# Designing Accessible Course Materials for Every Learner

- Channel: [Los Angeles Regional Consortium](https://www.youtube.com/channel/UCZ1ctndrPotopXgFJ10az9Q)
- Published: 2026-05-19
- Source video: [Watch on YouTube](https://youtube.com/watch?v=GxQcqWx3tv8)
- Read on ReadTube: https://www.read.tube/p/videos/GxQcqWx3tv8
- Language: English

## Summary

**Accessible Course Materials Get Practical**

This training explains how to make course materials accessible using WCAG 2.1, universal design for learning, and AI tools. The presenters show how to build and repair headings, alt text, lists, tables, PDFs, and Canvas pages, while emphasizing that people must still review AI output for accuracy and compliance. It also covers backup planning with EPUB exports, color-contrast checking, and campus accessibility checkers.

The session frames accessibility as a shared responsibility for California community college faculty and staff, especially with ADA Title 2 and WCAG 2.1 Level AA requirements now extended to April 2027. The presenters connect technical compliance with universal design for learning, arguing that accessible design benefits all students, not only those using accommodations. They stress that every distributed document, embedded video, uploaded handout, and Canvas page should be built with accessibility in mind from the start.

Much of the workshop focuses on practical workflow. The speakers demonstrate how AI tools such as Claude, Copilot, Gemini, ChatGPT, and Play Lab can generate or remediate accessible documents, create appropriate heading structures, draft concise alt text, and convert files into HTML for Canvas. They recommend using built-in bullets and numbered lists, checking reading level, repeating table headers, using descriptive links instead of “click here,” and exporting PDFs through Adobe Acrobat rather than simply printing to PDF.

The presenters also highlight verification and human review. They show how to use Canvas and Pope Tech accessibility checkers, a separate color-contrast analyzer, and Word’s navigation pane to confirm structure and compliance. A major takeaway is the EPUB backup workflow: if enabled in Canvas, students can download course content for offline access in case Canvas goes down, though videos still need URL links and instructors should test the exported file. The session closes by sharing a resource drive, encouraging participants to start with one document, prioritize urgent fixes, and continue with the next accessibility training on multimedia.

## Article

### Welcome and session goals

Good afternoon, everyone. Great to have you all on. We are so glad you could be here with us for this very important professional development session focused on accessibility, and it is our second in a four-part series that we are hosting as a regional consortium.

My name is Narina McKen, and I serve as the chair and assistant vice president of the Los Angeles Regional Consortium, also known as LARK, which represents 19 community colleges across the Los Angeles region. I know some of you are from our statewide colleges, and we are very excited to have you join us today. Thank you so much for joining.

As you know, California community colleges are at a pivotal moment in accessibility, with ADA Title 2 requirements for institutions and standards across digital content and student-facing services. These requirements have been extended until April 2027, but we just want to make sure we are still in compliance and accessible for all our learners. This is making accessibility a shared responsibility across every role.

Today's session, *Designing Accessible Course Materials for Every Learner*, is the second part of this four-part training series that focuses on the full life cycle of course materials, from creation to remediation, introducing practical approaches aligned with WCAG 2.1 Level AA and universal design for learning. Today's session is being led by our exceptional partners, our educators team, who will share practical actions you can take today to begin improving accessibility across your work.

You will find this professional development session and more on the LARK AI library, which I know my colleague Judy put in the chat for you already, and we will share the link again in the chat. Please turn your cameras on if you can and get ready for an informative and interactive session. And with that, I will turn it over to our colleagues from Educators to get today's professional development started. Thank you so much.

Thank you so much, Dr. McKen. Hey Judy, thanks Kevin for setting everything up. My name is Dr. Reno Bosinger, here with my partner Linda Delite McIntyre, and we are really happy to be here. I was just thinking between us we probably have over 50 years of experience in this area, maybe more, so we are really excited to share this with you today.

Both of us teach many classes, and we've had a lot of discussions together about our different varied types of students and how helpful this is for everybody. And so now we have these laws coming in. We have been doing this a long time, and actually some of the stuff has gotten a lot easier with the tools we have today. So, we are going to go ahead and share that with you.

So here we go. We will start with the usual getting to know everybody. If you can put your name and your role in the chat, and your department or subject area, we are happy the whole time, both of us are faculty, to answer questions. Feel free to unmute or ask us anything in the chat along the way. So, your department or subject area and your AI experience level as well. We are going to be using some tools in there in today's workshop. I will turn my chat on to keep up with everybody.

All right, my chat's on. Fantastic. A little bit about Educators: we are here to help our colleagues use new tools and make it easier for everybody to move through this time of a lot of changes. My background is in bioengineering, and I have taught digital media and technology and AI for years and years, and also audio engineering. I use AI a lot, but I am also a musician and a video editor, so I use it in all kinds of different areas. Our managing director is Marcy; she has done a lot of these workshops with us. And pass it to you, Linda.

Hi, I'm Linda Delite McIntyre, and I'm finishing up my 49th year of teaching, and I've been doing everything from just being in the trenches to teaching in the classroom. I'm still teaching at both El Camino and LA Trade Tech in adjunct status, and I'm using the AI and helping my students learn to use the AI. So, I'm looking forward to this one.

### Legal standards and core accessibility topics

I've been teaching teachers how to make course content accessible for over a decade. It's getting easier.

#### Today’s objectives

All right, so these are the objectives today in order to meet the requirements. We have always had this requirement, but now there is official legislation coming in next year, and the goal is to meet the WCAG, or WAG as Linda calls it, 2.1 requirements. We are going to go over all of these areas: UDL, universal design for learning; AI-assisted content creation and how to make it accessible; alt text; and audit and remediation as well.

We do have a workshop resource drive, so drop the link in the chat.

We have a lot of handouts and guides that go along with this training for you, and Judy always puts them in the library. The link is there, but we will put it in again a bit later. Sometimes it does not show up if you join after the link has already appeared there. So I will pass it to you, Linda.

#### Compliance and the new deadline

Okay, so we are going to be looking at all of the different compliances that we have to meet. So go ahead.

And first of all, the good news, as Dr. said, is that the April 2026 deadline did get pushed back to April 2027. Yay.

So what is required? We have to meet WCAG 2.1 Level AA, and that is for all course contents. That includes your Canvas pages, your digital content, your multimedia. It also covers your handouts, your PDFs, your videos, and your audio transcripts have to be there.

What it means for faculty is that every document you distribute, every page you publish, every video you embed, has to have an accessibility requirement. We are going to show you how to use some of the better tools to make that possible.

