November 2026 Issue

Brought to you by the USM Kirwan Center for Academic Innovation and the USM Digital Accessibility Work Group

Supporting neurodivergent students requires more than good intentions. It requires understanding neurodiversity itself and designing with both predictability and flexibility in mind. This month, we're bringing you an expert workshop with Dr. Sarah Silverman, practical strategies for your courses and communications, and a look at how faculty across Maryland are solving accessibility's toughest challenges together.

Beyond Accommodations: Understanding and Supporting Neurodivergent Students

Understanding neurodivergent learners starts with understanding neurodiversity itself, not just as a buzzword, but as a concept with deep roots in disability advocacy, a complex relationship to traditional accommodations systems, and profound implications for how we teach. This month, we’re honored to welcome Dr. Sarah Silverman, author of the newly released Classroom Mindscapes: An Introduction to Neurodiversity for Educators, for a two-part workshop series that will transform how you think about and support the growing number of neurodivergent students on our campuses.

Dr. Silverman is a neurodivergent scholar, independent faculty developer, and Disability Studies instructor who brings a firsthand perspective to her work. She focuses on accessible and feminist pedagogy, Universal Design for Learning, and the intersection between disability and ed tech. In addition to her recent book, she also writes Beyond the Scope, a Substack newsletter, and shares her materials and presentations on her blog.

The two-part workshop responds to a critical reality: campuses are experiencing greater numbers of neurodivergent students and these students are not always supported by the traditional disability accommodations system. Dr. Silverman introduces an approach called “teaching in the neurodiversity paradigm,” which views teaching as the navigation and negotiation of multiple and often contrasting needs. She targets specific “pressure points,” including group assignments, class participation, labs, and practical activities. Part one of the workshop details the history, theory, and first-person perspectives from neurodivergent students, staff, and faculty. Part two offers space to apply your knowledge using complex case studies and scenarios to continue to refine our inclusive practices.

While live registration has reached capacity, you can sign up to receive the recording and workshop materials later this month.

November Challenge: Design for Predictability & Flexibility

Neurodivergent learners, including students with ADHD, autism, dyslexia, and other cognitive differences, often need what seems like a paradox: predictability and flexibility. Predictable course structures reduce anxiety and support executive function, while flexibility accommodates different processing speeds and learning approaches. The good news? Many accessibility practices you're already implementing serve both needs at once. And these principles extend beyond the classroom; they make emails, meeting materials, and professional communications more effective for everyone.

Predictability Helps With:

• Executive function challenges (planning, organizing, prioritizing)
• Anxiety reduction through clear expectations
• Cognitive load management

Flexibility Supports:

• Different processing speeds and styles
• Varied ways of engaging with content
• Individual accommodation needs

This Month's Challenge: Implement Strategies That Deliver Both

Captions & Transcripts

• In courses: Students know they can access spoken content in text form and review at their own pace
• Beyond the classroom: Meeting recordings, training videos, and announcements become accessible to all staff
• Quick win: Turn on auto-captions in Zoom recordings, then edit for accuracy (especially discipline-specific terminology)

Clear, Descriptive Headings

• In courses: Consistent heading structure helps students navigate syllabi, modules, and readings
• Beyond the classroom: Long emails, reports, and meeting agendas become scannable and easier to process
• Quick win: Use Word or Google Docs' heading styles (Heading 1, Heading 2) rather than just making text bold or large. In emails, use clear subject lines and bold key section headers.

Alt Text for Images

• In courses: Every meaningful image has a text description for students using screen readers or with visual processing differences
• Beyond the classroom: Infographics, charts, and screenshots in emails and presentations become accessible to all colleagues
• Quick win: Start with images that convey essential information (diagrams, charts, screenshots with text)

Chunk Long Content

Many neurodivergent people struggle with lengthy, unstructured texts—whether it's a 40-page reading or a dense email. Breaking content into manageable pieces supports both sustained attention and comprehension.

In courses:

• Break PDFs into sections with descriptive titles ("Introduction: Key Concepts" rather than "Pages 1-5")
• Use headings to create logical stopping points and help students track progress
• Provide reading guides with questions or summaries for each section
• Offer multiple formats when possible (article + podcast summary, textbook chapter + video overview)
• Be explicit about reading purpose: "This section introduces three theories you'll apply in Thursday's discussion"

Beyond the classroom:

• Structure long emails with headings like "Background," "Action Needed," and "Deadline"
• Create clear meeting agendas with time allocations and expected outcomes for each item
• Provide meeting summaries with decisions made, action items, and next steps
• Break complex processes into numbered steps with clear headers
• Use bullet points to make information scannable

Did You Know?

Many neurodivergent students don't disclose their needs or seek formal accommodations. The same is true for neurodivergent staff and colleagues. Proactive design means you're already supporting people you may not even know need it. When you build predictability and flexibility into your materials from the start, whether it's a syllabus, an email, or a meeting agenda, you create an environment where everyone can succeed.

Take the Challenge:

This month, choose one strategy from this list and implement it in your work. Already doing all of these? Share your approach with a colleague or try extending these principles to a new area—like assignment instructions, discussion board structure, committee communications, or professional development materials.

Spotlight: Faculty Collaboration Tackles Discipline-Specific Accessibility Challenges

Led by Sarah Bass (University of Maryland Baltimore County, STEM), Luis Engelke (Towson University, Music & Arts), Jessica Grimmer (University of Maryland, College Park, Music & Arts), and Cyndi Wiley (University of Maryland Global Campus, STEM), with 60+ faculty and staff from across Maryland institutions, the Digital Accessibility Communities of Practice are tackling the discipline-specific challenges that general accessibility guidance doesn't address.

In STEM, project teams are developing workflows to convert handwritten math and tablet notes into accessible formats using tools like MathPix and LaTeX, creating pathways that provide predictability (standardized processes faculty can follow) while maintaining flexibility (multiple tool options for different contexts and comfort levels).

In Music & Arts, faculty are wrestling with how to write alt text for abstract art that's interpretive rather than purely descriptive, honoring artistic intent while making visual content accessible. This work requires flexibility in approach (recognizing that context matters) while establishing predictable frameworks that faculty can adapt across disciplines from sculpture to stage design.

Both communities are building resources designed to be shared across Maryland campuses in early spring 2027, transforming individual faculty struggles into collective solutions. Project teams are developing "How Do I..." guides, tool recommendation briefs, student-facing resources, and advocacy materials that will benefit faculty and students statewide.

