The vendor is actively working on improvements and updates to continually improve PebblePad's accessibility. Learn more about PebblePad’s Accessibility statement.
It is the responsibility of the instructors or content creators to ensure that the materials used in courses or shared publicly are accessible to everyone. Before adopting PebblePad, you should carefully read over the accessibility information below.
The following are areas where accessibility issues could impact a user’s ability to create content or engage with the platform or an assignment in PebblePad.
Images and multimedia
Any image added within PebblePad should include appropriate alternative text (alt text) in order to provide context for users reliant on screen readers or other assistive technology. This particularly applies to images added on course or program workbooks or templates but also applies to projects created within the Get Creative space. Users can add the alt text while uploading the image or after the image has been added to a project within the tool by hovering over the image and clicking the “Alt Text” button. Screen readers and other assistive technologies may lose focus when attempting to add alt text causing some confusion in this process.
All videos added into a project within PebblePad should contain accurate closed captions. Captions need to be added prior to uploading the video file or embedding the video as there are no captioning tools within PebblePad.
All other multi-media content added to PebblePad and made available to users have the same accessibility requirements as all course content.
Tables and rubrics
Tables and rubric table blocks within the workbook builder tool are not currently accessible. Tables do not have a working hot button that allows those using keyboard only to appropriately complete the task. Tables, if used, should be simple and avoid complex structures as those with screen readers or assistive technologies may find them difficult to navigate.
If Tables or rubric tables are used, alternatives should be created for those needing screen readers or other assistive technology. Strategies could include adding an accessible PDF or Word document to the block containing the information with added evidence set in the block Properties which allows for students to submit the PDF or Word. Other strategies would include utilizing a different ePortfolio platform or other assignments.
Required blocks or tasks
While the platform visually indicates that required blocks within a workbook or a template are required, those reliant on screen readers or assistive technologies may become confused and miss that a field is required. Content creators should add text within the prompt indicating that the field is required.
Design of content, hints or instructions
The response fields for some blocks within workbooks and templates may lack a clear focus and may not be clear based on visual cues alone as the expectations of the desired task. This potentially makes it difficult for users using screen readers and other assistive technologies to answer questions without added support through detailed textual instructions. It is important to carefully consider the instructions you provide your students on workbooks or templates to assure students understand how you expect these questions to be answered. Your guidance should not be reliant on visual cues alone.
In addition, we recommended that course content be developed using Universal Design for Learning (UDL) best practices to achieve the highest level of functionality and the best user experience for the widest audience possible. Pay close attention to color contrast and add appropriate headers or titles to the different blocks as you set them up.
When adding tags to Assets, screen readers and other assistive technology may not announce the successful addition of the desired tag.
When filtering by tags in the PebblePad Asset Store, users using screen readers or other assistive technology will not hear when a tag was applied and the search completed.
Stated and documented keyboard shortcuts for both PC and Mac users may not work. This will provide a barrier to keyboard-only and screen reader users. In cases where a user is reliant on a keyboard, alternative assignments will need to be provided.