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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:

• Purdue West Lafayette and Indianapolis: Innovative Learning, InnovativeLearningTeam@purdue.edu
• Purdue Fort Wayne:
  • For questions or resources on accessibility: Digital Accessibility Taskforce
  • For questions about this Purdue system project: Center for the Enhancement of Learning and Teaching, celt@pfw.edu
  • For compliance questions about the regulation: Contact the Office for Civil Rights Compliance at civilrights@pfw.edu
• Purdue Northwest:
  • For resources on accessibility: Accessibility at PNW  
  • For questions: Center for the Faculty Excellence, cfe@pnw.edu
• Purdue Global: Center for Teaching and Learning, askctl@purdueglobal.edu

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Monthly Spatial Computing Hub Community of Practice meeting March 27

The Spatial Computing Hub Community of Practice is a monthly in-person collaboration working session that brings together Purdue developers, designers, and technologists. Participants have the opportunity to build immersive experiences with visionOS on Apple Vision Pro alongside colleagues. This community of practice meets once a month in the Spatial Computing Hub in Suite 2500 of Wang Hall. Our next meeting will be Friday, March 27, 1-3 p.m. 

This open, peer-driven community is a space to explore spatial computing through shared learning, experimentation, and real-world development experience. Whether you are a student, instructor, or staff who is prototyping, refining production applications, or just getting started with visionOS and spatial computing, participants have opportunities to exchange ideas, discuss tools and design patterns, and learn from others working in this emerging space.

Activities may include informal discussions, demonstrations, and shared resources focused on XR development, with an emphasis on exchanging techniques, lessons learned, and successful approaches. If you’re interested in sharing your experience in developing spatial computing or interested in learning from others, join the community and help shape how immersive applications are designed and built for Apple Vision Pro at Purdue University. Questions may be emailed to Kevin O’Shea at koshea@purdue.edu.

For dates and times of upcoming sessions, please check the Purdue Events page and the Innovative Learning website. 

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Instructors: Make your 30-day ADA readiness plan

The April 24, 2026, federal ADA digital instructional materials compliance deadline is fast approaching. As instructors across the Purdue system prepare their courses, many are asking the same practical questions: 

• Where do I start? 
• What actually needs to be done by April 24?
• How do I prioritize if I’m short on time?

The good news: you do not need to tackle everything at once. Purdue has designed its ADA support resources to help instructors make steady, realistic progress—and support will continue beyond the federal deadline. Following is a 30‑day ADA readiness plan, paired with answers to the most common questions instructors are asking right now. See the Innovative Learning Instructional Material ADA Readiness webpage for these resources.

Week 1: Identify and prioritize

Goal: Know what matters most. 

What to do: Review the materials students will use this term. Focus first on required instructional materials, not everything you’ve ever uploaded.

• Syllabi 

• Core readings 

• Lecture slides

• Videos and images used in Brightspace 

Support available

• Bookmark the Instructional Material ADA Readiness webpage.

• Use the Digital Instructional Materials Accessibility Checklist. 

Question we’re hearing: Do I need to fix everything in my course all at once?
Answer: Start with the materials students actively need to complete the course first and then move to documents less seen. Prioritization is expected and supported. 

Week 2: Documents and Brightspace content

Goal: Address the most common accessibility issues in your course materials. 

What to do: See dropdown menus on the Digital Instructional Materials – Accessibility Checklist for specific help on how to: 

• Improve document structure (headings, lists, readable tables). 

• Check color contrast and font readability. 

• Use each software’s accessibility checker. 

• Replace scanned PDFs with accessible versions when possible. 

Support available 

• Complete the self‑paced Brightspace ADA Accessibility course. 

• Attend the ADA Title II Drop‑In Sessions for real‑time help with specific materials. 

Question we’re hearing: What if I didn’t create the content? 
Answer: Instructors are responsible for ensuring the accessibility of materials they assign or use in their courses, even if they didn’t originally create them. Support teams can help you decide the next steps for each resource. 

Week 3: Media, images, and math content

Goal: Improve accessibility for non‑text materials. 

What to do: See dropdown menus on the Digital Instructional Materials – Accessibility Checklist for specific help with: 

• Reviewing videos to ensure caption accuracy. 

• Adding alternative text to all images, charts, and tables. 

• Reviewing math or STEM content for screen‑reader accessibility. 

• Using centrally supported or approved tools where available. 

Support & reminders 

• Focus on clarity and usability by providing multiple formats where possible.  

• Watch this workshop recording for an overview and specific recommendations for accessibility.  

Question we’re hearing: What about specialized content like math or diagrams? 
Answer: Discipline‑specific strategies and examples are available and drop‑ins are a great place to get targeted guidance. The Purdue Department of Mathematics also offers suggestions for handwritten math text and diagrams. 

Week 4: Final checks and support

Goal: Confirm readiness and reduce uncertainty about your prioritized materials. 

What to do 

• Use the Digital Instructional Materials – Accessibility Checklist to spot remaining issues. 

• Attend drop‑in sessions for quick questions. 

• Return frequently to the Instructional Material ADA Readiness webpage for ongoing updates 

Question we’re hearing: How will I know if I’m ‘done’? 
Answer: By April 24, instructors should be able to demonstrate progress in digital accessibility for current instructional materials and know where to get help when questions arise. 

What happens after April 24? 

Another common concern we’re hearing is about what comes next. 

Here’s what instructors can expect: 

• ADA support services will continue after April 24. 

• Resources, workshops, and guidance will be updated as new needs emerge. 

• Accessibility is an ongoing process, not a one‑time event. 

If you haven’t started yet—or feel behind—you are not alone. The most important step right now is to start where you are, use the resources available, and reach out for support when you need it. Every step you take improves access for students and moves you closer to April 24 readiness. 

Purdue has built a systemwide support network to help instructors succeed. For further questions and support at your campus, contact: 

Purdue West Lafayette and Indianapolis: Innovative Learning, InnovativeLearningTeam@purdue.edu 

Purdue Fort Wayne:  

• For questions or resources on accessibility: Digital Accessibility Taskforce  

• For questions about this Purdue system project: Center for the Enhancement of Learning and Teaching, celt@pfw.edu 

• For compliance questions about the regulation: Contact the Office for Civil Rights Compliance at civilrights@pfw.edu  

Purdue Northwest:  

• For resources on accessibility: Accessibility at PNW    

• For questions: Center for the Faculty Excellence, cfe@pnw.edu  

Purdue Global: Center for Teaching and Learning, askctl@purdueglobal.edu 

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