Want to follow their progress? Updates will be shared in future newsletters, and all resources will be published on the USM Digital Accessibility Hub as they're completed.

Save the Date: Spring Cleaning for Accessible Courses

Is your spring course ready for a fresh start? Join us in January for our Spring Cleaning workshop series—hands-on sessions to help you review syllabi, update course documents, check multimedia accessibility, and apply lessons from our Communities of Practice and Digital Accessibility Fellows.

We’re planning afternoon and evening sessions on Tuesday, January 12, and Wednesday, January 13.

We want to hear from you: What topics would you like us to cover? What challenges are you facing? Submit your session ideas and requests.

More details coming soon!

Get Involved

Whether you’re ready to lead, want to share an accessibility success story, or are looking for practical guidance, we want to hear from you.

Share or Nominate an Accessibility Win

Visit the USM Digital Accessibility Hub

Welcome to October! As we continue toward the midpoint of the fall semester, it's a good time to check in on how our courses and communications are working for students and colleagues. This month, we're focusing on the structural elements that make digital content navigable and usable, particularly for people using assistive technologies. We're also excited to officially launch the USM Digital Accessibility Communities of Practice, creating dedicated spaces for faculty to collaborate, share strategies, and tackle discipline-specific accessibility challenges together. Inside this issue, you'll find insights from WebAIM’s latest screen reader user survey, practical guidance on tables and lists, an opportunity to learn more about our new communities of practice, and a celebration of faculty leading accessibility work across our system. 

USM Digital Accessibility Communities of Practice Launch

On Friday, October 2, nearly 50 faculty from across the University System of Maryland and partner institutions will gather in person at Coppin State University to officially launch the Digital Accessibility Communities of Practice in STEM and Music & Arts.

These discipline-specific communities bring together faculty leaders who recognize that accessibility isn't one-size-fits-all. From chemical equations and data visualizations to musical notation and performance-based assessments, STEM and Music & Arts present unique accessibility challenges that require specialized knowledge and creative solutions.

Throughout the 2026-2027 academic year, CoP members will:

• Identify accessibility barriers specific to their disciplines
• Share what's working and learn from peers across institutions
• Develop practical solutions, workflows, and tools faculty can use immediately
• Create resources for colleagues across Maryland and beyond

Help Shape the Work

To ensure these Communities of Practice address the real challenges faculty face, we've launched discipline-specific surveys to gather input from STEM and Music & Arts faculty across Maryland:

• STEM Faculty Digital Accessibility Survey
• Music & Arts Faculty Digital Accessibility Survey

Your responses, whether you teach biology or sculpture, mathematics or theater, will directly inform the resources, guidance, and solutions these communities develop. The surveys take approximately 15 minutes to complete and are IRB-approved through the University of Maryland, College Park. 

Why Structure Matters: The Power of Lists, Tables, and Meaningful Markup

When we design syllabi, lecture slides, or department documents, visual layout is often top of mind. We use bold text, indents, bullet points, and tables to make information clean and easy to scan.

But what happens when someone doesn't experience your document visually?

According to WebAIM’s Screen Reader User Survey #11 (2026), 83.9% of screen reader users report that well-structured, accessible content makes a far greater difference to their digital access than assistive technology upgrades alone. When documents lack underlying semantic structure, assistive technologies can't help learners navigate efficiently.

This is why true structure matters. This month, we offer suggestions on how to add structure across Word, PowerPoint, and everyday documents:

1. Lists: More Than Visual Indents

Why it matters: When you type a dash (-) or asterisk (*) and hit enter, a sighted reader recognizes a list. But a screen reader sees raw, disconnected text. When you use built-in list formatting, assistive technologies announce: "List with 5 items," allowing users to know the scope of the list, jump through items one by one, or skip past it entirely if it's not what they need.

Best Practices in Practice:

• Use Ribbon Formatting: In Word, Google Docs, PowerPoint, or your LMS text editor, always click the Bulleted List or Numbered List tool rather than typing symbols manually.

• Choose the Right Type: Use numbered lists when step sequence or priority matters; use bulleted lists when order does not matter.

2. Tables: For Data, Never for Layout

Why it matters: Tables are designed to show relationships between data (like course grading scales or assignment due dates). Sighted readers quickly match a cell to its row and column headers with their eyes. A screen reader user relies on software to announce the header before reading each data cell (e.g., "Week 3, Topic: Cell Division").

Without designated headers, or in tables with merged and split cells, assistive technology can lose track of where data belongs, which can create confusion and disorientation for the user.

Best Practices in Practice:

• Data, Not Layout: Never use a table just to place text side-by-side or format a page layout. Use columns or tabs instead.
• Designate a Header Row
• Keep Structure Simple: Avoid nested tables, merged cells, or empty header rows. If a table becomes too complex, split it into two simpler tables.

3. The PDF Factor

The WebAIM survey also revealed that 85.6% of respondents find PDFs likely to pose significant accessibility barriers, compared to just 31% for Word documents.

The Quick Takeaway: If you create a well-structured document in Word or Google Docs using true headings, bulleted lists, and simple tables with header rows, keep it in that native format.

October Challenge: The Structure Check

In last month’s newsletter, we encouraged you to gather feedback from students and colleagues about accessibility barriers. This month, put what you've learned about structure into practice.

Your Challenge: Pick one document (or several!) you use regularly and check its structural accessibility:

Lists:

• Find any content that's grouped together (steps, options, requirements, resources)
• If you typed dashes (-), asterisks (*), or manual numbers, convert them to true lists using the Bulleted List or Numbered List button in your editor

Tables:

• Locate any tables in your document
• Ask: Is this table showing data relationships, or just formatting the page layout?
• If it's data, ensure you've designated the Header Row (in Word/PowerPoint: Table Design tab → check "Header Row")
• If it's layout, consider replacing it with columns or simple paragraphs

Quick Win: Even fixing one list or one table makes your content more navigable for screen reader users and clearer for everyone.

Share your before-and-after insight on LinkedIn using #USMAccessibility—what did you discover? What surprised you about the structure of your own materials?

Introducing the 2026-2027 Boosting Course Accessibility Faculty Fellows

The USM Kirwan Center for Academic Innovation is excited to welcome 21 faculty members from across the University System of Maryland to the 2026-2027 Boosting Course Accessibility Faculty Fellows program.

