ADA Compliance and Accessibility: It’s Everyone’s Business

Support Materials: Guidance and Practical Advice for Every Extension Staff Member

graphic of a person climbing a ladder up to an oversized mobile device with an oversized key to open a graphic of a lock with an accessibility symbol inside the keyhole

Accessibility isn’t just about meeting requirements; it’s about making sure that everyone, regardless of their abilities, can access and benefit from the information we provide.

While UMaine Extension web editors are required to complete mandatory training on digital content creation, it’s important that all Extension staff take the initiative to understand and apply accessibility principles in the content they create: digital, online, or in print, and whether it’s for internal or external audiences.

Fostering a culture of accessibility across all levels of Extension is essential for fulfilling our mission of serving a diverse audience effectively. To support staff in this effort, this web page offers a range of resources, including the primary learning module from the University of Maine System, “Designing Accessible Digital Content,” along with a robust collection of Extension’s checklists and guidance covering all aspects of digital communication.

About UMs’s “Designing Accessible Digital Content
Extension’s Checklists and Resources by content type

By using these resources and integrating accessibility into daily practices, staff can ensure that everyone can access, understand, and benefit from the information we provide, making accessibility a natural and essential part of our work.

University of Maine System’s “Designing Accessible Digital Content“

The Designing Accessible Digital Content training in UMS Academy is our primary resource for learning how to create accessible materials and aligning our work with University of Maine System accessibility standards. If you create webpages, documents, presentations, or other digital materials, this training provides the foundation for building accessibility into your work from the start.

To access this training in UMS Academy, you’ll need a maine.edu email address.

Required Training Before Receiving Website Editing Access

Extension web editors are required to complete all modules and pass the quizzes before receiving WordPress/CMS training to access and edit Extension websites.

Staff members must earn at least 80% on each module quiz. After completing the training, you will receive a completion certificate that can be downloaded and submitted to your website administrator using the training completion form (opens in a new tab). For step-by-step instructions and additional details, visit the Designing Accessible Digital Content training landing page in UMS Academy.

Extension’s Web Team will confirm this requirement has been met before WordPress/CMS training is scheduled for the staff member.

Expectations for All Staff Who Create Digital Content

All Extension staff are expected to complete the Designing Accessible Digital Content training as part of UMaine’s annual compliance training requirements.

Accessibility works best when it’s built in from the beginning. While completing the course is required, every content creator is ultimately responsible for the materials they produce—documents, presentations, emails, videos, or social media—and for ensuring those materials are accessible and compliant.

Understanding these practices also helps ensure that the information we publish across Extension’s platforms is both usable and accessible to the widest possible audience.

Update to Designing Accessible Digital Content

Posted Oct 20, 2025 4:51 PM

There is new content available in Designing Accessible Digital Content on UMS Academy: 

Additionally, for those who want to earn a UMS micro-credential in recognition of their digital accessibility knowledge, USM Professional Development Programs is offering Accessible Digital Content Level 1. Those who have completed Designing Accessible Digital Content may skip ahead to the assessments, only reviewing content not covered here to receive the Level 1 Badge. 

Claim Your Discount | Register Now

After completing the training, you will:

  • Understand why digital accessibility matters across the University of Maine System
  • Learn practical ways to meet Web Content Accessibility Guidelines (WCAG) for websites, documents, audio, and video
  • Gain tips for creating more accessible content in common tools such as Microsoft Word and other document platforms
COURSE: Designing Accessible Digital Content

To access this training in UMS Academy, you’ll need a maine.edu email address.

UMS Module: Designing Accessible Digital Content

Designing Accessible Digital Content consists of five comprehensive modules that guide you through creating inclusive and accessible materials. Access to this learning module requires a maine.edu email address.

In this module, you will find a video tutorial, downloads of the slides with information and links to have for future reference, and a quiz section with six questions.

  • What is meant by “digital content?”
  • Why does digital content need to be accessible?
  • Types of disabilities
  • Screen readers, other assistive technologies
  • WCAG 2.1 AA: “Success criteria” and “acceptable methods”
  • Accessibility tenets

Module 2 builds upon the information presented in Module 1, so please complete that module first before starting this module.

  • Alt Text
  • Color Contrast
  • Text in Image
  • Complicated Images as Graphics

In this module you will find a set of video tutorials to watch sequentially, downloads of the slides with information and links to have for future reference, and a quiz section with five questions.

