Making digital course content accessible is a university requirement and a key part of effective teaching. Accessible course materials support student participation, engagement, and success.
In some cases, meeting the UW Minimum Digital Accessibility Technical Standard (WCAG 2.2) may be technically infeasible or would fundamentally alter a course or learning outcome. When this occurs, a review may determine whether a provisional exemption is appropriate. Tracking exemptions helps the University identify persistent barriers and revisit them as new tools and solutions become available.
How to Submit a Digital Course Content Accessibility Exemption Review
Fill out this Course Content Exemption Form.
While your exemption request is under review and you are awaiting a decision, you are able to continue using the content in your course.
Note: This process applies only to course content. Software and digital learning tools require a separate Digital Product Accessibility Review. If specialized software (e.g., CAD) is used to create complex course materials, complete both reviews.
Need Help? Contact digitalaccess@uw.edu with questions about the form.
Does my content qualify for an exemption?
You do not need to submit an exemption form for content that is already covered by a WCAG exception.
Some exceptions are built in to WCAG 2.2, UW’s minimum digital accessibility technical standard. In these cases, an exemption request is not required.
Content that meets one of these established WCAG exceptions may continue to be used without submitting an exemption request. The questions below outline relevant WCAG exceptions.
Frequently Asked Questions about WCAG Exceptions
WCAG says: “If content is a test or exercise that would be invalid if presented in text, then text alternatives at least provide descriptive identification of the non-text content, not provide the information needed to pass the test”. (WCAG Success Criterion 1.1.1)
Examples
Audio or visual information is provided that cannot be changed to text because the test or exercise must be conducted using that sense. Including:
- A hearing test would be invalid if a text alternative were provided.
- A visual skill development exercise would similarly make no sense in text form.
- A spelling test with text alternatives would not be very effective.
Text alternatives should be provided to describe the purpose of the non-text content but not provide the same information needed to pass the test.
WCAG says: “Sometimes content is primarily intended to create a specific sensory experience that words cannot fully capture. Examples include a symphony performance, works of visual art etc. For such content, text alternatives at least identify the non-text content with a descriptive label and, where possible, additional descriptive text. If the reason for including the content in the page is known and can be described it is helpful to include that information.” (WCAG Success Criterion 1.1.1)
Examples
A complex painting of a landscape is included in a presentation deck as an example of a type of work. Alternative text does not need to describe every detail of the painting. Include a descriptive label, such as “oil painting of a mountainous landscape”, and a caption “Autumn by Frederic Edwin Church, a member of the Hudson River School”. Text may include more description of the painting, such as techniques or key elements, if it is relevant to the learning objective for including the image in the deck.
A complex topographical map is included with assigned reading materials. Alternative text does not need to describe every features documented in the map. Include a descriptive label, such as “Topographic map of Mount Rainier” and a caption may highlight key points for all students, such as “Mount Rainier is among the highest peaks in the US. It stands at 14,411 feet, rising 13,210 above its base.” Text may include more description of map features, if they are relevant to the learning object of the assignment.
WCAG says: “In most cases, text should be presented as text rather than embedded an image of text so that it can be resized, adjusted for readability, and read by assistive technologies.
However, text is allowable in images if:
- A particular presentation of text is essential to the information being conveyed.
- Images of text are used in addition to text to convey the same information, and where both are presented to the user.
- The text is decorative.
(WCAG Success Criterion 1.4.5 Images of Text )
Examples
- A logo with text that must be presented as an image to meet specific brand standards.
- A complex flow chart with text labels that is presented as an image, but is paired with a text version that includes all the same information.
- A photograph that includes a street sign that is not important to the meaning of the image.
WCAG says: “Alternatives are required except when a video is a media alternative that does not present any more information than is already presented in text. The video must be clearly labeled as an alternative.” (WCAG Success Criterion 1.2.1 Audio-only and Video-only (Prerecorded) )
Example
An animation shows how to assemble a woodworking project. There is no audio, but the animation includes a series of numbers to represent each step in the process as well as arrows and picture-in-picture highlights illustrating how the assembly is completed. It also includes short outtake animations illustrating what will happen if assembly is done incorrectly. A text alternative that identifies the video-only content reads, “Breadbox assembly video (text description follows),” and the text description of the video includes a full text description of each step in the video.
WCAG Says: “Alternatives are required except when an audio file is a media alternative that does not present any more information than is already presented in text. The audio file must be clearly labeled as an alternative.” (WCAG Success Criterion 1.2.1 Audio-only and Video-only (Prerecorded))
Example
An audio recording of a short story called, “A Mystery” is shared with the story text. The audio version only includes content that is included in the text and a text alternative that identifies the audio content reads, “A Mystery, recorded by the author”.
You do need to submit an exemption form for content that you believe is a “Fundamental Alteration”.
A “fundamental alteration” occurs when making your content conform to UW’s Digital Accessibility Technical Standard would:
- fundamentally alter an essential course requirement or learning outcome;
- fundamentally alter a core learning objective, technical skill, assignment, examination, assessment, or other evaluative activity designed to measure that objective or skill; or
- compromise the academic integrity of the course or program such as accreditation, certification, or licensure requirements
All situations are reviewed on a case-by-case basis
Examples of Fundamental Alteration of Course Materials
Accessibility changes may not be appropriate when they provide the answer or replace the language skill being evaluated.
Accessibility changes may fundamentally alter an assignment when visual observation and interpretation are the primary learning objectives.
Accessibility modifications may not be feasible when they change the nature of the data or the professional skills students are expected to learn.
The key question is whether interpreting the visual information itself is the skill being taught.
When requesting a Course Content Exemption based on fundamental alteration, provide key course information needed to evaluate whether accessibility requirements would fundamentally alter the course.
What If My Content Does Not Fit Either of These?
If your course content does not qualify for a WCAG exception or a fundamental alteration exemption, we will work with you to develop a plan for meeting UW’s Digital Accessibility Technical Standard. We will also connect you with available UW accessibility resources, services, and subject matter experts to support creating accessible course content.
How requests are processed
- ADA Office: ADA Office staff review requests to confirm they fall within the scope of the Technical Standards, assesses the information provided, and develops a recommendation on potential next steps for consideration by the Review Panel.
- Panel Review:The request will be evaluated by a panel of UW faculty and staff who consider pedagogical, technical feasibility, and UW requirements. The panel may recommend provisional approval, with or without specific conditions. If a viable accessibility solution exists, the panel will recommend steps to make the content accessible rather than grant an exemption and will connect you with available resources and support.
- Final decision: The review panel’s recommendation will go to the Vice Provost for Academic Strategy and Affairs and, in some cases, the Provost for a final decision.
What will be in the completed review
- Confirmation that the content has provisional approval to be used.
- Criteria for how the content may be used within that approval.
- A date for when the content will need to be reviewed again.
Next steps
- Follow the guidance provided by the review.
- UW staff will contact you when your provisional approval is expiring or if new techniques or tools become available to make your course content accessible from the start.
Individual Accommodations Will Still Be Needed
Even as UW takes a more proactive approach to accessibility, some students will still require individual accommodations due to:
- Individual access needs requiring tailored support
- Technical limitations of materials, tools, or content
- Situations where content meets accessibility standards, but additional access measures are still needed
Individual accommodations remain an essential part of ensuring equal access to UW programs and services.