Creating accessible website content and documents ensures that everyone, including people with disabilities, can perceive, understand, navigate, and interact with your information.
This guide outlines key principles and practical steps to achieve accessibility.
Understanding Accessibility
Web accessibility is about removing barriers that prevent people with disabilities from interacting with websites. This includes individuals with visual, auditory, physical, speech, cognitive, and neurological disabilities. Adhering to accessibility standards like the Web Content Accessibility Guidelines (WCAG) not only benefits people with disabilities but also improves usability for all users, enhances search engine optimization (SEO), and future-proofs your content for various devices and technologies.
Our Approach to Web Accessibility
CSM uses a multi-pronged strategy to ensure accessibility and compliance across both web and course content:
Cascade CMS – Provides built-in accessibility checks and guidance while editing web pages in Cascade, our website content management system (CMS).
UserWay Widget and Scanner – Enables automated, code-free accessibility improvements and on-page reviews.
DubBot Web Governance Tools – Performs regular, comprehensive scans to identify and monitor accessibility issues across the website.
Ally – Evaluates course materials in the myLearning learning management system (LMS), offering accessibility scores and alternative formats for students.
Annual Manual Testing and Remediation – Involves hands-on accessibility audits, testing, and corrections to maintain compliance and enhance usability.
Together, these tools support a continuous cycle of review, improvement, and accountability to make CSM’s digital environments accessible to all users.
New Federal Accessibility Standards
As of April 24, 2026—under changes to U.S. Department of Justice (DOJ) rules—nearly all digital content provided by public entities must comply with Web Content Accessibility Guidelines (WCAG 2.1, Level AA) to meet Americans with Disabilities Act (ADA) Title II digital-accessibility standards. This marks the first time the DOJ has mandated a specific technical standard for public digital content—including websites, documents, and apps—rather than relying solely on “reasonable accommodation."
Accessibility standards apply to:
Websites
All public-facing web pages
Internal/staff-facing pages used by students or the public (e.g., registration portals, payment systems)
Mobile Apps
Any official college app used for registration, grades, maps, communications, events, or services.
Digital Documents
PDFs, Word documents, PowerPoints, forms, applications, downloadable handouts
LMS content in myLearning that the institution controls or posts
Multimedia
Videos
Audio recordings
Interactive Tools
Chatbots, calendars, maps, forms, etc.
Third-party tools or content the college is responsible for
Library databases
Payment systems
Vendor tools integrated into the website or LMS (if the college requires their use)
Key Principles for Accessible Content
Images: All informative images must have alt text (alternative text) that describes the image's content and function. Decorative images can have empty alt text (alt="").
Example: For an image of a cat playing with a ball, the alt text could be: alt="A ginger cat batting at a red yarn ball."
Audio and Video:
Captions: Provide synchronized captions for all pre-recorded and live audio content in videos. This benefits individuals who are deaf or hard of hearing, and also those in noisy environments.
Transcripts: Offer full text transcripts for all audio and video content. This allows users to read the information at their own pace and can be helpful for those who prefer to read.
Audio Descriptions: For video content that conveys important visual information not available in the audio, provide audio descriptions. This is a narration of key visual details for users who are blind or have low vision.
Semantic HTML: Use proper HTML tags (e.g., <p> for paragraphs, <h1> through <h6> for headings, <ul> and <ol> for lists) to structure your content logically. This allows assistive technologies to interpret and navigate your content correctly.
Avoid using visual formatting (like bolding) to create headings; always use heading tags.
Clear Language: Write in plain language, using clear and concise sentences. Avoid jargon where possible, or explain it.
Readable Fonts and Contrast:
Choose font families that are easy to read.
Ensure there's sufficient color contrast between text and its background. WCAG recommends a contrast ratio of at least 4.5:1 for normal text and 3:1 for large text. There are many online contrast checkers available, and CSM has a color accessibility guide online.
Keyboard Navigation: All interactive elements (links, buttons, form fields) must be operable using only a keyboard. Users who cannot use a mouse rely entirely on keyboard navigation. Ensure a logical tab order through interactive elements.