Note: This information is useful, as well, for the creation of print content as well.

  • What is meant by “digital content?”
  • Why does digital content need to be accessible?
  • Types of disabilities
  • Screen readers, other assistive technologies
  • WCAG 2.1 AA: “Success criteria” and “acceptable methods”
  • Accessibility tenets

Module 3 builds upon the information presented in Module 1 and 2, so please complete those modules first before starting this module.

  • Tags and headings
  • Writing for accessibility and inclusivity
  • Search Engine Optimization (SEO) and accessibility

In this module you will find a set of video tutorials to watch sequentially, downloads of the slides with information and links to have for future reference, and a quiz section with five questions.

Note: This information is useful, as well, in the creation of written content for email marketing or print pieces.

  • What is meant by “digital content?”
  • Why does digital content need to be accessible?
  • Types of disabilities
  • Screen readers, other assistive technologies
  • WCAG 2.1 AA: “Success criteria” and “acceptable methods”
  • Accessibility tenets

Module 4 builds upon the information presented in Modules 1, 2 and 3, so please complete those modules first before starting this course.

In this module you will find a set of video tutorials to watch sequentially, downloads of the slides with information and links to have for future reference, and a quiz section with six questions.

Note: It’s crucial to note the segment discussing applying accessibility features to Google Docs, as it highlights the potential removal of these features once the Google Doc is downloaded to a Word document.

Module 5 builds upon the information presented in Module 1: Introduction to Accessibility and Compliance, so please complete that module first before starting this course.

In this module you will find a set of video tutorials to be taken sequentially, downloads of the slides with information and links to have for future reference, and a quiz section with six questions.

  • Closed captions for recorded video
  • Transcripts for recorded video
  • Live video
  • Audio-only recordings and presentations
  • Audio descriptions

Note: When the Extension Communications and Marketing Team uploads video content to Extension’s playlist on UMaine’s YouTube channel, every effort is made to ensure that automated, corrected closed captioning/transcript is included with the upload.

Keep It Accessible: We Promise It’s Less Complicated Than It Sounds

a graphic of avatars of Michelle and Matt, the Extension Web Team sitting within a computer desktop screen, to be used as part of the Web Connections

As of March 14, 2026, our checklists and resources have been updated, developed, and consolidated here to help every Extension staff member, from our content creators to staff web editors, to ensure that they are building accessibility into all digital content they create. As these assets are designed to meet 2026 UMaine/UMS directives, they ensure compliance with WCAG 2.1 Level AA standards and Title II ruling.

Why it Matters

Accessible content allows everyone use our resources, shows Extension’s commitment to equity and inclusion—and it even helps people find us online!

Bonus!

Adding clear alt text for images and using proper headings makes Google searches work in our favor, so more folks can discover what we offer.

Our goal as Extension’s Web Team: to support you throughout the process, making it easier to create content that’s usable, inclusive, and meets accessibility standards.

Questions for Us?

If you have questions primarily related to your programmatic or county websites’ accessibility, please submit your request to meet or question using the form, indicating “Website Help” on the Extension Communications and Marketing: Submit a Request page.

  • Our team will follow up within 48 hours.
  • You will receive a confirmation email with a copy of your request. Reply to that email if you need to add updates or provide additional information.

Please note: The modules from “Designing Accessible Digital Content” are not included in the resources listed within the checklists and other materials listed as resources.

Checklist

Headings and Lists

Properly structured headers help screen readers navigate your content and improve SEO by signaling the organization and key topics of your page, while using bulleted lists for unordered items (like ingredients) and numbered lists for ordered steps (like recipe directions) ensures content is clear and easy to follow.

