# An Instructor’s Guide to Creating Accessible Course Content October 30, 2026 [ Jen Dee ](/people/jen-dee) ![Students sitting on a bench using high and low-tech devices including a laptop, tablets, a notebook, and paper on a clipboard.](/sites/g/files/omnuum12446/files/styles/hwp_16_9__480x270/public/2026-10/AdobeStock_192793583-960x540.jpg?itok=4Ax2l_Yf) *In* [*Part 1 of this two-part blog post*](/news/2026/09/what-instructors-should-know-about-creating-accessible-course-content "What Instructors Should Know About Creating Accessible Course Content")*, we talked about your responsibilities as instructors when it comes to making course content that meets accessibility standards. In this follow-up, we will explore practical steps you can take to improve the accessibility of your course materials.* The great thing about accessibility is that once you learn the basic principles, you can apply them just about anywhere you create content. As you build your course materials, check out key [digital accessibility essentials](/content-creator-essentials "Content Creator Essentials") such as headings, alternative text for images, and captions for videos. Beyond the essentials, there are some accessibility barriers to be aware of in certain format types, as well as helpful tools and checkers built into the platforms you use every day. Whether you’re building a course website, drafting documents, or producing multimedia content, we’ve gathered some tips and techniques for you to keep in mind to make sure your course is accessible to all of your learners. ## Course Websites Whether your course has an independent site or operates within a Learning Management System (LMS) like Canvas, there are plenty of best practices from the [essentials](/content-creator-essentials "Content Creator Essentials") you can implement to improve accessibility. Automated tools can help you check your content and figure out solutions. These tools cannot detect all accessibility issues, so even a perfect score on an automated checker doesn’t indicate a fully accessible site, but they can make a big difference! Check out more about [Automated Tools for Testing Accessibility](/auto-tools-testing "Automated Tools for Testing Accessibility") on your course website. ### Canvas and Pope Tech Within Canvas, Harvard licenses a tool called [Pope Tech](https://accessibility.huit.harvard.edu/academic-content#canvas) that performs automated scans of pages and provides prompts for making improvements. You can use its [Accessibility Dashboard](https://blog.pope.tech/2022/05/04/use-the-canvas-accessibility-instructor-dashboards/) to get high-level data on issues or the [Accessibility Guide](https://blog.pope.tech/2022/03/29/get-started-with-the-canvas-accessibility-guide/) to check any new content as you’re editing a page. ## Documents The documents that you’re distributing, including Word documents, PDFs, and slide decks, can also be intentionally made with accessibility in mind. Apply the digital accessibility essentials to these documents and dig into our [Accessible Documents](/accessible-documents "Accessible Documents") guidance for each type of document you use. Use the automated accessibility checkers built into Word, PowerPoint, and Adobe Acrobat to get feedback and guidance on detectable errors. ### To PDF or not to PDF? While it is possible to make PDFs accessible, it tends to be more challenging and time-consuming than other formats. So before you export to PDF ask yourself, does this document need to be a PDF? If you can share the document in its original format, like Word or PowerPoint, it’s better to do so. Or better yet, see if the content can be added directly to a webpage on the course website or LMS. In those cases when the document does need to be a PDF, explore our guidance on creating [accessible PDFs](/pdf "Creating Accessible PDFs") or use a [third-party remediation service](/doc-vendors "Document Remediation Vendors"). ## Multimedia Video and audio content are great ways to share information and support learners’ comprehension. In order to reach all your learners, consider how users will perceive the content if they don’t see or hear it. Be sure to check that audio and video content are accompanied by accurate transcripts and captions. You can [start with automated captions or transcripts and edit for accuracy](/diy-captions "DIY: Editing Captions in Video Platforms") - in particular check jargon, technical terms, and acronyms, as automated tools can struggle to get those right. Another option is to outsource to a [third-party caption or transcript provider](https://go.3playmedia.com/custom-harvard). By planning in advance to only share multimedia that are accompanied by text alternatives, you can stay in compliance with Harvard’s policy and avoid any last-minute scrambles to find replacement content if a student cannot access the original material. ## Plan for progress As you work to build an accessible course, your goal should be progress, not perfection. Find opportunities to add accessibility checks into your existing workflow, and remediate legacy content gradually. Reach out to DAS at any time for assistance with your accessibility journey. ## More Blog Posts [### Working My Way Through Vision Loss ](/news/2026/10/working-my-way-through-vision-loss) October 22, 2026 In honor of National Disability Employment Awareness Month, I’ll share why you don’t need to be an accessibility expert to be effective at creating a welcoming workplace. ![Gold background with fireworks around images of people. Text: Celebrating Value and Talent - National Disability Employment Awareness Month.](/sites/g/files/omnuum12446/files/styles/hwp_16_9__480x270/public/2026-10/ODEP-NDEAM-2026-poster-GOLD_960x540.jpg?itok=zQoAXTiS) [### 4th annual Accessibility Summit highlights Harvard’s commitment to disability inclusion ](https://news.harvard.edu/gazette/story/newsplus/4th-annual-accessibility-summit-highlights-harvards-commitment-to-disability-inclusion/) October 09, 2026 Harvard University Information Technology’s Digital Accessibility Services (DAS) hosted the 4th annual university-wide Accessibility Summit on June 4, 2026. The event brought together Harvard faculty and staff for a day of learning and connecting... ![The DAS team at the Accessibility Summit with keynote speaker Maria Town. ](/sites/g/files/omnuum12446/files/styles/hwp_16_9__480x270/public/2026-08/Summit%2026-89-16x9.jpg?itok=1U3nydc5) [### What Instructors Should Know About Creating Accessible Course Content ](/news/2026/09/what-instructors-should-know-about-creating-accessible-course-content) September 15, 2026 Around the country and at Harvard, instructors are being asked to create learning materials that meet digital accessibility standards. Find out some essentials that instructors should know about their role in accessibility. ![Young adults studying in a library.](/sites/g/files/omnuum12446/files/styles/hwp_16_9__480x270/public/2026-09/AdobeStock_1014704900-960x540.jpg?itok=Sgc5aiPC) [ View All Posts arrow\_circle\_right ](/das-blog-all-posts) See also:- [ Academic ](/das-blog-topics/academic) - [ Accessibility Basics ](/das-blog/accessibility-basics)