These faculty leaders represent diverse disciplines from nursing and engineering to communication studies and library science and span ten USM institutions. Over the coming year, they will redesign courses with accessibility at the center, implementing universal design principles that remove barriers and benefit all learners. Their work will not only improve access for students in their own courses but also model effective practices that colleagues across Maryland and beyond can learn from and adapt.

Meet the 2026-2027 Fellows:

Bowie State University

• Jerry Diabor, Adjunct Professor, Computer Science
• Elkanah Faux, Assistant Professor, Accounting, Finance and Information Systems
• Ebony Toussaint, Assistant Professor, Nursing
• Aislinn Woody, Instructor and Research Specialist, Nursing Education

Coppin State University

• Patience Ebuwei, Assistant Professor, Health Information Management
• Tammira Lucas, Assistant Professor of Marketing and Interim Director of the Center for Strategic Entrepreneurship
• Mamunur Rahman, Assistant Professor of Decision Sciences

Frostburg State University

• Stefanie Hay, Professor of Nursing

Salisbury University

• Viktoria Basham, Lecturer, Clarke Honors College

Towson University

• Audra McMullen, Professor of Communication Studies
• Zach Runge, Adjunct Professor, Communication Studies

University of Baltimore

• Praneet Randhawa, Associate Professor of Marketing

University of Maryland, Baltimore

• Jeanine Gargiulo, Didactic Director, Physician Assistant Program

University of Maryland, Baltimore County

• Milvia Hernandez, Teaching Professor, Modern Languages, Linguistics and Intercultural Communication

University of Maryland, College Park

• Rasha Alkhateeb, Lecturer, English
• Anna Greenstone, Instructional Designer, Maryland Fire and Rescue Institute (MFRI)
• Helene Nguemgaing, Assistant Clinical Professor, First-Year Innovation & Research Experience (FIRE)
• Ryan O'Grady, Senior Lecturer, Master of Library and Information Science Program

University of Maryland Eastern Shore

• Jia Liu, Assistant Professor, Engineering
• Madhumi Mitra, Professor of Biology and Environmental Sciences
• Masoud Moghaddam, Associate Professor, Physical Therapy

We look forward to sharing their progress and insights throughout the year. Congratulations to all the Fellows!

Get Involved

Whether you’re ready to lead, want to share an accessibility success story, or are looking for practical guidance, we want to hear from you.

Share or Nominate an Accessibility Win

Visit the USM Digital Accessibility Hub

Here's a quick challenge: close your laptop trackpad, put your mouse to the side, and try to get through the next ten minutes using only your keyboard.

Can you navigate to your Blackboard course? Open a Google Doc? Reply to an email? Move through a PowerPoint presentation?

If it feels frustrating or impossible, you've just experienced what many of your colleagues and students navigate every day. The #NoMouse Challenge is a global awareness effort that invites people who create digital content -- websites, documents, slides, course materials -- to experience the web and their own tools the way users with disabilities often do. People with physical disabilities, low vision, or motor impairments frequently rely on keyboards, screen readers, voice recognition, or other assistive technologies to do their work. When the content we create isn't designed with those tools in mind, we accidentally close the door on them.

Here's how to take the challenge -- and what to do with what you learn.

1. Try it: Navigate without your mouse

Pick any digital space you use regularly and try it keyboard-only for a few minutes. Here are good places to start:

• Your Blackboard course or organization

• A Google Doc, Slide, or Form you've shared with students or colleagues

• Your department's myUMBC page or a UMBC Sites page

• Your email inbox in Gmail

Use these keyboard shortcuts to get around:

• Tab -- move to the next link, button, or form element

• Shift + Tab -- move backward

• Enter or Space -- activate a link or button

• Arrow keys -- navigate menus, dropdowns, or slider controls

• Escape -- close a dialog or menu

As you go, ask yourself:

• Can I reach everything on this page or in this document?

• Can I tell where I am at any point?

• Can I operate every button, slider, or control?

You may be surprised by what you find -- and what you can't find.

2. Think about who's on the other side

Accessibility isn't just a website issue. Every piece of digital content you create -- a syllabus, a slide deck, a course announcement, a shared Google Sheet -- is a potential barrier for someone if it's not made thoughtfully. Consider a few examples:

• A colleague with a repetitive strain injury relies on keyboard navigation. If your Google Doc doesn't support Tab order correctly, they may not be able to complete it.

• A student with low vision uses screen magnification and browser zoom. If your Blackboard content uses images of text instead of real text, the content becomes illegible when enlarged.

• A student who is deaf or hard of hearing cannot access audio unless it's captioned or transcribed. If your video announcement in Blackboard isn't captioned, that student misses the message entirely.

• A student with dyslexia uses a text-to-speech tool to read course documents. If your Word doc or PDF doesn't have proper heading structure, the tool reads the page in a jumbled order -- or not at all.

The methods for creating accessible content are well established, and in many cases, they take just a few extra minutes. The barrier is usually awareness, not effort.

3. Make one change

The challenge doesn't end with the experiment. After you've tried keyboard-only navigation, pick one thing to improve in your own digital content. Even small changes make a real difference.

• Add alt text to an image in your Blackboard course or a Google Slide.

• Apply heading styles in a Word doc or Google Doc instead of just bolding and resizing text.

• Review the captions on a video you've posted and correct any errors.

• Check that the link text in your next email announcement actually describes the destination -- "Visit the Digital Accessibility site" rather than "click here."

Not sure where to start? UMBC's Digital Accessibility site has quick guides, tutorials, and resources tailored to the tools you use every day, including Blackboard, Google Workspace, Microsoft 365, and myUMBC.

Ready to take the challenge? Put down your mouse and see what you discover. Then share what surprised you with a colleague -- awareness is contagious.

NoMouse.org is a project of The DO-IT Center at the University of Washington, and is adapted and reused under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Repost from the USM Kirwan Center for Academic Innovation and the USM Digital Accessibility Work Group

September 2026 Issue

As the fall semester gets underway, accessibility moves from planning into practice. Whether you teach courses, support students, manage programs, or create communications, September is when we discover what's working and where our next opportunities for improvement lie. This month's newsletter focuses on accessibility as a shared responsibility that belongs to all of us, regardless of our role. Inside, you'll find a recap of our fall course prep day, an invitation to gather feedback and make real-time improvements, and a deeper look at why accessibility truly is everyone's job. Let's make this semester one where accessibility isn't just built in—it's continuously improved through the insights and actions of our entire USM community.

