Moodle LMS VPAT

Accessibility statement

Moodle is designed to provide equal functionality and access to information for all users. This commitment means that there should be no barriers for people regardless of disabilities, assistive technologies used, different screen sizes, or various input devices (such as a mouse, keyboard, or touchscreen).

As part of our ongoing commitment to accessibility and continuously improving conformance with the WCAG 2.1 Level AA success criteria, Moodle is working with an external team of accessibility specialists to review the accessibility of its products through regular accessibility audits.

The accessibility conformance report is based on an audit of Moodle LMS by GrackleDocs (formerly AbleDocs), Moodle HQ’s external digital accessibility consultant, and internal testing and community audits. AbleDocs issued a Statement of Accessibility Conformance for WCAG 2.1 Level AA in January 2024.

We realise that accessibility is a continuous journey that requires constant focus and refinement. That’s why we commit our resources to ensuring our platform remains accessible to everyone.

Third-party integrations and accessibility disclaimer

Moodle is committed to ensuring accessibility across our platform, aligning with global accessibility standards such as WCAG 2.1 Level AA. However, Moodle allows for the integration of third-party tools, plugins, and Learning Tools Interoperability (LTI) applications, which are developed and maintained by external providers.

While we prioritise accessibility considerations when recommending or supporting integrations, it is the responsibility of the supplier of any third-party service or application to ensure that their offering is compliant. If accessibility compliance is a critical requirement for your institution or organisation, we recommend contacting the third-party provider directly to verify their conformance with relevant accessibility guidelines.

Moodle accessibility conformance report

(Based on VPAT® Version 2.5)

Name of product/version	Moodle LMS
Report date	February 2024
Product description	The world’s most customisable and trusted open-source learning management system. Moodle LMS is an open-source learning management system that is designed to deliver user-generated content to students and administer assessments.
Contact information	Moodle contact page
Evaluation method	The evaluation was completed following the WCAG Evaluation Methodology (WCAG-EM). The audit testing was conducted manually and cross-checked using AbleDocs’ team of accessibility auditors to ensure that the results and comments presented were valid and comprehensive.

Applicable standards and guidelines

This report covers the degree of conformance with the following accessibility standards/guidelines:

Standard/Guideline	Included In Report
Web Content Accessibility Guidelines 2.0	Level A (Yes) Level AA (Yes) Level AAA (Yes)
Web Content Accessibility Guidelines 2.1	Level A (Yes) Level AA (Yes) Level AAA (Yes)
Web Content Accessibility Guidelines 2.2	Level A (Yes) Level AA (Yes) Level AAA (Yes)

Terms

The terms used in the Conformance Level information are defined as follows:

Supports: The functionality of the product has at least one method that meets the criterion without known defects or meets with equivalent facilitation.
Partially Supports: Some of the functionality of the product does not meet the criterion.

