Title II of the Americans with Disabilities Act (ADA) requires public entities—including public universities—to ensure that their digital content (websites, documents, videos, and online tools) is accessible to people with disabilities. This means Georgia Tech’s digital communications must be usable by individuals who rely on assistive technologies such as screen readers, keyboard navigation, captions, or alternative input methods. While compliance is required and increasingly enforced, accessibility is ultimately about ensuring our content can be accessed, understood, and used by the broadest possible audience.
The checklist below is designed to help content owners, including campus communicators, review their digital content and meet these expectations in a practical, manageable way.
1. Every image has descriptive alt text
Why it matters: Screen readers rely on text equivalents to convey content. Lack of descriptive alt text is the single most common failure and easiest to fix.
What to look for
- Images that convey information (photos, charts, icons) must have alt text
- Decorative images should have empty alt (alt="")
- Linked images must describe the destination
Quick test
- Right-click → Inspect or use a screen reader preview
- Ask: If the image disappeared, would the page still make sense?
Additional note: It is best practice to not use “Image of” or “graphic of” in the description of your alt text. The text reader will inherently state “image of” for each image scanned.
2. Videos have captions and transcripts
Why it matters: Required for deaf or hard of hearing users. Required at Level A/AA and highly visible to users.
What to look for
- All prerecorded videos: captions on
- Audio-only content: transcript available
- If visuals matter and are not spoken: add a transcript or audio description
Quick test
- Play video with sound off
- Ask: Can I fully understand this?
3. Pages are structured with real headings (H1–H6)
Why it matters: Allows screen reader users to navigate by headings. This is foundational.
What to look for
- One clear H1 per page
- Logical heading order (don’t jump H2 → H4)
- No “fake headings” made with bold text only
Quick test
- Use a headings outline tool or browser extension
- Ask: Does this read like a table of contents?
4. Text contrast is readable
Why it matters: Critical for users with low vision or color blindness.
What to look for
- Normal text: 4.5:1 contrast
- Large text: 3:1
- Buttons, icons, form outlines must also be visible
Quick test
- Use a contrast checker on body text, buttons, links
- Check text on photos or colored backgrounds
5. Everything works with a keyboard
Why it matters: Required for users with mobility impairments and assistive tech users..
What to look for
- All functionality must be usable without a mouse.
- You can Tab through the page to every link, button, form field, and menu
- Visible focus indicators show where the cursor is located
- You can escape modals and popups
Quick test
- Put your mouse away
- Tab + Shift-Tab through the entire page
6. Links and buttons clearly say where they go
Why it matters: Screen readers often list links independently of surrounding text. “Click here” is meaningless to assistive tech users.
What to look for
- Link text describes the destination or action
- Avoid “click here” or “read more” links without differentiation
- Button labels clearly describe what they do
Quick test
- Read only the links on the page
- Ask: Would I know where each one goes?
7. Forms have labels, instructions, and clear errors
Why it matters: People using assistive devices need to understand what information is being asked for and how to fix mistakes. Unclear forms can prevent people from registering, applying, paying, or accessing essential services.
What to look for
- Every input has a visible label
- Required fields are clearly indicated
- Errors explain what went wrong and how to fix it
Quick test
- Submit a form incorrectly
- Ask: Is the error obvious and easy to fix?
8. Content reflows on mobile and responds to zoom
Why it matters: People with low vision, mobility impairments, or who rely on mobile devices must be able to zoom, enlarge text, or use small screens without losing content or functionality..
What to look for
- No horizontal scrolling at 320px width
- Page works at 200–400% zoom
- Text doesn’t overlap or disappear
Quick test
- Shrink browser window or zoom to 200%
- Ask: Can I still read and use everything?
9. Focus is visible and not hidden
Why it matters: Keyboard users need to see where they are on the page.
What to look for
- A visible focus outline on links, buttons, inputs
- Focus isn’t hidden behind sticky headers or modals
Quick test
- Tab through the page
- Ask: Can I always see where I am?
10. Pages behave predictably
Why it matters: Surprise behavior disorients users.
What to look for
- Clicking or focusing doesn’t unexpectedly open new windows
- Navigation stays consistent across pages
- No auto-playing audio or motion you can’t stop
Quick test
- Interact slowly and intentionally
- Ask: Did anything change without me asking it to?
11. PDFs are accessible – or replaced with web pages
Why it matters: Inaccessible PDFs are one of the most common sources of Title II complaints, especially in higher education. If a PDF can’t be read with a screen reader or navigated by keyboard, it effectively blocks access to the information.
What to look for
- PDFs contain real, selectable text (not scanned images)
- Headings, lists, and tables are properly structured
- Images, charts, and graphics include alternative text
- Form fields (if any) are labeled and usable by keyboard
Quick test
- Try selecting text with your cursor
- Use the Tab key to move through the document
- Open the document’s accessibility checker (e.g., in Adobe Acrobat)
Additional note:
- If the content is informational or frequently updated, publish it as a web page instead of a PDF
- If a PDF must be used, it must be intentionally remediated, not auto-generated and posted as-is