But before we get off this slide, I want to bring up what happened with Canvas in the last week or so. As most of you know, if you use Canvas, Canvas went down. So I was getting calls: “Hey, what is a backup plan? What is a backup plan?” And the best backup plan a teacher can do right now is to go into their Canvas site, and this would probably be for summer or fall, and make sure that every embedded video has a URL link underneath it, and that every document that is uploaded and attached to any page, the syllabus, the assignments, the discussions, is fully compliant.

Then create an EPUB. I can happily show you that at the end if somebody wants to do that. The EPUB allows you to have that emergency action plan that at the beginning of the semester you show your students how to download it. It comes down as an ebook, all of the content that they need, so that if something goes wrong, you can turn to email and say, “Open up your EPUB. We are doing this module. We are doing these assignments.” And you can use Pronto as another form of communication.

So it is the greatest backup plan if we are going to take the time to do that, but again, everything has to be compliant.

Okay, so next page, right?

And Bernie’s will show how to do the EPUB sometime during this workshop for sure.

Yeah, when I get over to my Canvas site, I can show you how to do it.

Pronto—oh, there is a question: is Pronto part of Canvas? That is a good question. It is embedded in my two colleges that I teach in. It is an LTI, so it is something that your college sets up. Our students do not like email anymore. They do not want to use their college email. They do not want to use their personal email. They want to do everything on instant chats and stuff.

So it is another social media, but it is FERPA compliant, and students like it, and it works really good for them to communicate. Teachers have had to say, “Hey, you cannot use that during the test because we cannot control what you are doing over here and you could be telling each other the answers.” So that came up early at Pronto use. But Pronto is good, and you can create study groups.

I just want to say for Alan, not all of the colleges have all of the stuff turned on, so you may not be seeing it in

### WCAG, Title 22, and universal design for learning

#### The Three Frameworks

> You may not have the EPUB, but both of my colleges do.

Let’s take a look at what the three frameworks are.

**WCAG** is the technical standard. It talks about heading structures, alt tags, captions, color contrast, and accessible documents. These requirements can be tested, and they are legally enforceable. I know businesses and colleges that have been sued for large sums of money and have lost because they did not meet the requirement.

**Title 22** is also a legal requirement that says you have to meet the technical standard. So WCAG is the standard, and Title 22 is the legal requirement to meet it. It was supposed to be effective April 2026, and it recently got pushed back to April 2027.

**Universal Design for Learning**, or **UDL**, is the additional friendliness and application that says we are going to allow you to see things from a different perspective. What makes sense to you? When I do an alt tag for an image, I always say: if it is a technical image, give me the Universal Design for Learning because it is not just 120 characters, but it goes that extra mile to make it applicable to probably what they are studying. If it is a circuit, if it is a particular image, it goes in and extracts what is the most likely context, and I can also tell it that.

So the WCAG requirement is for captions, alt tags, headings, and contrast, and UDL is a multiple means of representation.

> So we’re going to need that in our prompts later, right? UDL.

> Yes. Yes.

> Actually, that’s a skill. That’s a good one to put these skills in whichever tool you’re using, so it remembers those. So write that down.

> Okay.

#### UDL Principles

There are three principles: **multiple means of engagement, the why, the what, and the how**.

- **The why:** connect to students’ interests and identities, offering choice. That might be, hey, you’ve got different representation of ethnicity in there. You’ve got multiple means of getting their attention.
- **The what:** representing captions, transcripts, alternate text, define the vocabulary. This is where WCAG and UDL overlap.
- **The how:** give students options to demonstrate their learning, break task steps, provide rubrics, ensure content is accessible via the keyboard and the screen reader.

This kind of overlaps all of the domains.

> Next, I’m going to try and speed through this so you get more...

> Hands on.

> Yeah.

#### Five Pillars of Accessible Course Documents

The five pillars of accessible course documents begin with the **heading structure**. What screen readers do is create an outline. We are going to show you in a minute how this interacts with even Microsoft Word, if you have never seen the navigation pane to see whether or not your Word document has that.

### Document structure, navigation, and AI-generated content

#### Working with navigation panes and headings

Right now, the speaker is preparing to share a document created earlier and using one of the documents already on hand. The document is one that Rena is going to show how she created. The point of the demonstration is that if you go to the **Home** tab and then to **View**, you can turn on the **Navigation Pane**.

Those headings appear in the navigation pane as **Header one**, **Header two**, **Header one**, **Header two**. In other words, the different headers are already built into the document. The speaker explains that AI created this for her with prompts, so she did not have to go in manually. If you want to verify it, you can go back to **Home**, click on the text, and see the styles. If the styles pane does not appear, you can right-click and see the styles there; it will tell you it is a `heading 1`. When you come down to the next one, you can right-click again, choose styles, and it will tell you it is a `heading 2`.

The point is that you can see the headings in the document, but if AI can create it for you, even better. That is one of the demos Green is going to show. The speaker pauses to ask for the share to be handed back, then says, “Okay, I was just making sure I remembered how to do it.” The response is that it is pretty simple, just a little check box that says **navigation pane**. The speaker agrees: “Pretty slick.”

#### Alt text requirements and AI prompts

The next topic is **alt text**. The speaker notes that Canvas only wants alt text to be **125 characters or less**. Most Canvas entries trigger a warning after **120 or 121 characters**, so the speaker tells AI: *give me a concise alt tag under 120 characters and a short description as needed for compliance and make it UDL.* Once that phrasing has been used enough times, AI starts to anticipate the request and says, “Oh, you want UDL? Here it is.”

If you can get the alternative text tag for an image under that limit and it is informative enough, that is great. You can check off the box and you do **not** need a short description. If the image is decorative, make sure you check the box that says it is a decorative image. Do **not** leave it blank. The speaker also says you can mark it `NA` for not needed, not accessible, or not applicable.

For anything that is a **complex diagram** or a **chart**, the process changes. You need a short alt text and a full description. Under complex images, the speaker writes something like **description for accessibility:** followed by the description AI provides. That is all that is required. Sometimes the description is moved over so the whole thing looks like a quote, indented, and then it returns to the regular formatting after that.

The speaker says they transcribe several manuals for technical information, and this is what they have done there as well: take PDFs that are nothing more than a copy and then create something accessible. That is the job.

#### Color, contrast, and visual meaning

Next is **color and contrast**. The contrast ratios are part of the Web Content Guidelines, and the speaker notes that for **normal text** the ratio is **3 to 1**, while for **large text** it is **18 or over in size point**. Color cannot be the only way to convey meaning.

