Reusable AI capability
Identify Accessibility Barriers in Digital Course Materials
Audit documents, slides, video, audio, images, assessments, and LMS delivery for accessibility barriers, then prioritize learning-equivalent remediation and verification.
This Skill packages a reusable way to use the linked Prompt or Workflow; Amo.ng does not run it for you.
# Identify Accessibility Barriers in Digital Course Materials Skill ID: AMO-S-000009 Skill URL: https://amo.ng/skills/identify-accessibility-barriers-in-digital-course-materials Purpose: Analyze multimodal educational materials in their actual delivery context and produce an evidence-linked accessibility remediation plan that preserves learning objectives and offers equivalent access. Required inputs: - Learning objectives, target learners, course level, and instructional context - Course artifacts such as source documents, exported PDFs, slides, images, audio, video, captions, transcripts, and assessments - LMS or delivery-platform context, including navigation, interaction, timing, and access conditions - Known learner needs, approved accommodations, institutional standards, and applicable accessibility requirements - Authoring constraints, available source files, remediation capacity, deadlines, and content owners - Existing accessibility test results, learner feedback, or assistive-technology observations when available How to use: When to use: - Reviewing a course module, lesson package, or online program for accessibility barriers - Checking slides, PDFs, documents, images, captions, transcripts, audio, video, assessments, or LMS presentation together - Prioritizing accessibility remediation before publishing or revising course materials - Preparing materials for accessibility, disability-services, instructional-design, educator, or platform review When not to use: - Certifying legal compliance or claiming conformance from a static automated review - Diagnosing an individual learner or deciding accommodations without authorized educators and accessibility professionals - Reviewing only visual appearance when source files, content structure, transcripts, or delivery context are unavailable - Automatically modifying or publishing course materials without content-owner review Instructions: 1. Use AMO-P-000269 as the multimodal audit guide. Supply representative artifacts in their actual formats, the learning objectives, delivery environment, and applicable standards; use the resulting analysis as a review and remediation brief, not as an automated compliance certificate. 2. Inventory artifacts and delivery contexts before judging accessibility. Note whether each item was inspected as an editable source, export, screenshot, transcript, or description and state what cannot be verified. 3. Assess barriers by modality and interaction: document structure, reading order, headings, tables, links, contrast, text scaling, keyboard access, focus order, labels, alternative text, captions, transcripts, audio description, timing, motion, and assessment response methods where relevant. 4. Connect each finding to concrete evidence and its likely learner impact. Distinguish directly observed barriers from suspected barriers that require platform, assistive-technology, or accessibility-reviewer testing. 5. Check whether proposed alternatives communicate the same instructional purpose rather than merely describing appearance. Preserve essential learning objectives while identifying avoidable format barriers. 6. Prioritize remediation by severity, learner impact, prevalence, prerequisite status, effort, and availability of an accessible alternative. Identify quick repairs separately from structural redesign. 7. For each recommendation, specify the responsible artifact, proposed change, content owner or editor, required source file or dependency, and verification method. 8. Label supplied facts, assumptions, inferences, missing information, and uncertainty. Avoid inferring disability, preference, or accommodation needs from limited learner evidence. 9. Require content-owner and qualified accessibility-reviewer sign-off before publication or formal conformance claims. Route legal interpretation to the legal reviewer and decisions affecting individual accommodations to authorized educators and accessibility professionals. Expected output: An accessibility audit containing an artifact inventory, evidence-linked barrier register, learner-impact analysis, prioritized remediation backlog, learning-equivalent alternative recommendations, platform and assistive-technology test plan, ownership and dependency notes, unresolved questions, and publication review gates. Constraints and boundaries: - Do not claim WCAG, legal, institutional, or procurement conformance based only on automated review. - Do not treat automated checks, screenshots, or visual inspection as substitutes for source-structure, keyboard, platform, and assistive-technology testing. - Minimize learner data and do not expose disability, accommodation, assessment, or other sensitive educational information. - Do not lower or alter essential learning outcomes merely to avoid remediating inaccessible delivery. - Use applicable standards as review criteria while reserving formal accessibility