Getting started
Accessibility is everyone’s responsibility. Each unit within the university must ensure that their digital materials meet the minimum accessibility requirements as required by ADA and Section 508. This includes making sure that websites, applications, IT services, online content, digital documents, presentations, and online learning materials are accessible.
Our Top Ten Tips pages covers these in more detail. The below issues are easy to check for, and usually easy to resolve as a first round of accessibility checks.
- Headings: Use headings to break content into chunks.
- Consistent Layout: Consistency of page design helps keep users oriented and sets expectations for interactive elements.
- Keep it Text: Avoid images with baked-in text.
- Text size and spacing: Use default or larger text size and line height. Smaller sizes can make letters blur together.
- Readability: Use plain language instead of jargon or idioms to support understanding by a wide audience.
- Descriptive Link Text: Links need to describe their location in concise terms and be underlined.
- Color Contrast: Ensure text has a high contrast against the background color.
- Alternative Text: Images must have adequate alternative text that describes their purpose and content in context.
- Captions and Transcripts: Provide captions for all video content and transcripts for audio content.
- Ask the DAO: Ask us if you have any questions!
By April 2026, all university content must be in compliance with ADA regulations and UNC policy. Each department may have its own timeline for progress. We suggest completing an inventory and determining task prioritization strategies by the end of Fall 2024. Plan to assess and remediate through Spring and Fall 2025. By Spring 2026, all content should conform to WCAG 2.2 AA. We strongly recommend starting this work early, and continuing to use DAO resources[LINK] throughout this process in advance of the deadline.
There are various automatic and manual tools one can use, many specific to the content platform. For example, Microsoft Word, Excel, and PowerPoint have built in accessibility checkers that work similarly to spell check. They catch about 30% of errors. Manual checking is most effective and can be done by reviewing components using a keyboard or screen reader. Find more tools in our Toolbox and learn more about testing your content by attending a relevant training. For specific questions or a refresher, bring your file to a relevant Workshop, or email us with questions. You may also reach out to a consultant during their office hours for guidance.
The DAO has a robust training program. Here are our suggestions for who should take which trainings:
- Everyone: Digital Accessibility Awareness, Document Remediation, Zoom Accessibility
- Faculty, Instructors, and Instructional Designers: Digital Accessibility in Course Design
- Web developers and content creators: Web Accessibility Basics
- Communications Teams: Social Media Accessibility
Want something specific that isn’t listed above? Email us and we can chat about specialized trainings for teams and groups!
Use cases
Yes, accessibility rules apply to all digital content produced for and by UNC unless the content meets exceptions outlined in the ruling. The ADA ruling and UNC policies aim to ensure accessibility without requiring disability disclosure. DAO recommends taking a proactive approach by learning accessibility best practices, preparing templates for frequently used file types, and creating a feedback loop for peer review. For example, a document created for a small meeting should be scanned by an automatic accessibility checker and the author. If time constraints or other factors prevent this process, the author should inform participants and be prepared to provide an accessible version upon request. Making even small or limited-audience files accessible fosters compliance, inclusivity, and a welcoming workplace for all employees.
The owner of the resource is responsible for its accessibility. This may become complicated when sharing a resource that was procured by another department who may have procured it from a third party vendor. In those cases, the instructor is responsible for providing an accessible version or alternative while the resource’s owning department is responsible for holding their vendor accountable.
Instructors can find tools to improve the accessibility of their course content in the DAO Toolbox and learn more in our training Digital Accessibility for Course Design.
Instructors are responsible for ensuring their own content is accessible. However, they should strive to link to websites that adhere to accessibility standards to support the needs of all users, including those with disabilities. For any inaccessible content present in the external link, an instructor may need to provide an accessible alternative, so it is best to start with accessibility in mind when searching for course resources.
No, all UNC websites must meet accessibility criteria. If the website was built by a third party, contact them for access or remediation stating the inaccessibility of their product and your legal obligation. If the website is hosted on the university’s WordPress network, contact Digital Services to be added as an editor.
Absolutely! The DAO is committed to empowering all Tar Heels to create accessible digital content, irrespective of technical knowledge. We provide understandable technical, instructional, and conceptual resources. You can start by taking the Digital Accessibility Awareness training on Carolina Talent or reviewing our Top 10 Tips for accessible content. Finally, feel free to contact our office or schedule a meeting with one of our consultants for personalized guidance.
The Digital Accessibility Office offers an online course called Digital Accessibility in Course Design, where you can explore how to create accessible instructional experiences where all students can learn and participate to their fullest potential. We recommend taking the Digital Accessibility Awareness training as a prerequisite. We also recommend putting an accessibility statement in your syllabus, and can help you craft one. Finally, our consultants would be glad to meet with you and advise about specific course material.
Exceptions and workarounds
It’s important to note that these exceptions are not a blanket exemption and do not apply if doing so would result in a failure to provide an equal opportunity to access the services, programs, or activities offered by the public entity. Institutions should always aim to provide accessible alternatives where possible.
- Archived Web Content: Content that is not currently used, may be outdated, not needed, or repeated elsewhere and is archived on the website. This content does not need to meet WCAG 2.1, Level AA if all of the following is true:
- The content was created before the date the state or local government must comply with this rule, or reproduces paper documents or the contents of other physical media (audiotapes, film negatives, and CD-ROMs for example) that were created before the government must comply with this rule, AND
- The content is kept only for reference, research, or record keeping, AND
- The content is kept in a special area for archived content, AND
- The content has not been changed since it was archived.
- Third-Party Content: Content posted by a third party on a public message board, for example, generally does not need to comply with the technical standard. However, this exception does not apply if the state or local government is using the linked web content to offer its service, program, or activity.
- Password-Protected Content: Content associated with specific classes or courses that is password-protected generally would not need to comply with the technical standard. However, if a student with a disability who needs accessible content is enrolled in the class or course, then the content must be made accessible.
- PDFs: Some exemptions include PDFs, but this does not mean organizations have a “free pass” on making them accessible. Generally, any PDF that is currently used or relevant to more than one person will need to be accessible.
In cases where existing digital material cannot be made accessible, the University must provide a conforming alternate version. This acts as a temporary way of providing access to digital content that hasn’t or can’t be made accessible. Units are only allowed to do this when technical or legal constraints make it impossible to ensure accessibility. The DAO must approve these alternate versions.
An accessibility statement demonstrates commitment to making digital content accessible and informs users about accessibility features and any known issues. It also provides contact information for users to report accessibility problems or seek assistance. While an accessibility statement is a valuable tool for communication and transparency, it does not eliminate the need to make your content accessible.
No, external tools do not meet accessibility standards for web content. You must remediate your material to conform with WCAG 2.2 AA.
UNC policy allows for the procurement of services if it meets requirements for data security. Contract language must include processes for ensuring compliance and a clear plan for transitioning after the contract is ended. The DAO has contracts with Equidox (PDFs), Siteimprove (websites), and 3PlayMedia (captions and transcripts) for scalable accessibility support.