Course and Instructional Content Standard

As a general rule, instructors and course designers are responsible for the accessibility of the course and instructional materials they create, publish, maintain, manage, distribute, or procure, with help and guidance provided by support teams. 

Quality Standard

All course content and instructional content must meet WCAG 2.1 Level AA requirements.  

Recorded course videos may use automated or machine-generated captions as an interim accessibility measure when there is no identified Deaf or Hard of Hearing student enrolled in the course. When a Deaf or Hard of Hearing student is enrolled in a course, all required instructional videos must include captions that meet the USU Captioning Quality Standards.

Scope

This standard applies to all course and instructional content including but not limited to content accessed in learning management systems (e.g., Canvas, Learn Blue). This includes course pages, syllabi, assignments, quizzes, discussion boards, instructional videos, lecture slides, uploaded documents, embedded media, and third-party tools, etc. 

Publisher materials, third-party tools, and embedded platforms used within courses are also subject to procurement and third-party accessibility requirements. The use of publisher-provided materials does not exempt instructors or departments from accessibility responsibilities.

Requests for Exceptions

Requests for exceptions to this standard will be reviewed individually by the Digital Accessibility Steering Committee through the Accessibility Exception Request process.

Lack of sufficient funding for any unit, department, or college of the university as the sole reason for an exception will not be considered.

Pre-Approved Exceptions

The following exceptions have been pre-approved, and an Accessibility Exception Request does not need to be submitted: 

In limited circumstances, an exception may be permitted when course materials or required instructional technologies present technical barriers that cannot be fully remediated to conform with WCAG 2.1 Level AA using currently available accessibility techniques, or where remediation would result in a fundamental alteration of the essential academic content or learning objectives. This may include certain mathematical, geospatial, or scientific content, musical notation, highly complex diagrams or schematics, or the required use of industry‑standard or emerging technologies—such as specialized software or simulation tools—that are essential to the program of study but are not fully accessible at this time. 

Digital Accessibility Services will consult with content owners and curators to determine whether content or technology qualifies for this pre‑approved exception. Any exception is based on current technical feasibility and is subject to reassessment; materials or technologies that were previously excepted may be required to be made accessible as technologies evolve. When an exception is approved, the Disability Resource Center will work to provide students with disabilities timely access to the instructional content and learning outcomes through alternative methods.

Compliance

Utah State University, through Digital Accessibility Services (DAS), Disability Resource Center (DRC), and the Center for Instructional Design and Innovation (CIDI) actively and continuously monitors course accessibility and works on an ongoing basis to identify and address accessibility barriers in courses.

Course accessibility is a shared institutional responsibility. While Utah State University provides centralized services, tools, and expert support, instructors bear ultimate responsibility for ensuring that their courses are accessible.

To meet this responsibility, instructors must follow the Course Accessibility Process including:

  • Copying course content into the new semester course shell during student registration dates to allow sufficient time for automated accessibility processes and proactive remediation.
  • Removing unused, outdated, or duplicative content that could create accessibility barriers.
  • Delivering course video through the university‑supported media platform (Kaltura) so that captions, player controls, and accessibility features are available and supported.
  • Reviewing the course accessibility report for each course each semester, using university‑provided tools and guidance.
  • Creating and maintaining accessible course materials, including documents, presentations, assessments, and other instructional content used in the course.

Additionally, instructors must:

  • Engage promptly and collaboratively with DAS, the DRC, and CIDI when prompted or when assistance is needed.
  • Take the actions identified by DAS, DRC, and/or CIDI to remediate accessibility issues, including revising content, correcting course materials, or coordinating remediation services.
  • Address identified accessibility issues in a timely manner, consistent with guidance provided and with consideration for student access needs.

Failure to address identified accessibility barriers may result in required remediation plans or other corrective actions consistent with institutional policy.

Best Practices and Recommendations

The following practices are strongly recommended:

  • Use university-developed and approved course templates.
  • Organize content consistently within the course.
  • Upload documents in accessible formats and avoid scanned PDFs.
  • Create content with accessibility features built in.
  • Review course accessibility reports regularly.

Definitions

Course
Any course that uses digital technology to deliver instructional content, regardless of format, credit status, or audience.

Resources

For assistance with accessible course design or remediation, contact Digital Accessibility Services or the Center for Instructional Design and Innovation.