�ձ�av��Ƶ

Panorama allows students to download course materials in alternative formats such as audio, HTML, ePub and tagged PDFs and can adjust individual browsing preferences, such as font size and color. These formats support different learning preferences and assistive technologies.

D2L is designed to work with screen readers. Proper use of headings, alt text and structured content ensures compatibility and improves navigation for students using these tools. Additional ReadSpeaker provides text-to-speech tools inside D2L that enhance accessibility and support learning.

ReadSpeaker reads various content types aloud, including course materials, PDFs and math equations.

Videos uploaded to D2L Media and Panopto have closed captions to support students who are deaf or hard of hearing, as well as those who benefit from visual reinforcement.

.

D2L allows instructors to create quizzes with extended time, accommodations, alternative formats, accessible question types and proctoring security through LockDown Browser and Monitor. Use clear instructions, avoid timed autosubmissions and ensure compatibility with screen readers.

Use D2L’s accessible content tool structure your course content. It provides proper heading levels, contrast ratios and layout options that support readability and usability. Organize your course using consistent module structures, clear titles and logical sequencing. This helps all students — especially those using assistive technology — navigate your course more easily.

D2L includes a built-in accessibility checker for HTML content. Use it to identify and fix issues like missing alt text, poor contrast and improper heading structure before publishing materials.

.

• Let students know about alternative formats — the syllabus is a great place!
• Deliver course requirements and assignments clearly and in multiple ways (e.g., orally, in printed form and electronically).
• Ensure that all handouts, course readings and textbooks are available in an accessible format for all learners. This may mean providing hard copies and digital copies of readings or choosing a textbook that is available in an accessible format.
• All videos shown in class should have accurate captions. If playing audio in class or posting an audio file online, also provide a text transcript. Provide the transcript to all students before playing the audio in class so students can follow along while listening.
• Use principles alongside to design materials that support learners with varied abilities, backgrounds and preferences.

• Face the students in the classroom when speaking. Do not speak while facing the board or otherwise facing away from students.
• Use a microphone (even if you consider yourself to be a “loud speaker” or think you can “just project your voice”).
• Repeat all student questions or comments into the microphone before answering them, or ask students to speak into a microphone.
• If using a PowerPoint or other lecture aid, ensure that it has sufficient font size and color contrast to be easily read anywhere in the classroom.
• If writing on a whiteboard or chalkboard or using an overhead projector, use large clear letters/drawings and don’t crowd the board.
• Tech issues? Not sure where to start? Contact Instructional Design Services.

• Classrooms, labs, workspaces, fieldwork spaces and spaces used for office hours should be physically accessible to students with limited mobility or using mobility aides (crutches, walkers, wheelchairs, etc.).
• If your office is not physically accessible, provide alternative office hours in an accessible location on campus.
• Consider providing office hours both in-person and virtually via Zoom or another online meeting platform.
• Arrange seating to give every student a clear line of sight to the instructor and instructional materials. Seating should allow room for users of wheelchairs, assistive technology and other devices to be seated within the group.
• Do not segregate accessible seating.

An accessible syllabus is essential to ensuring that all �ձ�av��Ƶ students can fully engage in your course from the very beginning. When a syllabus is accessible, it allows students to easily run screen readers such as ReadSpeaker, text-to-speech tools (Panorama) or screen magnifiers to navigate and understand your class expectations, schedules and requirements equally.

Providing an accessible syllabus from day one promotes fairness, supports learning needs and complies with �ձ�av��Ƶ accessibility policy 4:13 and syllabus policy 2:3.

An accessible syllabus file is preferably in webpage format that can be created directly in D2L with HTML Accessibility Checker. If it’s in other formats, you can use Microsoft Word to make it accessible with its built-in accessibility checker.

What it does
Panorama scans course content in D2L for accessibility issues and provides alternative formats like audio, HTML and ePub to support learning needs. It helps instructors identify barriers and gives students flexible access to materials.

When to use It
Use Panorama to assess and improve accessibility for:

• PDFs
• Word documents
• PowerPoint presentations
• HTML pages
• Audio versions
• ePub for mobile reading

How it works

• Panorama automatically displays accessibility scores next to uploaded files.
• Click the Panorama icon to view alternative formats or remediation tips.
• Instructors can access course-level reports to track accessibility progress.

Example
A syllabus shows a 50% accessibility score. Panorama flags missing headings and alternative text and offers an audio version for students.

Quick Tip
Use the Panorama Accessibility Report in D2L to identify issues and follow step-by-step remediation guidance.

Panorama Support Resources

Why it’s important:

A video platform for recording, captioning and sharing lectures and presentations.

• Autocaptioning and manual caption editing.
• Keyboard navigation and screen reader compatibility.

When to use it:
Use Panopto to record, edit and share accessible video content directly within D2L courses.

Where or how to use it:
Instructors can add Panopto to D2L modules via External Learning Tools. Videos are stored in course-specific folders and can be embedded anywhere in D2L.

Example:
A lecture video embedded in D2L includes autogenerated captions and a quiz. Students can navigate using keyboard shortcuts and view captions in multiple formats.

Tip for checking accessibility:
Review captions in the Panopto editor for accuracy.

A text-to-speech tool that reads digital content aloud, helping students with reading challenges or those who prefer auditory learning.

• Reads aloud course content with synchronized highlighting.

When to use it:
Use ReadSpeaker in D2L to provide text-to-speech support for course materials, documents and assessments.

How to use it:
ReadSpeaker is integrated into D2L and automatically activates for all courses. Students can click the listen button on documents or HTML content.

Example:
A student with dyslexia uses ReadSpeaker to listen to a PDF assignment in D2L, adjusting the reading speed and highlighting color for better comprehension.

Tip for checking accessibility:
Test the listen button on various content types in D2L. Use keyboard navigation to ensure full access.

Microsoft Dictate is a built-in speech-to-text feature in Microsoft 365 apps like Word, Outlook and PowerPoint. It transcribes spoken words into text in real time and supports multiple languages and voice commands.

When to use it:
It's helpful for users with physical, cognitive or temporary limitations that make typing difficult.

How to use it:
Click the dictate button on the home tab in a supported app, and then speak clearly into your microphone. Use voice commands like “period” or “new line” for punctuation. Always review and edit the text for accuracy.

Example:
A student recovering from surgery uses Dictate to complete assignments hands-free. A staff member with dyslexia speaks emails aloud to reduce spelling errors.

Tip for checking accessibility:
Use a quality microphone, speak at a moderate pace and check Dictate settings to ensure the correct language is selected. Always proofread the final text for clarity and accessibility.