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Accessibility Information and Resources

The Americans with Disabilities Act and Title II at UF

The University of Florida (UF) 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.

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.

Accessibility Versus Accommodation

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

The image is divided into three panels, each depicting a different scenario: inaccessible, accommodation, and accessible. In the first panel labeled "Inaccessible," three individuals are standing before a wooden fence. The person on the left, standing, can see over it, but a person in a wheelchair and a shorter individual next to them cannot see over the fence. Underneath the panel, the concept is defined, "Equality: Everyone receives the same support, regardless of need”. The middle panel, labeled "Accommodation," shows a raised platform allowing the person in the wheelchair to see over the fence, while the other standing person still sees over without aid, and the shorter individual stands on a box to see. Underneath the panel, the concept is defined, “Equity: Individuals given different support/accommodation to enable access”. The third panel, labeled "Accessible," shows a chain-link fence that does not block the view. All three individuals, including the one in the wheelchair, can see through it without assistance. Underneath the panel, the concept is defined, “Inclusion: Everyone has access: No need for support/accommodation”.

Image by Cora Hays, University of Illinois Chicago, 2020.

The Meaning of “Accommodation” – University of Washington Information Technology

“Accommodations” are adaptations made for specific individuals when a product or service is not accessible, such as providing captions on a video only when a specific student who is deaf requests them rather than including them in the original product design. Among the most common accommodations made for students with disabilities in online courses are the addition of captions to videos for students who are deaf and the remediation of documents to make them accessible to students who are blind and use screen readers to access content or who have dyslexia and other learning disabilities that make reading easier when they can see printed words and listen to them spoken at the same time. Proactively developing, procuring, and using accessible software, websites, videos, documents, and other IT reduces the need for accommodations.

The Meaning of “Accessible” – Office of Civil Rights and the U.S. Department of Education

“Accessible” means a person with a disability is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as a person without a disability in an equally effective and equally integrated manner, with substantially equivalent ease of use. The person with a disability must be able to obtain the information as fully, equally, and independently as a person without a disability.

What is Digital Accessibility?

Individuals who interact with websites, web-based tools, digital files, software platforms, online media, and other electronic resources have diverse needs and abilities. Those responsible for creating and maintaining digital content must recognize that users do not all experience technology in the same way or rely on identical devices and methods to access information. Below are examples of the wide range of user needs:

  • Blind or visually non-sighted users. Individuals who are blind typically access digital content through screen readers that convert text into synthesized speech or through refreshable Braille displays that provide tactile output.
  • Users with low vision. Some individuals require screen magnification software to enlarge part or all of their display. Others may increase text size using built-in browser features (such as keyboard shortcuts) to improve readability.
  • Individuals with learning disabilities. Users with dyslexia or other learning differences may benefit from text-to-speech tools, as well as programs that visually highlight words while they are read aloud.
  • Individuals with physical disabilities. People with limited hand mobility may not be able to operate a mouse and instead depend on keyboard navigation or assistive technologies such as voice recognition, head pointers, or eye-tracking devices.
  • Deaf or hard of hearing users. Individuals who cannot hear audio content need captions for videos and written transcripts for audio materials in order to fully access information.
  • Mobile device users. Those accessing content on smartphones or other small devices may encounter challenges similar to users with disabilities. Smaller screens often require zooming or larger text, and touchscreens replace mouse input. Mobile devices offer a wide variety of accessibility features which users can enable.
  • Users with limited internet connectivity. Individuals in rural areas or with limited financial resources may rely on slower internet speeds, making lightweight and efficiently designed content essential.
  • Users with limited time. Some individuals may not have the opportunity to watch or listen to lengthy multimedia content but can review written transcripts quickly to obtain key information.

Digital accessibility means designing websites and digital materials so they are usable by all people – regardless of ability, device, environment, or circumstance.

How Can I Make My Technology Accessible?

Note: The Web Content Accessibility Guidelines (WCAG) Version 2.1, Level AA is the technical standard for the University of Florida. To understand the difference between WCAG Level A, AA, and AAA conformance, read the AuidoEye guide.

Audio Description

An audio description is a narration track that verbally describes key visual content that is not accessible via audio alone. Audio descriptions are also known as “video description”, “visual description”, “descriptive video”, and “description”. Audio descriptions benefit users who are blind, low vision, and even users who are multitasking.

People who are blind can understand much of a video’s content by listening to its audio. However, if a video includes content that is only presented visually (such as on-screen text or key actions) this visual information must be described.