  • Use structured headings (avoid using bolded paragraph text as a header) and lists (either bulleted for numbered)
  • Use the built-in header styles rather than relying on bolded text to create headings.
  • Keep headings in logical order (H1 → H2 → H3→ H4)
  • H1 = banner header, already built in
  • H2 = Page or Post Title
  • H3 = start the page with an H3
  • H4 = to be used as a subhead
  • H5 = as needed
  • Can repeat for the next heading on a page at H3 and continue through as needed
  • Ensure sufficient color contrast
  • Avoid inaccessible formatting (e.g., relying on color alone to convey meaning or to emphasize words)
  • Avoid true ALL CAPS in text. Screen readers often read all-caps words letter by letter (e.g., “UMaine Extension” becomes “U–M–A–I–N–E”), which makes content harder to understand. However, on Gutenberg sites, UMaine-branded headlines may look like ALL CAPS, but they’re actually written in sentence case with a style applied to display them in uppercase, so they remain accessible to screen readers.
  • Use clear, simple language that can be easily understood by all users, including those with cognitive or learning disabilities. Avoid acronyms, technical terms, or “insider” jargon whenever possible. When introducing new terms, define them clearly and use them consistently throughout the page to support comprehension and accessibility.
  • Use underlining only for hyperlinks. Underlines are a cue to users that a word or phrase is an active link. Users become frustrated when they scroll over underlined words or phrases and find there’s no link. Use bold and/or italics for emphasis.
Links
  • Write descriptive, meaningful link text.
  • Use meaningful words and phrases in your links. To help users and search engines, avoid “click here” type links or linking URLs. Be clear about where links are taking users. For example:
Images
  • Add alternative text (ALT) for all images, photos, graphics, and logos: If you have taken the time to create a flyer for a communication, it is tempting to use an image of the flyer on web pages or in social media; we are all busy, and that certainly can save time. Unfortunately, it gives a poor experience for many users, especially mobile users or users who use assistive technologies like screen readers.
Color and Formatting
  • Ensure sufficient color contrast
  • Avoid inaccessible formatting (e.g., relying on color alone to convey meaning or to emphasize words)
Tables

When including a table on a web page, it’s important to proceed thoughtfully. While tables can be necessary for presenting true tabular data, accessibility and mobile responsiveness are often improved by using lists instead of tables whenever possible.

  • Use accessible tables (with headers and simple structure)
  • Within the table, ensure sufficient color contrast between any background color used and text that is over that background
  • Within the table, avoid inaccessible formatting (e.g., relying on color alone to convey meaning or to emphasize words)
  • Avoid using all caps
  • Use clear, simple language that can be easily understood by all users, including those with cognitive or learning disabilities. Avoid acronyms, technical terms, or “insider” jargon whenever possible. When introducing new terms, define them clearly and use them consistently throughout the page to support comprehension and accessibility.
  • Use underlining only for hyperlinks. Underlines are a cue to users that a word or phrase is an active link. Users become frustrated when they scroll over underlined words or phrases and find there’s no link. Use bold and/or italics for emphasis.
  • Tip: Rather than display a table, convert what would be table content into a list, consider each row as a separate item and each column as a detail about that item. For example, a table with crop names, planting dates, and expected yields could be presented as a bulleted list, where each crop is a bullet and its planting date and yield are listed underneath as short, clearly labeled points. This approach maintains the structure of the information while making it easier for screen readers to navigate and for mobile users to view on narrow screens.

Please consider these additional table accessibility guidelines:

  • Use tables only for tabular data: avoid using tables to organize calendars, agendas, or page layout.
  • Provide the table as real text data (not an image) so it can be rendered in WordPress.
  • Use clear headers: include a descriptive header row (and a header column if needed); put units in the headers (e.g., “Yield (lb/acre)”).
  • Keep the structure simple: avoid merged/split cells and multi-level headers whenever possible.
  • Do not rely on color or formatting alone: if highlighting values, also provide a text cue (e.g., “Recommended”) or a symbol with a legend.
  • Make every cell unambiguous: use “0,” “N/A,” or “Not available” instead of blanks; define abbreviations in a short note.
  • Design for web display: keep tables narrow for mobile, use consistent number formats, and split very wide/long tables into smaller ones with a one-sentence takeaway above.
PDFs Posted on the Website

In 2026, Extension will move away from posting PDFs directly to our website. Instead, we’ll share links to documents stored in our secure, centralized platform. This approach improves accessibility, ensures consistent formatting, and makes resources easier for the public to access. As we redesign and reorganize our sites, following UMaine’s standards will help us maintain a more user-friendly web experience. For now:

  • Avoid uploading large (and even small) PDFs when possible. Most online users prefer regular web pages over PDFs and, given the choice, will choose to download a web page. This is especially true of users on mobile devices or with limited data plans. Use PDFs sparingly.
  • Ensure that PDFs and other documents are ADA-compliant before they are uploaded to the document sharing platform. Responsibility lies with the content creator or the administrative specialist working with them, not the Extension Web Team.