Criteria	Conformance Level	Remarks and Explanations
1.1.1 Non-text Content Level A	Supports	Moodle ensures that all non-text content includes an accessible name.
1.2.1 Audio-only and Video-only (Prerecorded) Level A	Supports	Moodle does not contain pre-recorded audio or video but allows content creators to upload video/audio content. Moodle offers options for content creators to provide alternative formats for their uploaded video/audio content.
1.2.2 Captions (Prerecorded) Level A	Supports	Moodle does not contain any pre-recorded audio or video, but it provides options for content creators to attach captions to user-created video and audio content.
1.2.3 Audio Description or Media Alternative (Prerecorded) Level A	Supports	Moodle does not contain any pre-recorded audio or video, but it provides options for content creators to add Audio descriptions to audio/video and to provide alternative formats.
1.2.4 Captions (Live) Level AA	Supports	Moodle does not contain live streaming capabilities; this functionality is only provided by third-party tools.
1.2.5 Audio Description (Prerecorded) Level AA	Supports	Moodle does not contain any pre-recorded audio or video, but it provides options for content creators to add Audio descriptions to audio/video content.
1.2.6 Sign Language (Prerecorded) Level AAA	Supports	Moodle does not contain audio or video content, but content creators can upload prerecorded video content with sign language interpretation.
1.2.7 Extended Audio Description (Prerecorded) Level AAA	Supports	Moodle does not contain audio and video content; content creators can upload prerecorded multimedia content with extended audio descriptions.
1.2.8 Media Alternative (Prerecorded) Level AAA	Supports	Moodle does not contain audio and video content; content creators can provide media alternatives for prerecorded multimedia content.
1.2.9 Audio-only (Live) Level AAA	Supports	Moodle does not support live audio-only streams. Where available, this is provided by third-party software.
1.3.1 Info and Relationships Level A	Supports	Moodle pages are structured such that assistive technologies can programmatically determine the intended read order and page structure.
1.3.2 Meaningful Sequence Level A	Supports	Moodle pages are structured so that assistive technologies can programmatically determine the intended reading order in cases where the order is essential.
1.3.3 Sensory Characteristics Level A	Supports	Moodle does not solely rely on sensory characteristics to convey information. Where these are used, they are backed up by appropriate text and other information for the user.
1.3.4 Orientation Level AA	Supports	Moodle’s user interface (UI) is responsive and does not lock the orientation of the display or restrict the product’s use in one layout or the other.
1.3.5 Identify Input Purpose Level AA	Supports	Input fields across the system are clearly identified by their purpose and are available to assistive technologies.
1.3.6 Identify Purpose Level AAA	Supports	ARIA landmarks and roles are extensively used across Moodle to help assistive technologies identify the purpose of UI elements.
1.4.1 Use of Color Level A	Supports	Colour is not used as the sole indicator of information in Moodle. In some cases, colour is used to complement other UI elements, such as text or distinct icons.
1.4.2 Audio Control Level A	Supports	Moodle does not contain any pre-recorded audio. User-uploaded audio and video content do not auto-play by default. Audio volume controls are always provided for the user.
1.4.3 Contrast (Minimum) Level AA	Supports	All elements of the Moodle UI meet the minimum contrast and size requirements for WCAG Level AA.
1.4.4 Resize text Level AA	Supports	The Moodle UI has been designed to be responsive on various screen sizes and, as such, supports zooming of text sizes without breaking controls or content. In some cases, UI elements will be shifted or replaced with more appropriate elements to accommodate this.
1.4.5 Images of Text Level AA	Supports	Images of text are not used in any part of the system to convey essential information unless it is required as part of the functionality.
1.4.6 Contrast (Enhanced) Level AAA	Partially supports	Text colours in Moodle in most places have a contrast ratio greater than 7:1 against their default background. Some small amounts of text with colours that meet the minimum contrast ratio of 4.5:1 for WCAG 2.2 Level AA but do not meet the enhanced colour contrast requirement of 7:1 for WCAG 2.2 Level AAA.
1.4.7 Low or No Background Audio Level AAA	Supports	Moodle does not contain any pre-recorded background audio.
1.4.8 Visual Presentation Level AAA	Supports	Moodle is designed so that the content presentation can be modified to suit the required visual presentation using browser functionality.
1.4.9 Images of Text (No Exception) Level AAA	Supports	Images of text are not used in any part of the system to convey essential information except in a small number of cases where it is required as part of the functionality.
2.1.1 Keyboard Level A	Supports	The Moodle interface is fully keyboard accessible, with no timing requirement for the user.
2.1.2 No Keyboard Trap Level A	Supports	Moodle has been designed in such a way that there are no keyboard traps, and it is fully navigable.
2.1.3 Keyboard (No Exception) Level AAA	Supports	In all cases, a keyboard-only option has been provided for all functionality across the system.
2.1.4 Character Key Shortcuts Level A	Supports	Only Moodle’s rich text editor supports keyboard shortcuts. These shortcuts are only active when the user is in the editing area and are designed to not interfere with accessibility software. There are no other keyboard shortcuts within the system.
