There is no defined “passing score,” and we encourage instructors not to focus solely on the number. UDOIT scores can vary based on user settings, and a course with a score of 100% may still have accessibility issues, while a course scoring 75% may be largely accessible.

UDOIT does not evaluate overall quality or usability. Instead, it scans for a predefined set of detectable accessibility issues. The score is best understood as a guide to help identify and prioritize improvements.

Our goal at the University is for instructors to be aware of digital accessibility and to make intentional efforts to improve their courses in alignment with WCAG standards.

If your department has established specific score requirements, we recommend reaching out to your leadership or instructional design team for guidance and consultation.

Consider: Is this question essential for a student to demonstrate their knowledge of a topic? Is there a better way to construct the question that doesn't involve an image like this? Ensure you are using the right assessment strategy first!

• Exemplary Cases
  • An anatomy instructor includes a question on an exam that asks students to label different bones of the skeleton.
  • An economics instructor includes a complex graph on an exam question and asks students to interpret the graph.
  • An art history instructor requires students to analyze a painting for an exam.

Assuming the question is pedagogically sound for your discipline and course level, there are two options:

• Keep the alt text vague (e.g., “bones in a leg”, “bar graph of projected policy impact on gross GDP”), or
• Provide a disclaimer in the alt tag that asks students to contact the instructor/TA/LA if they are unable to see the image (e.g., “If you are having trouble seeing this image, contact your instructor”).

The short answer as far as we are aware: Yes, instructors can continue to provide "as-is" images/PDFs of handwritten notes, but only under certain circumstances.

If instructors choose to provide handwritten notes or solutions for students, there's a few other questions that need to be addressed to determine whether these need to be tagged and made fully WCAG compliant:

• Is this document from an in-person class session or is this for an online course?
  • If In-Person: Proceed to next question.
  • If Online: Yes, it is required to be made fully WCAG compliant (i.e., typed text, text formatting options are used, images have alt text, etc.).
• Are students being introduced to a new topic in these notes, or is this a topic covered in other course resources?
  • If this topic is covered in other resources: Proceed to next question.
  • If a new topic is introduced in these notes: Yes, it is required to be made fully WCAG compliant.
• Do you plan to use these documents again for another class in the future, or is this just being provided as a record of what was discussed in class?
  • If you plan to use them again: Yes, it is required to be made fully WCAG compliant.
  • If these are just meant to record class activities or for study use only: These documents may qualify as archival documentation. If you do choose to share handwritten notes digitally, posting them in an announcement or a direct email message to students is preferred. This clearly denotes that the file is intended as an archival document associated with a specific time period in the course.

Pedagogically, handwritten text primarily becomes a problem when the only way material is presented is through an image (i.e., how students encounter most materials in an online course). It is not necessarily best practice to provide handwritten notes alone, just in case these notes do end up being reused or posted for an online section of the course in the future. 

These sorts of resources are very valuable to students for their learning. We do not want to discourage instructors from providing notes to students. With that, it’s equally important that we are meeting ADA demands, and formats or delivery methods may need to change. CTE is working to find further legal guidance on this question to ensure we provide the most accurate information possible.

Put your content in a .txt file. If you have further questions about any tools that you are using to code, please check with UIT to see if it is a supported tool. If so, you can direct questions to UIT. If not, direct your questions to the help desk for the company itself.

Depending on your discipline, you may use LaTeX for different purposes. Here are some resources from groups on our campus working with LaTeX, Overleaf, and beyond:

• Learn more about creating accessible math equations and PDFs from the Math department.
• Find tutorials and tips to improve accessibility for materials commonly used in Physics and Astronomy from 2025-2026 CTE Faculty Fellow, Yao-Yuan Mao.

We recognize that making PowerPoint slides fully accessible can be a time-consuming, manual process. We recommend improving your presentations as time allows, starting with materials you use most often or that are essential for students to understand course content and successfully complete assignments.

For guidance, please refer to the video tutorial from the U and resources available on UDOIT’s ULearn website.

Unfortunately, no. At this time the University has not made any resources available to provide direct assistance with remediating course content. 

If you are in a department that has an instructional design team available, consider reaching out to them. If you are unsure if you have an instructional designer available to your department, contact department leadership for more information.

CTE and Digital Learning Technologies (DLT) will not be offering department-specific trainings after April 24th, 2026 due to staff capacity.

Accessibility Office Hours are offered weekly via Zoom with representatives from CTE and DLT. Join the digital office here from 11AM-12PM (MT) on Thursdays.

CTE and DLT also host several events throughout the year that often cover digital accessibility topics. To see upcoming events, check out:

• CTE's Event Calendar
• DLT's Event Calendar

The Center for Disability & Access (CDA) has a small team of digital accessibility specialists who provide remediation support for assessment materials when required (e.g. descriptions for test visuals, real-time captioning, VRI interpretation, etc.).

The CDA does not provide remediation support for class materials. It is the responsibility of the instructor to provide materials compatible with the assistive technologies students may use.

• Use UDOIT to assess files in Canvas

  • Learn about UDOIT and TidyUP (Video)

  • Learn about UDOIT and TidyUP (Article)

• Check to see if the course functions as expected using the Canvas Mobile app

No, non-compliant content will not be deleted or unpublished by Canvas administrators without the instructor's permission. The University at large does not have adequate staffing to provide this service at present. This may vary between departments and colleges– please check with leadership or your instructional design team for more information.