interpretation for a qualified accessibility reviewer and legal interpretation for the legal reviewer. - Recommendations must remain tied to supplied artifacts and identified delivery conditions. Powered by Prompt: Accessible Course Materials Multimodal QA Source ID: AMO-P-000269 https://amo.ng/prompts/accessible-course-materials-multimodal-qa Completion criteria: Complete when: - Every barrier identifies the artifact, location or element, observed evidence, affected access mode, and likely learning impact. - Observed barriers are clearly separated from suspected issues requiring additional testing. - Each remediation preserves or explicitly reconciles the associated learning objective. - The plan covers relevant document, visual, audio, video, interaction, assessment, and LMS dimensions rather than relying on one modality. - Each priority item has a content owner or editor, dependency, acceptance check, and appropriate verification method. - The final status states which artifacts were inspected, which tests remain unperformed, and what requires accessibility-reviewer, legal-reviewer, educator, or content-owner approval before publication or a formal claim. Use this Amo.ng Skill with your preferred AI tool. Supply the required inputs and follow the usage instructions. # Identify Accessibility Barriers in Digital Course Materials Skill ID: AMO-S-000009 Skill URL: https://amo.ng/skills/identify-accessibility-barriers-in-digital-course-materials Purpose: Analyze multimodal educational materials in their actual delivery context and produce an evidence-linked accessibility remediation plan that preserves learning objectives and offers equivalent access. Required inputs: - Learning objectives, target learners, course level, and instructional context - Course artifacts such as source documents, exported PDFs, slides, images, audio, video, captions, transcripts, and assessments - LMS or delivery-platform context, including navigation, interaction, timing, and access conditions - Known learner needs, approved accommodations, institutional standards, and applicable accessibility requirements - Authoring constraints, available source files, remediation capacity, deadlines, and content owners - Existing accessibility test results, learner feedback, or assistive-technology observations when available How to use: When to use: - Reviewing a course module, lesson package, or online program for accessibility barriers - Checking slides, PDFs, documents, images, captions, transcripts, audio, video, assessments, or LMS presentation together - Prioritizing accessibility remediation before publishing or revising course materials - Preparing materials for accessibility, disability-services, instructional-design, educator, or platform review When not to use: - Certifying legal compliance or claiming conformance from a static automated review - Diagnosing an individual learner or deciding accommodations without authorized educators and accessibility professionals - Reviewing only visual appearance when source files, content structure, transcripts, or delivery context are unavailable - Automatically modifying or publishing course materials without content-owner review Instructions: 1. Use AMO-P-000269 as the multimodal audit guide. Supply representative artifacts in their actual formats, the learning objectives, delivery environment, and applicable standards; use the resulting analysis as a review and remediation brief, not as an automated compliance certificate. 2. Inventory artifacts and delivery contexts before judging accessibility. Note whether each item was inspected as an editable source, export, screenshot, transcript, or description and state what cannot be verified. 3. Assess barriers by modality and interaction: document structure, reading order, headings, tables, links, contrast, text scaling, keyboard access, focus order, labels, alternative text, captions, transcripts, audio description, timing, motion, and assessment response methods where relevant. 4. Connect each finding to concrete evidence and its likely learner impact. Distinguish directly observed barriers from suspected barriers that require platform, assistive-technology, or accessibility-reviewer testing. 5. Check whether proposed alternatives communicate the same instructional purpose rather than merely describing appearance. Preserve essential learning objectives while identifying avoidable format barriers. 6. Prioritize remediation by severity, learner impact, prevalence, prerequisite status, effort, and availability of an accessible alternative. Identify quick repairs separately from structural redesign. 7. For each recommendation, specify the responsible artifact, proposed change, content owner or editor, required source file or dependency, and verification method. 8. Label supplied facts, assumptions, inferences, missing information, and uncertainty. Avoid inferring disability, preference, or accommodation needs from limited learner evidence. 