There are two main types of audio descriptions:

  • Described video is added post production where an additional describer narrates important information from the visual perspective which may not be perceived by blind or partially sighted viewers. Audio description can be standard (fitting into the natural pauses in dialogue or sound of the original media) or extended (requiring a pause in the video if there are not otherwise enough gaps in the audio to insert a description).
  • Integrated described video is the process of building in description of visual content directly into the video during scripting and production, thereby avoiding the need for post-production described video.

Accessible Media, Inc. has created an Integrated Described Video (IDV) series to aid sighted persons in understanding the differences between these audio descriptions.

In most cases, an audio description is required to meet conformance standards (WCAG 2.1 Level AA). To determine if your video requires captions or audio descriptions, follow this flow chart created by the University of Washington. When using audio description, it is best practice to use an integrated description. By ensuring all important visual information is communicated verbally, the need for post-production described video can be avoided.

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Captions

Captions present the spoken dialogue of a video in written form and also include descriptions of meaningful non-speech sounds (such as music cues or sound effects), timed to match the visual content. Most media players allow viewers to turn captions on or off using a “CC” button.

Providing captions is necessary to make audiovisual materials accessible to individuals who are deaf or hard of hearing. In addition, captions support many other viewers, including those who speak English as a second language, individuals who understand content more effectively when it is delivered both visually and audibly, viewers who may not recognize certain terminology, people watching their device muted, and anyone in a noisy setting where audio may be difficult to hear.

In most cases, captions are required to meet conformance standards (WCAG 2.1 Level AA). To determine if your video requires captions or audio descriptions, follow this flow chart created by the University of Washington. Videos recorded by and/or uploaded by the College of Pharmacy Video Production Services will be automatically captioned.

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Color Contrast

Many Individuals struggle to read text and interpret visual elements when there is insufficient contrast between the text or visual element color and its background. To meet conformance standards (WCAG 2.1 Level AA), the following minimum contrast levels are required:

Text and Images of Text: Per WCAG 2.1 Success Criterion 1.4.3. Contrast (Minimum) Level AA, the visual presentation of text and images of text has a contrast ratio of at least 4.5:1, except for the following:

  • Large Text
    • Large-scale (18-point or 14-point bold) text and images of large-scale text have a contrast ratio of at least 3:1;
  • Incidental
    • Text or images of text that are part of an inactive user interface component (e.g., buttons, forms, navigation bars, cards, etc.), that are pure decoration (i.e., serving only an aesthetic purpose, providing no information, and having no functionality), that are not visible to anyone, or that are part of a picture that contains significant other visual content, have no contrast requirement.
  • Logotypes
    • Text that is part of a logo or brand name has no contrast requirement.

Non-Text Elements: In addition, WCAG 2.1 Success Criterion 1.4.11 Non-Text Contrast Level AA requires the following non-text elements to have a contrast ratio of at least 3:1 against adjacent colors:

  • User Interface Components
    • Visual information required to identify user interface components (e.g., buttons, forms, navigation bars, cards, etc.) and states (e.g., focus, hover, select, press, check, visited/unvisited, and expand/collapse), except for inactive components or where the appearance of the component is determined by the user agent (e.g., web browsers, media players, plug-ins, assistive technologies, etc.) and not modified by the author;
  • Graphical Objects
    • Parts of graphics required to understand the content, except when a particular presentation of graphics is essential (if removed, would fundamentally change the information or functionality of the content, and information and functionality cannot be achieved in another way that would conform) to the information being conveyed.

It is also important to note that color is not picked up by screen readers and may not be visible to students with color blindness. Therefore, you must avoid using color alone to convey meaning. Remember these best practices:

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Forms

Forms are commonly used to provide user interaction on websites and in web applications. Forms are used for a variety of purposes, for example, login, registering, commenting, and purchasing.

Digital forms are generally more accessible than paper forms meant to be printed and filled out by hand – especially for people who are blind, have low vision, or have physical difficulty writing. That said, electronic forms must be thoughtfully designed to ensure full accessibility. For example:

  • Interactions that rely on a mouse, such as drag-and-drop, should be avoided unless an accessible, keyboard-friendly alternative is provided.
  • Each form field should include clear, descriptive labels or prompts so screen reader users understand what information is required.
  • The tab order should follow a logical sequence, allowing users navigating by keyboard to move through fields in the expected order.
  • Any feedback, including error messages, needs to be conveyed in a way that is accessible to screen readers.
  • If possible, forms should not be subject to a time limit to allow users to complete the form at their pace. If a time limit needs to be in place, for example, for security reasons, the user should have the option to turn it off or extend it.

