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January 2026 update:  Moving forward, all information about UGA’s digital accessibility initiative will be posted on our new digital accessibility website, dash.uga.edu. Please update your bookmarks.

Digital Accessibility Frequently Asked Questions

Table of Contents

About Digital Accessibility Services

What is Digital Accessibility?

  • Accessibility is the design of products, services, environments, and systems to be usable by all people, regardless of their abilities or disabilities.

What is the Digital Accessibility Services team?

  • The Digital Accessibility Services (DAS) team is part of EITS Client Services. The team leads university-wide digital accessibility compliance and support across instructional, administrative, research, and public-facing content. 

What services does the team provide?

  • Assessment: Comprehensive accessibility evaluations of websites, applications, and digital content.
  • Training and Education: Workshops, resources, and ongoing education for faculty and staff. 
  • Remediation Support: Direct assistance in identifying accessibility issues and implementing best practices 
  • Policy and Standards Collaboration: Partnership with the Accessibility Steering Committee and Accessibility Working Group to develop digital accessibility policies and implementation guidelines.

Is the Digital Accessibility team responsible for remediating my content?

  • No. The Digital Accessibility team will not be responsible for content remediation. The team offers training and tools to assist UGA content creators to achieve self-compliance with WCAG 2.1 AA and future standards. Content owners are responsible for ensuring their materials are accessible. 

What are the key committees involved?

  • UGA Accessibility Steering Committee: Policy owners who address ongoing digital accessibility needs.
  • UGA Accessibility Working Group: A cross-functional team representing major university units including Equal Opportunity Office, EITS, UGA Libraries, OVPI, Accessibility and Testing, Marketing and Communication, Finance and Administration, Procurement, UGA Legal Affairs, and Academic level Unit IT. 

Digital Accessibility Liaisons (DALs)

What is a Digital Accessibility Liaison (DAL)?

  • Digital Accessibility Liaisons are appointed by senior leadership to serve as the primary points of contact for digital accessibility within their college, school, or administrative unit. They connect their unit with the university’s Digital Accessibility Services team and the Accessibility Steering Committee. 

Why does this role matter?

  • Ensures that faculty, staff, and students can fully access UGA’s programs, services, and digital resources.
  • Supports compliance with the Americans with Disabilities Act (ADA) and WCAG 2.1 AA standards.
  • Creates a network of local champions who bring accessibility into daily teaching, research, administration, and communication. 

How do I become a DAL?

  • DALs are appointed by senior leadership (Deans and Vice Presidents). If you’re interested, reach out to your leadership or contact the Digital Accessibility Services team at [email protected].

Do DALs have access to the Ally administration console?

  • No. DALs do not have direct access to the administration console to add or remove domains. All domain management must be routed through the Digital Accessibility Services team, who submits support tickets to Ally for these changes. 

Does the person with access to Ally reports have to be a DAL?

  • No. The DAL can designate other people who need access to the institutional reports. This is determined by the unit’s needs. 

Ally for eLC

What is Ally for eLC?

  • Ally for eLC is an integrated accessibility tool for eLC (eLearning Commons) that automatically scans and improves course content accessibility. It became available to faculty on October 15, 2025. 

What does Ally for eLC do?

  • Automatically generates alternate formats (audio, Braille, e-publications) 
  • Provides real-time accessibility scores 
  • Offers guidance for content improvement 
  • Seamlessly integrates with existing eLC workflow

I created a document in Word using the Word Accessibility Checker, but Ally is flagging it as having issues. What should I do? 

  • There are known limitations with Ally, particularly with table headings. If you’ve used Microsoft Word’s Accessibility Checker and it shows everything is correct, trust the Word Accessibility Checker over Ally. Ally is working on fixing these bugs and expects updates by the end of December 2025. 

What accessibility score from Ally is considered compliant? 

  • Technically, to be fully accessible, content would need to be 100%. However, the guidance is to focus on items marked in red, as these are the most severe issues that affect more people. Any accessibility fix you make removes a barrier that may affect students. 

How do I see what accessibility issues should be fixed?

  • Click the Ally icon to access a feedback panel.
  • The panel provides a document preview, a list of accessibility issues, and instructions on how to fix them
  • To fix an issue, you will need to edit the original document on your computer.
  • After making the necessary changes, you can upload the updated document within the feedback panel.

What about SCORM files in eLC? 