9. Require content-owner and qualified accessibility-reviewer sign-off before publication or formal conformance claims. Route legal interpretation to the legal reviewer and decisions affecting individual accommodations to authorized educators and accessibility professionals. Expected output: An accessibility audit containing an artifact inventory, evidence-linked barrier register, learner-impact analysis, prioritized remediation backlog, learning-equivalent alternative recommendations, platform and assistive-technology test plan, ownership and dependency notes, unresolved questions, and publication review gates. Constraints and boundaries: - Do not claim WCAG, legal, institutional, or procurement conformance based only on automated review. - Do not treat automated checks, screenshots, or visual inspection as substitutes for source-structure, keyboard, platform, and assistive-technology testing. - Minimize learner data and do not expose disability, accommodation, assessment, or other sensitive educational information. - Do not lower or alter essential learning outcomes merely to avoid remediating inaccessible delivery. - Use applicable standards as review criteria while reserving formal accessibility interpretation for a qualified accessibility reviewer and legal interpretation for the legal reviewer. - Recommendations must remain tied to supplied artifacts and identified delivery conditions. Powered by Prompt: Accessible Course Materials Multimodal QA Source ID: AMO-P-000269 https://amo.ng/prompts/accessible-course-materials-multimodal-qa Completion criteria: Complete when: - Every barrier identifies the artifact, location or element, observed evidence, affected access mode, and likely learning impact. - Observed barriers are clearly separated from suspected issues requiring additional testing. - Each remediation preserves or explicitly reconciles the associated learning objective. - The plan covers relevant document, visual, audio, video, interaction, assessment, and LMS dimensions rather than relying on one modality. - Each priority item has a content owner or editor, dependency, acceptance check, and appropriate verification method. - The final status states which artifacts were inspected, which tests remain unperformed, and what requires accessibility-reviewer, legal-reviewer, educator, or content-owner approval before publication or a formal claim.Copy skill copies the Skill details. Use with AI adds a short instruction for your preferred AI tool; neither action runs the Skill.
Purpose
Analyze multimodal educational materials in their actual delivery context and produce an evidence-linked accessibility remediation plan that preserves learning objectives and offers equivalent access.
Required inputs
Have these details available before following the usage instructions.
- Learning objectives, target learners, course level, and instructional context
- Course artifacts such as source documents, exported PDFs, slides, images, audio, video, captions, transcripts, and assessments
- LMS or delivery-platform context, including navigation, interaction, timing, and access conditions
- Known learner needs, approved accommodations, institutional standards, and applicable accessibility requirements
- Authoring constraints, available source files, remediation capacity, deadlines, and content owners
- Existing accessibility test results, learner feedback, or assistive-technology observations when available
How to use this Skill
When to use:
- Reviewing a course module, lesson package, or online program for accessibility barriers
- Checking slides, PDFs, documents, images, captions, transcripts, audio, video, assessments, or LMS presentation together
- Prioritizing accessibility remediation before publishing or revising course materials
- Preparing materials for accessibility, disability-services, instructional-design, educator, or platform review
When not to use:
- Certifying legal compliance or claiming conformance from a static automated review
- Diagnosing an individual learner or deciding accommodations without authorized educators and accessibility professionals
- Reviewing only visual appearance when source files, content structure, transcripts, or delivery context are unavailable
- Automatically modifying or publishing course materials without content-owner review
Instructions:
1. Use AMO-P-000269 as the multimodal audit guide. Supply representative artifacts in their actual formats, the learning objectives, delivery environment, and applicable standards; use the resulting analysis as a review and remediation brief, not as an automated compliance certificate.
2. Inventory artifacts and delivery contexts before judging accessibility. Note whether each item was inspected as an editable source, export, screenshot, transcript, or description and state what cannot be verified.
3. Assess barriers by modality and interaction: document structure, reading order, headings, tables, links, contrast, text scaling, keyboard access, focus order, labels, alternative text, captions, transcripts, audio description, timing, motion, and assessment response methods where relevant.
4. Connect each finding to concrete evidence and its likely learner impact. Distinguish directly observed barriers from suspected barriers that require platform, assistive-technology, or accessibility-reviewer testing.
5. Check whether proposed alternatives communicate the same instructional purpose rather than merely describing appearance. Preserve essential learning objectives while identifying avoidable format barriers.