Resources

UMaine Extension’s Plugged In
UMaine Division of Marketing and Communications

UMS Academy Resources:

WebAIM

Email marketing is an important way organizations share information about programs, services, and events. For many people, these messages may be their main source of updates and important information. Making emails accessible helps ensure that everyone—including people who use screen readers or other assistive technology—can read, understand, and use the information being shared.

Creating an accessible email requires more than clear writing. The message also needs to be well-organized so people can easily move through it. When emails include clear structure, meaningful image descriptions, and readable text, they are easier for everyone to navigate and understand. This helps ensure that our digital communications remain open and accessible to all.

Checklist

  • Add alternative text (alt text) to images: Provide a short description for every meaningful image so screen readers can describe it to users. If an image is decorative and does not add information, mark it as decorative.
  • Use clear headings and a logical reading order: Organize your email with heading styles (Heading 1 for titles, Heading 2 for sections) and make sure content flows in a clear order from top to bottom. This helps readers—and screen reader users—understand and navigate the content easily.
  • Don’t rely on color alone to convey meaning: Avoid instructions like “click the red button.” Use additional cues such as bold text, icons, or labels so people with color blindness or low vision can still understand the message.
  • Ensure text is easy to read: Text should clearly stand out from the background so everyone can read it easily.
  • Use strong color contrast between text and background.
  • Use simple, easy-to-read fonts (such as default system fonts or what’s set in the campaign template).
  • Limit the number of different fonts used in one email.
  • Avoid decorative or script-style fonts.
  • Use underlining only for hyperlinks. Underlines are a cue to users that a word or phrase is an active link. Users become frustrated when they scroll over underlined words or phrases and find there’s no link. Use bold and/or italics for emphasis. Use bold or italics instead when you need to emphasize text.
  • If you’re not using a button with descriptive call-to-action text, make sure your links use clear, descriptive text instead of “click here” or the raw URL. Users and assistive tools rely on meaningful link text to understand where a link will take them. For example:
    DON’T: “To learn more, click here.”
    DON’T: “To learn more, visit https://extension.umaine.edu/harvest-for-hunger/.”
    DO: “To learn more, visit Maine Harvest for Hunger.”
    DO: Make email addresses active links.

Resources

MailChimp
Constant Contact

University of Arkansas System Division of Agriculture Administrative Offices

Across the University of Maine System, the guidance is consistent: PDFs are allowed, however are strongly discouraged unless absolutely necessary.

However, when a PDF is used or shared, it must be fully accessible.

Start with accessibility from the very beginning—whether you’re creating in Word, Spreadsheets, Canva, InDesign, or Google Docs—before exporting your final PDF. Use each platform’s built-in accessibility tools to check your work, following many of the same principles as web content: include descriptive alt text for images, apply headers in a logical reading order, ensure sufficient color contrast, and structure tables clearly (mobile responsiveness guidance not required).

Any document must be fully ADA-compliant before it is uploaded to our document storage platform or shared on any of our digital platforms. For detailed tips, consult the accessibility resources specific to each platform.

Checklist

Start in the document, building accessibility:

  • Microsoft Word: Run the built-in Accessibility Checker
  • Google Docs: Check Accessibility settings and screen reader support
  • Canva: Use accessibility features and check color contrast
  • InDesign: Use PDF Accessibility Checker (Tags panel), add alt text to images, and tag header styles (H1, H2, H3) to ensure logical reading order
  • Spreadsheets: Apply headers, add descriptive alt text, set logical tab order, ensure sufficient color contrast behind text, and avoid merged cells

Once a PDF is generated, final check:

The following topics are covered in more detail in the Web drop-down section on this page as the same accessibility principles apply when creating documents (Word, Google Docs, Google Sheets, InDesign, Canva, etc.):

  • Images
  • Headings and Reading Order
  • Color and Contrast
  • Tables
  • Links and Navigation
  • Lists
  • General Formatting

Resources

Adobe Acrobat
University of Maine System
UMaine’s Center for Innovation in Teaching and Learning
Microsoft Word
Google Workspace
Canva
InDesign

Extension uses several form tools depending on the purpose. Some connect directly with our centralized Salesforce database, while others are limited to internal use.