  • Ally doesn’t provide feedback on SCORM files embedded in eLC. If you have concerns about SCORM file compliance, email [email protected] for investigation and guidance. 

Can students access alternate formats? 

  • Yes, students can access alternate formats generated by Ally, which supports Universal Design for Learning (UDL) principles.
  • A download icon will be available in their course content to open files in additional formats such as:
    • Tagged PDF
    • HTML
    • ePub
    • Elecronic braille
    • Audio
    • BeeLine Reader
    • Immersive Reader

Why do some items in my course show no score?

  • Items with no score typically contain plain text or instructions typed directly into eLC. If a file should be scoring but is not, contact the Digital Accessibility Services team.

Can Ally give false positives or false negatives?

  • Yes. Automated tools have limitations. Ally is a useful starting point, but instructors should also use Microsoft and Adobe accessibility checkers. 

Ally for Web

What is Ally for Web?

  • Ally for Web is an integrated accessibility tool for websites that automatically scans and reports accessibility issues. It became live on November 10, 2025. 

What does Ally for Web do?

  • Crawls web pages for digital accessibility issues 
  • Provides accessibility scores for websites 
  • Identified unit liaisons have direct access to domain accessibility report

How do I get my websites added to Ally for Web?

  • DALs will receive communication with a spreadsheet to complete. In the spreadsheet, you’ll:
    1. List the domain (e.g., yoursite.uga.edu)
    2. Provide the main title of the website 3. List who needs access to the reports within your unit 
  • Submit the completed spreadsheet to [email protected], and the domains will be uploaded to Ally. 

Do I need to install anything on my website for Ally to scan it?

  • No. Once the domains are uploaded to Ally, no additional installation or changes to your existing website are needed. 

Will I have access through SSO?

  • Ally for Web authentication is provided through the “Sign In with Microsoft” button on the Ally for Web reporting page. Once you’re assigned access to the reports, you’ll sign in using your UGA MyID@uga.edu or current alias email address. 

Do I need to list every site or just the subdomain?

  • Units should list each distinct domain they manage, including subdomains that function as separate sites. At this time, Ally for Web treats each submitted domain as its own record, and full subdomain-level grouping is not yet available. Because of this, the safest approach is to submit all domains and subdomains that your unit maintains. 
  • As Ally’s grouping and scanning features continue to mature, additional guidance will be provided. 

Can Ally scan internal sites that are not public-facing?

  • While internal sites behind authentication may not be the priority, if someone requires access who needs accessible content, those sites should be remediated as well. 

How often does Ally scan websites?

  • Ally performs automated crawls on Saturdays. However, you can manually trigger a scan at any time from the Ally interface without waiting for the scheduled crawl.

Will I be notified when a new report is available?

  • Currently, you are not automatically notified. You’ll need to check the Ally interface, typically on Monday mornings after the Saturday crawl. 

How long does it take for my domains to be added to Ally?

  • Typical turnaround is 1–2 business days after DASH submits your spreadsheet to Ally. The steps are: 
      1. DAL submits spreadsheet to [email protected]
      2. DASH opens a support request with Ally
      3. Ally uploads and configures the domains
      4. DASH creates groups and assigns access
      5. The primary DAL is notified when reports become available

What is the process for adding additional domains after the initial submission? 

  • After the initial intake, there will be a schedule (biweekly or monthly) for submitting new domains. You can also email single urgent additions to [email protected], and a support ticket will be submitted.

Can Ally crawl sites that don’t end in .uga.edu?

  • Ally for Web can only crawl domains that UGA owns and manages, but those domains do not always have to end in .uga.edu. 
  • Examples include certain UGA-owned or UGA-hosted domains that use alternative extensions. These can be added if ownership and control can be verified through the onboarding process. 
    • Ally cannot crawl: 
      • Personal sites 
      • Vendor-hosted sites not owned by UGA 
      • External platforms outside UGA’s domain management 
    • If your unit uses a domain that does not end in .uga.edu and you believe UGA owns it: 
      • Email [email protected] with the URL 
      • DASH will confirm ownership and determine whether Ally can be configured to scan it 
    • Units remain responsible for accessibility on all sites they operate, regardless of domain extension. 

How do I know if my website has been submitted to Ally?

  • Check with your DAL or email [email protected] to confirm if your site has been submitted. 

PDFs and Documents

Are we responsible for journal articles posted as PDFs in eLC?

