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In this episode, we share a practical, step-by-step approach to creating digitally accessible course content using a simple workflow—remove barriers, replace inaccessible elements, and remediate what remains. We talk about how to start small (one document, one slide deck, or one LMS page), use built-in accessibility checkers and quick fixes, and address common issues like headings, alt text, color contrast, and tables. We also cover strategies for handling PDFs and specialized formats, plus easy ways to track progress with short work blocks and checklists. If you enjoyed today’s discussion, please subscribe and leave a review, and connect with us at buffalo.edu/catt or email ubcatt@buffalo.edu.
Episode Transcript
Welcome to a special edition of the CATT
Teaching Table podcast, producedby the University of Buffalo's
Office of Curriculum Assessmentand Teaching Transformation,
also known as CATT and supportedby the Genteel's Excellence and
Teaching Fund.
I'm Maggie Grady, InstructionalInnovation Project Manager with
CATT.
This Teaching Table mini-seriesfeatures short episodes
(00:23):
designed to help faculty preparefor the upcoming ADA Title II
regulation changes, which aretaking effect in April of 2026.
Together we'll explore whatthese updates mean for teaching
and learning at UB and sharepractical ways to make courses
more accessible and inclusive.
Joining me in these episodes isSarah Gugliemi, CATT's
(00:45):
instructional consultant foraccessible and inclusive
pedagogy.
Sarah works closely withfaculty to design courses that
are usable, inclusive, andaligned with accessibility best
practices.
So thanks and welcome back,Sarah.
Sarah Gugliemi (00:58):
Thanks, Maggie.
It's great to be here.
Maggie Grady (01:00):
So Sarah, let's start with what does a digital
accessibility review actuallyhelp faculty accomplish?
Sarah Gugliemi (01:06):
Yeah, sure.
Going through the process of adigital accessibility review, it
can really help faculty buildawareness around digital
accessibility while also helpingthem create some structure to
prior prioritize the process,and that can help reduce
overwhelm.
CATT has created a digitalaccessibility review checklist
for faculty on our website, andwe'll put a link in the episode
(01:28):
notes for them to take a lookat.
An accessibility review isbased on what's often called the
three Rs remove, replace, andremediate.
So you want to remove outdatedcontent and then replace
inaccessible content with anaccessible option if that's
available.
And then last prioritize theremediation of the rest of your
(01:49):
content.
And to help prioritize, you canstart with one course and also
the easy-to-address contentfirst.
That can be things likeaddressing your UB Learn pages,
Microsoft Word documents, andPowerPoint files.
And just remember you want tokeep the focus on progress
instead of perfection.
Maggie Grady (02:08):
So that's a great way of looking at it.
And give advice to faculty withhow to get started.
What would their first step be?
Sarah Gugliemi (02:17):
Yeah, the first step would be to focus on one of
your spring 2026 courses.
If you recall, the these newADA Title II regulations go into
effect at the end of April2026.
So keep the focus on spring2026 courses and follow the
digital accessibility reviewchecklist that we do have on the
CATT website.
This will guide you through theremove, replace, and remediate
(02:40):
process.
Then, when it comes toremediating your documents, you
want to start small and startwith the easiest fixes.
So start with one Worddocument, like your syllabus,
and one PowerPoint file, andjust one UB Learns page.
Once you get familiar with thedigital accessibility features,
once you get familiar with theaccessibility checkers, it
becomes easier.
(03:00):
There is some an initiallearning curve, but once you
make your way through thatlearning curve, it will feel
more natural and habitual tocreate accessible content from
the start.
I'd also encourage faculty toreview the remediation training
resources on CATT's website,along with strategies on how to
address PDFs and LaTeX files.
We'll put the link in theepisode resources to that page.
(03:22):
Many of the programs you usehave an accessibility checker
with embedded help menus,including UB Learns, Word, and
PowerPoint.
The checkers flag issues likemissing alternative text, color
contrast, and table headings,and they offer step-by-step
instructions on how to apply thefix.
Maggie Grady (03:39):
So that makes it feel less intimidating.
And I like the fact that youcan do this incrementally.
Sarah Gugliemi (03:45):
Yeah, that's what the review checklist and
the prioritization helps with.
It's important to start withsmall time blocks and to keep a
checklist of what you'vereviewed and definitely
celebrate your progress as yougo.
Maggie Grady (03:56):
And faculty don't have to go it alone, correct?
What support does CATT offerfor this process?
Sarah Gugliemi (04:03):
Well, in addition to our online training
resources, we offer individualconsultations, virtual
workshops.
We've also been going intodepartments to do different
workshops as well.
So we're here to help facultyorganize their efforts.
And if you're interested inthese resources, faculty can
visit CATT's website and reachout to us either through our
email at ubcatt at buffalo.eduor submit an instructional
(04:27):
support request with the linkwe'll provide in the episode
resources.
Maggie Grady (04:31):
That's great.
Having guidance and structurereally helps faculty take the
next steps with confidence.
Sarah Gugliemi (04:37):
Yeah, definitely.
Accessibility work is mostsuccessful when it's shared and
supported, and that's reallywhat we're here for.
Maggie Grady (04:45):
So, Sarah, thank you for breaking this process
down into manageable steps.
Reviewing content doesn't haveto be overwhelming.
It's really about making steadyprogress toward digital
accessibility.
Sarah Gugliemi (04:57):
Yeah, exactly.
Every improvement, no matterhow small, helps our students
have a better learningexperience.
Maggie Grady (05:03):
Next time we'll continue this conversation with
episode three, Making DigitalContent Usable for Everyone.
We'll look at how designchoices can make your materials
more engaging and accessible forall learners.
If you enjoyed today'sdiscussion, be sure to subscribe
and leave us a review.
We'll be back soon with moreconversations on teaching,
learning, and technology.
(05:24):
Until then, keep exploring newways to reach and inspire your
students.
As always, be sure to connectwith us online at buffalo.edu/
catt.
Or email us at ubcatt@buffalo.edu.
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