Padlet Accessibility Information

Padlet is offers a real-time discussion, brainstorming, and collaboration space where people can can upload, organize, and share content to virtual bulletin boards called "padlets."

Affected Users

People using a screen reader and people using only keyboard navigation may experience issues with Padlet. In other cases, if the service is not used in accordance with accessibility guidance, people with limited or no hearing, limited vision, and people who experience seizures may be impacted.

Known Accessibility Barriers

Keyboard

For people using only a keyboard, the majority of Padlet is keyboard operable with one exception: Ordering posts on a Padlet is not possible with the keyboard. Additionally, menus in some pages don’t follow the appropriate focus order.

Screenreaders

For people using a screen reader, some collapsible lists are implemented as dialogs (modals) instead of menus (e.g., language switcher). Some links are implemented as tabs when they should be regular links (e.g., settings and share panels in Padlet view).

Using Padlet to Ensure Accessibility

Certain Padlet features may cause accessibility issues that can be avoided with guidance and actions from instructors as moderators and authors. These include:

Ordering posts in a Padlet that has the “Sort by: drag and drop” setting enabled doesn’t provide an alternative to drag and drop for people who can’t use a mouse. To ensure access to people using only a keyboard, moderators advised against enabling the “Sort by: drag and drop” setting.
Padlet has two main shortcomings with language identification: People can’t set the language for the Padlet, and they can’t mark words or phrases in different languages in the WYSIWYG editor. As screen readers and other assistive technologies need to know the correct language to pronounce words correctly, it is recommended that users do not mix multiple languages on the same board.
Padlet generally ensures that status messages (e.g., changes in content) are properly conveyed to assistive technologies without receiving focus. However, when a form with a required input field is submitted with an empty value, an appropriate status message is not communicated to users. People using a screen reader should be advised to avoid leaving a required input field blank, instead entering “N/A” in the event they instinctively have nothing to add.
Exports to image files or PDFs do not maintain accessibility information. If PDF exports are required, they should be run through SensusAccess or another accessibility conversion service. The CSV and Excel formats maintain accessibility information, such as structure and relationships. Image files should not be recommended or required as exports.
Padlet includes pre-made templates that can add AI-generated content. However, this content may not always be accessible, like images lacking descriptive text alternatives. Instructors should avoid using AI-generated content if it is made available. In the event AI-generated content is added, instructors should ensure its accessibility.

Many of the accessibility barriers noted by Padlet involve content posted, created, or shared by users. In all cases, these issues can be avoided by directing people to ensure the accessibility of their content or to prevent certain inaccessible features or content types. Examples include:

The custom player and YouTube player both support captions, but the Spotify player does not. The Spotify player should not be used to ensure access for people with low or no hearing.
Padlet does not prompt authors to include accessibility information and features when creating or modifying content. People using Padlet to ensure the accessibility of their posts.
Padlet allows users to upload GIFs, but these GIFs can flash continuously for more than five seconds and exceed the limit of three flashes per second. Instructors should direct students not to upload GIFs that may harm other users to avoid triggering a seizure in people with photosensitive epilepsy.
For user-generated content, when users upload their videos, it isn’t possible to add audio description tracks for those videos if necessary. Additionally, users can also select videos from YouTube, which, depending on the video’s content, may require visual content to be described (and a secondary audio track is not available in the YouTube player). Students should be advised not to create or share videos where an audio description is necessary but is not present. We advise users to select videos that do not require a secondary track.
For user-generated content, when users upload their videos, it isn’t possible to add audio description tracks for those videos. Additionally, users can also select videos from YouTube, which, depending on the video’s content, may require visual content to be described (and a secondary audio track is not available in the YouTube player). Students should be advised not to create or share videos where an audio description is necessary but is not present. We advise users to select videos that do not require a secondary track.

Alternate Access

In most cases noted above, guidance from the instructor on what and how to post, create, and share within Padlet will limit accessibility barriers. In one particular instance, it may be necessary to provide people using a screen reader with accessible versions of Padlet content in Word or Canvas and for a TA or instructor to post on behalf of the student.

Communication

An accessibility statement should be included in the syllabus, noting the accessibility barriers for students using a screen reader or only a keyboard for navigation. Students should notify the instructor immediately, and the instructor and department should contact AccessibleNU promptly. Instructors can also share Padlet accessibility information from the Canvas Learning Center.

Suggested statements may include: "Padlet has known accessibility issues related to screen readers and keyboard navigation. Students should notify the instructor immediately, and the instructor and department should contact AccessibleNU promptly. People must also use the recommended guidance on authoring and posting content in Padlet to avoid accessibility issues.”

Additional Support

The instructor of the course is responsible for implementing the alternate access solution and the department the course is within is responsible for providing any support in creating alternate versions of assignments or in proving human support.

They can contact Accessible NU at accessiblenu@northwestern.edu and Teaching & Learning Technologies at canvas@northwestern.edu if guidance is needed.

For student(s), contact AccessibleNU at accessiblenu@northwestern.edu.

For faculty, staff, or the general public, contact the Office of Equity at accommodations@northwestern.edu