It is currently impossible to create an accessible interactive form using Microsoft Word. Word can be used to create a form template, but must then be exported to PDF and interactive form controls added using Acrobat Pro. When possible, it is always better to use HTML forms. You can create accessible HTML forms using platforms such as FormAssembly, Qualtrics, and Gravity Forms.

End-of-course evaluations for University of Florida continuing pharmacy education courses are hosted in CloudCME using the built-in HTML form builder, complying with WCAG 2.1 Level AA conformance standards.

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Headings

Headings and subheadings are essential components of accessible content design. Most webpages and documents begin with a primary heading that communicates the main title or subject, followed by subheadings that introduce new sections. Visually, headings are usually distinguished by larger font sizes, bold styling, or both. This structure benefits all users by organizing information clearly and allowing users to scan the page and locate content efficiently.

For individuals who use screen readers, headings must be properly coded using the built-in heading styles available in the authoring software (e.g., Heading 1, Heading 2, etc.). Nearly all modern document and web authoring tools provide structured heading features.

Headings should be arranged in a logical, hierarchical order that reflects the organization of the content (Heading 1 for the title, Heading 2 for major sections, Heading 3 for subsections, and so on). Maintaining this consistent structure creates a clear outline. When heading levels are skipped or used out of sequence, the logical structure is disrupted, making it more difficult for screen reader users to understand how sections relate to one another.

Screen readers have features that enable users to navigate directly between headings or generate an outline of the page based on its heading structure. These tools enable users who are blind or visually impaired to move through content quickly and efficiently, similar to how sighted users visually scan for section titles.

To meet conformance standards (WCAG 2.1 Level AA), the use of headings is required for all University of Florida developed content regardless of format (i.e., PowerPoint, Word Doc, PDF, etc.).

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Images

Users who are unable to see images depend on alternative text (alt text). Alt text is a brief description embedded within an image that explains its content to uses who are blind or have low vision and access content through screen readers or refreshable Braille displays. The purpose of alt text is to communicate the essential meaning of the image. Effective alt text is concise, just long enough to convey the key idea without burdening the user with unnecessary detail. When screen readers encounter an image with alt text, they typically announce “image” and read the alt text description aloud.

The way an image is described depends on its purpose:

  • Informative Images: Images that graphically represent concepts and information, typically pictures, photos, and illustrations. The text alternative should be at least a short description conveying the essential information presented by the image. Read the Web Accessibility Initiative tutorial on informative images.
  • Decorative Images: Provide a null text alternative (alt="") when the only purpose of an image is to add visual decoration to the page, rather than to convey information that is important to understanding the page. Read the Web Accessibility Initiative tutorial on decorative images.
  • Functional images: The text alternative of an image used as a link or as a button should describe the functionality of the link or button rather than the visual image. Examples of such images are a printer icon to represent the print function or a button to submit a form. Read the Web Accessibility Initiative tutorial on functional images.
  • Images of text: Readable text is sometimes presented within an image. If the image is not a logo, avoid text in images. Images of text lose fidelity when enlarged, making the text difficult to read. Images of text also remove the ability to customize the appearance of text, for example, changing the font size, foreground and background color, font family, line spacing or alignment. However, if images of text are used, the text alternative should contain the same words as in the image. Read the Web Accessibility Initiative tutorial on images of text.
  • Complex Images (such as graphs and diagrams): To convey data or detailed information, provide a complete text equivalent of the data or information provided in the image as the text alternative. Read the Web Accessibility Initiative tutorial on complex images.
  • Groups of images: If multiple images convey a single piece of information, the text alternative for one image should convey the information for the entire group. Read the Web Accessibility Initiative tutorial on groups of images.
  • Image Maps: The text alternative for an image that contains multiple clickable areas should provide an overall context for the set of links. Also, each individually clickable area should have alternative text that describes the purpose or destination of the link. Read the Web Accessibility Initiative tutorial on image maps.

When including images within a video presentation, they must be described using alt text if there is no audio description track (when recording, briefly describe the image before explaining why the image is included). Alt text should concisely (~10-15 words max) describe the image, as well as communicate its relevance to your topic. When creating alt text, avoid jargon, unnecessary details, file names or URLs, and phrases like “image of” or “picture of”. See examples of effective alt text (U.S. General Services Administration, Section 508).