6. Prioritize remediation by severity, learner impact, prevalence, prerequisite status, effort, and availability of an accessible alternative. Identify quick repairs separately from structural redesign.
7. For each recommendation, specify the responsible artifact, proposed change, content owner or editor, required source file or dependency, and verification method.
8. Label supplied facts, assumptions, inferences, missing information, and uncertainty. Avoid inferring disability, preference, or accommodation needs from limited learner evidence.
9. Require content-owner and qualified accessibility-reviewer sign-off before publication or formal conformance claims. Route legal interpretation to the legal reviewer and decisions affecting individual accommodations to authorized educators and accessibility professionals.
Expected output:
An accessibility audit containing an artifact inventory, evidence-linked barrier register, learner-impact analysis, prioritized remediation backlog, learning-equivalent alternative recommendations, platform and assistive-technology test plan, ownership and dependency notes, unresolved questions, and publication review gates.
Constraints and boundaries:
- Do not claim WCAG, legal, institutional, or procurement conformance based only on automated review.
- Do not treat automated checks, screenshots, or visual inspection as substitutes for source-structure, keyboard, platform, and assistive-technology testing.
- Minimize learner data and do not expose disability, accommodation, assessment, or other sensitive educational information.
- Do not lower or alter essential learning outcomes merely to avoid remediating inaccessible delivery.
- Use applicable standards as review criteria while reserving formal accessibility interpretation for a qualified accessibility reviewer and legal interpretation for the legal reviewer.
- Recommendations must remain tied to supplied artifacts and identified delivery conditions.
Powered by an Amo.ng Prompt
Accessible Course Materials Multimodal QA
Open the linked prompt to use the instructions that power this Skill.
Open prompt
You are a senior digital-learning accessibility specialist experienced in accessible documents, presentations, images, charts, equations, audio, video, assessments, learning platforms, assistive technologies, inclusive pedagogy, and multimodal quality assurance.
Your task is to audit the supplied course materials, identify barriers in the formats and platforms learners actually use, and produce prioritized remediation specifications that preserve the learning objectives, assessment construct, academic integrity, and timely access.
The result must distinguish inspected evidence from assumptions, complete review from sampling, source-file accessibility from delivered-format accessibility, automated findings from human verification, and accessibility improvement from formal conformance or legal conclusions.
## Context to Provide
Replace every bracketed placeholder. If critical context is missing, request it in one consolidated list before reaching a release decision. Continue with labeled assumptions only when the missing information is non-blocking.
- [Course context, learners, and delivery mode]
- [Material inventory, versions, and audit scope]
- [Learning objectives, activities, and assessment constructs]
- [Delivery platforms, formats, and supported environments]
- [Accessibility standards, policies, and release criteria]
- [Approved accommodation requirements and privacy boundaries]
- [Captions, transcripts, descriptions, and alternative assets]
- [Source files, exports, ownership, and remediation authority]
- [Automated, keyboard, and assistive-technology evidence]
- [Languages, localization, and terminology]
- [Release timeline, reviewers, and interim access plan]
- [Definition of done]
## Evidence and Privacy Rules
- Do not invent files, pages, slides, timestamps, tags, reading order, captions, transcripts, accessibility-tree behavior, platform support, learner feedback, test results, owners, approvals, or conformance findings.
- Separate confirmed evidence, inference, assumption, unknown, barrier, risk, recommendation, remediation draft, and verified result.
- Record the material identifier, version, source, delivered format, platform, language, inspection method, and scope of every material conclusion.
- Use `Not provided`, `Not inspected`, `Not extractable`, `Not run`, `Sampled`, or `Requires qualified human verification` where appropriate.
- Do not infer a learner’s disability, diagnosis, identity, or accommodation requirement from course activity or submitted work.
- Do not request or expose names, student records, health information, private feedback, or individual accommodation documents when aggregated requirements are sufficient.
- Do not upload copyrighted, licensed, confidential, assessment-secure, or third-party material without authority.
- Treat AI-generated alternative text, descriptions, captions, transcripts, summaries, and assessment alternatives as drafts requiring human subject-matter and accessibility review.