Ready, Set, Accessible! Fall Course Prep Day Recap

On August 3, 2026, faculty and staff from across Maryland joined us virtually for a half-day of practical accessibility strategies to start the semester strong. Participants explored how to evaluate course resources for accessibility, redesign assignments for clarity and inclusion, and create learning experiences that support all students.

We Featured:

Digital Accessibility 101: A Coffee Chat Refresher with Nancy O'Neill
A foundational overview of accessibility concepts and why they matter for all learners.
Recording

Before You Assign It: Checking Course Materials for Accessibility with Haley Cristea
Practical strategies for identifying accessibility barriers in PDFs, videos, websites, and publisher resources before students encounter them.
Recording

The 10-Minute Assignment Makeover with Teresa Valais
How to pair generative AI with the Transparency in Learning and Teaching (TILT) framework to quickly redesign assignments that reduce ambiguity and strengthen learning outcomes.
Recording

Sense-Sational Design: A Full Spectrum Approach with Karen Silverstrim
Moving beyond document fixes to design learning experiences that offer multiple ways to access information, engage with ideas, and demonstrate understanding across visual, auditory, cognitive, and interactive dimensions.
Recording

Missed the event or want to revisit a session? All recordings and resources are available on the Ready, Set, Accessible! resource page.

September Challenge: The Accessibility Feedback Loop

Whether you teach courses, support students, manage programs, or create communication, ask for input, and act on what you learn. This month, gather feedback on accessibility from the people who experience your work:

• Faculty: Ask students: "What's working well in how course materials are presented? What could be clearer or easier to navigate?"

• Staff: Ask colleagues or students who use your services: "Is there anything about how we share information or resources that creates unnecessary barriers?"

• Administrators: Ask your team: "What would make our communications, documents, or processes more accessible?"

Then take action: Choose one piece of feedback and make an adjustment. It might be as simple as adding headings to a document, providing materials in an alternative format, or clarifying instructions.

When we ask students and colleagues about accessibility barriers, we're not just fixing individual problems; we're building a culture where accessibility feedback is welcomed, expected, and acted upon. This transforms accessibility from a compliance checklist into a continuous improvement practice.

Why Accessibility Is Everyone’s Job

If you’ve ever heard (or thought) the phrase "that's not my job" regarding accessibility, you're not alone. Inspired by Dr. Katie Grennell’s insights on navigating pushback to accessibility work, we will explore why these concerns are common across higher education, and how they reflect real challenges: unclear expectations, competing priorities, and uncertainty about where to start. Despite these challenges, accessibility is woven into the work we all do—teaching, communicating, creating content, supporting students. And it doesn't require becoming an expert overnight.

When colleagues express concerns about accessibility, they're often communicating something legitimate:

• "I don't have time" → "I'm overwhelmed and don't know where to start."

• "That's disability services' job" → "I'm unclear about my role."

• "I don't have disabled students" → "I don't see how this benefits my class."

These aren't excuses, but rather they're signals that we need clearer expectations and better support.

Accessibility connects to things we already care about as higher education professionals:

Student success: Accessible courses remove barriers that prevent disabled students from engaging fully. Accessibility wins such as clear document structure, captions, and transparent instructions help ensure that disabled students including those with visual, auditory, motor, cognitive, or learning disabilities, can engage in learning effectively and independently.

Practical efficiency: Building accessibility in from the start saves time later. You won't be scrambling to fix materials when a student requests accommodations.

Universal Design for Learning: Accessibility and UDL go together. When you offer multiple ways to access content and demonstrate learning, all students benefit.

Everyone Plays a Role

• Faculty design accessible courses and create clear materials

• Staff ensure communications and processes work for everyone

• Instructional designers provide practical guidance and support

• Administrators set expectations and allocate resources

• Students give feedback that helps us identify barriers

When accessibility becomes part of how we work, it transforms from a compliance task into a shared commitment to student success.

Applications Open for Fall Cohort of USM Digital Accessibility Fellows

The USM Kirwan Center for Academic Innovation is accepting applications for the Boosting Course Accessibility Faculty Fellows program. This initiative supports up to 12 USM faculty members in digital accessibility-related course redesign to reduce barriers and improve access for all students.

What You'll Receive:

• $1,500 stipend

• Structured support for accessibility-focused course improvements

• Connection to a cohort of faculty working on similar goals

Application Deadline: Thursday, September 11, 2026

Whether you're ready to tackle captions for an entire course, redesign assignments for clarity, or systematically improve document accessibility, this program provides the time and support to make meaningful progress.

Learn More and Apply 

Faculty Spotlight: Dr. Angela Freeman, Associate Professor of Biological Sciences, Salisbury University

Angela Freeman's entry into digital accessibility started long before the updated Title II regulations. She is a millennial who keeps her phone with the sound off all the time, which means uncaptioned videos are a particular pet peeve. It was such a pet peeve, in fact, that Angela has been captioning her own videos, for class or otherwise, for 9 years.

When colleagues began discussing the approaching Title II deadline, Angela found herself already ahead of the curve on video captions. But her home discipline, Biology, presented STEM-specific challenges that standard accessibility guides don't always address. How do you make a lab handout screen-readable when it's full of underscores for fill-in-the-blank answers? How do you write alt-text for an anatomy quiz without providing the answer? Angela addressed the first by moving away from the “hundreds of underscores” that screen readers often skip or misread, instead using Word’s developer tools to create accessible form fields. For the second, she navigated assessments by using descriptive but non-identifying language, describing a "vessel colored red" rather than simply naming it an "artery."

Rather than tackling these disciplinary challenges alone, Angela brought her colleagues into the conversation. At the November 2025 Biological Sciences Department meeting, she presented a 21-slide roadmap that addressed why improving digital accessibility benefits everyone and provided practical "how-to" steps for headings, captions, and alt text. Drawing on her background as a "tech-native" who grew up with command-line computers, she didn't just tell her colleagues what to do; she showed them how to do it efficiently. She created a Word template so that accessibility is baked in the moment a colleague opens a new document, preventing them from having to "reinvent the wheel" every time. She also volunteered to help fellow faculty with ongoing accessibility questions and made her presentation available to the entire department.