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Transcripts

Transcripts are not the same as closed captions. A transcript is provided as a separate document and contains the text version of the content in an audio or video presentation along with the time stamps of when things are said. Transcripts can be provided as an alternative to watching the video or listening to the audio. For an audio presentation (e.g., a podcast or radio broadcast), this is the only means of providing content for people who are unable to hear it.

Transcripts provide an alternative to audio for persons who are deaf or hard of hearing. However, they also enable access to content for those who have a slow internet connection, do not have headphones or speakers, or are in a noisy environment.

A transcript is required for:

  • Pre-recorded, audio-only media (e.g., podcasts)
  • Pre-recorded, video-only media (a descriptive transcript or audio description must be provided)

A transcript is optional for:

  • Live, video-only media (a description of the visual information must be provided via text live steam or audio description, rather than a transcript)
  • For captioned video

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Fonts

Accessible font choices play a key role in ensuring digital content remains readable for all users. While The Web Content Accessibility Guidelines (WCAG) 2.1 do not specify a required font, the University of Florida Information Technology recommends prioritizing the use of clean, simple sans serif fonts. A sans serif font is a font that does not have small decorative lines or stroked attached to the ends of letters. The word comes from:

  • “sans” = without
  • “serif” = the small finishing strokes on letters

For people with low vision, serifs significantly degrade legibility. Sans serif fonts, such as Arial, Calibri, or Verdana, are generally easier to read on screens and more compatible with assistive technologies. It’s okay to use serif fonts for headings or other emphasis. Sans serif is most important for body text and fluid reading.

Remember to keep your font choices consistent. Consistency in font usage across a document helps users navigate content more easily and reduces cognitive load.

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Text Size

The Web Content Accessibility Guidelines (WCAG) 2.1 do not specify a minimum required font size, but they require that text can be resized up to 200% without loss of content or functionality. The U.S. General Services Administration, Section 508, recommends using a font size of at least 16-point for printed materials. The following sizes are recommended for digital materials:

  • Documents: Body text, 12-14-point; Headings and titles, 14-18-point.
  • Webpages: At least 16 pixels (12-point).
  • PowerPoints: Body text, 18-point; Headings and titles, 24-point.
  • Email Messages: 10-15-point.

People with low vision typically use magnification settings optimized for the standard body text of 11-point or 12-point. Smaller fonts require the user to “zoom in” more, which breaks the reading flow. Typical use of subscripts and superscripts is not problematic, but running text at less than 9-point creates a barrier. For a similar reason, very large fonts, such a heading, should be avoided. Very large text forces a reader with low vision to “zoom out” and reorient to their place on the page.

Remember that headings should be larger and clearly differentiated through coding to support visual hierarchy and screen reader navigation. To comply with text resizing requirements, avoid fixed layouts or text embedded in images, which cannot scale effectively.

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Text Spacing

WCAG 2.1 Level AA does not require a fixed line spacing value by default, but it does include a specific requirement under Success Criterion 1.4.12: Text Spacing. This criterion focuses on ensuring that users can adjust spacing without losing content or functionality.

To meet this requirement, your content must support the following user-adjustable spacing values:

  • Line height (line spacing) of at least 1.5 times the font size
  • Spacing after paragraphs of at least 2 times the font size
  • Letter spacing (tracking) of at least 0.12 times the font size
  • Word spacing of at least 0.16 times the font size

In practice, this means you are not required to set your content to these exact values by default, or provide a mechanism to do so, but your design must not break if a user applies them (for example, through browser settings or assistive tools). Text should remain readable, with no overlapping, clipping, or loss of information.

That said, using a default line spacing of around 1.5 is considered a strong accessibility best practice—especially for users with dyslexia or low vision—even though it is not strictly required for compliance.

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Math Expressions

Equation accessibility is important for several audiences including screen reader users, low vision users requiring magnification and users with reading differences who use text to speech. Equations presented as images are not accessible unless they include accurate alternative text, and even then, they often fail to convey complex structure effectively. Instead, you should create equations using tools that preserve semantic meaning, such as built-in equation editors or markup languages like MathML or LaTeX. These formats allow screen readers to interpret mathematical notation correctly, ensuring that all learners can engage with the content.