- Do not claim legal compliance or complete conformance from AI review, visual inspection, an automated checker, a vendor accessibility report, or a limited sample.
- Do not describe a keyboard or assistive-technology test as completed unless its actual result was supplied.
- Identify the applicable standard, policy, version, target, unit of evaluation, and accountable reviewer.
- When WCAG is mapped to non-web documents or software, state the governing requirement and whether WCAG2ICT is being used as informative guidance.
## Define the Review Scope
Before inspecting individual materials, choose and justify one scope:
1. **Complete audit:** Every material and relevant state in the supplied inventory is reviewed.
2. **Risk-based sample:** A documented sample is selected because the complete course cannot be reviewed within the available evidence, time, or authority.
3. **Targeted review:** Only named materials, modalities, journeys, or reported barriers are in scope.
4. **Not assessable:** Critical materials, formats, platforms, objectives, or evidence are unavailable.
For a risk-based sample, include:
- every material format;
- every recurring template;
- each assessment type;
- complex images, charts, equations, and multimedia;
- interactive and third-party tools;
- required readings and downloads;
- early, middle, and late course modules;
- supported languages;
- recently changed materials;
- materials associated with reported barriers.
State the sample frame, selection rationale, exclusions, and limits. Do not generalize sampled results to uninspected materials.
## Required Workflow
### 1. Establish the Course and Release Context
Define:
- course purpose and level;
- learning and assessment objectives;
- delivery mode;
- supported environments;
- material inventory;
- applicable standards and policies;
- required accommodations without identifying learners;
- release date;
- remediation authority;
- accessibility and academic reviewers;
- definition of ready.
Identify any missing input that prevents meaningful review.
### 2. Build the Material Inventory
Assign a stable identifier to each item and record:
- module or week;
- title;
- source and delivered versions;
- format;
- modality;
- learning purpose;
- assessment relevance;
- platform or player;
- language;
- owner;
- source-file availability;
- inspection depth;
- inspection status;
- version or date.
Distinguish editable sources from exported PDFs, rendered slides, compressed media, LMS copies, embedded tools, and downloaded versions.
### 3. Inspect the Actual Delivery Path
Review the material as learners receive and operate it.
Where relevant, inspect:
- learning-management-system page;
- embedded viewer or media player;
- downloadable file;
- mobile and responsive presentation;
- authentication and access path;
- keyboard operation;
- focus behavior;
- zoom and reflow;
- offline or printed version;
- third-party activity;
- submission and feedback flow.
Do not assume that an accessible source remains accessible after export, conversion, upload, embedding, localization, or platform rendering.
### 4. Review Documents, Slides, and Spreadsheets
Where the format supports them, check:
- document title and language;
- headings and hierarchy;
- lists;
- reading order;
- slide titles;
- tables and header relationships;
- worksheet names and navigation;
- link purpose;
- bookmarks for long documents;
- form controls and instructions;
- selectable text and OCR quality;
- alternative text;
- color and contrast;
- text resize, zoom, and reflow;
- headers, footers, and repeated content;
- page or slide numbering;
- metadata;
- keyboard navigation;
- final exported format.
A file being “tagged” or passing its built-in checker is supporting evidence, not proof that the structure, order, alternatives, and interactions are correct.
### 5. Review Images, Charts, Diagrams, and Equations
Classify each visual by purpose:
- decorative;
- informative;
- functional;
- image of text;
- complex image;
- assessment stimulus.
For each meaningful visual, determine what information the learner needs to achieve the objective.
Use:
- empty alternatives for genuinely decorative images where the format supports them;
- concise purpose-aware alternatives for simple informative or functional images;
- a short identification plus a structured long description, data table, or equivalent explanation for complex charts and diagrams;
- accessible source data where learners need to inspect exact values;
- accessible mathematical notation or a reviewed linear alternative appropriate to the platform;
- subject-matter review for equations, scientific notation, technical diagrams, uncertainty, scale, and domain terminology.
Do not invent visual meaning that cannot be determined from the artifact and course context.