Angela's leadership has moved the department to an estimated 85-90% compliance rate. Beyond her department, she now sits on the curriculum committee for the Henson School of Science and Technology, where she catches the small but vital details, like ensuring a syllabus file has a proper title rather than a string of characters. She's also become a go-to resource for colleagues who are working on improving the accessibility of their course materials.

But Angela hasn't abandoned her original passion: captions. She still goes the extra mile for videos, even when they're not her own. "A lot of YouTube videos don't have captions," she explains. "And so I end up including links [to the video], but then I usually screen record, put new captions on, or I share a transcript that I just made with all the students, and I'm like, take this. You should have it. Because this video is great, but it's from 10 years ago, and no one captioned it." Even when auto-captions exist, she provides corrected transcripts for her students, warning them that "the captions are okay, but some of those science words are mixed up." For example, auto-captions often want to turn “caecilians,” the amphibians, into “Sicilians,” the people from Italy. If you don’t check, a student will get the wrong answer.

Angela's approach demonstrates that accessibility is most sustainable when it's integrated into daily habits rather than treated as a compliance checkbox, and her work has created a ripple effect across SU’s Henson School of Science & Technology. What started as a personal pet peeve about uncaptioned videos has become a shared departmental practice to make materials more usable for everyone.

Get Involved

Whether you’re ready to lead, want to share an accessibility success story, or are looking for practical guidance, we want to hear from you.

Share or Nominate an Accessibility Win

Visit the USM Digital Accessibility Hub

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You've probably uploaded a PDF to your course or website dozens of times without a second thought: a syllabus, an article, a set of lecture notes. 

PDFs are everywhere in higher ed. For years they have functioned as the safe, universal choice to prevent editing a file once it’s shared; however, PDFs are often the format most likely to create barriers for students, particularly those using assistive technology. What happens when a student using a screen reader opens that file and the reading order is scrambled, or the text isn’t recognized?  

The good news: in many cases, you can share the same content in its original format - while preserving accessibility, simplifying updates, and still maintaining control over who can view or edit it. 

When sharing content, here are five considerations that don't depend on a PDF.

1. PDFs Preserve Content Exactly the Way It’s Designed

One of the biggest reasons people choose PDFs is that they preserve formatting. Fonts, spacing, images, and page layout appear exactly as intended, regardless of the device or software a student might use. For documents where visual presentation is essential - such as official forms, archival records, or publisher materials - that consistency can be valuable.

But preserving appearance isn't the same as preserving accessibility. A PDF can look perfect on screen, yet may still be difficult or impossible for a screen reader to interpret if headings, reading order, image descriptions, or searchable text are missing. 

2. Share Word Documents & PowerPoint Presentations
A well-structured accessible document, with headings, lists, alt text, and descriptive hyperlinks, is easier for every student to navigate than a scanned or exported PDF. It’s also far easier for you to update next semester. Structure is what makes a document work with a screen reader in the first place: without accurate headings, there's no way to jump between sections or understand how content is organized.

The same structural principles apply to slides: use built-in layouts instead of freeform text boxes, add alt text to images, and maintain a logical reading order so screen readers announce content in the right sequence.

Before exporting a document or presentation as a PDF, ask if students really need that fixed-layout file - or whether sharing the original document, presentation, or Blackboard content would provide the same information in a format that's easier to access, navigate, and update.

Related readings:

• 5 Tips for Accessible Word Documents

• 10 Ways to Make Your Slide Decks More Accessible 

• 5 Ways to Create "Born Accessible" Course Materials 

3. Share View-Only Files Instead of PDFs
Worried about users editing your original file? You don't need to convert to PDF to protect it.

• In Microsoft Office (Word, PowerPoint, Excel), use Share → Can view to send a live, view-only link instead of a flattened export. Recipients still get a fully accessible, screen-reader-friendly document — just without edit access.

• In Google Drive, set sharing permissions to Viewer so students can read but not edit or comment. Because the file stays in its native Google Docs or Slides format, it keeps its accessibility structure — no PDF export needed.

4. Let Blackboard Permissions Do the Work
Blackboard already has built-in tools for controlling access without ever touching a PDF.

• Post content as an Ultra Document or in a Content Area, and use role-based permissions to control who can view, edit, or download.

• This keeps materials in accessible, native web format while still restricting student access to editing.

5. Reconsider the Legacy of PDFs
This mindset isn't just for new content. Before you fix a PDF that's already in your course, ask the same question you'd ask about a new one: do you still need it? If the content has been replaced elsewhere, is redundant, or is simply out of date, removing it is the fastest way to improve accessibility - no reformatting required.

Sometimes a PDF really is the only option - a signed form, a publisher file, an archival document. When that happens, our 4 Strategies for Creating Accessible PDFs walks through how to remake or remediate it properly.

Visit UMBC's Digital Accessibility resource to learn more about managing PDF files. 

PDFs are a staple of academic life, used for everything from syllabi to complex research articles. However, without intentional design, they can create significant barriers for students using screen readers or other assistive technologies. Making your PDFs accessible ensures that information is clear, searchable, and usable for every member of our community. By focusing on accessible creation and remediation techniques, transform your materials into inclusive learning tools.

1. Start with an Accessible Foundation

The most effective way to create an accessible PDF is to ensure the source file is accessible from the start. Whether you are working in Microsoft Word, Google Docs, or PowerPoint, following these core principles will save time and improve the final result:

• Use Built-in Heading Styles: Instead of manually bolding or enlarging text, use styles like Heading 1, 2, and 3. This creates a logical structure that screen readers can navigate.

• Add Meaningful Alt Text: Provide concise descriptions for images, charts, and graphics so their purpose is clear to those who cannot see them.

• Use Descriptive Links: Avoid generic phrases like "click here." Use text that describes the destination or action, such as "Download the 2026 Course Syllabus." (Refer to 5 Tips for Creating Clear and Accessible Links for more information.)

2. Export the PDF with Accessibility 

How you save your file as a PDF is just as important as how you format it. To ensure all your accessibility tags, like headings and alt text, are preserved, you must use the correct export method:

• Avoid "Print to PDF": This function strips away the structural tags required for screen readers. (Tags provide the essential structure and semantics for a PDF, enabling screen reader navigation, defining logical reading order, and allowing content to reflow correctly on different devices.)

• Save As/Download as PDF: In Microsoft Word or PowerPoint, use "Save As" and select the "Best for electronic distribution and accessibility" option. In Google Docs, use “File → Download → PDF Document” to generate a tagged file.