In Microsoft Word and PowerPoint, the built-in Equation Editor is the most accessible method for authoring math content. Equations created this way are programmatically structured and can be interpreted by assistive technologies when documents are exported properly (e.g., as tagged PDFs). You should avoid inserting equations as static images and instead use the “Insert → Equation” feature. Additional guidance is available through Microsoft’s accessibility support pages, which provide step-by-step instructions for creating accessible math in both Word and PowerPoint.

For web-based content, accessible equations can be created using MathML or tools like MathJax, which render LaTeX or MathML in a way that is compatible with screen readers. When developing content in learning management systems or web browsers, you should ensure that math content is not pasted as images or plain text, but instead uses supported tools or plugins that preserve accessibility. For more detailed guidance, consult resources such as the W3C Math Accessibility documentation and tutorials on using MathJax or MathML in web environments.

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Lists
Third-Party Content

If content meets the follow criteria, it is third party content and is not required to comply with WCAG 2.1 AA.

  1. If It was posted by a third party on a University of Florida website or mobile app; and
  2. It was not posted due to contractual, licensing, or other arrangements with the University of Florida.

Note that upon request from a specific individual, you may have to provide the web content or content in mobile apps to the individual in an accessible format. See the DOJ rule on digital accessibility, paragraph 34.

Examples:

  • A message that a member of the public posts on the university’s online message board is not required to be accessible.
  • Content posted on a University of Florida website posted by a contracted consultant must be accessible.
  • A website created by a web designer hired by a University of Florida department must be accessible.
PowerPoint Slides

Use the following steps to guide you in creating slides that are accessible to anyone who needs to read them, including users with disabilities (University of Washington).

University of Florida College of Pharmacy CPE-branded PowerPoint slide deck templates are designed with accessibility standards in mind.

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Preexisting Electronic Documents

If content meets all three of the follow criteria, it is a “preexisting conventional electronic document” and not required to comply with WCAG 2.1 AA.

  1. It is a PDF, word processor, presentation, or spreadsheet file; and
  2. It was made available online before April 24, 2026; and
  3. It is not currently used to apply for, gain access to, or participate in University of Florida services, programs, or activities.

Note that upon request from a specific individual, you may have to provide the web content or content in mobile apps to the individual in an accessible format. See the DOJ rule on digital accessibility, paragraph 34.

Examples:

  • A newsletter posted as a Word document on a University of Florida website in 2024 is not required to be accessible.
  • A PowerPoint presentation posted on a University of Florida website in 2027 must be accessible.
  • A PDF form that was created in 2024, but must be filled out by students to participate in a current program must be accessible.
PDFs
Tables

Create accessible tables in MS Word (Microsoft Support)

PowerPoint

Accessibility in 5: Creating Accessible Tables

Use Excel tool, Data from Picture to create table in Excel. Then copy the table into PowerPoint/Word: https://support.microsoft.com/en-us/office/insert-data-from-picture-3c1bb58d-2c59-4bc0-b04a-a671a6868fd7 or video tutorial https://www.youtube.com/watch?v=VQRcdlH8T_M

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.
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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.
  • ADA and Title II at UF
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.
Website Tools
Document Accessibility Checkers

IMPORTANT: Use of AI-powered accessibility checkers is subject to the University of Florida’s AI Governance. University faculty, staff, and students must exercise caution when providing inputs to AI models. Only publicly available data or data that has been authorized for use by the university’s Integrated Risk Management team should be provided to the models. Sharing sensitive or restricted data with AI models carries the potential for negative consequences. This category of data includes student records, employee data, unpublished research results, financial data, and protected health information, which should not be used with Generative AI.

  • Adobe Acrobat Pro Accessibility Checker
    • Learn how to use the built-in accessibility features of Adobe Acrobat Pro to improve accessibility of PDF documents (available for Windows, macOS)
  • PDF Accessibility Checker (PAC)
    • This free PDF Accessibility Checker reviews requirements against both WCAG and PDF/UA success criteria and provides a detailed report (available for Windows only)
  • PAVE Web Tool to Check PDF Accessibility
    • This free web based automated service uses a remediation workflow, divided into 8 easy-to-follow steps
  • Office 365 Accessibility Checker
    • Learn how to use the built-in accessibility checker in Word, PowerPoint, Excel, and other Office 365 products to create born accessible content (available for Windows, macOS, Web).

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SensusAccess (Accessible Document Conversion Tool)

SensusAccess is a document conversion system that converts documents into accessible formats. The tool should only be used as a path to accessible documents. Human remediation is required. SensusAccess is available to University of Florida students, staff, and faculty. To use SensusAccess, complete the online form (GatorLink login is required).