Overview of Title II, Section 508, WCAG 2.2
Text & Structure
Headings – Heading structure accessibility requires using true, semantic headings to organize content in a clear and logical hierarchy that reflects the meaning and organization of the information. Headings must be applied using proper heading styles, such as Heading 1 and Heading 2, rather than manually changing font size or bolding text, so screen readers and other assistive technologies can identify and navigate sections correctly. Content should begin with a single main heading that describes the overall topic, followed by subheadings that proceed in order without skipping levels. Headings should be concise, descriptive, and consistently used to group related content, making it easier for users, including those who rely on screen readers, keyboard navigation, or who have cognitive disabilities, to scan, understand, and move through the content efficiently.
E.g., Prompt for Doc – Review this Word document and remediate the structure for accessibility. Apply built‑in Word heading styles (Heading 1, Heading 2, Heading 3, etc.) to create a clear and logical hierarchy, starting with a single main heading.
Semantic HTML– Semantic HTML supports accessible heading structure by using the correct HTML elements, such as <h1> through <h6>, to convey the meaning and hierarchy of content rather than relying on visual styling alone. Each heading level communicates a clear structural relationship that assistive technologies use to interpret and navigate the page, allowing screen reader users to jump between sections efficiently. Pages should include one primary <h1> that represents the main topic, with subsequent headings nested in order to reflect subtopics without skipping levels. Using semantic heading elements consistently ensures that the content structure is machine readable, logically organized, and understandable regardless of how it is presented visually, improving accessibility for users with visual, cognitive, and motor disabilities.
E.g., Prompt for HTML Page – Review this HTML page and remediate the structure for accessibility using semantic HTML. Apply proper heading elements (<h1> through <h6>) to reflect a logical content hierarchy, starting with one <h1> that represents the main topic.
Visual Content
Core accessibility requirements for visual content such as images, charts, and graphs, focus on ensuring that all visual information is perceivable and understandable to users who cannot see it or who process information differently. Every meaningful image must include appropriate alternative text that clearly conveys its purpose or information, while decorative images should be marked so they are ignored by assistive technologies. Charts and graphs must be accompanied by text descriptions or data summaries that communicate key trends, relationships, and conclusions without relying on visual interpretation alone. Color must not be the sole way information is conveyed; patterns, labels, or text should be used to distinguish data. Visual content should also maintain sufficient color contrast and avoid clutter or overly complex designs. Together, these practices ensure that visual information is accessible to screen reader users, people with low vision or color blindness, and users with cognitive disabilities.
Alt Text – AI can help create Alt Text for images, charts, and graphs, but it works best as an assistive starting point rather than a final authority, especially for accessibility-critical content. When requesting AI‑generated alt text, provide relevant document content or surrounding context to help ensure the description conveys the intended meaning of the image.
E.g., Prompt for an Image – Generate concise, accessible alt text for this image. The image appears in a training document about workplace safety. It shows a person wearing a hard hat and safety vest inspecting equipment at a construction site. Describe only the meaningful visual information that supports the content.
E.g., Prompt for an Chart – Generate accessible alt text for this chart using the provided context. This bar chart appears in a quarterly report comparing enrollment numbers for three departments from 2022 to 2024. Focus on the overall trends and key comparisons rather than listing every data point.
Longer Descriptions
Long descriptions are appropriate when an image contains data, relationships, or processes that are essential to understanding the content. Examples include charts, graphs, diagrams, maps, infographics, and technical illustrations, where users need more context than a brief phrase can provide. They are also necessary for images that support learning objectives or decision‑making, such as step‑by‑step process diagrams, scientific visuals, or screenshots used in instructions. In these cases, a longer description may explain key trends, comparisons, sequences, or conclusions that a sighted user would visually interpret.
Additionally, longer descriptions are useful when the image includes dense text or multiple visual elements, or when the meaning depends on layout, spatial relationships, or visual emphasis. Rather than overloading alt text, the preferred approach is often to use concise alt text paired with a nearby text explanation, caption, or linked longer description that provides the full detail.