For example, if you have a chart of the United States and blue means Democrat and red means Republican, you should make one of them dotted and the other one with slanted lines so there is another visual distinction. Color alone is not enough.

#### Complex spreadsheets and compliance

At that point, Jillian asks a question about alt text for something really complex. For example, if you are showing a spreadsheet of a company’s month-by-month forecast for a year, and you also have an entire P&L, a profit and loss statement, or an income statement, how much of that should go into alternative text? The speaker says it is a really good question, especially when you are working with spreadsheets, with numbers and perhaps **20 rows and 12 columns**.

The speaker says you might be surprised what AI will tell you to do. You can say: *Hey, I’m making this accessible. I don’t want this to be intrusive to those who can see it. How do I make this accessible for those who need it?* The one thing the speaker emphasizes before going further is that when this is done for the technical areas at the college, it is amazing how it helps students who have perfect vision and do not need anything to still pick up on the areas that are mentioned in the UDL. It helps them see it more clearly.

If you have spreadsheets and a tutorial or something that goes along with them to help describe what to focus on, that is what this is: *this is what we’re focusing on.* The UDL that AI gives you will focus the content and keep it fairly concise. You can also tell it, *I don’t want it any more than 10 lines.* That is the limit, and it will do it.

Jillian then asks the legal question directly: is it considered legally compliant if it does **not** verbally state every single value in every single cell in the spreadsheet? The speaker responds that the reader will read it like a table, and that is exactly why she never felt like she had to do that. Her goal was only to point out what is in the rows and columns and how to...

### Lists, tables, and PDF accessibility basics

read it. Would that be appropriate? **Yes.** Yeah. And that is what I do for you also. Okay. So, moving on.

We are going to give you one of the color contrast demonstrations here in a little bit. So pillar four is **lists and tables**. Now Word has the built-in bullets and numbers. And if you go to Canvas and you start going one, two, three, the little man will pop up and say, *no, no, no, no, you have to make those appropriate lists.* And so it leads you through that process. If you use the built-in bullets and numbers in Microsoft Word and PowerPoint, then it will work too.

The things that you take out of AI when you do your queries and then paste in, those are not built-in bullets and numbers. And they have those little icons. Those are not working as built-in bullets and numbers. So, you do have to check those. You cannot just put in hyphens or asterisks or little stars.

In data tables, you have to have a header row, and if it goes across the page, you have to repeat that header row in your document. When you are working with PowerPoints and you want this thing to go across, you cannot have each slide with the same name. You have to have the description and then *continued continued* again, you know, or dash one, dash two, three. They have to have unique slide names, and the tables and have to have official headers.

> I just want to say one thing about that numbering and the bullet points because that happens all the time if you are copying and pasting. So you just have to backspace out, get rid of all those numbers, and then use the ones built into Canvas if you are doing that. It is not that hard, but it usually gives you an error. I think it always gives you an error in Canvas if you have not done those.

Yeah, Canvas, the little man is really great for that.

Okay. So in pillar five, the biggest mistake that I have seen over the years is somebody has Microsoft Word and they say **save as PDF**. That does not make it an accessible PDF. You have to have on your desktop both Microsoft Word and the full Adobe Acrobat. And by the way, you can get that from the foundation ccc.org or whatever it is now called, campus buys at a discount. I buy my own. I do not get it from the school.

And you go save as PDF. And if you do it just save as PDF, not save as Adobe PDF, that does not work. So, it is **save as Adobe PDF** and then when you go open it up with the full Adobe program and look at it, it will save it and it will have all

### Claude demonstration for accessible content creation

The accessibility carried over, so if you really want an accessible PDF, save as Adobe PDF.

#### Demo time

Now let’s go into demos. Reena, do you want to start with your Claude?

> Sure.

Because we already kind of showed what was going on.

> Absolutely. I just repaid for my Claude. I’m so excited about it.

Now, what she’s going to show you is available in the paid version.

> Okay. Um yeah. So, um, in fact, Wanda, thanks for being here today. Uh, uh, we did a little session about accessibility and she’s got an amazing bot that from in Playabs that we’re going to show a little bit later as well if we have time. But, uh, we were talking about customizing accessibility. The reason why I pay for Claude is because they have all this customization now, and so you can create skills, and I was watching other educators on YouTube doing this, and I’m like, this is great. So I created—I just hit the plus button up here—and then I created a new skill, and I created this accessibility skill, and then I’ve been testing, and it’s been working really great.

What it does is it takes all the language from the WCAG 2.1, all of this information. It creates accessible documents. I could also just ask it to review documents and suggest changes or whatever, but it knows what the rules are, and then it goes through and defines all the different principles, UDL, everything Linda was talking about, WCAG, the workflow. So what happens when I start doing work now, like let’s create a PowerPoint, I don’t even have to ask it to be accessible. It’s got the skills. So it says, while it’s doing my work, it says, create, it says, accessing accessibility skill package, and it just goes through there. And you see I’ve got other skills that I’ve got in there as well. But this one is making life pretty great for me, and it is something that I think is only in the paid one.

So I started to use that, but it’s saving me a lot of time, but it’s mainly giving me proper documents, especially to use in workshops and my courses, and I train businesses too, or whatever I’m doing. So I know it’s correct and I can check that. So I did one, created a handout design in my prompt, and the top was, uh, let’s see, a handout for community college course. This is a prompt that I wanted to use. So I did one for—I wanted to do a handout for a college-level biology cell division—and it started to just all of a sudden start thinking about the accessibility features. I didn’t have to do anything special. And then it created that Word document that Linda showed before. And here it is.

And then it tells me, so instead of just inserting things, it tells me I can insert my image and create the alt text, what to do there. It creates the contrast between the colors. You can see the text is pretty large, and then more images and so forth. So this is what it created, and then we did. So I downloaded it, sent it to Linda, and we double-checked that it was accessible using, I think it was a Microsoft checker, and it was 100% accessible. So that’s—I mean, there’s a lot of things in here that if I had just typed it in, probably wouldn’t be accessible on the first try for sure. So you can see that could save a ton of time.

Then from here I can just download it, and then I could save it HTML or I can download a Word doc or whatever I need to do. And we always check it, you know, because you should check your work once you do it. Make sure it is accessible or something didn’t get missed because you never know. So that’s it. It’s called skills in Claude, so customized skills.

Wanda says it doesn’t look like it’s an accessible style. So there are certain fonts that are more accessible.

### Comparing AI tools for accessibility work

and colors that are more accessible. So I always like the Tacoma or the Verdonna or the Ariel. So I will tend to move it in that direction. So yes, there are better font styles.

