University of Reading Blackboard Learn VLE accessibility statement


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This accessibility statement applies to Blackboard Learn, the Virtual Learning Environment for the University of Reading, and should be read in conjunction with the University's general accessibility statement.

The University of Reading is committed to providing an accessible and inclusive learning environment which offers all of our learners the opportunity to maximise their academic potential. This commitment is set out in the Policy on Inclusive Practice in Teaching and Learning, and applies equally to the University’s Virtual Learning Environment.

Accessibility statement for Blackboard Learn

Blackboard Learn is the centrally supported Virtual Learning Environment (VLE) at the University of Reading.

Blackboard Learn is a commercial product, which is now being designed and developed in accordance with the internationally recognised Web Content Accessibility Guidelines (WCAG) 2.1 Level AA as well as the US Section 508 standards.

Blackboard provides information about the company’s approach to accessibility on this web page: Blackboard Learn Accessibility Overview

How accessible is the Blackboard Learn platform?

When using Blackboard Learn you should be able to

We know some parts of the Blackboard VLE are not fully accessible. For example

Information on accessibility in Blackboard Learn can be found here: Accessibility in Blackboard Learn with the Ultra Experience.

This includes links to information on

Please note that courses in Blackboard are currently using the Original Course View.

Information for students on specific accessibility features in Blackboard Learn can be found here: Accessibility Features in Blackboard Learn.

This includes links to information on

An equivalent help page for staff can be found here: Accessibility in Blackboard Learn for Instructors.

For details of how well Blackboard Learn conforms with WCAG standards, please consult the following documents:

Blackboard Learn makes use of some additional tools which have a separate accessibility statement:

Some Blackboard functionality is also available via a mobile app, for which there is a separate accessibility statement.

How accessible is the content available on the Blackboard Learn platform?

While specific statements can be made about the accessibility of the Blackboard VLE platform itself, content stored within the Blackboard Learn VLE will have been created and uploaded by a wide variety of academic and administrative support staff, and the accessibility of this content may vary accordingly.

In view of its commitment to making website content as accessible as possible, the University has purchased Blackboard Ally, which enables all users to access content uploaded to Blackboard courses and organisations in a range of alternative formats.

The alternative formats available depend on the nature of the original file in Blackboard. See Alternative Formats for details.

General hints on using accessibility features in your web browser

The University Library has produced an Inclusive technology guide which includes details of assistive technologies and free features in Browsers, Windows, and Microsoft Office applications that can support you working online.

AbilityNet has advice on making your device easier to use if you have a disability.

Third party tools

Certain third party tools, content and/or functionality are integrated into our Blackboard VLE, and these have their own accessibility statements.These tools include the following:

Turnitin

Accessibility information can be found at www.turnitin.com/about/accessibility This includes VPAT documents for

The Text-only Report provides a more accessible interface for accessing the Turnitin Similarity Report. See our guide Turnitin: Accessing the text-only Similarity Report.

Gradescope

Gradescope is an assessment platform being used for exams and coursework assessments in some subject areas.

Gradescope Web Content Accessibility Guidelines VPAT (PDF)

YuJa

YuJa is a video hosting platform used for pre-recorded lectures and other teaching content, which may be embedded into Blackboard.

Information on the accessibility of YuJa can be found at www.yuja.com/accessibility

This includes the YuJa Accessibility Conformance Report (PDF)

Further guidance

Currently, some parts of YuJa’s My Media area are not accessible via keyboard navigation when using JAWS. This issue affects the ability to open menus on selected videos in the My Media area.

When opening the YuJa Media Chooser via the Add Content menu in a Blackboard Item, it is not currently possible to navigate to the YuJa Media Chooser using only keyboard navigation.

Microsoft Stream

Stream is a video hosting platform which was used in previous academic years for pre-recorded lectures and other teaching content. On these Microsoft Stream support pages you can find links to accessibility help articles written for people who use screen readers with Microsoft Stream:

When Stream videos and channels are embedded in a Blackboard course, these can be accessed using the keyboard.The Stream ‘playlist’ automatically embedded into 2020/21and 2021/22 Blackboard courses cannot be accessed using a keyboard, but is accompanied by a direct link to the course area on the Stream website, where keyboard controls can be used.

