Last updated July 25, 2025
Information on what “effective communication” means, which text alternatives are needed to make multimedia and images accessible, and guidance on other scenarios such as using third-party content or accessible alternate versions.
Effective communication
The ADA requires communication with disabled individuals to be as effective as communication with nondisabled individuals. This means that electronic content, such as multimedia and images that contain audio or visual information, must contain text alternatives that provide the same level of information to disabled individuals as they do to nondisabled individuals to ensure equal access.
Where using accessible multimedia and images fundamentally changes the intent of why they are used, such as in an exam, they may not need to be accessible. Contact the Deputy ADA Coordinator for assistance.
Multimedia
Videos and audio recordings may need text alternatives, such as captions, audio descriptions, and transcripts.
- Captions: Text version of the audio content within a video, synchronized with the action on screen. Captions should be accurate, use correct punctuation, state in brackets who is speaking at the start of a new speaker, and indicate relevant ambient sound or emotional tone.
- Audio descriptions: Additional audio track that describes and gives context for essential visual information. By capturing what is happening on screen, audio descriptions make videos and other media accessible to people with low vision or who are blind.
- Transcripts: Text version of media content, most commonly used for audio. A transcript should capture all the spoken audio, plus background noise that wouldn’t otherwise be accessible without hearing the audio, like laughter and applause.
Review the Center for User Experience’s Multimedia accessibility guide to learn best practices for captions, audio descriptions, and transcripts.
The following guidance can help you determine which text alternatives are needed for your multimedia content, using either the provided text checklists or the decision tree graphics:
Human generated versus automated captions or audio descriptions
Communication with disabled individuals must be effective by providing the same information and meaning to disabled individuals that is made available to nondisabled individuals.
While automated captions, audio descriptions, and transcripts are becoming more accurate, the key to deciding between human generated and automated for videos, podcasts, livestreams, and in-person events is to consider the nature, length, complexity, and context of the communication.
When are human generated captions required?
Human-generated captions must be used in the following situations:
- Multimedia and live events that are expected to have more than 200 participants, whether in-person, virtual, or a combination of both.
- Communication of timely or critical public safety or emergency information.
- Communication of legal, financial, or medical information.
- Communication requiring immediate follow-up action by participants.
- Events whose participants are known to require captions or that are focused on disability-related topics.
Reviewing automated content
When using automated captions, audio descriptions, and transcripts for pre-recorded content, you must review them for quality and accuracy. Uncorrected information can result in unequal access. For example:
- Spoken audio: “Please come at 4 on Monday to Bascom Hall. We’ll meet the new team.”
- Automated caption that does not provide equal access: “please come afore Monday to bashin all will neat the knew dream.”
Effective or high quality captions, audio descriptions, and transcripts
Captions and transcripts
Captions must:
- Contain accurate spelling, including capitalization and punctuation.
- Identify speaker and non-spoken sounds (music, sound effects, etc.).
- Display at the same time the sound is delivered.
- Display long enough to be read.
- Be large enough and not blocked by other visual elements.
- Provide equal meaning and intention of the sound.
Intention refers to the reason the sound is provided. For example:
If the audio is a trombone playing a slow “womp womp womp” sound, equal intent would be the difference between: [🎵 trombone 🎵] and [🎵 sad trombone 🎵].
Audio descriptions
Audio descriptions must:
- Have accurate word selection and pronunciation.
- Use the same voice throughout the video.
- Be clear and succinct.
- Be provided for all essential images.
- Provide equal meaning and intention of the images.
Visit Described and Captioned Media Program – Description Key for more information.
Live event broadcasts
- If there is dialogue or sound, captions are required.
- Audio descriptions are not required.
Pre-recorded videos not available through a multimedia player
These are videos that are only played using a device without individual user control, such as a projector or display in a public space.
- If there is dialogue or sound, captions are required if equivalent text alternative of the sound or dialogue is not already provided.
Pre-recorded videos
These are videos that are not live, including any meeting that is recorded, and distributed after the event.
- If there is dialogue or sound, captions are required if equivalent text alternative of the sound or dialogue is not already provided.
- If there are images that add meaning, audio descriptions are required if the images are not already described in the video’s narration.
Audio-only recordings
- If text information of the dialogue and sound is not already provided, a transcript is required.
Video calls
When a videoconference tool is used to simulate an interactive face-to-face meeting between two or more parties.
- Captions are not required, but should be enabled in the videoconferencing tool so individuals can use them as needed.
- Audio descriptions are not required.
- Transcripts are not required.
Virtual conferences or web casts
A multimedia presentation streamed to a remote audience, where the audience has limited or no ability to participate in the video or audio portions of the presentation other than receiving information.
- Captions are required.
- Audio descriptions are not required.
- Transcripts are not required.
Images
Image text alternatives are written descriptions of images, such as graphics, pictures, posters, charts, and graphs.
Alternative text
Alternative text is read by assistive technology so disabled individuals have access to the same information as nondisabled individuals.
Visit the Center for User Experience’s Alternative text guide for tips on writing good alt text.
Complex images
Images containing lots of data or visual components must be described in rich detail to ensure equal meaning for disabled individuals. Longer text descriptions are needed for complex images because they cannot be fully described in alternative text alone.
Visit Accessible complex images for guidance.
Assessments
Visit NWEA’s Image Description Guidelines for Assessments for information on how to make images in assessments accessible for all students.
Third-party content
Content developed or hosted outside the university and used by an individual to participate in, apply to, or benefit from the university’s programs, services, and activities must be accessible.
Third-party content includes:
- Websites that do not belong to the university.
- Mobile applications, such as ParkMobile and Duo, produced by vendors.
- Software used in internship and other university-related placements and owned by the hosting business or agency.
- Articles and publications from other institutions and vendors.
Content that is provided for informational purposes only and is not necessary for an individual to participate in a program does not need to be accessible.
Examples:
- Links to hotels are provided as a convenience for program participants to book their own lodging. Because it is not a program requirement to book a room, the hotels’ websites do not need to be accessible.
- Participants are provided a list of apps that track heart rate for a webinar about health and wellbeing. None of the apps need to be used to participate in the webinar. These apps do not need to be accessible.
Student- and program participant-created content
Digital content and electronic resources created by students and program participants do not need to be accessible unless the content is intended for others to use as part of a university program, service, or activity.
Course content
Any content created by students to fulfill a course requirement and intended for use by other students must be accessible. Examples include: study guides, content created by one student for another as part of their group work, etc.
Student organization content
Digital tools and electronic resources created or hosted by registered student organizations are generally exempt from this policy unless the digital content is for an event sponsored by the university and in alignment with the university’s mission.
Accessible alternate versions
The ADA wants disabled individuals to use the same tools as nondisabled individuals. Operating a second version usually results in an unequal experience for disabled individuals and creates a maintenance burden to the tool owner in keeping the content up-to-date.
Inaccessible digital tools and electronic resources must be remediated. Accessible alternate versions can only be created or used if:
- It is technologically not possible to make the tool accessible, or
- Legal reasons prevent the university from making the tool accessible.
Accessible alternate versions must:
- Comply with WCAG 2.1 AA.
- Be kept up-to-date.
- Contain the same information and functionality as the inaccessible version.
More help
- Learn more about accessibility best practices from the Center for User Experience’s Make It Accessible guides. For additional questions or help with evaluating products for accessibility, contact the Center for User Experience.
- For compliance or policy questions, contact the Deputy ADA Coordinator.
- Connect with your Digital Accessibility Liaison about accessibility efforts in your unit.