  • FormTitan – Used for event registration forms (free and paid). Integrated with Salesforce and vetted for accessibility.
  • Gravity Forms → FormAssembly (coming soon) – Currently used for interest forms and simple contact forms embedded on web pages. Gravity Forms will be retired by the end of 2026 and all forms will transition to FormAssembly, which also integrates with Salesforce and meets accessibility standards
  • Google Forms – Internal use only for surveys or small internal groups. Accessibility best practices should still be followed when creating these forms.

Checklist

Clear labels, instructions, and logical structure make forms easier for assistive technologies like screen readers to navigate and complete:

  • Provide clear instructions at the beginning of the form and within questions when needed.
  • Label every question clearly so users understand what information is required.
  • Avoid making too many questions required unless the information is essential.
  • Break long forms into sections with headings to help users navigate.
  • Use plain language and concise questions to improve readability and comprehension.

When the form is ready to add to the relevant Event post or web page to share online:

  • Link to forms, by embedding the URL for the form, in descriptive text (e.g., Register for the Maple Sugaring Workshop rather than “Click here”).
  • Set the link to open in a new browser window.
  • Avoid embedding forms, in a shortcode, directly on web pages, link to them instead.
  • Break long forms into sections with headings to help users navigate.
  • Use plain language and concise questions to improve readability and comprehension.

And a reminder:

  • Google Forms – Internal use only to survey Extension groups. Accessibility best practices and standards should still be followed when creating these forms.

Resources

Google Forms

These guides provide additional tips on writing accessible questions, adding alt text to images, and ensuring forms work well with screen readers and keyboard navigation.

General

UMaine Extension shares recorded content on two platforms: YouTube for public-facing videos (on the University of Maine channel) and Kaltura for webinars and webinar series. Both platforms automatically generate closed captions when recordings are uploaded.

When creating videos or recordings, keep accessibility in mind. Avoid placing text or graphics in the lower portion of the screen where captions appear. Speak clearly and at a steady pace, avoid talking over others, and reduce background noise. As with presentations, include clear intro and closing slides with strong color contrast, large readable fonts, and easy-to-view links or QR codes.

Checklist

Before Recording:

  • Use a quality microphone.
  • Reduce background noise.
  • Plan slides with large text and high contrast.

During Recording:

  • Record videos and webinars with clear audio. Speakers should talk slowly, clearly, and one at a time.
  • Verbally describe important visuals or charts.
  • Minimize background noise during recording to improve sound quality and caption accuracy.
  • Do not add embedded captions (other than name in lower third) or text overlays in the lower portion of the video where automated closed captions will appear. This also applies to language translations (for example, Spanish or French). Captioning and translated captions can be provided through the video hosting platform, such as YouTube, when the video is uploaded.
  • Visit the article: 5 Tips For Adding Lower Third On Videos (Medium.com website) for a brief overview of the topic of “lower thirds.”
  • Provide links to the transcripts to the Communications and Marketing Team to be placed in video description.

Production Before Upload to Platform:

  • Include an introductory slide with accessible design (strong color contrast, large readable fonts, and clear layout).
  • Include an ending slide with accessible design that highlights key information, resources, or next steps.
  • If including links on slides, ensure they are large and easy to read.
  • When using QR codes, also display the full readable URL on the slide so viewers know where the link embedded in QR code leads. Display URLs without “https://” for clarity (example: extension.umaine.edu/gardening).
  • If your video references websites or resources, provide the links and a short description of each when sending the video to the web team so they can be included in the video description.
  • If using music, keep it subtle and low in volume so it does not interfere with the spoken content or automated captions.

Resources

YouTube
  • YouTube’s official creator resources site — This page is YouTube’s central hub for creator help. It includes guidance on how to get started, record and upload videos, use YouTube Studio tools, optimize titles/descriptions/thumbnails, and understand analytics. You’ll find step‑by‑step how‑tos, troubleshooting info, and tips for making content that video hosting and viewers respond to well. (YouTube)
  • Google News Initiative’s YouTube’s Creator Academy offers free online lessons and courses designed to help creators strengthen their production skills, storytelling, and overall video quality. Topics covered include:
    • Growing and engaging an audience
    • Recording and preparing video content
    • Structuring videos effectively
    • Planning content and scripting
    • Editing and metadata strategies
Kaltura

University of Maine System

As part of Extension’s upcoming website redesign, we will move away from embedding UMaine Maps on our websites by the end of 2026. All mapping will transition to a centralized ArcGIS map managed by the Communications and Marketing team. This ensures maps are maintained consistently and meet ADA accessibility best practices established by UMaine CITL. Existing UMaine Maps currently embedded on Extension pages will be migrated into this new platform by the end of the year.