Following an update to Microsoft Stream in January 2021, users may not be able to view, search, or edit automatically generated transcripts for older videos that have not been viewed in the prior 6 months. If you are unable to view automatically generated transcripts, please contact your lecturer or the owner of the video and ask that the transcript be regenerated. More information on how to do this is available on Microsoft's article Updates to transcript functionality in Microsoft Stream.

Microsoft Teams

Teams is used for some webinars and other online meetings. For accessibility information see this Microsoft support page:

Accessibility tools for Microsoft Teams.Accessibility information for Microsoft Office products can be found here:

Accessibility capabilities in Microsoft 365

Microsoft accessibility conformance reports

Maple TA (Mobius)

This tool is used on some Maths courses. Accessibility information and the relevant VPAT can be found at digitaled.com/support/accessibility.

Mediasite 

This is a video hosting platform used on some courses in previous academic years. VPAT documents can be found here: Mediasite Voluntary Product Accessibility Templates 

LearnSci

LearnSci materials are used on some Science-based courses. LearnSci Accessibility statement

McGraw-Hill

Some courses make use of learning materials published by McGraw-Hill. See the McGraw-Hill Accessible Learning web page.

Where we choose to feature third party content or functionality on the Blackboard Learn VLE, we are responsible for ensuring it meets accessibility standards.

Where we are legally required to feature third party content or functionality, we cannot reasonably accept responsibility for ensuring it meets accessibility standards.

Feedback and contact information

If you need information on this website in a different format, you should be able to obtain this using Blackboard Ally. This can provide content in a range of formats, including

Reporting accessibility problems with this website

If you have any problems accessing Blackboard, or tools such as Turnitin which are integrated into Blackboard, please contact the IT Service Desk:

If you need content featured on the Blackboard Learn VLE in a different format, and you are having problems accessing the necessary format(s) facilitated via Blackboard Ally, please contact the web accessibility team at WebAccessibilityTeam@reading.ac.uk.

You can expect a response within 2 working days.

We’re always looking to improve the accessibility of this website. If you find any problems that aren’t listed in this statement, or think we’re not meeting the requirements of the accessibility regulations, please contact: legalservices@reading.ac.uk.

Enforcement procedure

The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint, contact the Equality Advisory and Support Service (EASS).

Technical information about this website’s accessibility

The University of Reading is committed to making its VLE accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.

Compliance status

The Blackboard VLE is partially compliant with the Web Content Accessibility Guidelines version 2.1 AA standard, due to the non-compliances listed below.

Non compliance with the accessibility regulations

Ultra Base Navigation and Organisations

Based on the Blackboard Accessibility Conformance Report (dated August 2022).

Web Content Accessibility Guidelines (WCAG) 2.1, Level A

Criterion

Remarks and explanations
1.1.1 Non-text Content Supports with the following exception: A few instances of decorative images which are not hidden from assistive technologies across application were found in the Grades details and the Gradebook – Grid view widgets.
1.3.1 Info and Relationships

Supports with the following exceptions:

  • There are a few instances across the application of headings that are not marked up as such.
  • Instances of Data tables that are not defined as well-formed tables such as in the Course groups, Roster and the Calendar Month view.
  • There are several instance across the application where list markup in malformed.
  • Instances of visually grouped form controls that are not grouped programmatically, such as the “New Event Peek panel” and “Gradebook options” components.
1.3.2 Meaningful Sequence

Supports with the following exceptions:

  • There are a few instances across the application were found of page content that is not organized in a logical and understandable order.
  • Information is visually presented as a table, but as it does not use data table markup the reading order of the relational data is not meaningful in the Student Submission table and the Gradebook-Grid View table.
  • In the “Enroll People Aside”, the search button is encountered before the search input in the code which can be confusing for assistive technology users.
2.1.1 Keyboard

Supports with the following exceptions:

  • In the “Release Condition’s date picker, the month and year elements are operable with the mouse but not with the keyboard.
  • The student images that open the student info cards are operable with the mouse, but not with the keyboard.
2.4.3 Focus Order