  • Yes, but the approach is different from other PDFs. 
  • For publisher or database journals: 
    • Do not upload copyrighted PDFs directly to eLC 
    • Do link to a permalink from UGA Libraries instead 
  • Using a permalink: 
    • Keeps you within copyright and license terms 
    • Directs students to the platform that often provides HTML and other accessible formats 
    • Avoids having to remediate publisher-owned PDFs yourself 

What about instructional PDFs we’ve created (e.g., how-to guides)?

  • If these are still in use and people need access to them, they must be accessible. Consider: – Converting to HTML (most accessible format) – Remediating existing PDFs – Moving rarely-used materials to a clearly marked archive section (see Archived Content section).

Who is responsible for ensuring PDFs are accessible?

  • The content owner is responsible. If you’re a faculty member posting a PDF in ELC, you are responsible for ensuring it’s accessible or finding an accessible version. 

Why does Ally ask me to “Provide a link to the a document in the library”?

  • When Ally detects a copyright-restricted PDF, it prompts you to replace it with a library reference. You may be asked to provide: 
    • Permalink URL 
    • Title 
    • Volume, issue, or page numbers 
    • Authors 
    • Publication date 
    • Publisher or journal 
  • Ally then creates a reference entry, directing students to the official, accessible version. 

Images and Multimedia

What is the best practice for images with text?

  • Images that contain important text (for example, flyers, banners) should: 
    • Have alt text that conveys the same information as the text in the image 
    • Ideally be replaced with real text in HTML, with the image serving a decorative or supporting role 
  • Whenever possible, avoid images of text for key information. 

What about complex charts and graphs?

  • For complex visualizations: 
    • Provide a data table with the same information immediately following the chart or graph 
    • Include a clear description of the trend or takeaway in the body text 
    • Offer raw data in an accessible format when appropriate 
  • This ensures all users can access the information, not just the image. 

Do PowerPoint presentations need alt text for images?

  • Yes. All meaningful images should have alt text in PowerPoint. Use PowerPoint’s: 
    • Alt Text pane 
    • Accessibility Checker 
  • To make sure images, diagrams, and icons are described appropriately. 

What about audio and video content in PowerPoint?

  • For recorded lectures or presentations: 
    • Ensure there are captions for spoken content 
    • Verbally describe key visual information (images, charts, diagrams) while presenting 
    • Use speaker notes to remind yourself to describe visuals 
    • Provide transcripts where possible, especially for audio-only materials

How do I handle decorative images?

  • Decorative images that do not convey meaningful content should: 
    • Be marked as decorative using the appropriate setting in your tool 
    • Or have a blank alt attribute (where appropriate) 
  • This prevents screen readers from announcing unnecessary information. 

Websites and Web Content

What are the most common websites accessibility issues?

  • Top issues include:  
    1. Hero banners with moving images: Need a pause button to prevent seizures and reduce distractions for people with ADHD 
    2. Heading structure: Use one H1, then H2, H3, etc. in proper order. Don’t skip heading levels, as screen readers use these to navigate 
    3. Link text: Avoid long URLs and generic “read more” links. Use descriptive link text like “Read more about the UGA sustainability initiative” 
    4. Color contrast: Text must meet a minimum 4.5:1 contrast ratio. Some brand color combinations, particularly red on black or black on red, do not meet this requirement. These combinations should be avoided for text, icons, and buttons.

What should I avoid in link text?

  • Avoid: – Long URLs (http://…) – Generic phrases like “read more,” “click here,” “see more” – Non-descriptive text 
  • Screen reader users navigate by links, so each link needs to make sense out of context. 

Are there tools to check color contrast?

  • Yes. You can use free color contrast checkers that: 
    • Let you sample colors (for example, with an eyedropper tool) 
    • Tell you whether a combination meets WCAG 2.1 requirements 

What about moving content like carousels?

  • Moving content must: 
    • Provide pause/stop controls 
    • Allow enough time to read each slide 
    • Be navigable by keyboard 
  • If a carousel cannot be made accessible, consider replacing it with static content or a simpler design. 

Compliance and Deadlines

What is the key compliance deadline?

  • April 24, 2026 is when the new ADA Title II law goes into effect. After this date, every public-facing digital content that is newly published or reused must meet WCAG 2.1 AA standards. 
  • What does “newly published or reused” mean? 
    • Newly published: Any content created after April 24, 2026 
    • Reused: Any existing content that you modify, update, or continue to use after April 24, 2026 

Do all existing materials need to be compliant by April 2026?