2.2.1 Timing Adjustable Level A	Supports	Moodle generally does not impose any time limits on content or actions, with a small number of exceptions, such as user session expiration and timed quizzes/assignments. User sessions can be extended indefinitely by users. Quiz/Assignment time limits are essential and cannot be extended by the user. However, instructors can make accommodations for individual students.
2.2.2 Pause, Stop, Hide Level A	Supports	Moodle does not contain moving, blinking, and scrolling content.
2.2.3 No Timing Level AAA	Supports	For activities that may have time limits, such as quizzes, this can be disabled for users who require accommodations.
2.2.4 Interruptions Level AAA	Supports	Moodle does not automatically update content without user interactions with the exception of the Chat activity. The Chat activity provides a separate accessible interface that only updates when the user requests a refresh.
2.2.5 Re-authenticating Level AAA	Partially supports	In most cases, the user’s progress is saved, such as in assignments and quizzes. However, some pages do not support this, and data will need to be re-entered.
2.2.6 Timeouts Level AAA	Partially supports	Timeouts are only for session timeouts, which are configurable for the system. Users are warned to refresh their session before they get logged out. In most cases, draft data already entered is saved and restored when the user resumes activity.
2.3.1 Three Flashes or Below Threshold Level A	Supports	Moodle does not contain flashing content.
2.3.2 Three Flashes Level AAA	Supports	Moodle does not contain flashing content.
2.3.3 Animation from Interactions Level AAA	Supports	Moodle does not contain animated content interactions.
2.4.1 Bypass Blocks Level A	Supports	Skip links are provided to help users efficiently navigate Moodle.
2.4.2 Page Titled Level A	Supports	All pages within Moodle provide detailed page titles to aid navigation and help orientate users within the system.
2.4.3 Focus Order Level A	Supports	Moodle pages have been carefully designed to support a focus order that is logical and aids in understanding the structure of each page.
2.4.4 Link Purpose (In Context) Level A	Supports	The link text of all links within Moodle indicates their purpose. Where practical, additional hints have been added to aid accessibility software to determine this programmatically.
2.4.5 Multiple Ways Level AA	Supports	Moodle provides multiple ways to navigate and understand the content structures within Moodle, including search and page indexes where applicable.
2.4.6 Headings and Labels Level AA	Supports	All pages make appropriate use of headings and labels to support user understanding of the page and its purpose.
2.4.7 Focus Visible Level AA	Supports	The keyboard focus is visible on all pages, allowing users to help users easily determine their location as they navigate through the page contents.
2.4.8 Location Level AAA	Supports	Moodle provides breadcrumbs and the current page location in the page title to aid user understanding of their location within the system.
2.4.9 Link Purpose (Link Only) Level AAA	Partially supports	Most links are uniquely identifiable by the link text only. However, some known areas where the link purpose cannot be determined by the link text only are: Edit, Delete, and Reply links in a list of posts within a forum discussion The letter links for filtering a list of users by first name or surname do not make sense out of context
2.4.10 Section Headings Level AAA	Supports	All pages have section headings, allowing users to orient themselves within the content structure. Moodle provides the tools to enable content creators to build user-generated content in an accessible way.
2.4.11 Focus Not Obscured (Minimum) Level AA	Partially supports	Generally, user-opened contents do not obscure user interface components receiving keyboard focus. However, on smaller screens or when the page is zoomed, the drawers on the course homepage can obscure focused content on the course homepage itself.
2.4.12 Focus Not Obscured (Enhanced) Level AAA	Partially supports	In some specific situations, the keyboard focus can be partially obscured. Known instances include: Using the “Skip to Content” link on the course page when it is already scrolled past the top items Tabbing to the bottom of the Course page or Gradebook pages when in edit mode, the footer can obscure the focus
2.4.13 Focus Appearance Level AAA	Supports	In most places, a blue highlight around a focusable user interface component denotes the keyboard, which meets the success criteria. In some cases, older styling is still in place, where the focus indicator comprises a background colour change and underlining of the link.
2.5.1 Pointer Gestures Level A	Supports	Moodle does not use any multi-point or path-based gestures within the UI.
2.5.2 Pointer Cancellation Level A	Supports	Pointer cancellation is supported in all main browsers with the exception of Internet Explorer. With Microsoft ending its support for Internet Explorer, Moodle has ceased support for this browser from Moodle 3.10 onwards.
2.5.3 Label in Name Level A	Supports	Throughout Moodle, the accessible name matches the visible name of buttons and links.
2.5.4 Motion Actuation Level A	Supports	Moodle does not have functionality that requires motion as a means of input.
2.5.5 Target Size Level AAA	Partially supports	Most controls and clickable targets are larger than 44×44 CSS pixels. However, there are exceptions.
2.5.6 Concurrent Input Mechanisms Level AAA	Supports	Moodle does not restrict the use of multiple input modalities simultaneously.