Supports with the following exceptions:

  • Common to all the side panel dialogs, the user has to navigate backwards to move focus to the “Close” button that closes the dialog.
  • There are several instances where the focus is not constrained to modal dialogs.
  • When the content is zoomed to 200% or in smaller viewports, the "Left Navigation that is revealed when a user interacts with a control does not follow immediately after the control that triggers its appearance.
  • There are instances where nonfunctional controls are included in the tab order, such as in the “Course group” table.
  • There are instances where the dynamically generated content does not follow immediately after the control that triggers it, such as the added search terms in the “Reuse Questions Aside”.
2.4.4 Link Purpose (In Context)

Supports with the following exceptions:

  • Some links have text that does not indicate the purpose of the link. In the Upload Gradebook and “Grade Now” in the Gradebook -Grid View, the link phrases are generic, such as “Help”.
  • The “Accessibility Instructor” link does not have link text in the Left Navigation.
2.5.3 Label in Name (2.1 only)

Supports with the following exceptions:

  • The accessible name of the control "Roster filter" which is exposed to assistive technologies, does not contain the visible text "All Course members (22)"
  • In the “Enroll People Aside” each Search result button does not contain the visible user name text in its accessible name.
3.2.1 On Focus Supports with the following exception: Keyboard focus does not remain on the “Post” button when it receives focus in the Gradebook – Grid View.
3.2.2 On Input Supports with the following exception: Keyboard focus does not remain on the “Toolbar” menu when the component setting is changed in the Rich Text Editor toolbar.
3.3.1 Error Identification Supports with the following exception: In the “Profile Settings” contact information, automatically detected input errors are not identified and described in text to the user.
3.3.2 Labels or Instructions

Supports with the following exceptions:

  • Required fields are not indicated in Release Condition's Date Picker and Gradebook settings.
  • “End Date” input does not have a label in the “New Event Peek Panel”.
  • Additional useful instructions are not exposed in a few instances, such as Gradebook settings and Conversation thread.
4.1.2 Name, Role, Value
  • There are a few instances across the application of controls that are missing an accessible name, or their accessible name does not describe the purpose.
  • There are several instances across the application where widgets, such as buttons, menus, menu buttons, modal dialogs, toolbars, tabs, and comboboxes do not follow the established design pattern.
Web Content Accessibility Guidelines (WCAG) 2.1, Level AA

Criterion

Remarks and explanations
1.3.5 Identify Input Purpose Supports with the following exception: Some input fields collecting information about the user do not programmatically expose their purpose such as first name, last name, and address, etc.
1.4.3 Contrast (Minimum) Supports with the following exception: In the “Course Imaging” component, the light blue “clear Image” button text on white background does not meet minimum contrast requirements.
1.4.4 Resize text

Supports with the following exceptions:

  • There are a few instances across the application where content is hidden or obscured when zoomed up to 200% in a 1,024 by 768 pixel screen, such as the filter feature in the “Course Toolbar” and the “participants” dialog in the “Participants” component.
  • In the “Course Content”, some text is truncated with ellipsis, and no method is provided to view the truncated text.
1.4.10 Reflow (2.1 only) Supports with the following exception: There are several instances across the application where content is hidden, obscured, or truncated when the width is equivalent to a width of 320 CSS pixels and a height of 256 CSS pixels.
1.4.11 Non-text Contrast (2.1 only)

Supports with the following exceptions:

  • The blue border for the visual indication of focus for "Close" buttons on pink have insufficient contrast.
  • The blue visual indication of focus when the left navigation links receive Keyboard focus and the current link indicator have insufficient contrast for adjacent colors.
1.4.12 Text Spacing (2.1 only) Supports with the following exception: The “Notification Settings” heading text is truncated with ellipsis when additional text spacing is applied, and no method is provided to view the truncated text.
1.4.13 Content on Hover or Focus (2.1 only) Supports with the following exception: The "Correct Answer" tooltip as well as the “Course Content” tooltip content displayed on hover and focus do not stay visible when the pointer moves away from the trigger control to the tooltip.
2.4.6 Headings and Labels Supports with the following exceptions: There are instances of labels that are not sufficiently descriptive, such as the label "Date" for the date picker button in “Profile Settings” or the generic label “filtered by User” in the Participants component.
2.4.7 Focus Visible Supports with the following exception: There are instances across the application where controls lack visible focus indicators, such as the "Formula editor" tabs in the "Enter the Answer formula" and the "New Event" menu options in the Calendar Heading.
4.1.3 Status Messages