> Okay. That was my demo.

> All right. So, I have done it in Gemini and I will tell you I don't even want to show you what Gemini did.

> Okay. So, Gemini said, "Oh, here's your content and then you need to make these headers on your final document." And it was like, "Nah, that doesn't work." So, I went into ChatGPT and it gave me something very much like Claude gave. It was not as well done. I could go back into ChatGPT and say because they do very good on making images and every place it said give me an image. I said okay create an image and then I could put that image in. I could put the alt tag in and so let me pull up what I got.

> Oh which version of Gemini?

> Let me answer that while you're pulling that.

> So Gemini edu is the one that's rolling out for all of us which is Gemini Pro minus video. So it's the same as Gemini Pro and you can pick the version whether it's fast thinking or pro if you get um I never use fast unless I just forget to change it. So um yeah start on the yeah think I use thinking most of the time but I never use fast.

> So this was the one that it gave me and it gave it to me in cal. So, if I wanted to, I could move everything over. I didn't specify what font and I didn't add any images. I left it so that I could put an image in here. This was a very short lesson. But it did the prompt that we asked for. Did we show them the prompt that's in the PowerPoint? Maybe we should show them the prompt that's in the PowerPoint.

> Okay, let's go back to the PowerPoint.

> Sure.

> And then it's their turn.

> Yes.

> Okay. So, let's go to the next one. All right. So, here is the prompt and you can log into whichever one you want. If you have Claude, you have ChatGPT, if you have Copilot. I also did Copilot and Copilot did a very good job. I logged into my college email. From there, I picked up the Copilot and it did a really good job following this. So, let me I'm going to put in the prompt that I used.

> Go ahead.

> Essentially the same prompt I just did in Claude when I just put my subject and all that in there. So, I would recommend whatever tool you're using on the right bottom of the prompt box, there's usually a plus or some kind of symbol to change it because

### Prompts and export settings for accessible documents

It usually defaults to **fast mode**, and for this type of work you probably want it on the middle one, **thinking mode**.

> Okay. I don't have the chat ready to go, but what I did do at the end is I said I want this to be exportable as a Word doc.

I said: *I’m designing a handout for a community college course on first aid. We are studying musculoskeletal injuries. My students are going to go into coaching, EMT, and I want a fully accessible lecture that follows the Universal Design for Learning, WCAG 2.1. Use the proper heading structures and so forth.*

I pasted it in there. Thank you.

While they are doing that and sort of working on the side, I am going to show you how to get the reading level out of a document.

So I’ll go ahead and share. I’ll just pick up my musculoskeletal again. So here, let me get this out of the way. If I go to **View**, let me see if I remember this now, and I go to **Editor**—okay, so I’m going to **Editor**, which is on the homepage. There’s **Editor**. And then I can go down to **Insights**, and it will generate, and I don’t know how to make this any bigger, but it’ll tell you the reading grade level.

So this came in at a reading grade of **6.7**. So if you get a different, higher reading level than you want, you can give AI the prompt to do it at a specific reading level. Again, that was from the home tab. I found the editor, and then I went down to the insights. The first time you hit the insights, it has to generate the statistics, but I kind of prepped this and so they’re here, and it’ll give you the words, the characters, paragraph, sentences, okay? And it’ll tell you how clear it is. And you can go back to AI and tell them you want this, that, or the other thing once they have it done. Hopefully that’s helpful.

Okay. I’ll send it back to you.

> Okay.

All right.

> There you go. Thank you.

You’re welcome.

Is anybody getting output from that other prompt creating?

> So, we’re going to let you review.

If you had any comments or anything, put it in the chat or unmute. That’d be great.

Do you have any questions? In the meantime, I can put the next prompt in the chat.

Okay.

And maybe the next slide while they are working.

Oops. Okay. I think it’s this one. Yes.

So this is similar. The first one we asked them for a document. This one is similar, but you can ask it to export as a Canvas HTML. Ready?

Yeah, I did it on a different topic in first aid and said, “Okay, I want the document.” And then I said, “Now I want the HTML.” And it gave it to me. I put it in Canvas and there was no errors on it whatsoever. It was wonderful.

So you can do it either way: a document, or you can give it the prompt to give you the HTML, and Copilot worked good on this. I like to use the tools that the colleges give us.

> Uh, can I demo it in Gemini really fast?

Sure, go right ahead.

> Cool. Do that.

Okay, I’ll put the prompt in here. Here’s where I changed it to thinking mode. Pro takes longer. Usually I don’t need, I don’t use that unless I’m doing research or math or something like that.

Uh, I think it did paste in there. Uh, do that again. I’m sure I pasted.

Oh yeah, it’s pasting an artifact. It tends to do that. I think it pasted the prompt, but it’s in a little box. So now it’s designing the module. Oh, I didn’t fill in the, I didn’t fix the prompt. I just put it in as it was. But you get this HTML. And so, um, and then I can put that in my Canvas page from there. If I didn’t want that, it’s actually not showing me a preview. I could also just ask it for the words if I don’t want HTML. I take this HTML and just copy it and then go over to my Canvas. I think I have a Canvas shell open somewhere. I do.

So let me just go into somewhere and put it in. So this is, uh, I think we showed this last time, but that’s okay. Let’s go into a module. But HTML, you know, until now, I haven’t really, a lot of people use it. I haven’t used it that much until now, but it’s super convenient now.

So let’s say a new page for that. Just call it *HTML practice*. And now I got this page. All you have to do is edit, go down to the greater than less than sign. You can switch this to the HTML raw editor. Paste the HTML in there. Close that down. And there it is. There’s everything I just created. You see there’s room to add more stuff into there. There’s my little HTML in Canvas.

If you don’t like that, you can always ask it to just create the text. But this is another way now that’s easy for us to do because it provides all the HTML right there. You can go back in there and edit it just like regular text from that point. Any questions about that?

> I was just going to write in the chat. I get some difficulty sometimes with the HTML. I’ll do exactly what you did.

