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…
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.
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” 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.
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:
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…
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.
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…
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:
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.
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.
Support available
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.
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:
Support available
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.
Goal: Improve accessibility for non‑text materials.
What to do: See dropdown menus on the Digital Instructional Materials – Accessibility Checklist for specific help with:
Support & reminders
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.
Goal: Confirm readiness and reduce uncertainty about your prioritized materials.
What to do
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.
Another common concern we’re hearing is about what comes next.
Here’s what instructors can expect:
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:
Purdue Northwest:
Purdue Global: Center for Teaching and Learning, askctl@purdueglobal.edu
As Purdue University continues its commitment to digital accessibility, a robust set of resources are available to help instructors prepare for the April 24, 2026, ADA deadline. Here’s a quick guide to what you can access right now: 1. Instructional Material ADA Readiness webpage Bookmark this central hub: The Instructional Material ADA Readiness webpage is your go-to source for accessibility resources and the latest…
As Purdue University continues its commitment to digital accessibility, a robust set of resources are available to help instructors prepare for the April 24, 2026, ADA deadline. Here’s a quick guide to what you can access right now:
Purdue University is committed to ensuring that all instructional materials and digital content are accessible to every student. In April 2024, the Department of Justice (DOJ) issued a revised ruling under the Americans with Disabilities Act (ADA), requiring that all student-facing web and digital content be accessible…Purdue must comply with these requirements by April 24, 2026.
Digital Accessibility | Office for Civil Rights
Purdue West Lafayette and Indianapolis: Innovative Learning, InnovativeLearningTeam@purdue.edu
Purdue Fort Wayne:
Purdue Northwest:
Purdue Global: Center for Teaching and Learning, askctl@purdueglobal.edu
Explore these resources today to assist with your instructional materials for ADA compliance. For the latest updates, training opportunities, and support, visit the Instructional Material ADA Readiness webpage.
The Center for Instructional Excellence (CIE) invites all Purdue instructors to join weekly Pedagogy Circles, informal one-hour online discussions led by Purdue’s Student Pedagogy Advocates (SPAs). The Pedagogy Circles take place every Wednesday, 1-2 p.m. via Zoom. Each session of Pedagogy Circles will feature topics for conversation from students, instructor,…
The Center for Instructional Excellence (CIE) invites all Purdue instructors to join weekly Pedagogy Circles, informal one-hour online discussions led by Purdue’s Student Pedagogy Advocates (SPAs). The Pedagogy Circles take place every Wednesday, 1-2 p.m. via Zoom.
Each session of Pedagogy Circles will feature topics for conversation from students, instructor, and staff perspectives. Discussions during Spring 2026 center around topics related to belonging.
Please complete this short Qualtrics survey to join the conversations this semester. You will receive email updates on topics and summaries of the discussions. Questions may be emailed to Emma Calahan at ejcallah@purdue.edu.
CIE’s SPA program matches instructors with undergraduate students interested in enhancing teaching and learning at Purdue. SPAs serve as a catalyst, helping instructors think through potential class structures and activities, observing and reporting back on the class to the instructor, and supporting communication between instructors and students enrolled in the course. Email Guberman for more information.
CIE is a member of Innovative Learning, Purdue’s hub approach to connect instructors to the resources they need to engage students, develop courses in any instructional modality and enhance learning across the University. Other members include Libraries and the School of Information Studies and Purdue University Online. To learn more, visit www.purdue.edu/innovativelearning or email InnovativeLearningTeam@purdue.edu.
The Center for Instructional Excellence (CIE) invites instructors at Purdue’s West Lafayette and Indianapolis locations to apply for the 2026-2028 Scholarship of Teaching and Learning (SoTL) Fellowship Program. The SoTL Fellowship Program is a two-year fellowship which includes an online six-week faculty learning community in this summer in which SoTL…
The Center for Instructional Excellence (CIE) invites instructors at Purdue’s West Lafayette and Indianapolis locations to apply for the 2026-2028 Scholarship of Teaching and Learning (SoTL) Fellowship Program.
The SoTL Fellowship Program is a two-year fellowship which includes an online six-week faculty learning community in this summer in which SoTL fellows design a SoTL project, as well as a monthly community of practice that provides support while fellows conduct their SoTL research.
The resources an ongoing support can be invaluable in initiating and sustaining inquiry into teaching practices with the goal of improving student learning. “As a SoTL Fellow, I built a strong foundation in conducting high-quality research that meaningfully engages students as stakeholders and strengthens the impact of instructional practice,” said LaMonica Williams, clinical assistant professor of Educational Leadership and Policy Studies, and Educational Studies in the College of Education.
“The fellowship fostered sustained dialogue with colleagues across disciplines, deepening our collective support for student learning,” Williams explained. “Most importantly, it created space to explore questions that matter to my practice and to think more deeply and intentionally about learning in my field.”
“[The CIE SoTL Fellowship program] created space to explore questions that matter to my practice and to think more deeply and intentionally about learning in my field.”
— LaMonica Williams, Clinical Assistant Professor, College of Education
In addition to incorporating their research into instructional strategies for their courses, SoTL Fellows have also presented their projects at a variety of academic assemblies, including the SoTL Summit, the SoTL Commons Conference, the Lilly Conferences and many other discipline-specific conferences.
“The SoTL Fellowship program offered me a supportive sense of community. I was able to meet faculty from across the university and learn about incredible work that is being performed here at Purdue,” said Krystal Hans, assistant professor of forensic entomology and director of Forensic Science in the College of Agriculture. “This fellowship also provided me opportunities to present my work at the Teaching and Learning Festival and share my project with colleagues from numerous departments. Even after completing the fellowship, I still receive invitations and updates regarding SoTL opportunities. I’m truly grateful for this experience and the mentorship that I’ve received from this program.”
“I was able to meet faculty from across the university and learn about incredible work that is being performed here at Purdue.”
— Krystal Hans, Assistant Professor, College of Agriculture
Clinical Professor Megan Purcell said the fellowship community of practice provides the structure and support to pursue teaching and learning research. “The SoTL Fellowship Program provided both the support and the dedicated time in my schedule to pursue a project that had been on my mind for many years,” said Purcell, who is the Early Childhood Education and Exceptional Needs program coordinator in the Department of Human Development and Family Science. “The professional learning community fostered through collaboration with CIE staff and faculty from across the university was both encouraging and productive, creating shared accountability and helping us move our work forward.”
“The SoTL Fellowship Program provided both the support and the dedicated time in my schedule to pursue a project that had been on my mind for many years.”
— Megan Purcell, Clinical Professor, College of Health and Human Services
More information about the fellowship is available on the SoTL Fellowship webpage.
Applicants for the SoTL Fellowship program should complete this online application by Fri., Feb. 27. SoTL Fellows will be notified of their acceptance by Fri., March 27.
Questions may be directed to Emily Bonem, CIE assistant director of SoTL, ebonem@purdue.edu.
CIE is a member of Innovative Learning, Purdue’s hub approach to connect West Lafayette and Indianapolis instructors to the resources they need to engage students, develop courses in any instructional modality, and enhance learning across the University. Other members include Libraries and the School of Information Studies and Purdue University Online. To learn more, visit www.purdue.edu/innovativelearning or email InnovativeLearningTeam@purdue.edu.