Supports with the following exceptions:

  • When a grade is posted, "Posted" or "New Submissions" is displayed, but this is not communicated to assistive technology users.
  • The status message on the page for the “Submission receipt” is not communicated to assistive technology users.
Section 508 Chapter 3: Functional Performance Criteria (FPC)

Criterion

Remarks and explanations
302.1 Without Vision
  • A few instances of decorative images which are not hidden from assistive technologies across application were found in the Grades details and the Gradebook – Grid view widgets.
  • There are a few instances across the application of headings that are not marked up as such.
  • Instances of data tables that are not defined as well-formed tables such as in the Course groups, Roster and the Calendar Month view.
  • There are several instances across the application where list markup in malformed.
  • Instances of visually grouped form controls that are not grouped programmatically such as the “New Event Peek panel” and “Gradebook options” components.
  • Information is visually presented as a table, but as it does not use data table markup the reading order of the relational data is not meaningful in the Student Submission table and the Gradebook-Grid View table.
  • In the “Enroll People Aside”, The search button is encountered before the search input in the code which can be confusing for assistive technology users.
  • In the “Release Condition’s date picker, the month and year elements are operable with the mouse but not with the keyboard.
  • The student images that open the student info cards are operable with the mouse, but not with the keyboard.
  • Common to all the side panel dialogs, the user has to navigate backwards to move focus to the “Close” button that closes the dialog.
  • There are several instances where the focus is not constrained in the modal dialog.
  • When the content is zoomed to 200% or in smaller viewports, the "Left Navigation that is revealed when a user interacts with a control does not follow immediately after the control that triggers its appearance.
  • There are instances where nonfunctional controls are included in the tab order, such as in the “Course group table.
  • There are instances where the dynamically generated content does not follow immediately after the control that triggers it, such as the added search terms in the “Reuse Questions Aside”.
  • Some links have text that does not indicate the purpose of the link. In the Upload Gradebook and “Grade Now” in the Gradebook -Grid View, the link phrases are generic, such as “Help”.
  • The “Accessibility Instructor” link does not have link text in the Left Navigation.
  • In the “Profile Settings” contact information, automatically detected input errors are not identified and described in text to user.
  • Required fields are not indicated in Release Condition's Date Picker and Gradebook settings.
  • “End Date” input does not have a label in the “New Event Peek Panel”.
  • Additional useful instructions are not exposed in a few instances, such as Gradebook settings and Conversation thread.
  • There are a few instances across the application of controls that are missing an accessible name, or their accessible name does not describe the purpose.
  • There are several instances across the application where widgets, such as buttons, menus, menu buttons, modal dialogs, toolbars, tabs, and comboboxes do not follow the established design pattern.
302.2 With Limited Vision

As with 302.1 Without Vision, but with the following additional considerations.

  • In the “Course Imaging” component, the light blue “clear Image” button text on white background does not meet minimum contrast requirements.
  • There are a few instances across the application where content is hidden or obscured when zoomed up to 200% in a 1,024 by 768 pixel screen, such as the filter feature in the “Course Toolbar” and the “participants” dialog in the “Participants” component.
  • In the “Course Content” some text is truncated with ellipses, and no method is provided to view the truncated text.
302.3 Without Perception of Colour

Supports with the following exception:

  • In the “Course Imaging” component, the light blue “clear Image” button text on white background does not meet minimum contrast requirements.
302.7 With Limited Manipulation

Supports with the following exception:

  • In the “Release Condition’s date picker, the month and year elements are operable with the mouse but not with the keyboard.
  • The student images that open the student info cards are operable with the mouse, but not with the keyboard.
  • Common to all the side panel dialogs, the user must navigate backwards to move focus to the “Close” button that closes the dialog.
  • There are several instances where the focus is not constrained in the modal dialog.
  • When the content is zoomed to 200% or in smaller viewports, the "Left Navigation that is revealed when a user interacts with a control does not follow immediately after the control that triggers its appearance.
  • There are instances where nonfunctional controls are included in the tab order, such as in the “Course group” table.
  • There are instances where the dynamically generated content does not follow immediately after the control that triggers it, such as the added search terms in the “Reuse Questions Aside”.
302.9 With Limited Language, Cognitive, and Learning Abilities Supports with the following exception: There are instances of labels that are not sufficiently descriptive, such as the label "Date" for the date picker button in “Profile Settings” or the generic label “filtered by User” in the Participants component.
Courses (Original experience)

Based on the Blackboard Learn Original Accessibility Conformance Report (dated June 2023).

Web Content Accessibility Guidelines (WCAG) 2.1, Level A

Criterion

Remarks and explanations
1.1.1 Non-text Content

Supports with the following exceptions:

  • Images used in controls lack a text alternative:

    • Expanded/collapsed icons for Student take test
    • Overall grading stars
  • Image lacks a text alternative: Blog Entry
1.3.1 Info and Relationships

Supports with the following exceptions:

  • Some visual headings are not marked up as headings
  • Some heading levels and visual document structure are mismatched
  • Some visually grouped controls are not grouped programmatically
  • Some data table markup is incorrect
  • Some layout table semantics are exposed to screen reader users
  • Table sort functionality is not conveyed properly to assistive technology
  • Some list markup is incorrect
  • Landmark use is incorrect in some places
1.3.2 Meaningful Sequence

Supports with the following exceptions:

  • The visual order of some content does not match the source order in:

    • Course Content - Quicklinks Actions Bar
    • Course Content - Rubric Detail
    • Courses (Student) - Take Test
  • In Course Content - Add Test and the Global Header, there is content that is visually hidden off-screen but is still announced by screen readers
1.3.3 Sensory Characteristics Supports with the following exception: “Courses (Student) Hot Spot and Order Questions”, Question 1 (hot spot clownfish selector).
1.4.1 Use of Colour

Supports with the following exceptions:

  • A colour difference is the sole indicator of control selection in Course Content - Create Rubric
  • Colour alone distinguishes links from non-link text in Courses (Student) - Journal Entry Panels, Index tree.
2.1.1 Keyboard

Supports with the following exceptions: Some controls are not operable with the keyboard:

  • Grading – Legend icon button
  • Grading – Rich text Editor toolbar Buttons
  • Courses (Instructor) – assignment list drag and drop.
  • Courses (Instructor) - "Used for Grading" menu button and the "Yes (With Rubric Scores)" menu button
  • Courses (Instructor) - Drag and drop functionality in “Discussion Board” Table
  • Courses (Instructor) - "Expand All and Collapse All" controls need keyboard-driven event handlers
  • Courses (Instructor) - Blog title link
  • Course (Instructor) - The "Show / hide module" detail buttons
  • Courses (Student) - The Hot Spot Question (Question 1)
2.1.2 No Keyboard Trap

Supports with the following exceptions: In the spell check dialog, the "Cancel" and "Submit buttons sometimes become unreachable via the keyboard:

  • Courses (Student) - Journal Entry Panels
  • Courses (Student) - Wiki page
2.4.2 Page Titled Supports with the following exception: In “Courses (Student) - Take Test” the page contains an inline frame with an empty title element.
2.4.3 Focus Order

Supports with the following exceptions:

  • An interaction causes focus to move to an illogical spot:

    • Needs grading - table
    • Course content page header
    • Course content - Quick links action bar
    • Course content - Create Rubric and Rubric detail
    • Create/Edit - Formula Questions and Multiple Choice Questions
    • Course Tools - Attendance header
    • Discussions - Thread List
    • Blogs - Create Blog
    • Blogs - Blog Entry
    • Courses (Student) - Roster and User Profile
  • Hidden elements receive keyboard focus: Common header in mobile view

  • Keyboard focus is not moved the new content: The "Spell check" dialog on launch