• Verify Content: After exporting, perform a quick test to see if you can select the text. If you can, the text is searchable and accessible; if not, further work is needed.

3. Remediate Existing PDFs

When an original source file isn't available, remediating an existing PDF ensures that all students, including those relying on screen readers or other assistive technologies, can engage with course materials seamlessly.

• Quick Fixes with Blackboard Ally: If your PDF is hosted in Blackboard, check Blackboard Ally first. Ally can resolve minor accessibility issues directly.

• Comprehensive Remediation in Adobe Acrobat: For more complex documents, archived files, or scanned readings where you lack source files, Adobe Acrobat provides powerful remediation tools:

  • Apply OCR (Optical Character Recognition): Convert image-based scanned pages into searchable, readable text so screen readers can process the content.

  • Run Accessibility Checks: Use the built-in Accessibility Checker to detect structural barriers, missing tags, alt text gaps, or form field labels.

  • Manually verify Reading Order: Use the Reading Order tool to ensure assistive technologies present the content in a logical sequence that supports understanding.

  • Export the PDF: Remediate with Microsoft Word or PowerPoint’s Accessibility Checker. Then, converting it back to a source format is often the easiest way to add clear headings, alt text, and structured lists using familiar editing tools.

4. Prioritize What You Fix First

Remediating all course PDFs simultaneously is not necessary. Instead, use the insights from your Blackboard Ally course report to determine where to start:

• Prioritize Required Materials: Focus on syllabi and required readings before optional handouts.

• Target Low Scores: Address files with the lowest Blackboard Ally Course scores first to remove the most significant hurdles.

• Actionable Elements: Ensure interactive elements like worksheets or forms are remediated so all students can participate.

• Substitute When Needed: Replace uneditable files with accessible versions by collaborating with the UMBC Library or publishers.

For additional guidance, visit the UMBC Digital Accessibility website on Accessible Documents & Presentations > Specific tools used at UMBC > PDFs to discover further methods for formatting accessible PDF files.

Slide decks get built fast. A lecture the night before, a workshop the morning of -- we’ve all done it. Accessibility is often the first thing to slip when you're racing a deadline. But a few intentional choices, made as you build rather than after the fact, can mean the difference between a deck that works for everyone in the room and one that quietly leaves some behind.

Whether you're building in PowerPoint, Google Slides, or Canva, here are ten strategies to help your next presentation reach everyone who opens it.

1. Start with a Built-In Template

A blank canvas gives you no structural head start: no heading tags, no consistent color palette, nothing for a screen reader to key off of. Starting from a real layout means accessibility is baked in before you type a word.

• PowerPoint: Choose File > New from Template rather than starting from a blank presentation.

• Google Slides: Use File > New > From template gallery, including UMBC's branded templates.

• Canva: Search "presentation" in Canva's template library and start from a pre-built design rather than a blank frame.

Don't forget: if you're editing an existing deck that started as a blank canvas, it's worth rebuilding on a template rather than patching structure after the fact.

2. Keep Each Slide to One Idea

A crowded slide is hard to follow for every viewer, but especially for someone using magnification or a screen reader, working through it piece by piece. One idea per slide keeps the pace manageable.

• PowerPoint: Use the Outline view to check whether your slide titles actually summarize one clear point each.

• Google Slides: Break dense slides into two using Duplicate slide, rather than shrinking text to fit everything on one.

• Canva: Use Canva's multi-page presentation flow to spread a complex idea across two slides instead of one packed layout.

Don't forget: if you find yourself shrinking text to make it fit, that's usually a sign the slide needs to be split, not shrunk.

3. Choose Fonts and Styles That Are Easy to Read

Decorative fonts and heavy styling might look sharp, but they slow down every reader, not just the ones using assistive technology. Simple, consistent typography benefits everyone in the room.

• PowerPoint: Stick to sans serif fonts like Arial, Helvetica, or Calibri, and avoid ALL CAPS or excessive underlining.

• Google Slides: Use the built-in theme fonts rather than importing custom or script-style fonts.

• Canva: Filter Canva's font library to sans serif options, and limit each slide to one or two font pairings.

Don't forget: italics and underlining both signal "link" to many users. Save them for actual links, not emphasis.

4. Confirm Your Slides Read in the Right Order

Elements dragged and repositioned during editing don't always stay in a logical reading order, so what looks correct visually can come out scrambled for a screen reader.

• PowerPoint: Open the Reading Order pane (under Review > Check Accessibility) to see and adjust the sequence.

• Google Slides: Use Tab key navigation to click through elements in the order they'll be read aloud.

• Canva: Use the Objects panel to check the stacking/layer order of elements, since Canva reads top-to-bottom by layer.

Don't forget: this check only matters if you do it last — reordering elements during design is exactly when reading order breaks.

5. Write Alt Text That Explains Purpose

An image with no alt text is simply invisible to a screen reader, and alt text that just describes what something looks like ("a graph") skips the part that actually matters: what the audience is supposed to take away from it.

• PowerPoint: Right-click an image and select Edit Alt Text, or mark it decorative if it adds nothing instructional.

• Google Slides: Right-click an image, choose Alt Text, and write one to two sentences describing its purpose.

• Canva: Select an image, open Accessibility in the side panel, and add alt text there. Canva does not auto-generate this for you.

Don't forget: decorative doesn't mean "skip the alt text because you don't feel like writing it" -- it means the image truly adds nothing a viewer needs to know.

6. Give Complex Visuals a Text Companion

Dense charts, infographics, or diagrams often carry more meaning than a sentence or two of alt text can capture. A nearby caption or a linked summary fills that gap.

• PowerPoint: Add a one- to two-sentence summary in the speaker notes for any complex chart or diagram.

• Google Slides: Include a caption text box beneath complex visuals summarizing the key takeaway.

• Canva: Pair infographic elements with a short adjacent text block rather than relying on the visual alone.

Don't forget: if you can't summarize what a visual is teaching in a sentence, that's a sign the visual needs more support, not less.

7. Use Descriptive Hyperlink Text

"Click here" tells a screen reader nothing about where a link goes. They have to click through to find out. A descriptive link tells them upfront.

• PowerPoint: Replace generic link text with the destination's actual name (e.g., "View the syllabus" instead of "here").

• Google Slides: Use Insert > Link and edit the display text to be descriptive before publishing.