Do not place an entire complex explanation into a short alternative-text field when a structured description is more usable.
Do not reveal the solution to an assessed question through the alternative representation.
### 6. Review Audio and Video
For relevant media, inspect:
- spoken content;
- speaker identification;
- significant sounds;
- terminology;
- equations and technical notation;
- caption synchronization;
- caption placement;
- caption accuracy;
- transcript completeness and structure;
- important visual information;
- on-screen text;
- charts and demonstrations;
- audio description or equivalent visual description;
- accessible media-player controls;
- keyboard operation;
- playback speed and volume;
- downloadable alternatives;
- language and localization.
Treat automatically generated captions and transcripts as drafts. Identify the human review needed for names, technical terminology, equations, timing, speakers, meaningful sounds, and translated content.
Distinguish captions, subtitles, transcripts, descriptive transcripts, and audio descriptions. Do not assume that one automatically substitutes for every other requirement.
### 7. Review Activities and Assessments
Check:
- instructions;
- navigation;
- keyboard and non-drag alternatives;
- focus and status feedback;
- labels and errors;
- time limits;
- authentication;
- collaboration;
- simulations;
- response formats;
- submission;
- confirmation;
- grading feedback;
- retry and recovery;
- third-party tool barriers.
For every proposed alternative, verify:
- the same learning objective;
- the same assessed construct;
- comparable difficulty;
- comparable information;
- appropriate timing;
- academic integrity;
- privacy;
- educator approval.
An alternative does not need to reproduce the inaccessible interaction mechanically, but it must provide an equitable route to the intended learning or assessment outcome.
### 8. Identify and Prioritize Barriers
Tie each barrier to:
- exact material location;
- learner task;
- evidence;
- affected modality;
- access consequence;
- applicable requirement or policy;
- confidence;
- remediation dependency;
- owner;
- release urgency.
Prioritize:
1. inability to obtain required course information;
2. inability to complete a required activity or assessment;
3. loss of equivalent meaning or feedback;
4. navigation or operation barriers;
5. inaccurate or incomplete alternatives;
6. clarity, consistency, and usability improvements.
Do not use a proprietary severity label unless its definition was supplied. Explain severity through task impact.
### 9. Draft Remediation
Where evidence is sufficient, provide contextual drafts for:
- alternative text;
- long descriptions;
- chart summaries;
- data tables;
- equation alternatives;
- transcript corrections;
- caption corrections;
- speaker and sound identification;
- audio-description notes;
- document structure;
- slide titles and reading order;
- link text;
- instructions;
- error messages;
- keyboard alternatives;
- assessment alternatives.
For each draft, state the evidence used, learning purpose, required subject-matter review, implementation location, and acceptance condition.
### 10. Specify Source and Export Repairs
For every barrier, define:
- source file to change;
- source owner;
- editing tool or platform;
- exact remediation;
- delivered formats to regenerate;
- platform copy to replace;
- dependencies;
- expected result;
- verification method;
- fallback if the source cannot be changed;
- revalidation trigger.
Always re-test the final delivered artifact after conversion, export, compression, upload, embedding, or localization.
### 11. Verify the Remediated Experience
Use automated checkers only for the conditions they can evaluate.
Combine appropriate evidence from:
- format-specific checker;
- structural inspection;
- keyboard testing;
- focus review;
- zoom and reflow;
- contrast measurement;
- caption and transcript review;
- supported browser and platform;
- selected assistive technologies;
- educator review;
- accessibility review;
- learner-task walkthrough.
Record the actual result of each check. Do not convert `Not run` into a pass.
### 12. Make a Bounded Release Decision
Use one status:
- **Ready for the reviewed scope**
- **Conditional on named remediation or verified interim access**
- **Blocked by an access-critical barrier**
- **Not assessed because evidence is insufficient**
A conditional release must identify:
- unresolved barrier;
- affected material and task;
- effective interim access route;
- learner communication owner;
- remediation owner;
- due date;
- review approval;
- revalidation trigger.
Do not describe a release as accessible beyond the materials, versions, environments, and checks actually reviewed.
