Frequently asked questions about course accessibility and Panorama.
- What is this tool in Canvas, Panorama?
Panorama shows you information about the accessibility of digital content in Canvas and makes it easier to improve accessibility. - What is accessibility? How is this related to my Canvas course?
This means whether the content in Canvas (pages, modules, files, etc.) can be accessed and used by all learners, including those with disabilities or those who rely on assistive technologies. Digital accessibility is defined by international standards and required by external legislation from the U.S. government and internal policy at U-M. - What score is required?
You are not required to meet a specific minimum score. Rather, you are expected to take consistent action to significantly improve the accessibility of course content. We have resources that tell you where to start with Panorama. - Is accessibility required for my course materials?
Yes, federal legislation that applies to large public universities requires that digital course content available only to enrolled students must meet digital accessibility standards from April 2026 and forward. - Why is Panorama inside Canvas? Why am I seeing these icons, tools, and features?
Panorama is in Canvas to provide you with information about accessibility and tools to make content more accessible, because the accessibility of digital course content at U-M is required by internal policy and external legislation. - Why do PDFs score so low?
Many PDFs do not meet digital accessibility standards and are not usable for people who rely on assistive technology. Low scores mean that the PDF does not meet accessibility best practices. You are recommended to deal with these files after addressing the Canvas Pages in the course. - How do I deal with describing charts, graphs, equations, and other images that students must learn to interpret?
All images require a text equivalent for people who cannot see the original. This text should be appropriate given the context and learning goals.
For an image of a graph, for example, if students are expected to interpret the graph data or trends, a simple table or list of the data can serve as the alternative. If students are expected to use the trends as evidence for an argument, a brief text description of the trends can serve as the alternative. - How do I deal with describing images of art, photography, etc.?
All images require a text equivalent for people who cannot see the original. This text should be appropriate given the context and learning goals.
For a historical photograph, for example, if students are expected to identify the photographer based on content and style, a simple description of content or key features can serve as the text. - Why does Panorama allow students to create alternate formats?
Panorama makes it easier for students to convert documents and content into alternate formats, rather than requesting or waiting for help when this is needed.