2.5.7 Dragging Movement Level AA	Supports	All interactions that require drag and drop have alternative ways to interact that do not require dragging movements
2.5.8 Target Size (Minimum) Level AA	Supports	All targets for pointer inputs meet the minimum required size or are accessible via an alternative means
3.1.1 Language of Page Level A	Supports	Moodle supports multiple languages. This is communicated programmatically using the HTML lang attribute.
3.1.2 Language of Parts Level AA	Supports	Pages in Moodle are rendered in the language based on the user’s preference. The language selector menu options have the lang attribute to convey the language for each menu option to assistive technologies. User-created content within Moodle can be tagged with the appropriate language of the content, and this can be done in parts.
3.1.3 Unusual Words Level AAA	Supports	Moodle provides contextual help that allows users to understand unfamiliar and unusual words. Moodle also provides a built-in glossary functionality that allows automatic linking to definitions for user-created content.
3.1.4 Abbreviations Level AAA	Supports	Moodle provides contextual help that allows users to understand unfamiliar abbreviations in the context of the system. Moodle also provides a built-in glossary functionality that allows automatic linking to definitions for user-created content.
3.1.5 Reading Level Level AAA	Supports	Moodle has been designed to be as intuitive as possible. It provides language packs targeted at younger users, but this mostly addresses the needs of the system’s learner users. Moodle provides the facilities for user-created content to conform to this success criterion.
3.1.6 Pronunciation Level AAA	Partially supports	The core Moodle system does not provide pronunciation support in most cases. However, Moodle does provide the facilities for user-created content to comply with this success criterion, including markup, automatic glossary linking, and the ability for a user to add additional content.
3.2.1 On Focus Level A	Supports	Moodle does not change the context or focus when a user navigates to a focusable item in the interface anywhere. Opening links in new windows and tabs are not used where an alternative is practical.
3.2.2 On Input Level A	Supports	Moodle does not change the context of use without the user initiating an explicit action
3.2.3 Consistent Navigation Level AA	Supports	Moodle uses a consistent navigation layout and methodology, with elements appearing in the same order between pages.
3.2.4 Consistent Identification Level AA	Supports	Moodle uses a consistent navigation layout and methodology, with elements appearing in the same order between pages.
3.2.5 Change on Request Level AAA	Supports	Moodle does not change contexts for the user without explicit actions from the user.
3.2.6 Consistent Help Level A	Supports	Moodle provides contextual help for each page using a consistent help menu. The structure and order of this menu are consistent throughout the system.
3.3.1 Error Identification Level A	Supports	Errors are described to users and marked up with appropriate ARIA roles and attributes.
3.3.2 Labels or Instructions Level A	Supports	The system provides extensive labels and instructions, including expected data formats, to help users input the appropriate values.
3.3.3 Error Suggestion Level AA	Supports	Data validation is extensive across the system, and error messages explain to the user how to fix the error with the data.
3.3.4 Error Prevention (Legal, Financial, Data) Level AA	Supports	Moodle provides various mechanisms to prevent errors from happening. e.g., a review page before submitting a quiz, a confirmation dialogue before deleting a user, or before unenrolling a user.
3.3.5 Help Level AAA	Supports	Context-sensitive help is provided on every page for users to access. Additionally, instructions on complex forms and extensive tooltips for specific fields add additional help resources for users
3.3.6 Error Prevention (All) Level AAA	Partially supports	Form validation mechanisms allow users to correct their input when completing a form. Confirmation dialogues or pages are also present to prevent users from accidentally performing an irreversible action (e.g. data deletion, etc). However, there are some known instances where an irreversible action does not have a prior confirmation prompt, such as granting additional assignment attempts for students.
3.3.7 Redundant Entry Level A	Supports	Unless essential, data is pre-filled for users, or a sensible default is provided.
3.3.8 Accessible Authentication (Minimum) Level AA	Supports	Moodle provides third-party OAuth and other SSO authentication mechanisms to provide alternatives to the default username and password. Additionally, the default login form is correctly marked up for an accessible authentication experience.
3.3.9 Accessible Authentication (Enhanced) Level AAA	Supports	Moodle provides third-party OAuth and other SSO authentication mechanisms as alternatives to the default username and password. Additionally, the default login form is correctly marked up for an accessible authentication experience.
4.1.1 Parsing Level A	Supports	WCAG 2.2: Criterion is obsolete and removed WCAG 2.0 and 2.1: Moodle’s user interface is constructed with the correct HTML elements to ensure proper rendering
4.1.2 Name, Role, Value Level A	Supports	The name and role of all components within Moodle can be programmatically determined using native semantic HTML tags and/or the appropriate ARIA roles and attributes.
4.1.3 Status Messages Level AA	Supports	All status messages and alerts are marked with the appropriate ARIA roles and attributes, allowing assistive technologies to determine them programmatically.