Staff sharing Google Maps should continue to be shared via descriptive text links that open in a new browser window rather than embedding the map.

Should staff have questions about current UMaine Maps or need guidance on assisting with the transition of information to the ArcGIS platform, please submit your request using the “Website Help” option on the Extension Communications and Marketing: Submit a Request page. Our team will follow up within 48 hours. You will receive a confirmation email with a copy of your request, reply to that email if you need to add updates or provide additional information.

Resources

Creating accessible social media content ensures that all audiences, including people with disabilities, can engage with and benefit from UMaine Extension’s posts. 

Social media accessibility considerations include:

  • providing descriptive alternative text for images
  • using captions for videos
  • using readable fonts and sufficient contrast in social media graphics
  • limiting emojis and special characters
  • avoiding the of flyers as social media graphics, text should instead be placed within the post and find an appropriate image to represent to appear with the text

Similar to the web accessibility standards, Editors should also consider how content is interpreted by screen readers and other assistive technologies. Following these practices not only supports ADA compliance but also makes content more effective and inclusive for all users.

Resources

Plugged In
Join Extension’s Social Media Community of Practice

UMaine Extension staff interested in learning more or sharing best practices are encouraged to join our Social Media Community of Practice, which meets monthly to discuss a different topic each session.

To participate and for meeting information and invitations, reach out to:

  • Alex Gayton at email alexandria.gayton@maine.edu
  • Emily Mott at email emily.j.mott@maine.edu
Resources:
UMaine and UMS

Designing an accessible presentation means making slides clear, readable, and easy for everyone to follow. Just as buildings include ramps and elevators so people can enter and move around, digital materials should be created so everyone can access and use them. The easiest approach is to build accessibility in from the start rather than trying to fix it later.

This is especially important when presentations are shared online or converted to PDFs for learning platforms or document repositories. Before exporting to PDF, make sure the original file is structured correctly—use built-in slide layouts so content follows a logical reading order for screen readers, and add alt text to meaningful images, charts, and graphics.

Starting with clear structure, proper reading order, and descriptive alt text helps ensure presentations can be understood and used by everyone, whether they are viewed in a classroom or shared online.

Checklist

  • Text Alternatives:
  • Verify all meaningful images and charts have descriptive alt text.
  • Mark decorative images as “decorative” so they are ignored by assistive technology.
  • Color and Contrast:
  • Confirm 4.5:1 contrast for standard text and 3:1 for large-scale text.
  • Ensure color is never the only way to convey information (e.g., don’t use red text alone to signify “urgent”).
  • Structure and Sequence:
  • Use built-in slide layouts to preserve programmatic navigation.
  • Verify the Tab Order/Selection Pane to ensure the screen reader sequence matches the visual flow. Ensure every slide has a unique, descriptive title.
  • Multimedia:
  • Prerecorded: Provide accurate captions for all pre-recorded video/audio.
  • Live: Ensure a mechanism for live captioning during synchronized presentations.
  • Hyperlinks:
    Use descriptive link text that conveys the “link purpose” (e.g., “Review the 2024 Course Syllabus” instead of “Click Here”).

Resources

UMaine’s Center for Innovation in Teaching and Learning
PowerPoint
  • Microsoft Support: PowerPoint includes a built‑in accessibility checker that flags issues and offers guidance.
Google Slides
  • Google Slides does not currently have a native accessibility checker, but add‑ons like the one in Google Workspace Marketplace – Accessibility Checker for Slides (a third‑party add‑on that runs accessibility scans against WCAG guidelines) within Slides or exporting the slides to PowerPoint/Word to run a check are common workarounds.
WebAIM
Perkins School for the Blind
Other Universities

If you have questions about accessibility in Brightspace courses or need support with online learning content developed with Extension’s Communication and Marketing Team, please submit a request using the form link and select “Instructional Design” on the Extension Communications and Marketing: Submit a Request page.

  • Our team will follow up within 48 hours.
  • You will receive a confirmation email with a copy of your request—reply to that email to add updates or provide additional information.

