10 common digital accessibility fixes you can make this week

The April 24, 2026, ADA instructional materials compliance deadline is approaching, and many instructors are asking the same question: “What changes will make the biggest difference the fastest?” The good news is that accessibility improvements are often highly repeatable. Below are common issues Purdue’s Instructional Material Readiness team sees in courses—along with quick fixes you can apply right away. Details for these and others can be found on the Accessibility Checklist.

10 common issues & quick fixes

1.Missing or incorrect headings

Why it matters: Screen reader users rely on headings to scan and navigate. Headings also help everyone find information quickly.
Fast fix: Use built-in heading styles (Heading 1/2/3) in Word, PowerPoint, and Brightspace pages—don’t just bold or enlarge text.

2.Scanned PDFs (image-only text)

Why it matters: A scan can look readable but may be unusable for screen readers and hard to search, highlight, or copy.
Fast fix: Replace the scan with an accessible source file when possible.

3.Links that say “click here”

Why it matters: Screen readers often read links out of context. Generic link text forces students to guess where a link goes.
Fast fix: Rename links to describe the destination (e.g., “Week 3 Lab Instructions (PDF)” or “Watch: Thermal Expansion Demo”).

4.Poor table structure

Why it matters: Tables without headers or with complex merges can be difficult to interpret with assistive technology.
Fast fix: Keep tables simple, use a clear header row, and avoid merged/split cells when you can. If the “table” is a layout design, use a different layout method instead.

5.Low color contrast / color-only meaning

Why it matters: Students with low vision or color-vision differences may not be able to read or interpret key information.
Fast fix: Increase contrast and add labels so meaning isn’t carried by color alone (e.g., “Correct/Incorrect” labels in addition to green/red).

6.Images without alt text (or unhelpful alt text)

Why it matters: If an image carries meaning, students need an equivalent text alternative.
Fast fix: Add concise alt text that conveys the image’s purpose. For complex visuals (graphs, diagrams), use a longer description nearby (caption, note, or linked explanation).

7.PowerPoint reading order issues

Why it matters: Slides can look fine visually but read in a confusing order with a screen reader.
Fast fix: Use built-in slide layouts, set a unique slide title, check reading order (Selection Pane/reading order tools), and run the accessibility checker.

8.Video captions exist but aren’t accurate

Why it matters: Auto-captions frequently miss technical terms, names, and acronyms—creating a barrier for students who rely on captions.
Fast fix: Prioritize your most-used videos first. Review captions for major errors and fix terminology and speaker meaning.

9.Math posted as images or screenshots

Why it matters: Screen readers generally can’t interpret a screenshot of an equation as math.
Fast fix: Use accessible math entry methods where possible (rather than screenshots). For complex cases, bring examples to ADA drop-ins for targeted guidance.

10.Brightspace pages with inconsistent structure

Why it matters: Long pages without headings, clear lists, or meaningful labels are difficult to navigate—especially with assistive technology.
Fast fix: Add headings, keep paragraphs short, use descriptive lists, and avoid pasting formatted content that breaks structure. See more details about these strategies and the Brightspace Accessibility Checker under “How do I check to see if my content on Brightspace is accessible?” on Purdue’s Brightspace documentation site.

If you only fix three things this week…

  • Use headings correctly on documents and Brightspace pages
  • Replace scanned PDFs with accessible source files
  • Confirm captions and alt text for the item’s students use the most

Bring a needed “fix” to an ADA Title II drop-in when…

  • You have complex visuals (multi-part diagrams, dense charts) and aren’t sure what a “good” text alternative looks like.
  • Your content includes specialized math/STEM notations, and you need an accessible approach that fits your workflow.
  • You want a quick review of a high-stakes item (syllabus, major assignment, key weekly module) to confirm you’re on track.

Next steps: Visit the Instructional Material ADA Readiness webpage for checklists, FAQs, and current support information. If you want a structured walkthrough, the Brightspace ADA Accessibility Course provides step-by-step guidance.

For further questions and support at your campus, contact: