SOLE Spotlight: Build an Accessible Course Structure

Faculty should begin reviewing the structure of their course documents, slides, tables and equations as WVU prepares courses and digital materials for updated ADA Title II digital accessibility expectations. Clear structure helps all students navigate content and helps assistive technologies accurately read materials. A good place to begin is the syllabus, followed by the materials students use most often in SOLE. 

Start with the syllabus
Accessible syllabi are a top priority to get your SOLE course ADA-ready because students often rely on them more than any other course document. WVU provides accessible syllabus templates on the Provost’s website, also linked in the WVU Digital Accessibility Microsoft Word guide.

• Use an accessible syllabus template as your starting point when possible. 
• Use built-in heading styles instead of just bolding or enlarging text. 
• Use meaningful link text instead of pasting a full web address. 
• Run the Microsoft Word Accessibility Checker before uploading or sharing the file. 
• If a PDF is required, start in Word, fix accessibility issues, use Save As PDF rather than Print to PDF, and check the final PDF in Adobe Acrobat.

Use headings and document structure 
Headings, lists and logical reading order help students scan materials and help screen reader users navigate by section. 

• Use one clear document title. 
• Use ordered headings (Heading 1, Heading 2 and Heading 3). 
• Use built-in bullet and numbered lists instead of manually typed symbols or numbers. 
• Do not rely on color alone to show importance, status or meaning. 

Make PowerPoint files accessible 
Slide decks are course materials too. Slides uploaded to SOLE, emailed to students or used in recorded lectures need the same accessibility attention as other digital documents. 

WVU Digital Accessibility recommends Microsoft 365 and PowerPoint because PowerPoint includes accessibility features and an accessibility checker. Review the WVU Digital Accessibility Accessible Presentations guide for more information. WVU also provides an accessible and branded PowerPoint template. Visit the Strategic Communications and Marketing site to download it. 

• Use built-in slide layouts when possible. 
• Check the reading order so content is read in a logical sequence. 
• Use sufficient font size and color contrast. 
• Add alt text to meaningful images, charts and illustrations. 
• Make sure videos included in slides have captions. 
• Describe important visuals aloud when recording or presenting. 

Use tables only for data 
Tables should be used for data, not layout. Clear table structure helps students interpret row–column relationships and helps assistive technology accurately read the information. 

• Keep tables simple. 
• Use a header row and/or first column when appropriate. 
• Avoid split cells, merged cells and nested tables. 
• Add a short caption or clear introductory sentence explaining what the table contains. 
• Make sure the table still makes sense if read from left to right and top to bottom. 

Enter equations accessibly 
Equations should be entered as real text or real equations, not screenshots or images, whenever possible. Images of equations can be difficult for assistive technology to interpret unless a useful text equivalent is provided.

• Check whether the equation can be typed as real text using superscript, subscript and symbols. 
• Use Microsoft Word’s equation editor for complex equations in course documents. 
• In SOLE textboxes, basic formatting tools such as superscript, subscript and special characters may support simple notation. 
• For complex math, consider whether students need a text version, step-by-step explanation or alternate accessible format. 
• Review older Word files and update them to the current .docx format when possible. 

Need help? 
If you have questions or would like feedback on your course, submit a request through the SOLE and Integrated Tools Support form (WVU login required) and select Instructional Design support.