And instead of it giving what should happen, it’ll give it just like a `p`

### AI remediation and embedding workflows

will it won't be it won't do it right. So, I'll keep trying, keep trying. And then what I ended up doing was if I created something let's say on Canva or um and I wanted to use an embed code then it works. So the embed code really has been successful for me. Were you going to show that too or? >> Yeah, embed code's been great. I've been using that more until this last year, but uh Gemini edu um which is the pro version, I haven't had any trouble with HTML using that or with chatgbt the paid one, >> but if you start using the free ones and they don't think as long and it's going to generate HTML errors. So, it depends what tool you're using. Canva is not um quite as robust as those for being compatible for programming at all yet. So I don't even try from there. Embedding is easy. I can embed any, you know, video or image all day long. But the HTML, you have to be careful with the tool that you use. >> Sure. >> Thank you so much. Yeah, I hope that helps because I I had that problem too and then usually it was because I didn't use the right tool or I used it on fast mode or I used a free version and those always fail. So I agree with you totally. Okay, going to the next one. >> Okay, so I'm going to um share again. So, I'm going to share the remediation of what I did. So, I took an old syllabus doc. If you look at this, this was um from a college instructor in fall 2012. Does that sort of look like what our syllabi used to look like? Okay. So, there wasn't a lot of formatting to it. And then I'm going to stop share. And I put I uploaded this into Copilot with the um with the the prompt that's in the next one. And it gave me a downloaded file that was fully remediated. So this is what it came out with. And >> I put the prompt in the chat just >> Okay. So I gave it a completely unforatted file and it uploaded something that was beautiful. Now obviously I have removed all the teachers information because I was not going to put anything in here that would make it look bad. But 2012 is probably when I started training teachers to make things accessible and that's why I had that old document in my files someplace. So, uh, very easy to upload an old document and say, "Convert this." Boom, it's done. >> Did you do that in Gemini or >> I did that co-pilot. >> Copilot. That's awesome. >> And one of the reasons that I like using Copilot for Word documents is it's Microsoft and Microsoft created Microsoft Word. >> So, I tried to use something that's as close to it as possible. Okay, I'll stop share and you can put the PowerPoint up. And I know I'm kind of going back and forth. >> That was good. That's like magic for teaching. >> All right. I think >> All right. So, um, >> there it is. That's the one we were just working on. So, if you're going to um take an old document that's got errors, it's a Microsoft Word, feed it through Copilot, ask it to fix it, and it doesn't take as long as trying to do it on your own. Makes it beautiful. >> Um I just have I don't know if you want to demonstrate it, but um it started this co-pilot in Word, right? you're talking about like you already >> No, I actually went into my email account and just went into straight copilot. >> Okay. >> I didn't even go into the Microsoft Word portion. I just went straight into Copilot. But the college district that when they give you co-pilot, they give you a nicer version um than just Copilot off the internet. So, I just went straight into Copilot with that. So, Um, so now once you can do one document, okay, then you sort of go, "Oh my god, I've got this whole college course website to do and you're going to have to start prioritizing." And when everybody was facing an April 2026 deadline, this is what we tried to tell them is prioritize what has what is the most immediate that you need to get done. There are active accommodation requests. Fix those first. I've had fully blind students in my classes and I try to keep everything accessible and but there are some things that well maybe they're never going to have to use because it's completely not related to what they're doing. It's something that's just kind of an accessory. So what they're the core part of the class is immediate and then what you're not going to use this term gets moved down you know we used it in the past but not going to use it this next year down to ah I'm ready to retire that. So put your priorities in place start working through them. Put yourself on a timeline u just regular project management. Next slide. Because here's a real good point is once you can get one document done, then you can start to train your AI and say this is what I want done. Use this as a sample and now remediate these next five. And boom, boom, boom, boom. You've got this knocked out faster than you can even expect to have it knocked out. Do you have to go back and check it? Yes, you have to go back and check each one of the documents with a look at it to see what's there. But AI will not fix everything. It will not do color contrast. You need to verify it. So, we are going to show you that as one of the tools. Um, always clean up your files area because if you use the builtin um, canvas checkers and now they're doing it at the

### Canvas accessibility reports and checker tools

#### Canvas accessibility checker and campus-level reports

At the district level, they are doing it at the department level, and they are doing it at the, you know, it is like it is checking everything, and I can give you those demos, which we are going to do here shortly as well. Okay, next one. All right, here is the toolkit. So, we are going to start looking at these. I am going to start with the Canvas accessibility checker since we are talking about that.

I am going to share, and I am going to go in. I am just going to do the whole screen because I am going to be flipping around. So, let us go to this class. Okay. So, each of the campuses have things a little bit different. I am putting everything out of my way. Sorry folks. So I can see. So this is El Camino's site, and I am so thankful that they have the big top accessibility. LACCCD said there are errors. They took it out, and I miss it. Okay. So I can go into the course accessibility checker at the whole site level for that course, and it will tell you. You can see that there are no issues.

Now thankfully they now have this unpublished in here. So if you had errors in things that were unpublished, obviously you could ignore it until you needed to publish it. And that is another trick you can do: unpublish all the things that you are not needing at the start of the semester until you get them done. Then go back and publish them. But you have to work a module or two ahead. A couple of weeks is always good. So these, and it puts it, I have 16 pages. If I had errors, they would be up here at the top.

I am going to go to over at Trey Tech, and they had it at the campus level, but the color contrast was giving errors that were false. So, if you had a white on a black background, it gave you an error instead of black on a white background. They have, hope tech, at the top level. And make no mistake, they can, the DE coordinators can go in and get a report of all the bad teachers. I say bad teachers meaning you are on the bad list because you got all these errors in your Canvas site. So, I am hoping that the unions protect us, because that is just not a cool thing to do. But for liability, yeah, they have to do it.

#### Empty links, templates, and Play Lab cleanup

All right. So, I have got a page here that has an empty link. Is it an error? Probably not, because I can go to this page and I can look at the error and it says it has a `target=_blank`. Well, HTML code means it is going to pull it up in a new window. It really is not an error except it gets flagged as an error because they do not know if the student has access to that window that pops up or if the pop-up blockers are not turned on, or, you know, pop-up blockers are turned on and they cannot do it. So it comes up as an error instead of just pulling up.

Okay. So I can go to this page, whatever it is. Let us go back and open up the page. Let us see. Here is one. Now, this is an unpublished page. This is my template. Okay. So, if I go here, this is not a page. It is unpublished. Okay? It is just my template for putting things in. So, I can go to edit, and we are going to show you another way of cleaning these up really fast.

Okay. So, like Reena showed, you can go to the code. Okay. So, I can go a C. So, I have just copied everything. Okay. And I have got the HTML code. I am going to go into Play Lab. Play Lab. I am logged in. You can get a free account by going to playlab.ai, and open to everybody is this Joshua Legacy. So some of the teachers in the LA Community College District created Joshua Legacy. It can be remixed, and people may have versions of it. So I am going to open up Joshua.

