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Education

LMS Accessibility Best Practices

By Moss · 10 min read · March 2026

Learning Management Systems like Canvas, Blackboard, Moodle, and D2L Brightspace are the backbone of modern education. But an accessible LMS platform means nothing if the content uploaded to it is inaccessible. This course covers how to create and manage accessible content within your LMS.

Why LMS Accessibility Matters

Students with disabilities represent roughly 20% of the college population. When course materials are inaccessible, these students face delays, frustration, and unequal learning experiences. Under ADA Title II and Section 504, educational institutions are legally required to provide equal access.

The most common barriers in LMS content:

  • Untagged PDFs that screen readers cannot parse
  • Images without alt text in lecture slides and handouts
  • Videos without captions or transcripts
  • Inaccessible documents uploaded as course materials
  • Poor heading structure in content pages and assignments

Document Uploads

Before You Upload

Every document you upload to your LMS should meet basic accessibility standards:

  1. PDFs -- Must be tagged, have reading order set, include alt text on images, and have a logical heading hierarchy
  2. Word documents -- Use built-in heading styles (not just bold/large text), add alt text to images, use real lists and tables
  3. PowerPoint -- Use slide layouts (not freeform text boxes), add alt text, set reading order, use high-contrast colors
  4. Spreadsheets -- Name your sheets, use header rows, avoid merged cells, add alt text to charts

Batch Processing

If you have a large backlog of documents, prioritize by:

  1. Current semester materials -- What students need right now
  2. High-enrollment courses -- Maximum impact per document fixed
  3. Frequently reused content -- Fix once, benefit every semester
  4. Published/public documents -- Higher legal exposure

Tools like Adaline can scan your documents in bulk and automatically remediate common issues.

Content Pages

Most LMS platforms have a rich text editor for creating content pages, announcements, and assignment descriptions. Follow these practices:

Headings

  • Use the heading dropdown (H2, H3, H4) instead of bold text
  • Start with H2 on content pages (the page title is typically H1)
  • Do not skip heading levels
  • Use headings to create a scannable outline

Lists

  • Use the bullet or numbered list buttons for lists
  • Do not simulate lists with dashes, asterisks, or manual numbering
  • Use numbered lists when order matters, bullet lists when it does not

Links

  • Write descriptive link text: "Download the syllabus (PDF)" not "Click here"
  • Avoid linking raw URLs
  • Indicate file type and size for downloads

Tables

  • Use the table tool, not tabs or spaces to align content
  • Mark the first row as a header
  • Keep tables simple -- avoid merged cells when possible
  • Do not use tables for visual layout

Color and Formatting

  • Do not use color as the only way to convey meaning
  • Ensure sufficient contrast (4.5:1 minimum)
  • Bold and italic are fine for emphasis, but do not overuse
  • Left-align body text (centered text is harder to read for many users)

Multimedia

Video

  • Always provide captions -- Auto-generated captions are a starting point but require editing for accuracy
  • Provide transcripts for video and audio content
  • Add audio descriptions for content that is only visual (demonstrations, diagrams shown on screen)
  • Use accessible video players -- Most LMS embedded players are accessible, but test with keyboard navigation

Audio

  • Provide a written transcript alongside every audio recording
  • Include speaker identification in transcripts
  • Note any relevant non-speech sounds

Images in Content Pages

  • Add alt text using the image properties dialog
  • Mark decorative images as decorative (empty alt text)
  • For complex images, add a detailed description in the surrounding text

Assignments and Assessments

Quizzes and Exams

  • Use the LMS quiz tool rather than a document-based exam
  • Provide clear instructions at the top of the quiz
  • Ensure all question types are accessible (avoid drag-and-drop unless alternatives are provided)
  • Set appropriate time accommodations for students with disabilities
  • Test the quiz with keyboard-only navigation

Submission Types

  • Accept multiple file formats (not just .docx)
  • Provide clear file naming conventions
  • Ensure assignment instructions are in the LMS page itself, not only in an attached document

Discussion Boards

  • Write clear discussion prompts with proper heading structure
  • Ensure embedded media in posts is accessible
  • Model accessible posting practices for students

LMS-Specific Tips

Canvas

  • Use the Accessibility Checker built into the Rich Content Editor
  • Enable Ally (if your institution has it) for automated document checks
  • Use the UDOIT tool for course-wide accessibility scanning
  • Add captions in the Canvas media player

Blackboard

  • Use the Ally integration for document accessibility scoring
  • Run the accessibility checker before publishing content
  • Use the built-in rubric and assignment tools (they are more accessible than uploaded alternatives)

Moodle

  • Enable the Brickfield accessibility toolkit
  • Use the Atto editor accessibility features
  • Test with the accessibility block enabled

D2L Brightspace

  • Use the built-in accessibility checker
  • Leverage the WAVE integration if available
  • Use the Template Library for pre-built accessible layouts

Building an Accessible Course Workflow

  1. Start of semester -- Run all existing documents through Adaline or your LMS accessibility checker
  2. Before each upload -- Check documents for accessibility before posting
  3. Weekly -- Review any new content, captions on new videos, and alt text on images
  4. End of semester -- Archive remediated versions for reuse

Training Your Team

  • Share this course with instructors and teaching assistants
  • Hold a 30-minute workshop at the start of each semester
  • Create a department-level accessibility checklist
  • Designate an accessibility point person for questions

Getting Started Today

You do not need to make everything perfect overnight. Start with these three actions:

  1. Check your syllabus -- It is the most important document in your course. Run it through an accessibility checker today.
  2. Add captions to your next video -- Use auto-caption tools and edit for accuracy. It takes 10 minutes per video.
  3. Scan your uploaded documents -- Use Adaline to batch-check your course files and auto-fix the most common issues.

Accessible content is better content for everyone. Captions help students in noisy environments. Clear headings help students skim and review. Descriptive links help everyone navigate. When you make your course accessible, you make it better.

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