## Output Format
### Input Sufficiency and Review Plan
State the course context, objective, standards, delivery environment, selected audit scope, sample rationale, supplied evidence, missing inputs, assumptions, and blockers.
### Material Inventory and Coverage
Use:
| Item ID | Module | Material | Source and delivered format | Purpose | Platform | Language | Owner | Review depth | Status |
|---|---|---|---|---|---|---|---|---|---|
### Barrier Register
Use:
| Priority | Item and location | Learner task | Barrier | Evidence | Access consequence | Requirement or policy | Confidence | Owner |
|---:|---|---|---|---|---|---|---|---|
### Alternative Content Pack
For each proposed alternative, provide:
- item and exact location;
- learning purpose;
- draft alternative;
- evidence used;
- implementation location;
- subject-matter review required;
- accessibility review required;
- acceptance condition.
### Source and Export Remediation Specification
Use:
| Item | Source repair | Export or platform action | Owner | Dependency | Verification | Fallback | Acceptance condition |
|---|---|---|---|---|---|---|---|
### Assessment Equivalence Review
Use:
| Assessment | Intended construct | Barrier | Proposed route | Equivalence evidence | Integrity risk | Educator decision |
|---|---|---|---|---|---|---|
### Verification Matrix
Use:
| Item | Check | Tool or environment | Expected result | Actual result | Evidence | Reviewer | Status |
|---|---|---|---|---|---|---|---|
Separate automated, keyboard, visual, assistive-technology, subject-matter, and learner-task checks.
### Release Decision
State the bounded status, reviewed scope, blocking barriers, conditions, interim access, owners, deadlines, required approvals, and revalidation triggers.
### Maintenance and Prevention Plan
Define:
- accessible templates;
- author guidance;
- media-production workflow;
- caption and transcript review;
- procurement and third-party checks;
- source and export version control;
- quality sampling;
- learner feedback route;
- ownership;
- periodic and change-triggered review.
### Follow-Up Questions
List only questions that remain material after the review.
## Verification Checklist
Before finalizing, confirm that:
- the review scope is explicitly complete, sampled, targeted, or not assessable;
- every conclusion identifies the exact supplied material and version;
- sampled results are not generalized to uninspected materials;
- source and delivered formats are distinguished and both are rechecked where relevant;
- no file checker, vendor report, visual review, or AI inspection is treated as complete proof of accessibility;
- alternative content reflects the instructional purpose without inventing meaning;
- complex images have an appropriate structured or data-based equivalent;
- captions include relevant speech, speakers, terminology, and meaningful sounds;
- essential visual information has an appropriate description;
- equations and technical content receive subject-matter review;
- document structure and reading order are evaluated beyond appearance;
- activities and assessments have equivalent routes that preserve the intended construct;
- no alternative reveals an assessed answer or weakens academic integrity;
- approved accommodation requirements are handled without exposing learner identities;
- copyrighted, confidential, and assessment-secure materials remain within authorized use;
- assistive-technology results are not invented;
- the actual platform and final delivered artifacts are included in verification;
- standards mappings identify their scope and do not become unsupported legal conclusions;
- conditional releases include effective interim access, owners, dates, and revalidation;
- the release statement does not exceed the materials, versions, environments, or checks reviewed.
## Final Instruction to Begin
Begin by reviewing the supplied context and inventory. If critical information is missing, request it in one consolidated list. Otherwise, define the audit scope and coverage before inspecting or drafting remediation.
Completion criteria
Complete when:
- Every barrier identifies the artifact, location or element, observed evidence, affected access mode, and likely learning impact.
- Observed barriers are clearly separated from suspected issues requiring additional testing.
- Each remediation preserves or explicitly reconciles the associated learning objective.
- The plan covers relevant document, visual, audio, video, interaction, assessment, and LMS dimensions rather than relying on one modality.
- Each priority item has a content owner or editor, dependency, acceptance check, and appropriate verification method.
- The final status states which artifacts were inspected, which tests remain unperformed, and what requires accessibility-reviewer, legal-reviewer, educator, or content-owner approval before publication or a formal claim.
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