Now I am going to start. I do not need to read the directions. You can. And I know to say just yes, I am ready to go. Okay. See if I can get this to come down. All right. So, I am going to give it a prompt. I am going to paste HTML from a Canvas page which Hope Tech says has an error or more. Please give me corrected HTML.

Put a colon. And now I am just going to paste the whole thing right out of my Canvas page and submit it. I do not have to be an HTML genius. I do not have to spend my time pulling my hair out trying to find out where this is going wrong. By the way, everybody has access to this. Go make yourself a free HTML or a free Play Lab account. Know how to open up your HTML, and you go boom boom boom boom boom boom and correct all of those pages. You may still need to put in alt text because it is not going to do that. You might still have to do that.

And so now, first of all, it told me what was wrong: ro representation, heading tags, okay, H2 tags that were wrong, anchor tags that were wrong, color contrast, it did not like it had an empty figure tag. Again, this was just a template page that I had in there. Frame missing title, duplicate ID attributes. Okay. Would I want to go back and look at all this? Heck no. So, I am going to copy the code. See, should tell me that it is copied. And go back to my page. And where is my page? There it is. So, I am going to backspace. Get rid of everything that is there. Paste in the

### Complybot and delayed scan results

Now I’m going to go here and make sure that it looks okay. Yeah, it looks fine. Now, there might be something that’s missing, and hold on—I’m going to put save now. Poke Tech takes a while to refresh. It does not tell me instantly that this was perfected, so I have to wait a while. I can run the accessibility check again. I can rescan it, but it’s not going to do it right away.

I’ve done three of these, and I can tell you that that error is going to sit there for 20 minutes, but I come back and it’s gone. So it was the only error that I had in the site. Everything else is alerts. Go back and check them, but that was the only one. And boy, I’ll tell you, that makes it so much easier.

Thank you for handling the questions, Jane. Thanks for putting in the URL for me. All right, I’m going to hand it back, Raina. I’ve got things everywhere.

> It was great.

Yeah. Joshua is amazing. And Wanda put up—In fact, I can do this. I think we have a little bit of time.

> Yeah, we’re going pretty fast.

Yeah, let me share that other one. I have it in my Google Chrome. I have my little Play Labs tune here. Actually, I should let Wanda do this, but Wanda’s here. Do you want to unmute for a second and explain what this is all about?

> Thank you. Yes, I built Complybot and actually used Joshua and mixed Joshua into my app here. But my app does a lot different as far as what you want to select in remediating your content. It’ll do things verbatim and doesn’t make any edits, but if you choose UDL, it chunks things nicely. It makes columns and callout boxes and makes everything ADA compliant. It’s just a fun, easy tool to use. You don’t have to prompt it once you make your selections. Even if you have images on your page in Canvas and you check those image alt text requirements, it will add alt text and—

Yeah, I used it. It’s so easy. You hit start and you put your stuff in there and then you hit go.

> Right?

Fantastic. So very easy to use.

> But you still have to double check the alt text. Correct, Wanda?

Sure. Always.

Yeah, those are things that human in the loop, they call it.

> Yeah. So, and yeah, I put my syllabus in there and had it run through and then it fixed everything, which is, you know, and it gives you all the information you need and then you go double check it and that’s it.

And there’s some tutorials on the side, some links to show how to use it.

### Color contrast analysis and accessible images

#### Color contrast analyzer

> "A little more help."  
> "Yeah, they're over here."  
> "Whoops."

> "Thank you, Wanda."  
> "Yeah, thank you so much."

> "Yeah, there's uh on the there's a bunch of um instructions over here and getting started. That was really great. Yeah, thank you. Thanks for sharing that. It's really really great help."

All right. Okay. **Color contrast analyzer.** All right. Well, I guess I get to demo again.

> "You do. So, um the the link I can put the link in the chat so that you can go get your own color contrast analyzer. Uh where is that? Um I guess I don't have it ready to go. Can you put that in?"

> "Yeah."

> "Okay. So, I'll go ahead and share. uh"

> "if you search for that TPI TPGI color contrast analyzer."

So again, I'm going to share my whole screen and get to here is a flyer that was made uh on Bengage. And then I have my color contrast analyzer. Well, now where did it go? See, I got to get these things out of the way. Here it is. Having trouble putting everything up here. Everything out of the way. Stop screen share. Let's try this again. Okay. Color contrast and also share. Is this directly based on the color wheel on the percent of contrast that are opposing on the color wheel? Is that

> "I believe it is."

> "We're gonna share this."

> "If you're an art teacher, you're already an expert in that."

Okay. I hope you guys can see this now. Can you see both this one and this one?

> "Yes."

Okay, so let me make this smaller. Okay, I'm having problems here. Where's the other piece? We're trying. It's not going to show up. Interesting. Okay, let's try it again. This one up. Share share. Okay. Can you just see my color contraster now? Right.

> "Yes. Yes."

All right. So, I'm going to show you tell you what I'm doing. So, I have a um Okay, I'm having some problems with this. Okay. So, for the background, I'm going to take and make it the black. And then for the foreground, I'm going to take and make it the orange on the response. So, it says everything is passed in all colors. Okay. I can take the same background and I can go to the yellow lettering and it says it passes. I can go to the white, it passes. But then when I go down to the little ones that the background is green and then I go to the color and I say it's white, it says it's failed. Okay. And I can go to the background color and blue and it passes only in the large text which is size 18 font or higher to equal the the large regular size text. It fails. And then I can go since they're all white. I can go to the next color and it's purple and it passes. Then I can go to the next color and it fails. and the next color and it fails and the next color and it fails. So you really have to even in gauge which I know some of the districts have are or are getting accounts for you have to be very specific that you make the colors a contrast that works. Okay, I'm going to

> "Yeah. Can you put that picture back up? So I can let me get out of here and and stop sharing. So now we're going to share what the picture was."

Okay. So this is the picture that I went through. And so everything up here followed the color contrast. But as soon as I went down here, the white against there, even though it looks fine to us, and the white against the blue, the white against the purple was good, the white against the orange was not, the white against the turquoise, even the darker green did not give it to me. Okay. So, when I went through and did the color contrast did not work. So, I would have to go back and change all those colors if I were doing this in Bengage. Okay. So, when you do your color combinations, it might look fine, but it isn't going to work. Judy asks if the color contrast depends on also depends on the size of the text. Yes, it's large text if it's 18. Anything less than that is considered normal text. And if you're really small, uh, you're out of compliant anyway because the lowest text size you should have is 12 to be accessible. Okay. So, here it is. Uh uh the color minimums uh normal text is under 18 or bold if it's under 14. Minimum for large text is 18 14 plus bold. Um graphic elements UI components 3 one which is the same as 18 point or 4 14 point bold. Okay. Um, so we did the color contrast. Yes. Um, you have to go download it and you can read the directions on it.