  • The focus is on making new materials accessible moving forward and remediating older content on a longer timeline.  
  • Examples to prioritize: 
    • Current and upcoming semester course materials 
    • Frequently accessed forms, applications, and instructions 
    • Public-facing pages with high traffic 
    • Core program information and essential records 

How will compliance be measured and enforced? 

  • Specific enforcement mechanisms are still being developed by the Steering Committee and Working Group, but: 
    • The focus is on continuous improvement, not one-time perfection. 
    • Units are expected to respond to barriers, participate in training, and improve over time. 

Will there be reporting to USG or external bodies?

  • This is still being determined. As of December 2025, it’s too early to say what reporting structures will be required. 

Archived Content

What about old content that’s rarely accessed?

  • DOJ Title II guidance allows for archival content, with conditions: 
    • Content must be in a clearly labeled archive section 
    • Archived content should not be updated or reused in active programs without being made accessible 
    • Users must be able to request accessible versions when needed 

Can I move thousands of old PDFs to an archive?

  • Yes, if they are truly archival (for example, older agendas, minutes, and legacy documents). 
  • When doing so: 
    • Create a clearly defined “Archive” area on your site 
    • Consider adding a short statement such as:
      “Content in this archive may not meet current accessibility guidelines. To request an accessible version, please contact [name/office/email].” 
  • If an archived document becomes relevant again for active use, it should be remediated or recreated in an accessible format. 

What about signed official documents like meeting minutes?

  • You can: 
    • Keep the signed PDF as the official record (record copy) 
    • Provide an accessible copy (HTML or accessible PDF) for everyday access 
  • If these documents are moved to an archive: 
    • Do not alter or reuse them without making accessible versions 
    • Be prepared to provide accessible copies upon request 

Training and Resources

Where can I find training on digital accessibility?

Is there basic training for beginners?

  • Yes. The “Getting Started with Digital Accessibility at UGA” pep.uga.edu course provides a foundational introduction compiled from beneficial resources. More specific courses and guides are being developed and will be available on the future Digital Accessibility Services Hub.

Are there guides for specific tasks? 

  • Yes, in development. The Digital Accessibility Services team is creating guides for: 
    • Creating accessible Word documents and exporting tagged PDFs 
    • Building accessible PowerPoint presentations 
    • Basic website accessibility, headings, and links 
    • Common issues in eLC and Ally workflows 
  • These are appearing first on the EITS Major Initiatives webpage under Digital Accessibility for guides and resources 

Where can I find Microsoft-specific accessibility guidance? 

  • Microsoft provides excellent accessibility documentation for their products (Word, PowerPoint, Excel). You can find these resources on Microsoft’s support site: Accessibility tools for Microsoft 365. UGA-specific guides are also being developed. 

Are there Q&A sessions or workshops available?

  • Yes. The Digital Accessibility Services team holds regular Q&A sessions. Check the EITS Major Initiatives page for upcoming session dates and recordings of previous sessions. 

Contact and Support

How do I get help with a specific accessibility issue?

  • Email: [email protected] 
  • The Digital Accessibility Services team will respond with guidance and support. 

Where can I find current information and resources?

Can I schedule a consultation for my department?

  • Yes. Contact [email protected] to request support, guidance, or a consultation for your unit. 

What if my question wasn’t answered in this FAQ?

  • Email [email protected] with your questions. The team is continuously compiling questions to expand resources. 

Additional Resources

Useful Links

Key Tools

  • Ally for ELC: Integrated into ELC courses (available since October 15, 2025) 
  • Ally for Web: Website scanning tool (deployed November 10, 2025) 
  • Microsoft Accessibility Checker: Built into Word, PowerPoint, Excel 
  • TPGI Colour Contrast Analyser: Free desktop tool (details on major initiatives page) 

Remember

  • You’re not alone—the Digital Accessibility Services team is here to help 
  • Good faith effort matters 
  • Every small improvement removes a barrier for someone
  • This is an ongoing initiative; we’re all learning together

 

This FAQ was compiled from four Q&A sessions held in Fall 2025 (November 13, November 17, December 2, and December 8). Information is current as of December 8, 2025, but practices and policies continue to evolve. For the most current information, contact [email protected] or visit the EITS Major Initiatives page.