• Canva: When adding a link to text or a button, rename the linked text itself rather than leaving a raw URL visible.

Don't forget: a good test is reading just the link text out of context. If it doesn't make sense on its own, it needs a rewrite.

8. Check Your Color Contrast

Text that blends into its background is a barrier for anyone with low vision or color blindness, and it's an easy thing to miss when you're focused on branding colors, not readability.

• PowerPoint: Run the Accessibility Checker (Review tab) to flag any hard-to-read text contrast automatically.

• Google Slides: Google Slides has no built-in checker. Export as PowerPoint or PDF and run a checker there.

• Canva: Use Canva's built-in Accessibility view or an external tool like the WebAIM Contrast Checker before finalizing colors.

Don't forget: contrast that looks fine on your laptop screen can fail in a bright classroom or lecture hall. Check it under real presentation conditions when you can.

9. Don't Let Color Alone Carry the Meaning

If red means "wrong" and green means "right," a colorblind viewer has no way to tell the two apart. Pairing color with text, icons, or patterns keeps the meaning intact for everyone.

• PowerPoint: Add a label or icon next to any color-coded element instead of relying on color alone.

• Google Slides: Use shape or icon differences (not just fill color) to distinguish categories in charts or diagrams.

• Canva: Choose Canva chart templates that include data labels, not just color-coded legends.

Don't forget: a quick way to test this is to view your slide in grayscale. If the meaning disappears, so will it for some of your audience.

10. Caption and Describe Any Embedded Media

A video or audio clip embedded mid-presentation needs the same accessibility treatment as everything else in the deck: an uncaptioned clip is a gap, not a break from reading.

• PowerPoint: Use the built-in Subtitles & Captions feature under the Insert tab when recording narration.

• Google Slides: Link out to a captioned version hosted in YuJa or YouTube rather than embedding raw, uncaptioned video.

• Canva: Enable auto-captions on any video element added through Canva's video tools, and review them for accuracy.

Don't forget: auto-captions are a starting point, not a finish line. Always skim them for accuracy before sharing.

None of these strategies requires starting over or mastering a new tool. Most take a few extra minutes woven into work you're already doing: Picking a template instead of a blank slide, writing one real sentence of alt text instead of skipping it, checking contrast before you hit export. Start with just one or two on your next deck. Once they become a habit, the rest tend to follow.

Imagine a student opening a Google Docs syllabus with a screen reader. They expect to easily skip from section to section. Instead, they hit a wall of text. Why? Because simply making text bold and underlined doesn't turn it into a real header and assistive technology can't read it as one.

Because Google Docs live entirely in a web browser, building an inclusive document requires a slightly different approach than working in traditional desktop word processors. Google Workspace’s native tools make it easy to build in accessibility from the start, rather than fixing it after the fact.

Here are five steps to create inclusive Google Docs, from the first keystroke to the final share.

Step 1: Mapping the Foundation with Paragraph Styles

When building a document, it is tempting to use the font size, bold, and underline buttons to manually create visual section headers. However, screen readers cannot use visual styling to understand the hierarchy of a page. Instead, they rely on an invisible, structural blueprint.

To build this structure properly, swap manual formatting for the Styles menu:

1. Highlight your section title and click the Styles dropdown in the top toolbar (it usually defaults to "Normal text").
2. Assign Title for your main topic, Heading 1 for major sections, and Heading 2 for subsections.

The Google Advantage: Using native headings automatically populates the left-hand document outline panel (View → Show outline). Because this outline serves as a live, interactive map, it doesn't just help assistive tech users jump between sections—it allows everyone collaborating on the document to navigate massive files with a single click.

Step 2: Writing and Linking via "Smart Chips"

Pasting raw, lengthy URLs into a shared document creates a clunky visual layout and an incredibly frustrating experience for screen reader users, who have to listen to every single character read aloud. On the flip side, vague text like "click here" lacks critical context when scanned in isolation.

• Instead of: “For the library database, click here.”
• Write: “Search the Library Database directly.”

The Google Advantage: Google Docs offers a cloud-native fix for messy links. When you paste a URL into a document, immediately press the “Tab" key when prompted. Google will automatically convert the raw web address into a clean Smart Chip or a descriptive preview title pulled directly from the destination page's metadata.

Step 3: Handling Visuals and Decorative Content

Images, charts, and diagrams require text alternatives (Alt Text) so screen readers can describe the images in the Documents. 

To add this in Google Docs:

1. Right-click the image and select Alt text (or use the shortcut Ctrl + Alt + Y / Cmd + Option + Y).
2. Type your summary strictly in the Description box, focusing on why the image matters to the document. You can leave the "Title" box blank.

The Google Disadvantage: Unlike desktop processors, Google Docs does not feature a native "Mark as decorative" checkbox for purely aesthetic graphics (like accent lines or background shapes). To work around this limitation without confusing assistive technologies, either omit purely decorative images entirely, or explicitly type "Decorative image" in the description box so a screen reader user knows they aren't missing out on critical content.

Step 4: Creating Lists

A hand-type dash or asterisk might look like a list on screen, but screen readers have no way of knowing it’s meant to be one. Instead, they announce each line as a separate, disconnected sentences, leaving the listener with no sense of how many items exist or where they are in a sequence.

• Use numbered lists when sequence matters, such as steps in an assignment or the order of operations in a grading rubric.
• Use bulleted lists when items carry equal weight, like a set of recommended readings or optional resources.

The Google Advantage: Applying a native list format (Format → Bullets & numbering) tells assistive technology exactly how many items are in the list and which one is currently being read, while also letting collaborators reorder or indent items automatically, without retyping symbols by hand.

Step 5: Maintaining Simple Typography

Decorative or script fonts, along with fully justified paragraphs, can be difficult for low-vision or dyslexic readers to track, since justification stretches spacing unevenly and creates awkward gaps between words. Standard, legible fonts paired with left-aligned text keep spacing consistent and predictable for every reader.

• Keep body text at 11pt or larger, since smaller sizes force low-vision readers to rely entirely on browser zoom.
• Reserve underlining for hyperlinks only since underlined body text can be mistaken for a broken or dead link.

The Google Advantage: Selecting "More fonts" from the font dropdown lets you preview and filter Google's full font library before applying it document-wide, making it easy to swap in an accessible typeface consistently across the whole file.

