Accessibility Best Practices in Simple Syllabus

Creating an accessible syllabus helps ensure that all students can find, understand, and use important course information.

Using the Simple Syllabus Accessibility Checker

Simple Syllabus includes a built-in Accessibility Checker that continuously evaluates your content and updates its results as you make changes.

The Accessibility Checker indicator appears in the lower-right corner of the Simple Syllabus screen. Select the indicator to review identified issues and guidance for correcting them.

To learn how to use the Accessibility Checker,

All issues identified by the checker must be resolved before the syllabus can be submitted or published.

What the Accessibility Checker Identifies

The checker can identify many common formatting and structural issues, including:

  • Lists that were created manually instead of with the bulleted or numbered list tools
  • Text and background colors with insufficient contrast
  • Images that are missing alternative text
  • Headings that:
    • Are not arranged in sequential order
    • Do not contain text
    • Exceed 120 characters
  • Tables that:
    • Do not include a caption
    • Do not have designated header cells
    • Contain merged cells

What Requires a Manual Review

Automated checkers cannot determine whether content is fully accessible or meaningful within the context of your course. Instructors should also review the following:

  • Does the alternative text accurately communicate the purpose of each image?
  • Is information communicated through more than color alone?
  • Does each hyperlink clearly identify its destination or purpose?
  • Do the headings and reading order present information in a logical sequence?
  • Is text that functions as a heading tagged with the appropriate heading style?
  • Do tables contain empty cells that could cause confusion?
  • Are large sections of body text left-aligned?
  • Is the language clear and easy to understand?

Best Practices for Accessible Content

Use Heading Styles

Use the heading options provided in the Simple Syllabus editor. Organize headings sequentially without skipping levels. Do not create headings by changing the font size, applying bold, or using color alone.

Format Lists Properly

Use the editor’s bulleted or numbered list tools instead of manually typing bullets, numbers, hyphens, or other symbols. Common Issue flagged! 

Write Meaningful Hyperlinks

Use link text that describes the destination or purpose of the link. Avoid vague phrases such as “click here,” “read more,” or displaying a long web address.

For example:

  • Avoid: “Click here to view the tutoring schedule.”
  • Use: “View the University Tutoring Center to see tutoring schedule .”

Add Meaningful Alternative Text

Add alternative text to images, icons, charts, and other meaningful visuals. Describe the information or purpose the image provides within the context of the course.

Mark an image as decorative only when it provides no meaningful information.

Use Strong Color Contrast

Maintain sufficient contrast between text and its background. Common Issue flagged! 

If the checker identifies a color you use frequently, select an accessible replacement and save its hexadecimal color code. Reusing the same code will help maintain consistent colors throughout the syllabus.

Do Not Use Color Alone to Convey Meaning

Do not use color as the only way to identify required information, deadlines, categories, or status.

Create Accessible Tables

Use tables only to organize information that belongs in rows and columns, such as a course schedule or grading scale.

When creating a table:

  • Use the table header option provided by Simple Syllabus. Common Issue flagged!
  • Identify the appropriate header row or column.
  • Add a brief table caption.
  • Avoid merged or split cells.
  • Avoid leaving cells empty when the absence of information could be confusing.
  • Keep the table structure as simple as possible.

Before Publishing Your Syllabus

Before submitting or publishing:

  1. Review and resolve every issue identified by the Accessibility Checker.
  2. Complete the manual accessibility review.
  3. Confirm that headings, lists, links, images, colors, and tables are appropriately formatted.
  4. Read through the syllabus once more to ensure the content follows a clear and logical order.

A syllabus that passes the automated checker may still contain accessibility barriers. Automated checking and thoughtful manual review should always be used together.

Additional Resources

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