    • Journal Entry Panels
    • Wiki Page

  • Dynamically added content is not directly after the triggering element:

    • "Show / hide Module" details button
    • "Forum Statistic" disclosure button
    • Student's name control

  • Some controls have a tabindex attribute with a value greater than 0:

    • Groups – View Tabs
    • Global Navigation menu
2.4.4 Link Purpose (In Context)

Supports with the following exceptions: "Link text (or link text and its context) does not indicate the purpose of the link" for the following:

  • Grade Discussion forum thread message link has its URL as the link text
  • Groups – Add Course Module has link text such as "(more) ..." and "Other"
  • Common Header – three links in the Quick Links dialog all have the same link text “Navigation”
2.5.2 Pointer Cancellation (2.1 only) Supports with the following exception: In the “Courses (Student) - Hot Spot and Order Questions” the “Hot Spot Question” control is activated on the down-event of the pointer which does not allow the user the opportunity to cancel the action.
2.5.3 Label in Name (2.1 only)

Supports with the following exceptions: The accessible name does not contain the visible text label:

  • Full Grade Center - Table rows with grades
  • Course Content - Create Rubric, the "Used for Grading" and "No" controls
  • Blogs - Create Blog, the Block Format Style “Font Type”, and “Font Size” controls
  • Courses (Student) - Take Test, the Block Format Style, “Font Type”, and “Font Size” controls
  • Courses (Student) - Take Test the “Save Answer” button
  • Courses (Student) - Roster and User Profile, the “Search” combobox controls.
3.1.1 Language of Page

Supports with the following exceptions: An inline frame does not programmatically identify its language:

  • Grade Discussion Forum - Grading Panel
  • Courses (Student) - Take Test
3.2.2 On Input

Supports with the following exceptions:

  • Making a selection causes loss of visible focus in Course Content - Create Rubric

  • Making a selection causes an unexpected change of focus to the top of the page:

    • Course Content - Page Header Manage
    • Create/Edit Calculated Formula Question
    • Create/Edit Multiple Choice Question
    • Blogs - Blog Entry
3.3.2 Labels or Instructions

Supports with the following exceptions:

  • Title tooltips are used for labels or instructions:

    • Grade Discussion Forum - Thread Message
    • Course Management Navigation Panel
    • Blogs - Blog Table
    • Courses (Student) - Take Test
    • Header
  • Combo boxes rely on option text as a label or instruction in Courses (Student) - Roster and User Profile
  • The additional instructions for the question navigation controls are not appropriately placed in Courses (Student) - Take Test
4.1.1 Parsing

Supports with the following exceptions, without known impact on users: Duplicate IDs on non-interactive elements:

  • Discussions - Thread List Controls
  • Full Grade Center – Table
  • Courses (Student) - Hot Spot and Order Questions
4.1.2 Name, Role, Value

Does not support with the following issues:

  • Some modal dialogs lack an accessible role or name.
  • Some buttons do not follow the established design pattern.
  • Several disclosure controls do not follow the established design pattern.
  • The interactive grid does not follow the established design pattern in Full Grade Center Table and Attendance table.
  • Some links do not follow the established design pattern.
  • Some menu buttons and menus do not follow the established design pattern.
  • The listbox does not follow the established design pattern in Blogs - Create Blog and Course Content - Add Test.
  • The radio button group does not follow the established design pattern in Create/Edit Multiple Choice Question.
  • The date picker does not follow the established design pattern in Blogs - Create Blog.
  • The Star rating widget does not follow the established design pattern in Discussions - Thread Message.
  • Drag and drop functionality does not follow established design pattern in Discussions - Discussion Board Table.
  • The static navigation tree views do not follow the established design pattern in Course Content - Learning Module Table of Contents and Courses (Student) - Journal Entry Panels.
  • The tabs and tab panels do not follow the established design pattern in Groups - View Tabs.
  • Some interactive controls do not have accessible name.
  • The selected state of some controls is not exposed programmatically.
  • Some required form controls do not convey or expose their required state.
  • Additional instructions are not correctly exposed for some form controls.
  • The aria-expanded attribute is used on an element with incompatible role in Blogs - Blog Entry.
Web Content Accessibility Guidelines (WCAG) 2.1, Level AA

