contains text, images, tables, links, or color formatting, it should be reviewed for accessibility.

Use Built-In Accessibility Checkers

Microsoft Office and Adobe Acrobat include built-in accessibility checkers that can help identify common accessibility issues.

In Microsoft Word or PowerPoint:

• Review → Check Accessibility

In Adobe Acrobat:

• Tools → Prepare for Accessibility → Check for Accessibility

These tools can help identify issues related to headings, alternative text, reading order, tables, color contrast, and document structure.

Conduct Manual Reviews

Automated checkers cannot identify every accessibility issue. Manual review is also important to ensure documents are clear, readable, and usable.

When reviewing documents, check for:

• Proper heading structure
• Meaningful link descriptions
• Accurate alternative text for images
• Logical reading order
• Accessible tables
• Sufficient color contrast
• Readable font styles and sizes
• Captioned multimedia when applicable

For PDFs, confirm text is selectable and not image-only scanned content.

Resources

Visit the Creating Content section for step-by-step guidance on improving the accessibility of Word documents, PowerPoint presentations, and PDFs.

Consistently reviewing uploaded documents helps improve readability, usability, and access to course materials across devices and assistive technologies.

All prerecorded instructional videos must include accurate captions. Captions benefit:

• Deaf or hard-of-hearing students
• English language learners
• Students studying in noisy or quiet environments

This aligns with WCAG 2.1 Success Criterion 1.2.2 (Captions – Prerecorded).

Keep in Mind

• Auto-generated captions must be reviewed for accuracy.
• Captions must be time-synchronized.
• Transcripts alone do not replace captions.
• Ensure key visual information is either narrated during the video or provided through audio description.
• Avoid phrases such as “as you can see here” without describing what students are seeing.

Visit Creating Videos page on left-hand menu to learn how to generate and edit videos in Panopto, Youtube and Brightspace Media Library.

Accurate captions are both a legal requirement and a best practice for inclusive teaching.

Accessibility responsibilities extend beyond Brightspace pages. Faculty must also review external resources linked within the course to ensure they are accessible to all students.

External content may include:

• Journal articles
• PDFs hosted on external sites
• Publisher platforms
• Third-party learning tools
• YouTube or streamed videos
• Websites
• Open Educational Resources (OER)

Even if the content was created by a third party, institutions remain responsible for providing accessible access to required materials.

Identify external content in your course

Review each module and assessment for:

• Hyperlinks to outside websites
• Embedded YouTube videos
• Linked PDFs
• Publisher courseware
• External simulations or tools

Check Website Accessibility

1. Use a web accessibility checker such as WebAIM WAVE or SiteImprove Accessibility Browser Extension to determine if the page is accessible.
2. If page is not accessible, reach out to provider to make changes. If they can not make changes remove resource and replace with accessible alternative.

Note: These tools do not guarantee full compliance but help identify common barriers.

Review video accessibility

For YouTube or other video platforms:

• Confirm accurate captions are available
• Avoid relying solely on auto-generated captions without review
• Ensure audio content is clearly understandable
• Provide transcripts when possible

If captions are inaccurate or missing, contact owner to make needed modifications. If unable to replace with alternative accessible resource.

Review external PDFs

• Avoid uploading scanned PDFs that are image-only.
  

  If text within the document cannot be highlighted, searched, or copied, it is likely a scanned image and is not accessible to screen readers.

  Although Optical Character Recognition (OCR) is available in tools such as Adobe Acrobat, it is not a complete solution. OCR may produce: misspelled words, missing characters, improper punctuation and more throughout the page. 

• Run Adobe Acrobats Accessibility checker
• If file allows, fix the issues identified by accessibility checker.
  • Confirm PDFs are selectable (not scanned images)
  • Ensure documents contain proper headings and tags
  • Verify reading order is logical
• If a required external resource is not accessible, replace with accessible alternative

Note: All UTRGV faculty and staff have access to Adobe Acrobat by installing Adobe Creative Cloud.

Proactively reviewing external content reduces compliance risk, prevents barriers before students encounter them, and promotes equitable access. Ensuring third-party materials are accessible strengthens student self-efficacy by removing unnecessary obstacles to learning.