> "So there's nothing in canvas or directly or something like you have to have your document and then have a second secondary tool I guess."

> "Yes."

> "Okay. For that"

> "for the human in the loop contrast checker. Yes."

> "Gotcha. We did that."

> "Okay. So we did do that. Um, now Joshua will allow you to um upload word documents and it'll convert it into HTML. So when I work with teachers, they've got word documents and they don't want to remediate it word by word and so they can just upload the word document and it will give them the HTML and they make a page because Canvas has a built-in reader and so that makes it even that much more accessible. So, and it sounds like Wanda's Complybot will also do it, too."

> "Linda, before you go on, if we have an image that, let's say, is a graphic image chart or, you know, some sort of pictorial that was generated by the publisher. For example, I'm using McGraill Connect. Um, there might be something from the textbook that I want to embed on a page in Canvas and call my students attention to it when I'm teaching 100% online. Um, if the image is not accessible, which I've had happen, uh, because of the color contrast, can we use an alt text as a workaround or do we need to rebuild it?"

The alt text with a UDL short description if it's more intricate, yes, you do need to do. And if it's colorcoded, then you may have to actually recreate it. Um, and I think you can do that with some of the AIS. I have not done it, but for example, that map of the United States where it's got red blue states to represent political parties, you can put that into an AI and say, I want you to redo this, but instead of red and blue alone, I want you to put one that's dots and one that's stripes. and it will do that for you is my understanding although I've not done it. So, that would be another way of getting one of those ADA compliant um images. And you might be able to upload an image and say, "Make this darker red or make it maroon or make the color contrast." And then you will put in a note that says, "This copyright image comes from here, but it was remade with Gemini or Copilot or Claude to be accessible." You can put

### EPUB export and workshop resources

that in with your image and not violate copyrights. Jillian, I saw your hand up.

> Nope, you’re okay.

> I was the one who asked that. Sorry.

> Okay. Um all right. So, we have the reference. Let me put the um I do have this ready. The workshop folder in again. So, here is the Google Drive where you can go get the documents. We’re not running out of time, but um don’t take too long. Chat.

So, this is the workshop folder, and you can go get our documents. There is a **course materials checklist**; it’s organized and will help you make your content accessible. There is the **AI prompt library for course content**, with some ready-to-use prompts for creating and remediating course documents, and there is a backlog. If you have a backlog, it gives you some suggestions just like we did here, but in a lot more detail, and there’s kind of like a worksheet that you can use. There is a **quick reference card for UDL**. It lists all of the nine guidelines and the WCAG connection with the course design application for what you’re doing. The **alt text writing guide** is there, with types of images, the decision tree, the platform instructions, and AI prompts for writing alt text. The **hierarchy reference** is there, and the **course remediation planner**.

Okay, what’s next? It’s your turn. Try grabbing a document that you have ready that needs to be remediated. Take it into Copilot, take it into Claude, take it into Gemini if you want, and ask them to give it to you with the headers, give it to you with the correct lists of items, and if you need to see if you get the colors to change. The alt text, the links, and the heading structure: links cannot say “click here.” It has to be a description of what to find there.

> And I put those in the chat.

> Thank you.

> Yeah.

So, it’s your turn to do that. See what else I wanted to do, and then we will go in and show them about the EPUB. Bernice, you have a question. I’m sorry, I didn’t see your hand.

> No, that was—I just put it up now. That was exactly I was going to ask you to do because I got a four o’clock I’m supposed to go to. So, I want you to do that because I’m really nervous about losing stuff and I don’t really understand what I’m gaining when I go to these other systems that people are talking about. So, if you can show me a little bit about that, that would be wonderful.

All right. I’m going to work in the background here, and I’m going to pull up an EPUB that I did, and I’m going to make sure that my EPUB reader works. Okay. So, I’m going to close a few things down and put that right in the background. Okay, everybody’s ready. I can go to that so that she can get to her meeting on time.

> Yeah, go for it.

Okay, just for you, Bernice. I’m going to share my whole screen. Can you see my Canvas course?

> Yeah.

So, this is my El Camino course. When I go to the course settings, and first of all, you do want to try and make sure that everything’s accessible when you do this. They have, thank God, El Camino is so far in doing great with their DE program. Love the DE program there. They have this EPUB exporting. So it was turned off, and that’s by default. So you just go in and enable it. If I wanted to enable this one, I would enable it. So I enabled it. Then when I go to the settings, I will have the option in my course settings to do the EPUB by content type. Now the default is module. I wanted my students to keep that module view because that’s the way we work through it in class. I’m always going to the modules and telling them to do it. It’s kind of like chapters. So, you can organize it by content type if you want. You just check the box. So, that’s all you have to do—just those two areas. Then you and your students will go to account settings. Now that you have turned the reader on, you go to **download course content**. The first time you and your students go here, you will see **generate EPUB**. It’ll look like this except it says generate EPUB. Once you generate it, now you have the option to download everything and you have the option to download associated files. It will only pull your files that are connected to your pages, your syllabus, assignments, your discussions.

Now, the one thing that’s wrong that I have not corrected, and I’m going to go ahead and just download this again, is that it comes down pretty fast and then it opens all of my embedded videos, and I have a lot of embedded videos. They do not show up. But I need, and I can correct this and I will have it all corrected, by default I go underneath every single one of my images and I put the link and then they can click the link. Okay. So here it’s working. It’s almost done. So, here it is. Let’s get it up. Come on. So, here it is in my downloads folder. And all I have to do is open it. Now, if you go to Calibri and you look it up on Google, they have a page where you can download the iOS, you can download the Windows version. And I’ve downloaded it before. It’ll ask me what I want to open it up with. And you can probably open it up with Kindle. Now, you have the option to do it the book viewer or the book editor. The book editor will allow you to look at what’s wrong and it’s not accessible. That’s heartbreaking. And I found out when I went there that I have spaces in my file names. It doesn’t like it. So, it’s sort of built on a Unix system. Years ago, you couldn’t put file names—you couldn’t put special characters into your file names.

Okay. So, I’m going to open it with Calibri. And it’s beautiful. I mean, I’m impressed with what it does.

> Can you show something it would look like if you then clicked on it?

> I’m trying to get it open.

> Oh, okay. I’m sorry.