Criterion

Remarks and explanations
1.4.3 Contrast (Minimum)

Supports with the following exceptions — some regular-scale text does not have at least a 4.5:1 color contrast ratio in these components:

  • Course Content - Create Rubric
  • Blogs - Blog Entry
  • Courses (Student) - Take Test
  • Full Grade Center - Table
  • Grade Discussion Forum - Thread Message
  • Grade a Test - Test Information
  • Course Content - Test Canvas
  • Course Content - Create/Edit Essay Question
  • Discussions - Forum Table
  • Discussions - Thread Message
  • Groups - View Tabs
  • My Grades - Grade Items Grid
  • Courses (Student) - Journal Entry Panels
  • Courses (Student) - Wiki Page
1.4.4 Resize text

Supports with the following exceptions:

  • There is a loss of content or functionality when text is resized up to 200% in these components:

    • Full Grade Center - Icon Legend
    • Course Content - Page Header
    • Course Content - Assignment List Item
    • Course Content - Learning Module Table of Contents
    • Course Content - Create Assignment Name and Color Picker
    • Groups - View Tabs
    • Courses (Student) - Hot Spot and Order Questions
    • Courses (Student) - Wiki Page
    • Header
  • A global viewport metadata element instructs older browsers not to zoom.
1.4.10 Reflow (2.1 only)

Resizing the website to a width of 320 CSS pixels results in the following issues:

  • Some content is not present and functional in Global navigation menu; Global header; Grade Discussion Forum; Course Content, Discussions; Groups; Courses (Student)
  • Some content requires both horizontal and vertical scrolling in Course Content - Page Header; Course Content - Create Rubric; Course Content - Rubric Detail; Blogs - Create Blog
  • Some text overlaps in My Grades; Create/Edit Multiple Choice Question; Grade a Test - Test Information; Full Grade Center
1.4.11 Non-text Contrast (2.1 only)

Does not support with the following issues:

  • Most focus indicators have low contrast.
  • Most form control borders have low contrast.
  • Several graphical elements have low contrast.
1.4.13 Content on Hover or Focus (2.1 only)

Supports with the following exceptions:

  • In Discussions - Thread Message student profile card, content displayed when a pointer hovers over “10 Years ago” is not dismissible by keyboard
  • The Accessibility Score tooltip content is not hoverable or dismissible in the rich text editor toolbar.
2.4.6 Headings and Labels

Supports with the following exceptions:

  • A heading does not appropriately describe the Blog section content in Blogs - Create Blog

  • Some labels are not sufficiently descriptive:

    • Grade Discussion Forum - Jump To Disclosure button
    • The table header sort trigger buttons in Full Grade Center – Table
    • Course Content - Quicklinks Actions Bar “Reordering” control
    • Course Content - Rubric Detail, the "Points Range" and "Percent Range" controls
    • Course Content - Add Test – Create Button
    • Course Content - Create/Edit Essay Question – “Add” button
    • Blogs - Blog Table, Blog name Options menu
    • Groups - Group Modules, buttons to open profile card
    • Groups - Add Course Module, “Add” and “Remove” buttons
2.4.7 Focus Visible

Supports with the following exceptions — some controls lack a visible focus indicator:

  • Courses (Student) - Roster and User Profile, the thumbnail button after a student's profile dialog is dismissed
  • The active images for the tools in the "Global navigation" menu
  • In the Global Header
  • The Blackboard link
  • Quick Links Heading
  • The hamburger menu button in mobile view
4.1.3 Status Messages

Supports with the following exceptions — some status messages are not announced by a screen reader:

  • Create/Edit Calculated Formula Question: the "Answer Range" settings modified status message
  • Course Tools - Attendance Table: the visible attendance percentage status message
  • My Grades - Grades Grid Filter Bar: the table data count changes
  • Courses (Student) - Take Test: "Save Answer"/"Saved" button updates and "Question Completion Status:" buttons updates
  • Courses (Student) - Roster and User Profile: updates to the pagination region after a search
Section 508 Chapter 3: Functional Performance Criteria (FPC)