Clear Link Text: Link text should be descriptive and make sense out of context. Avoid generic phrases like "click here" or "read more."
Instead of: "Click here to learn about our services."
Use: "Learn more about our website design services."
Consistent Navigation: Maintain consistent navigation menus and page layouts throughout the website.
Creating Accessible Documents
Making documents accessible is as crucial as accessible web content, especially when providing downloadable resources.
Please note: ADA Title II requirements mandate that all website PDFs created or used by state and local governments must meet the Web Content Accessibility Guidelines (WCAG) 2.1, Level AA, to ensure they are accessible to people with disabilities. Please contact Web Team if you need assistance meeting these requirements.
In Word and other document creation software, use the built-in heading styles (Heading 1, Heading 2, etc.) to structure your document. This creates an outline that assistive technologies can read and navigate.
Just like on the web, all images in documents need descriptive alt text. Most document programs have an option to add alt text to images.
Use the built-in bulleted and numbered list features. Avoid manually creating lists using hyphens or asterisks.
Identify header rows and columns in tables. This provides context for screen reader users.
Avoid merging cells unnecessarily. Keep tables simple and clear.
As with web content, ensure sufficient color contrast for text and background in your documents.
When saving documents as PDFs, ensure you select the "Create Bookmarks from Headings" and "Enable Accessibility and Reflow" or "Tagged PDF" options. This embeds the semantic structure into the PDF, making it navigable and readable by assistive technologies.
Specify the document's language within the document properties. This helps screen readers pronounce content correctly.
To help you decide how to handle PDFs, refer to the following decision tree:
Is this PDF still needed for a program, service, or activity?
✅ Yes → Then proceed to Step 2
❌ No →
Can it be deleted?
✅ Yes → 🗑️ Delete it
❌ No (e.g., legal retention required) → Proceed to Step 3
Is the content actively used by the public or staff?
✅ Yes → 🛠️ Must be made accessible (WCAG 2.1 AA)
❌ No → Then proceed to Step 3
Was it created before the compliance date (April 2026)?
✅ Yes → Then proceed to Step 4
❌ No → 🛠️ Must be made accessible
Is it stored in a designated archive and not updated?
✅ Yes → Then proceed to Step 5
❌ No → 🛠️ Must be made accessible
Is it only used for reference, research, or recordkeeping?
✅ Yes → Then proceed to Step 6
❌ No → 🛠️ Must be made accessible
Has it remained unchanged since being archived?
✅ Yes → 📦 Can remain archived – Exempt
❌ No → 🛠️ Must be made accessible
Outcomes:
🔴 Delete → Any PDF not needed and not required to retain.
🟡 Archive → Any PDF that meets all five exemption criteria.
🟢 Remediate → Any PDF in use, recently updated, or having missed criterion, accessibility is required.
An exception to the law applies for documents that meet ALL of the following criteria:
Created before April 24, 2026, or is a reproduction of something that was (such as a scanned handout, audiotapes, film negatives, or CD) created before that date; AND
Used only for research, reference, or recordkeeping. It is not being kept for use in current instruction, programs, services, or public communication; AND
Stored in a clearly labeled archive section, so users understand it may not meet accessibility standards; AND
Not changed after being archived. Any edits, however minor, disqualify the content from this exception.
For files that are approved to remain on the website under this exception, CSM will include a note similar to this:
Note: The content listed below is part of the CSM web archive. It is no longer maintained and may not meet accessibility standards. To request content in an accessible format, contact webmaster@csmd.edu.
By integrating these practices into your content creation workflow, you'll significantly improve the accessibility of your website and documents, making them usable and enjoyable for a wider audience.
Website Accessibility Statement
College of Southern Maryland strives to ensure that its services are accessible to people with disabilities. CSM strives to ensure that its services are accessible to people with disabilities and has invested resources to help ensure that its website is made easier to use and more accessible for people with disabilities, with the strong belief that website accessibility efforts assist all users and that every person has the right to live with dignity and independence.
my.CSMD