My system’s got so much open it’s a little slow. Sorry.

> Well, while it’s doing that, can I ask a question?

> Sure. Go ahead.

> I heard you say that the students should also do this.

Okay. So, if I generate this EPUB, then I give it to my students as an emergency earthquake kit saying if Canvas goes down, you have everything you need. You don’t even have to go to Canvas. You can open this up on your computer and you have it.

> So, you’re not sending it to them after you’ve downloaded. They have to do it themselves.

They go to their settings in their account and they download it to their computer. Okay. So, let me see if I can find this.

### EPUB readers and offline backup access

Unless you are locked out of Canvas, and then the point is: if you do not do this, you can do it now to back up what the work is that we have done. But let us say something happens between now and next week. *God help me.* No. Uh-uh, you cannot get in.

If you were to grab it, you could put it on a source where you could then share it back out to them if they had not. At that point, it is a file, right? So, say your school has Google Drive or OneDrive, go ahead and put it up there where you could then make a link available to them if, in the worst-case scenario, Canvas goes down again tomorrow. Sorry, I did not mean to interrupt, Linda. I have been thinking about this one a lot lately.

Okay, so I was not clear. Let me make sure that I say this again. When I tell my students to have an emergency action plan, okay, and I develop my own earthquake plan for home and everything else, this would be my plan for my class. I get my fall classes ready. When I meet with them on day one, I tell them to download this EPUB on day one so they always have it. Should Canvas go down at any point, they already have all the content.

So, will images show up? That is the first question.

Images will show up. I am not sure why.

But video, you need the URL to be in there so they can go to it on YouTube.

We need to put the URL in. Okay. So, here it is. Hopefully, it is loading the book, and I need to download.

Okay. Can you see this now?

Yes, I can.

Okay. So here is the syllabus, the announcements, the assignments, the discussions, the quizzes. Okay, so this is the normal table of content. When I go, this is by assignments. Oh, this class I did by content; I was exploring. Okay, so if I go to a page here, then it is going to open it up in their e-reader, and the videos do not show because I have not put things in. Okay. So, there is an image and it shows up, and I can go right down and just scroll right through this whole thing.

All right. So, it is, I guess, this e-reader thing that I do not know anything about. You have used something. You said it was like, I have never used an e-reader. So what would you recommend that I download?

Okay. So, what I go to, and if you can see my screen—

Yes, I can. I can see everything fine. Thank you. Thank you for asking the questions.

Okay. Calibri e-reader. Okay. All right. So, I am just going to go to the e-reader app and I am going to go to which one? This one just goes to the download folder. This one looks like it goes to the ebook. So, it is a general e-reader for EPUBs. They can go get other ebooks. And you can go to the downloads page, and I could put this directly into my directions. And you can see there is Windows, there is Mac. It is not the only Mac one. I am a Mac reader. Okay. It is not the only one; it is just one that I know is free.

Okay.

Okay. And please be my guest to pick something else up, as I have said. I have no familiarity with e-readers. I have never used them on any type of a device. It is all new to me.

So,

okay. It is like Kindle.

I have heard of it, but I have never used it. I know people who do, but not me.

Okay.

You think you like this one?

It works.

Maybe if somebody else has experience with other ones, but I know for me, because Canvas went down, I will be ready in the fall. I do not think it is going to go down again. I think they have learned their lesson. But could it? Yes. And I do not like my students not having what they need.

Of course. I do not like not having what I need. So that is okay. I have a new thing to explore. Thank you so much. This is the first time I am hearing about this in terms of what to do.

All right. So Karen says, and some others, you can open up your microphones and talk about it. This is a great opportunity to share.

Yeah, I am a MacBooks and Kindle user on my iPad, and my students, a lot of them are using iPads. So, I do not have the EPUB option at my schools that I teach at, but they all do Canvas on their iPads now. So, if I got a—

So, you would recommend Kindle as opposed to this other one because of people being on iPads because I think my students are sort of in that boat as well, many of them. Anyway,

if you have an iPad, yeah, they usually have both on there. I mean, it comes with Books. It is part of the Mac, the iOS software for iPads.

And the point was made, though, that this one is free. Is the Kindle a cost?

It is free. No, it is free. Yeah.

I do not mind the cost, but for the students, I know there are issues.

Those two were free, that Apple.

Okay. Thank you very much. Thank you.

Yeah, sure. So, in the chat, I just responded, “Not all colleges have the EPUB turned on. Reena does not have it on where she is teaching, for example.”

I think I have seen it in mine. I have just not paid a lot of attention to it. I think I have seen it.

If you are at West LA, yeah, you have it.

### Practical takeaways for accessible course design

So, this is the emergency plan that I am sharing with teachers that I talk to.

#### Key takeaways as time runs out

If you are going to do this work, **prompt AI for accessibility from the first time that you start**. Save yourselves some time. Make sure that you are using **heading styles**, not just bold text. Run the accessibility checker before you distribute to students. Make decorative images and mark them as decorative. If an image is not decorative, give it an alt tag and perhaps a short description.

When you export PDFs, use **Save as Adobe PDF**. Do **not** print to PDF. Save as Adobe PDF. Then use AI and automatic checkers together. Make one work and then the other one work.

#### Things to start this week

If you are going to start doing these things, here are things to start this week:

- Create your next handout with accessibility built in.
- Run the accessibility checker on your courses, whether it is Canvas or Pope Tech. Do one of them.
- In Pope Tech, you only have to do the errors. The others, the advisories and the warnings, you have to go check.
- Add the correct alt tags.
- The next time you open up a Word document that you have just created, open the navigation pane and make sure that the headers are there.

#### Remaining resources and next steps

There are some other resources for you to use, and they are all free.

And lastly, thank you. Next week is accessible multimedia, and Reena is going to show you how she makes things and how we make sure that they are all accessible.

Thank you for letting us share your afternoon.

Thanks, everybody. It is a complicated subject, but hopefully that helps you out a lot. We are always happy to answer questions. Feel free to email us. This will be up in the library for Los Angeles Regional Consortium, along with the recordings, and hopefully you can download the materials anytime from the library as well.

I have also put the link to register for the next AI training opportunity on accessibility, so please make sure to share that with your colleagues. If you learned something today, please type yes in the chat. We would love a little bit of that feedback. We also provided the feedback form link in the chat as well, and I will drop it one more time. If you have some time to complete that for us, we would really appreciate it.

With that, we look forward to seeing you at the next AI professional development training sessions. In the meantime, if you have any questions, please feel free to reach out and enjoy the rest of your day. Thank you, everyone.