Accessibility in Moodle

Use the information on this page to help make your instructional materials accessible to persons with disabilities as well as giving all of your students multiple modes of accessing content and course material.

A quick resource for creating an accessible syllabus can be found at this link:
Accessible Syllabus.

The following link is a compliance editor. It will not work with Moodle, however, because of the password protection. It can be used with other sites such as WordPress. W3C Web Accessibility Evaluator.

New in Moodle 3.5: The editor now contains an accessibility checker and a screen reader helper. Click on these tools to ensure your content in the editor is accessible and can be read using screen readers.

Accessibility Steps
More Information
Design Elements
  • Include an accommodation statement in your syllabus
  • Add a link or contact information to the Office of Academic Accessibility
  • Use concise, meaningful text when labeling resources and activities
  • Helps persons with vision or learning disabilities to navigate Moodle
  • When possible, open linked items in the same window
  • Opening a linked item in a new window can be confusing for persons using screen readers
  • Avoid identifying objects by color (e.g. “all assignments in red are optional”)
  • Color blind individuals cannot distinguish between colors on the screen
  • Make sure printable materials are still usable in black and white print
  • Some people prefer to work from printed documents
  • Avoid course materials that display blinking or flashing computer graphics
  • This can cause seizures or migraines in some individuals
Assignments/Quizzes in Moodle – extended time
  • Use the Override option in Moodle
  • Check your quizzes with screen reader technology
  • Provide an alternate version of the exam, if necessary
  • Provide extended time to those students requiring this accommodation
  • Use groupings to assign students to an extended time test
Discussion Forums
  • Use explicit discussion forum topics (e.g. “Question about Assignment #2” vs. “Question”)
  • Require participants to create a new topic when appropriate, instead of continually replying to a single post
  • It can be difficult for people using screen readers to find information in nested replies


  • detailed instructions on how to make a Word document accessible
  • Use sans serif fonts such as Ariel or Helvetica and make sure they are of sufficient size
  • Makes the document easier to read for someone with low vision
  • Create clear, consistent headings throughout the document
  • Can use Word’s Styles toolbar to create consistent headings
  • Use Word’s columns, numbered and bulleted lists, and tables instead of attempting to create these items using spaces or tabs
  • The document is more screen reader compatible
  • When pasting text from a Word document into a Moodle course, use the Import Word file icon found in the editor tool bar. This imports the text and strips it of unnecessary code
  • Avoids the insertion of additional Microsoft Word coding
  • Using the Import Word File button
  • Avoid posting Word documents in Moodle that have been saved as web pages
  • Saving Word documents as a web pages adds additional coding that makes the page slower to load and more difficult for screen readers to read
  • Check PDF documents for screen reader compatibility – Highlight text, click on File>edit>speech>start speaking to see if the document is readable.
  • Some PDF documents are rendered as an image and will not be readable by screen readers
  • Use an OCR (Optical Character Reader) to convert the PDF document to text, if necessary
  • Provide the information in an alternative format
  • Person’s with reading difficulties may need to manipulate items on the page such as font size, character spacing, font and background color, etc.
  • Use alt tags or provide descriptions for images, photos, charts, and tables
  • Use strong color contrast between font and slide background
  • If you have embedded narration, include a transcript