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Accessibility Resources and Information

The Americans with Disabilities Act and Title II at UF

The University of Florida is dedicated to creating a welcoming and accessible environment for all members of the community. In alignment with the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, and other applicable federal and state regulations, UF works to ensure that individuals with disabilities have equitable access to services and resources. View a complete list of UFIT accessibility support services.

Accessibility in Continuing Pharmacy Education Programs

Ensuring that every student has equitable access to learning is not only a legal requirement but also a central part of our mission at the University of Florida College of Pharmacy.

Why This Matters

As a state institution, UF is covered under Title II of the Americans with Disabilities Act (ADA), which prohibits discrimination against individuals with disabilities. This means that all course materials, activities, and environments, whether they take place on campus or online, must provide equal opportunities and access for every student.

Integrating accessibility into your program materials directly supports student success and reduces the need for last-minute accommodations.

Digital Accessibility

Content Should Consider Different Needs (Assistive Technologies)

To support accessibility in digital content, content should consider users who require assistive technology such as:

  • Screen readers that translate digital content to auditory or tactile feedback for users who are blind or have low vision
  • Voice control software for users who have limited or no mobility in their hands but can still use their voice to instruct the computer what to type, where to move the mouse, and what to click on
  • Immersive readers to simplify content for users with learning differences, such as those with dyslexia or ADHD
  • Screen magnifiers that make the screen bigger and easier to read for users with low vision
  • Readable for people who are colorblind or have low vision
  • Includes options for audio and visuals so that people who cannot see or hear are not left out
  • Demonstrates clear and consistent organization for cognitive accessibility
  • Easy to navigate for people who rely on the keyboard only and cannot use a mouse
Strategy 1: Multimodal Content (Audio, Video, Images)
Strategy 2: Use Color Carefully
Strategy 3: Keep Text Readable (Fonts)
  • Choose simple fonts
    • Sans serif fonts such as Arial or Calibri
    • Some users may benefit from specialty fonts like those made to support some people with Dyslexia.
Strategy 4: Apply Structure to Your Text (Headings, Lists, Tables)
  • Use heading and list styles to visually break up blocks of text
  • Word processing software contains options for text styles that go beyond font size to include metadata that can replace visual cues
    • Headings: It’s important to utilize this formatting instead of denoting titles by simply making text larger. Start with the lowest number heading and nest smaller styles sequentially. The styles can be edited to look different if they maintain the style designation.
    • Lists: Lists should be formatted as ordered or unordered using the tools available in the program instead of marked with only line breaks and hyphens.
    • Tables: When creating tables in a word processor, extra care must be taken to ensure that the table has a header row and column names.
  • Explore more:
Strategy 5: Link With Context
  • Embed URLs (hyperlink) in descriptive text to ensure that the screen reader won’t read the URL in entirety. This will also promote usability because people using screen readers can tab between links and know where each link goes.
    • Avoid using vague terms like “click here” or “read more”
  • Provide contextual clarity
    • Long URLs can be confusing and difficult to read, especially for screen readers. Instead, use a descriptive phrase that represents the link’s destination.
      • Example 1: A page contains the sentence “Learn more about the Government of Ireland’s Commission on Electronic Voting at Go Vote!” where “Go Vote!” is a link.
      • Example 2: An icon of a voting machine and the text “Government of Ireland’s Commission of Electronic Voting” are combined to make a single link. The alt text for the icon is null, since the purpose of the link is already described by the text of the link next to the icon.
      • Example 3: A list of books is available in three formats: HTML, PDF, and mp3 (a recording of a person reading the book). To avoid hearing the title of each book three times (once for each format), the first link for each book is the title of the book, the second link says “PDF” and the third says, “mp3.”
      • Example 4: A page contains the sentence “There was much bloodshed during the Medieval period of history.” Where “Medieval period of history” is a link.
  • Use consistent styling
    • Ensure hyperlinks are visually distinct from regular text. Typically, links are underlined and in a different color.
    • Avoid removing the underline unless another visual cue is provided other than color.
  • Explore more
Strategy 6: Choosing Your File Type (PDFs, Word Documents, PowerPoints)

Resources & Information

Accessibility Basics
CITT Resources
  • Watch the series: Accessibility in 5
    • Each video is short and informative and features a different accessibility skill that you can incorporate into your content design.
  • Read: Top Tips for Accessibility
    • Want to make your courses more accessible? Here are five quick tips for improving the accessibility of your course material, which can minimize barriers and improve learning for everyone.
  • Read: Ensuring Accessibility
    • See the best practices to increase accessibility.
  • Book: UFIT individualized consultations
    • Identify potential challenges and solutions for your content.
Faculty & Staff Training
  • Self-Paced Workshop: Accessibility Basics
    • Explore different types of accessibility needs and suggestions for making digital content accessible.
  • Self-Paced Workshop: Accessibility Fundamentals
    • Learn how to design online course materials with accessibility in mind.
  • Self-Paced Workshop: Principles of Effective Instruction
    • Address components of instructional concepts including pedagogical theory, course design, student engagement, and the role of assessments in online learning.
  • Online Certificate of Completion: Best Practices for Teaching Online
    • Explore pedagogically sound course design principles that promote student success in the online learning environment. Address the needs of diverse learners through student-centered activities, while also focusing on key issues such as accessibility, usability, and engagement.
Related Materials
  • Microsoft Teams: Join the Accessibility Community of Practice
    • Share accessibility resources and discuss issues with a varied group of individuals consisting of web design and UX specialists, instructional designers, trainers, and assistant directors.
  • Read: Introduction to Web Accessibility
    • Define web accessibility and discover its importance.
  • Read: How People with Disabilities use the Web
    • How do people who cannot move their arms use your website? What about people who cannot see well or at all? Or people who have difficulty hearing, or understanding, or have other disabilities? This resource introduces how disabled people use the web, including people with age-related impairments. It helps developers, designers, content creators, and others understand the reasons behind creating accessible digital products — including websites, apps, browsers, and other web tools.
  • Read: Accessibility Requirements at UF
    • Explore accessibility standards, policies, best practices, and tools to promote an inclusive environment at the University of Florida.