Remember: The biggest difference between Google Docs and desktop alternatives is the ecosystem: Google Docs does not feature a native, built-in "Check Accessibility" button in the toolbar. Therefore, you must review your work for accessibility before selecting the “Share” button.

Microsoft Word is one of the most common tools used for creating flyers, handouts, syllabi, readings, and assignments. It’s also one of the most common sources of accessibility problems in Blackboard courses or websites. The good news: Word has built-in tools that can make it easy to create documents that work for every faculty, staff, and student; including those who rely on screen readers or other assistive technologies. These 5 tips will help you build accessibility into your Word documents from the start, no special expertise required.

1. Use Heading Styles

One of the most impactful things you can do for document accessibility is also one of the simplest: use Word’s built-in heading styles instead of manually increasing font size or bolding text to create section titles. Heading styles already give your document structure that screen readers can navigate, such as a table of contents for assistive technology. Think of headings as signposts. Screen reader users can jump from heading to heading the same way sighted readers scan a page.

• Find heading styles in the Home tab under “Styles.”
• Apply Heading 1 for your main title, Heading 2 for major sections, and Heading 3 for subsections.
• Avoid skipping levels, don’t jump from Heading 1 directly to Heading 3.

2. Write Descriptive Link Text

When you insert a hyperlink into a Word document, the link text is what gets read aloud to screen reader users. Vague phrases like “click here,” “read more,” or a raw URL give no information about where the link leads. Descriptive link text also helps users who are scanning a document quickly. (Refer to 5 Tips for Creating Clear and Accessible Links for more information.)

• Instead of: “For the course schedule, click here.”
• Write: “Download the course schedule (PDF).”

3. Add Alt Text to Images

Any image in your Word document that conveys meaning (e.g., a diagram, a chart, a photograph), does need an alternative text; so students using screen readers can access the information it contains. If you’re unsure how to describe a complex image, a generative AI tool can generate a starting point. Be sure to review and revise before saving it.

• Right-click on an image and select “Edit Alt Text.”
• Write a concise description focused on the image’s purpose, not just its appearance.
• For purely decorative images, check the “Mark as decorative” box in the alt text panel.

4. Make Tables Accessible

Tables are a common accessibility problem in Word documents, especially when they’re used for layout rather than data. A table designed to organize visual information can become a challenge for a screen reader user to follow if it’s not structured correctly.

• Use tables for data, not for page layout.
• Add a table title or brief description above the table so students know what it contains.
• Mark your header row: right-click the top row → Table Properties → Row → check “Repeat as header row at the top of each page.”
• Avoid merged or split cells. Keep tables simple. 

5. Run the Accessibility Checker

Word has a built-in Accessibility Checker that scans your document and flags any potential problems to fix before you save and share it with students. It can quickly identify any issues you might have missed.

• Go to Review → Check Accessibility.
• The checker will flag errors (must fix), warnings (should fix), and tips (consider fixing).
• Click on each flagged item for a plain-language explanation and apply the suggested fix.

Running the Accessibility Checker in Microsoft Word before uploading a file to Sites or Blackboard is one of the simplest habits you can build into your document workflow. It’s also one of the fastest ways to improve your Accessibility score.

For more information, view UMBC’s Digital Accessibility’s site on Accessible Documents & Presentations on how to make your word documents accessible.

Coming Soon: Beyond PDFs

Why Use PDFs at All? While this article focuses on making your Word documents accessible, we often get asked why PDFs are so common if they are harder to remediate. In an upcoming article, we’ll dive into the question of the PDF Dilemma and share why sharing your original Word file is often the preferred choice for accessibility. Keep an eye out for that deep dive soon!

Let’s enhance meeting productivity for all attendees! Whether you are hosting a departmental meeting, conducting a 1:1 check-in, or moderating a large-scale event,  the organization and execution of that meeting impacts everyone’s ability to engage meaningfully. Attendees with hearing or vision impairments, audio processing differences, or utilizing assistive technology will benefit if you can reduce barriers that impact their ability to participate. 

Here are 3 tips to ensure your synchronous meetings are accessible. Applicable to both in-person meetings and virtual sessions, these tips focus on UMBC’s primary platforms: Google Meet, Microsoft Teams, and Webex.

1. Coordinate and Share Materials

All information should be easy to perceive and navigate throughout the entire meeting.

• Pre-Meeting: Provide agendas and supporting files at least 24 hours beforehand to accommodate screen reader users and those who desire or require ample time to prepare.  Use your calendar description to include or share text-based agendas and favor structured documents over PDFs.

• During the Meeting: Ensure text is at least 18 pt (sans serif) for clarity across devices. Narrate visual elements -- like describing specific data points on a chart -- rather than just reading text. Encourage participants to share their screens during collaborative work, if appropriate, for improved compatibility with assistive software.

• Post-Meeting: Provide notes in structured formats rather than long-form, dense and possibly inaccessible emails. Review and fix errors in automated transcripts or captions before distributing recordings. Clearly define and label all deadlines and action items.

2. Use Real-Time Captioning

Providing a visual representation of speech is a fundamental accommodation.

Providing real-time captions allows a diverse range of participants to engage in the meeting meaningfully. While live text displays are essential for individuals who are deaf or hard of hearing, they also offer vital support for non-native speakers, those in high-noise environments, and attendees who utilize visual reinforcement to process information more effectively.

• Google Meet: Toggle the Captions feature in settings for immediate text display.

• Microsoft Teams: Enable live captions via Language and speech in the ellipsis menu.

• Webex: Use the Accessibility or Closed captions options. 

3. Enhance Audio Quality

Using clear audio helps generate reliable transcripts.

• Prioritize Quality: Use a headset or external microphone instead of built-in speakers for better speech recognition and transcription accuracy. Follow microphone etiquette by muting yourself when not speaking to reduce noise that will hinder captioning.

• Control Speaking Order: Speak clearly and at a moderate pace, ensuring only one person speaks at a time. Overlapping speech confuses transcription engines and makes it difficult for participants using hearing aids to follow.

• Optimize Your Space: In hyflex environments, utilize the installed room microphones and speakers rather than your laptop’s built-in audio. These integrated systems are designed to pick up voices from across the room, ensuring that remote participants can clearly hear in-person contributions. Remember to face the audience to provide essential visual cues for lip-readers.

Accessible meetings take a little more time and intention to plan, yet you can create and facilitate a more equitable meeting where everyone can engage and contribute their full potential.