E.g., Prompt for an Image Needing Longer Description – Generate a detailed, accessible long description for this image. The image appears in an instructional document about emergency evacuation procedures and shows a multi‑step flow diagram with symbols, arrows, and labels. Describe the sequence of steps, key decision points, and the overall process so that a user who cannot see the image can fully understand the information. Do not focus on visual styling; focus on meaning, structure, and outcome.
Multimedia
Core accessibility requirements for multimedia ensure that audio and video content is perceivable, operable, and understandable for all users. All prerecorded videos with sound must include accurate, synchronized captions, and audio‑only content must provide a complete text transcript, while videos that convey important visual information must include audio descriptions or an equivalent alternative. Media players must be accessible to keyboard‑only users and compatible with screen readers, with clearly labeled controls for play, pause, volume, captions, and other functions. Multimedia should not autoplay, or it must be easy to pause or stop immediately, and it must avoid flashing content that could trigger seizures. Any on‑screen text should be readable with sufficient color contrast and not rely on color alone to convey meaning, and language changes within the media should be clearly identified. When full accessibility cannot be achieved within the media itself, an equivalent, fully accessible alternative must be provided so that all users can access the same information.
AI tools such as speech‑to‑text can generate draft captions for prerecorded and live video by automatically converting spoken audio into text. This provides a strong starting point and significantly reduces the time required to caption lecture recordings, interviews, and instructional videos. AI systems can also help with basic synchronization, speaker segmentation, and recognition of common instructional vocabulary. When used correctly, AI enables faster turnaround so that captions are available closer to publication, helping institutions meet WCAG 2.2 Success Criteria 1.2.2 and 1.2.4—provided that the captions are reviewed, corrected, and finalized by a human to ensure accuracy, completeness, and proper inclusion of meaningful non‑speech audio.
AI tools that support captions, transcripts, and audio descriptions for accessible course videos can be found in three main places: built directly into video platforms, offered as specialized accessibility services, or available as standalone AI tools. Institutions typically use a combination of these to help meet WCAG 2.2 requirements, with human review ensuring final compliance.
Captions
Closed captions are on‑screen text that shows the spoken words and important sounds in a video, synchronized with the audio.
Transcripts
Transcripts are needed alongside closed captions because they expand both accessibility and usability beyond what synchronized text alone can provide. A transcript allows learners to access the full content without playing the video, which is essential for users who rely on screen readers, have limited internet bandwidth, or prefer reading for comprehension. Transcripts can also include important contextual elements, such as speaker identification, relevant visual descriptions, and on-screen text, that may not be fully conveyed through captions alone. In addition, transcripts support effective learning practices by enabling students to search, skim, annotate, quote, translate, and review content easily. This makes course materials more usable not only for students with disabilities, but also for multilingual learners, students with cognitive or learning differences, and anyone who benefits from text-based study and review.
Audio Descriptions
The purpose of audio descriptions is to ensure that people who are blind or have low vision can fully understand and access video content by providing spoken narration of important visual information. Audio descriptions convey essential details that are not available through dialogue alone, such as actions, on‑screen text, gestures, setting changes, charts, or demonstrations. By integrating these descriptions into natural pauses in the audio or through an extended version when needed, audio descriptions provide equivalent access to the meaning and instructional content of a video. This supports inclusive participation, helps meet accessibility standards such as WCAG 2.2, and ensures that visual information does not become a barrier to learning or engagement.
Accessibility Features of Common Video Platforms
This table summarizes the availability of captions, transcripts, and audio descriptions across common video platforms used in educational contexts. The information reflects vendor documentation and common higher-education accessibility practices.
| Platform | Captions | Transcripts | Audio Descriptions |
| YouTube | Yes (auto, editable) | Yes (viewable and downloadable) | Limited (manual or integrated narration) |
| Panopto | Yes (auto, editable) | Yes (downloadable) | Limited (external or manual workflows) |
| Kaltura | Yes (auto via REACH) | Yes (downloadable) | Limited (REACH or third-party services) |
| YuJa | Yes (auto, editable) | Yes (downloadable) | Limited (third-party or manual) |
| Echo360 | Yes (auto, editable) | Yes (downloadable) | Limited (external solutions) |
| Microsoft Stream (SharePoint) | Yes (auto) | Yes (downloadable) | No native support |
| Zoom (cloud recordings) | Yes (auto) | Yes (downloadable) | No native support |
| Vimeo | Yes (auto on paid plans) | Yes (downloadable) | No native support |
| Google Drive / Meet recordings | Yes (auto) | Limited (viewable/copyable) | No native support |
* This table was generated by Copilot.
