Find Accessibility Resources


Find pages on this site plus other University resources that can help you review what you learned in DAP courses, participate in other professional development opportunities, explore additional accessibility skills, or get help from supporting units.

You may also get information and support by attending or reviewing recordings of accessibility events.


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Accessible U Web Page

Text and Visuals

Follow our good practices to make both digital visuals and text as accessible as possible to the widest range of users.

Related Badging Program Courses

  • All Courses

Content Formats

  • All Digital Content
Accessible U Web Page

Use Inclusive Teaching Strategies

Format, organize, and distribute course materials and design in-class and online activities to mitigate classroom barriers.

Related Badging Program Courses

  • Canvas Course Sites Course
Accessible U Web Page

Video and Audio

Include both human-edited captions and audio descriptions in videos and transcripts in audio-only content.

Related Badging Program Courses

  • Canvas Course Sites Course

Content Formats

  • All Digital Content
  • Core Skills
Professional Development, Public Web Page or Site

Wellbeing Enhances Learning (WEL) Model

The WEL Model identifies key goals toward enhancing student wellbeing across six dimensions and supplies a descriptive list of practices that contribute to each goal: 

  • Health
  • Relationships
  • Security
  • Purpose
  • Community
  • Environment 

Each practice is accompanied by three suggested strategies and examples that can be adapted to a particular course. The WEL Model toolkit is a guide to implementing the model. 

Content Formats

  • Course Activities and Materials

Expand all

Authors, Designers, and Editors

When you think about accessibility laws and related University policies, you might think they apply only to course and website content.

But at the University of Minnesota, we create thousands of digital content products each day. These can be in a variety of formats, and should all be as accessible to the widest range of audiences as possible


The more you make your course accessible, the fewer accommodation requests you may receive.

In addition, more students will be able to better learn from and navigate your course materials and classroom experiences, even if they have different learning styles and abilities.

Leaders and Managers

Leaders can communicate a clear and achievable vision for digital accessibility within the organization.

Managers can drive action by communicating a vision, establishing clear goals and expectations, and providing resources and training.

Check out Promote Digital Accessibility for ideas.


You can make your presentations and events you host more inclusive.

For example:

  • Verbally describe your slides while presenting.
  • Include alternative text for images.
  • Provide captions, audio descriptions, and transcripts.


When you produce digital assignments, apply the core skills and your instructors and the students you collaborate with will be better able to understand them, even if they use assistive technologies.

Technology Purchasers

Before a big purchase, the wise shopper gathers requirements, performs research, and reviews potential solutions.

At the University, your digital technology pre-purchase checklist must include an evaluation of the extent to which a product is accessible and how a vendor meets accessibility standards.

Web Developers

From a developer's perspective, the goal is to code a website or web application that, at minimum, meets Web Content Accessibility Guidelines (WCAG) AA standards and follows the POUR guiding principles of accessible technology.