Digital Accessibility
At Harford, we believe that education should be accessible to everyone.
This Digital Accessibility information site is a central resource for creating inclusive digital environments where all students, faculty, and staff can thrive regardless of ability.
Purpose of the Information Site
Our digital world offers amazing opportunities for teaching, learning, and collaboration. Those opportunities matter most when everyone can fully participate.
This hub equips you with the knowledge, tools, and support you need to make the digital content you create and share accessible to all members of our community. Whether you’re designing a course, developing web content, creating documents, or planning events, these resources will help you integrate digital accessibility from the start—not as an afterthought.
Our digital world includes content appearing on the following: websites, OwlNet, email, word documents, powerpoint presentations, SharePoint, social media, forms, .pdf documents. This also includes any content that is available on BrightSpace and/or any platform that is available to students, employees and the general public.
(explain what is accessible versus available) ( See notes)
Our goal is to make digital accessibility clear, manageable, and part of everyday practice. By prioritizing digital accessibility, we’re not just meeting compliance standards; we’re enhancing the educational experience for everyone.
When we design with digital accessibility in mind, we build better experiences for all. Join us in creating a more inclusive environment, where every member of our community has equal access to learning and opportunity. The journey toward full digital accessibility is ongoing, and every action you take helps make a difference.
Resources + Checklist
This checklist is useful in evaluating and improving all digital content while reflecting best practices and Web Content Accessibility Guidelines (WCAG) 2.2 standards. Accessibility is an ongoing process, so use this tool as a starting point.
- Use clear and simple language. Avoid jargon. Explain technical terms using plain language whenever possible.
- Use a 12-point font or higher font size for body text and 9-point for footnote or endnotes in Word or PDF documents.
- Use sans serif fonts in all downloadable documents (e.g., Arial).
- If you need to emphasize text, use bold rather than underlining.
- Run built-in accessibility checkers in the learning management system (i.e., Anthology Ally), Office 365 applications, and Adobe programs.
- Create accessible naming conventions by using clear and descriptive names that reflect the content of files.
- Check that each document is in its native file format, meaning the default file type generated by the software used to create it.
- Review Five Ways You Can Improve Digital Accessibility Resource for more insight.
- Review the Training and Professional Development Resources page for more in-depth training resources.
- Avoid using PDFs as much as possible and only use them as optional downloads.
- If using PDFs, ensure they are tagged and pass accessibility checklists.
- Organize content with built-in heading styles. Avoid using bold, underline, or all caps to designate sections of a document.
- Use headings without skipping levels (H1, H2, H3, H4 ...).
- Use style buttons (e.g., bullets) for lists.
- Avoid using the Enter/Return keys to create a vertical space; instead, use built-in line spacing options and page breaks.
- Do not rely on color to convey meaning.
- Use sufficient color contrast.
- Avoid using red and blue colors.
- Do not use backgrounds.
- Write a functional alternative text ("alt text") for informative images to convey their purpose. Informative images include pictures, illustrations, and charts.
- Provide an equivalent user experience with your alt text (e.g., an appropriate alt text description of a search button would be "search," not "image of a magnifying glass).
- Mark decorative images as such (no alt text needed).
- Caption all video content. Captions give people the textual equivalent of audible information in video and audio-only content.
- Edit and correct all automated captions.
- Provide a transcript for audio files, including descriptions of non-speech audio and speaker names. Transcripts provide a complete textual description of a video.
- Provide a verbal description of all visual components (e.g., graphs, charts, etc.).
- Provide an audio narration of the context of the video.
- Use descriptive hyperlink text (for instance, write "Read the 2025 report" instead of "Click here" or "Read more").
- Ensure all links make sense outside of context, as screen readers jump from link to link.
- If a link will open or download a file such as a PDF, include a textual reference link in the information (e.g., "[PDF]").
- Do not direct links to open in new windows or tabs. If a link must open in a new window or tab, a textual reference should be included in the link information (e.g., "[New Tab]").
- For citations and references, hyperlink the title of the resources instead of the full URL.
- Use tables to structure data. Tables should not be used for layout purposes.
- Create tables with columns and row headers.
- Assign the correct scope to columns and row headers.
- Set the correct reading order of tables for screen reading.
- Label charts and graphs accordingly.
- Include table captions, typically positioned at the top of a table.
- Avoid merged or split cells in tables.
- Use adequate cell padding in tables.
General FAQ’s
What is digital accessibility?
Digital accessibility refers to the intentional design of electronic technologies and materials to ensure they are usable by everyone, including individuals with disabilities.
Why is this required?
Federal regulations require that all course materials and websites comply with WCAG 2.1 AA accessibility standards by April 2026. This ensures equal access to people with disabilities.
Who is responsible for ensuring digital accessibility at Harford?
Digital accessibility is a shared responsibility. All content creators, including faculty, staff, and administrators, are responsible for ensuring their materials are accessible.
What should I prioritize first?
Start by reviewing your commonly used materials and making them accessible. Review Five Things You Can Do to Improve Accessibility and learn how to address common digital accessibility concerns.
How do I make my PowerPoint presentations accessible?
Use built-in slide layouts, add alt text to images, ensure sufficient color contrast, use simple tables with headers, check reading order, and use the accessibility checker. Utilize this resource for more details on making PowerPoint presentations accessible.
Further Questions?
Contact: Accessibility@harford.edu
Legal Requirements and Institutional Obligations
Harford Community College is legally required to ensure digital accessibility under several key regulations:
Americans with Disabilities Act (ADA): Requires equal access to our programs, services, and activities, including those delivered digitally.
Section 504 of the Rehabilitation Act: Prohibits discrimination against individuals with disabilities in programs receiving federal financial assistance.
Section 508 of the Rehabilitation Act: Requires federal agencies and organizations receiving federal funding to make their electronic and information technology accessible.
State of Maryland IT Accessibility Law: Requires state agencies, including public universities, to follow accessibility standards for information technology.
The Department of Justice has established April 24, 2026, as the compliance deadline for the updated Title II regulations of the Americans with Disabilities Act. These regulations explicitly require that all digital content, including materials within learning management systems and behind password-protected areas, must meet accessibility standards:
- All course materials in BrightSpace are accessible to students with disabilities.
- Internal resources for faculty and staff meet the same high standards as public-facing content.
- Historical content is remediated or provided with accessible alternatives.
Contact: Donna Shopulski | Vice President, Human Resources, Risk, and Compliance