Resources

University of Maine System

Google Drive is a key tool for sharing documents, spreadsheets, and other files with colleagues and partners. Just as we prioritize accessibility on the website, it’s equally important that all shared Google Docs, Sheets, and other files are accessible to everyone who has access. Making files accessible ensures all staff and internal and external partners can read, navigate, and use the information effectively, supporting collaboration and compliance with accessibility best practices.

Checklist

  • Use headings in Google Docs to structure content logically (H1, H2, H3, H4).
  • Add descriptive alt text to images, charts, and graphics so screen readers can interpret them.
  • Ensure color contrast is sufficient and avoid relying on color alone to convey meaning.
  • Use simple, readable fonts and avoid excessive formatting.
  • Label tables clearly: include headers, avoid merged cells, and ensure a logical reading order.
  • Embed URL links in clear, descriptive link text instead of “click here.”
  • Provide accessible spreadsheets: apply headers, maintain logical tab order, avoid merged cells, and check background/text color contrast.
  • Check shared PDFs or exported files: ensure they remain accessible when downloaded from Drive.
  • Use consistent formatting for lists, tables, and headings to match other accessible documents.

Resources

UMaine’s Center for Innovation in Teaching and Learning
Google Workspace
Other Universities

Plugged In: For UMaine Extension Staff and Volunteers

UMaine Extension Communications and Marketing Team

University of Maine System

WebAIM

WebAIM is a comprehensive online resource dedicated to promoting web accessibility for individuals with disabilities. It offers guidelines, tools, and training materials to help web developers and content creators understand and implement accessibility standards, ensuring that digital content is usable and perceivable by all users, regardless of disabilities.

Screen Readers

Screen readers are tools that read text aloud, describe images, and let users navigate a computer without looking at the screen. They are commonly used by people who are blind, have low vision, or have certain learning or reading disabilities. While testing with screen readers is the only way to fully confirm accessibility, we don’t expect everyone to use them, as there is a learning curve to their use.

Support Materials: Guidance and Practical Advice for Every Extension Staff Member

graphic of a person climbing a ladder up to an oversized mobile device with an oversized key to open a graphic of a lock with an accessibility symbol inside the keyholeWhile UMaine Extension web editors are responsible to undergo mandatory training on digital content creation, it’s crucial that all Extension staff members take it upon themselves to develop an understanding of the importance of ensuring accessibility in the content they create, both digital/online and in print, whether it’s for internal or external use.

Accessibility isn’t just about meeting requirements; it’s about making sure that everyone, regardless of their abilities, can access and benefit from the information we provide.

As such, fostering a culture of accessibility across all levels of Extension is essential for fulfilling our mission of serving our diverse audience effectively.

Index of Accessibility Resources:

UMS Academy

You’ll need a maine.edu email address to access any of the following learning modules:

Designing Accessible Digital Content

This training has been developed as the University of Maine System prioritizes diversity, equity, and inclusion (DEI) by ensuring that all individuals feel welcomed, valued, and able to contribute. This extends to providing access to digital spaces and materials for people with disabilities.

Why is it in Place?

Federal law and university policy mandate accessibility for all digital materials used in university-related activities, as outlined in Board of Trustees Policy, Section 902, and Administrative Practice Letter VI-G. The responsibility for accessible materials falls on both content owners and editors, whether they are the same person or not. This joint responsibility emphasizes the need for thorough checks to ensure accessibility.

These efforts have led to the development of training originally designed for maine.edu web editors (as well as all content creators) to raise awareness of their obligations. While the Office of Civil Rights Investigation’s Maine.edu resolution went into effect February 23, 2020 – specifically targets maine.edu, similar requirements could apply to other university websites or digital spaces (all content must be made accessible on maine.edu) if accessibility standards are not met.

Extension’s web editors are required to complete, test and pass all modules and tests. If you’re not a web editor and only focusing on a specific segment, it’s advisable to start with the introduction and progress sequentially to the section of interest. Each module builds upon the introduction, ensuring a cohesive learning experience. The good news is if you’re not a web editor, there is no need to test and submit your results – test only if you’d like.

Expected Outcomes
  • Understand why digital accessibility is important at the University of Maine System
  • Learn basic acceptable methods for meeting Web Contact Accessibility Guidelines (WCAG) success criteria for websites, documents, videos and digital audio
  • Learn how to apply those acceptable methods in common document creation programs, such as Microsoft Word

Designing Accessible Digital Content consists of the five modules:

  • Module 1: Introduction to Accessibility and Compliance
    In this module you will find a video tutorial, downloads of the slides with information and links to have for future reference, and a quiz section with six questions.