Editing Closed Caption and Transcripts
The following video platforms that include auto captions/transcripts are:
| Platform | Auto Closed Captions | CC & Transcript Update Together? | Extra Step Required |
| YouTube | Yes | Yes | None |
| Panopto | Yes | Yes | None |
| Kaltura | Yes | Yes | None |
| YuJa | Yes | Sometimes | |
| Echo360 | Yes | No – transcripts generate first. CC is not automatically applied in all cases | Edit the transcript and select Apply to CC |
| Microsoft Stream (on SharePoint) | Yes | Yes | None |
| Zoom (cloud recordings) | Yes | Limited – generated together, edited separately | External editing often needed |
| Vimeo (auto‑captions feature) | Yes | Yes (Paid) | None |
| Google Drive / Google Meet recordings | Yes | No | Enable Transcripts separately |
Design
- Color Contrast
- Color to convey meaning
- Formatting to convey meaning (i.e., font size, bold)
Accessible content ensures that contrast supports readability, color is never the only indicator of meaning, and formatting is reinforced with clear text and structure. Together, these practices ensure content is perceivable and understandable for users with low vision, color‑vision differences, and those using assistive technologies, while also improving clarity and usability for all learners.
When creating course materials, make sure that color and formatting support understanding rather than create barriers. Text and important visuals should have enough color contrast to be easy to read against their background, especially for students with low vision. Do not rely on color alone to communicate meaning, such as using only red and green to show right and wrong answers or status changes; always include text labels, symbols, or patterns to reinforce the message. Likewise, formatting such as bold text, larger font, or position on the page should not be the only way information is conveyed. Use clear wording, proper headings, lists, and labels so that all students, including those using screen readers or other assistive technologies, can understand the structure and meaning of your content. These practices make materials clearer, more inclusive, and easier for everyone to use.
E.g., Prompt for checking a document for color contrast, color to convey meaning, or use of color when heading structure is needed – Please review this document for accessibility issues related to color and visual formatting. Check whether text and important visual elements have sufficient color contrast, and identify places where color alone is used to convey meaning (such as red or green text without labels). Also flag any instances where formatting like bold, font size, or position appears to convey meaning without clear text, headings, or structure. List specific issues and suggest accessible fixes.
Or Please check this document for accessibility issues related to color contrast, use of color to convey meaning, and reliance on visual formatting without clear text or structure. Point out problem areas and suggest simple fixes.
- Navigation
- Bookmarks
- Link Text
Accessible document navigation ensures that users can move through content easily and understand where links will take them. Documents should use real headings to create a logical bookmark structure, allowing users, especially those using screen readers or keyboards, to jump directly to sections without scrolling. Links within the document must use clear, descriptive text that makes sense on its own and avoids vague phrases like “click here.” Links should be created using proper link tools and not rely on color alone to be identifiable. Together, well‑structured bookmarks and meaningful, well‑designed links make long or complex documents easier to navigate, understand, and use for everyone.
E.g., Prompt for checking a document for navigation – Please review this document for accessibility issues related to navigation. Check whether headings are used correctly to create a clear structure and bookmarks for longer documents. Identify any places where visual formatting (such as bold text, larger font, or spacing) is used instead of real headings. Also, review all links to ensure the link text is descriptive and meaningful on its own. List specific issues and suggest accessible fixes.
Or Please check this document for accessibility issues related to document navigation, including proper use of headings, bookmarks, and descriptive links. Point out problem areas and suggest simple, practical fixes.