RCTC is actively working to ensure all digital content including websites, course platforms, and documents meet WCAG 2.1 Level AA standards in compliance with Title II of the ADA. RCTC and the entire Minnesota State system are committed to accessibility and it starts with how we build and write our digital content.

All electronic documents and web content should adhere to the Web Content Accessibility Guidelines WCAG 2.1 AA standards.  Meeting accessibility standards means everyone can access and use our content.

Designing with accessibility in mind makes content:

• Easier to find (improves search-ability/Search Engine Optimization)
• Compatible across devices (mobile-friendly)
• Usable with assistive technologies, such as screen readers

Web sites and digitally accessible files and content.

Following are some basic steps that can be taken to ensure digital content is accessible on the web. These tips also apply to documents and PDFs.

• File naming, titles, and headings:

  • Use short, descriptive file names, page titles, and headings that describe the purpose of the content.
  • Ensure all content is fully navigable by keyboard, with a clear tab order (Tab = Forward, Shift+Tab = Backward) and a logical structure using simple, well‑organized headings and outlines, which provide semantic structure that assistive technologies utilize.
  • Use a clear and consistent heading structure (H1 → H2 → H3), followed by relevant content, to organize content.
    • Do not skip headings, ie: H1 then H3, or H2 then H4.
      (Note: The titles in our WordPress site's pages are by default Heading 1. Do not place another Heading 1 in the content area immediately following the title.)
  • Example of a properly structured and accessible outline.

    • Heading 1

      • content goes here

    • Heading 2

      • content goes here

      • Heading 3

        • content goes here

      • Heading 3 

        • content goes here

    • Heading 2

      • content goes here
      • more content goes here

• Images:

  • Use alternative descriptive text on decorative embedded images.
  • Avoid using the same alternative text for two different images on the same page. (Example: img 1: "RCTC campus", img 2: "RCTC campus")
  • Avoid using text within images or embedded flyers to convey information that could be conveyed using headings and regular text. Assistive technology cannot read text embedded within images. If images must include text, ensure that the same information is provided as alternative text in the image properties or real text on the page. 
  • Embed images at the beginning or end of sentences or paragraphs, rather than in the middle of text, so not to disrupt the flow of screen readers.

• Links:

  • Use clear, descriptive link text that tells readers exactly what the link is about (e.g., Digital Accessibility Tips).
    • Avoid vague phrases like "click here" or "here", they’re meaningless for screen readers and SEO (Search Engine Optimization).
    • Avoid using full URLs as link text (e.g., https://asanewsletter.org/category/digital-accessibility-tips). Instead, link the topic name (e.g., Digital Accessibility Tips).

• Linked Files:

  • Preferably, convey information directly with text on a webpage rather than linking to Word documents and PDFs. Web pages are more accessible, mobile friendly, and typically easier to maintain.
  • Avoid uploading print‑style files (Word, PDF, images) since they’re often inaccessible and hard to read on phones.
  • If a PDF/Word file is unavoidable, run accessibility checks in Microsoft Word and Adobe Acrobat Pro, but note these may still fall short of WCAG 2.1 AA standards.
  • Ask yourself: Does the content need to be in a Word or PDF format?  Can the content be conveyed as a webpage instead? What is the final destination of the content, and what is the optimal way a user could access it?

• Text Color:

  • Avoid light text on light backgrounds or dark text on dark backgrounds.
  • Use basic high contrast colors for text (Example: dark text on white background). 
  • The minimum ratio for normal text is 4.5:1 against its background. (Black on white always passes accessibility checks!)
  • For large text (defined as at least 18‑point regular or 14‑point bold), the requirement is slightly lower: 3:1.
  • Use a contrast checker to verify compliance.
    • WebAim Color Contrast Checker (Best - browser-based)
    • TPGI Color Contrast Checker (Good - downloaded app)

• Design:

  • Use simple designs that render on both computer screens and phones.
  • Avoid using tables for visual layout. Tables are best for data sets.
  • Use bulleted or numbered lists, they are easy to scan for all users and assistive technologies.
  • Avoid using empty paragraphs, headings, and multiple line breaks to create spacing.
    • Empty headings: <h2></h2> adds noise for screen readers. Headings should always describe content.
    • Empty paragraphs: <p></p> creates meaningless elements that can confuse assistive technology.
    • Non-semantic spacing hacks: Using <br> repeatedly for spacing is also inaccessible.

• Video:

  • Add closed captioning for video content.

• How to Make Accessible Word Documents
• Microsoft 365 Apps Accessibility
• Accessible PDF Files
• ADA.gov Rule on Accessibility Fact Sheet
• W3.org Background on WCAG 2.1

• LinkedIn Learning Web Accessibility Topics
• Minnstate ASA Newsletter Digital Accessibility Tips

Under ADA Title II regulations (and by extension WCAG 2.1 AA), public higher education institutions are responsible for ensuring that linked external resources, particularly required course materials, are accessible. If a link is part of the institution’s services, programs, or activities (e.g., a teacher-posted link to required reading), it generally must meet WCAG 2.1 Level AA standards, even if it is a third-party site. 

• Required vs. Optional Content: Links to essential content, such as LMS-posted materials, required readings, and course materials, must be accessible.
• Third-Party Content Limitation: While there is a limited exception for archived content and third-party content not under the institution's control, this does not apply to materials required for active participation in a course or service.

The question is whether the 3rd party resource is optional or required for the course. If required for participation and completion of the course, then it should be accessible. If required but not accessible, an alternative format should be provided for the required resource.