    • What is meant by “digital content?”
    • Why does digital content need to be accessible?
    • Types of disabilities
    • Screen readers, other assistive technologies
    • WCAG 2.1 AA: “Success criteria” and “acceptable methods”
    • Accessibility tenets
  • Module 2: Images and Color
    Module 2 builds upon the information presented in Module 1, so please complete that module first before starting this module. In this module you will find a set of video tutorials to watch sequentially, downloads of the slides with information and links to have for future reference, and a quiz section with five questions. Note: This information is useful, as well, for the creation of print content as well.

    • Alt Text
    • Color Contrast
    • Text in Image
    • Complicated Images as Graphics
  • Module 3: Writing and Content Organization
    Module 3 builds upon the information presented in Module 1 and 2, so please complete those modules first before starting this module. In this module you will find a set of video tutorials to watch sequentially, downloads of the slides with information and links to have for future reference, and a quiz section with five questions. Note: This information is useful, as well, in the creation of written content for email marketing or print pieces.

    • Tags and headings
    • Writing for accessibility and inclusivity
    • Search Engine Optimization (SEO) and accessibility
  • Module 4: Making Accessible Documents
    Module 4 builds upon the information presented in Modules 1, 2 and 3, so please complete those modules first before starting this course. In this module you will find a set of video tutorials to watch sequentially, downloads of the slides with information and links to have for future reference, and a quiz section with six questions. Note: It’s crucial to note the segment discussing applying accessibility features to Google Docs, as it highlights the potential removal of these features once the Google Doc is downloaded to a Word document.

    • Word
    • Excel and PowerPoint
    • PDFs
    • Google Docs, Sheets and Slides
  • Module 5: Video and Audio
    Module 5 builds upon the information presented in Module 1: Introduction to Accessibility and Compliance, so please complete that modules first before starting this course. In this module you will find a set of video tutorials to be taken sequentially, downloads of the slides with information and links to have for future reference, and a quiz section with six questions. Note: When the Extension Communications and Marketing Team uploads video content to Extension’s playlist on UMaine’s YouTube channel, every effort is made to ensure that automated, corrected closed captioning/transcript is included with the upload.

    • Closed captions for recorded video
    • Transcripts for recorded video
    • Live video
    • Audio-only recordings and presentations
    • Audio descriptions

Additional UMS Academy Resources:

UMaine Division of Marketing and Communications

Plugged In: For UMaine Extension Staff and Volunteers

Association of Communication Excellence (ACE)

What is ACE?

ACE is a professional organization that brings together communicators, educators, and information technologists in the fields of agriculture, natural resources, and life and human sciences. ACE members collaborate to advance the quality and effectiveness of communication within these disciplines, sharing knowledge, resources, and best practices to promote understanding and engagement with science-based information.

Several members of the UMaine Extension Communications and Marketing Team are also part of ACE, an organization that offers valuable guidance on accessibility issues and ADA compliance. Through its resources, workshops, and expert advice shared via member chat groups and learning communities, they connect with peers nationwide to address accessibility challenges effectively.

ACE Member-Exclusive Webinar Recordings on Accessibility-Related Topics:

Resources Provided During May 18, 2023’s Webinar:

WebAIM

WebAIM is a comprehensive online resource dedicated to promoting web accessibility for individuals with disabilities. It offers guidelines, tools, and training materials to help web developers and content creators understand and implement accessibility standards, ensuring that digital content is usable and perceivable by all users, regardless of disabilities.

Extension’s Communications and Marketing Team or Extension’s Web Team

For any other questions related to ADA Compliance and Accessibility, contact either Extension’s Communications and Marketing Team at extension.communications@maine.edu or Extension’s Web Team: Michelle Snowden, Webmaster, at michelle.snowden@maine.edu or Matt Thomas, Web Professional, at matt.s.thomas@maine.edu.

Extension Exchange, April 19, 2024:

This session features a presentation called “Unlocking Accessibility: Top 10 Reasons It’s Everyone’s Business” with Michelle Snowden and Matt Thomas, UMaine Extension’s Web Team.

Video: Unlocking Accessibility: Top 10 Reasons It’s Everyone’s Business (YouTube)