Criterion

Remarks and explanations
302.1 Without Vision

Does not support with the issues listed in the following WCAG sections:

  • Non-text Content
  • 1.3.1 Info and Relationships
  • 1.3.2 Meaningful Sequence
  • 1.3.3 Sensory Characteristics
  • 2.1.1 Keyboard
  • 2.1.2 No Keyboard Trap
  • 2.4.2 Page Titled
  • 2.4.3 Focus Order
  • 2.4.4 Link Purpose (In Context)
  • 3.1.1 Language of Page
  • 3.2.2 On Input
  • 4.1.1 Parsing
  • 4.1.2 Name, Role, Value
302.2 With Limited Vision

Does not support with the issues listed in 302.1 Without Vision, and the additional exceptions documented in the following WCAG sections:

  • 1.4.1 Use of Color
  • 1.4.3 Contrast (Minimum)
  • 1.4.4 Resize Text
  • 2.4.7 Focus Visible
302.3 Without Perception of Colour

Supports with the exceptions documented in the following WCAG sections:

  • 1.4.1 Use of Color
  • 1.4.3 Contrast (Minimum)
302.7 With Limited Manipulation

Does not support with the issues documented in the following WCAG sections:

  • 1.3.2 Meaningful Sequence
  • 2.1.1 Keyboard
  • 2.1.2 No Keyboard Trap
  • 2.4.3 Focus Order
  • 2.4.7 Focus Visible
  • 3.2.2 On Input
302.9 With Limited Language, Cognitive, and Learning Abilities Does not support with the issues listed in 302.1 Without Vision, and the additional exceptions documented in the following WCAG section: 2.4.7 Focus Visible
Section 508 Chapter 5: Software

Criterion

Remarks and explanations
504.2 Content Creation or Editing

The product has authoring functions which enable users to publish rich HTML content. The authoring functions enable and prompt users to create content that conforms in most cases to WCAG 2.0 criteria, such as such as text, lists, and hyperlinks. Exceptions include:

  • Tables do not have column and row headers.
  • Some math content provides information to assistive technology that is not equivalent to the visual information.

Non accessible content

The majority of content in Blackboard is created and maintained by University academics and professional support staff. As a result, the accessibility of such content may vary greatly. We are aware that

In some cases, uploaded content may have accessibility defects which mean that the alternative formats provided by Blackboard Ally are not able to significantly improve the accessibility of that content. For instance, where text files lack proper structure, or where no alternative description has been provided for images.

The University is working to raise awareness of the importance of accessibility, and to help staff improve the accessibility of their teaching and learning materials.

Ally also alerts University staff to content with accessibility issues, and helps them to improve the accessibility of this content. For more information on Blackboard Ally please see these help pages:

Disproportionate burden

Content that is not within the scope of the accessibility regulations

PDFs and other documents

Many of our older PDFs and Word documents do not meet accessibility standards - for example, they may not be structured so they’re accessible to a screen reader. This does not meet WCAG 2.1 success criterion 4.1.2 (name, role value).

The accessibility regulations do not require us to fix PDFs or other documents published before 23 September 2018 if they’re not essential to providing our services. We will not be attempting to improve the accessibility of files uploaded to Blackboard courses for any academic year prior to 2019-20.

The University will work to ensure that content uploaded for use in 2019-20 and beyond is fully accessible.

Live video

Live video streams are exempt from meeting the accessibility regulations.

Online sessions delivered via Microsoft Teams have captions generated automatically, using artificial intelligence. As with any such system, these captions will not always be 100% accurate.

Blackboard Collaborate does not currently support automatic captioning, however other browser-based captioning tools can be used in conjunction with Collaborate.

How we tested this website

The Blackboard Learn website platform at www.bb.reading.ac.uk was tested by Blackboard Inc. and results are available in the

In addition, staff in the University’s Technology Enhanced Learning teams carry out regular monitoring of the accessibility of files uploaded to Blackboard, using the Blackboard Ally institutional report. Reports are produced on a monthly basis, and issues identified are used to target staff development activities.

This statement was prepared on 23rd September 2019. It was last updated on 28th September 2023.