Accessible Syllabus Example

Sample Course Syllabus

Course Information

Course

INFO 101: Introduction to Digital Accessibility

Term

Spring 2026

Credits

3 units

Meeting time

Tuesday/Thursday, 9:30–10:45 AM

Location

Modern Languages 410 (wheelchair accessible via west entrance)

Instructor Information

Instructor

Dr. Alex Rivera

Email

arivera@arizona.edu (preferred contact)

Phone

520-621-5555

Office hours

Wednesdays 2–4 PM, Modern Languages 312, or by appointment

Virtual office hours

Available via Zoom—link in D2L

Course Description

This course introduces students to digital accessibility principles, guidelines (WCAG 2.2), and practical implementation strategies. Students will learn to evaluate and remediate digital content including websites, documents, and multimedia.

Learning Outcomes

By the end of this course, students will be able to:

1. Explain the legal and ethical foundations of digital accessibility
2. Apply WCAG 2.2 success criteria to evaluate digital content
3. Remediate common accessibility barriers in documents and web pages
4. Use assistive technologies to test digital content
5. Advocate for inclusive design in professional settings

Required Materials

• Textbook: "A Web for Everyone" by Sarah Horton & Whitney Quesenbery (available in print, ebook, and audio formats)
• Software: Screen reader (NVDA or VoiceOver—free, provided)
• Browser extensions: WAVE, axe DevTools (free)

All course readings are available in accessible formats. Contact the instructor if you need materials in alternative formats.

Accessibility Statement

This course is committed to inclusive learning. All materials are designed to meet WCAG 2.2 AA standards. If you encounter barriers or need accommodations, please contact me immediately.

Disability Resources

Students registered with the Disability Resource Center (DRC) should share their accommodation letter with me during the first week of class. The DRC can be reached at:

• Email: uadrc@arizona.edu
• Phone: 520-621-1242
• Location: Disability Resources Building, 1224 E. Lowell St.

Course Accommodations

Common accommodations I support in this course:

• Extended time on assignments and exams
• Recorded lectures (auto-captioned via Panopto)
• Alternative assessment formats
• Preferential seating
• Note-taking services

Assessment

Assignment	Weight	Due date
Weekly reflections (10)	20%	Fridays by 11:59 PM
Document remediation project	20%	Week 5
Website audit report	25%	Week 10
Final project: Accessibility proposal	25%	Finals week
Participation & peer review	10%	Ongoing

Best Practices for Accessible Syllabi

These guidelines are adapted from UW DO-IT's "Equal Access: Universal Design of Your Syllabus" by Dr. Sheryl Burgstahler.

Applying Universal Design to Your Syllabus

• Equitable use (UD 1): Include information useful to students with diverse abilities, backgrounds, and technology skills.
• Simple and intuitive (UD 3): Arrange information logically, use consistent formatting, keep language plain.
• Perceptible information (UD 4): Ensure adequate contrast between text and background.
• Multiple means of engagement (UDL 1): Explain relevance of content, integrate choices within the course.
• Multiple means of representation (UDL 2): Provide the syllabus in print and accessible digital format; consider a video overview.
• Multiple means of action (UDL 3): Describe multiple options students will have to demonstrate learning.
• Accessible technology (WCAG): Use text-based formats, structure headings and lists, provide alt text for images.

Tips for an Accessibly Designed Syllabus

• Use first person, friendly language. Make students feel welcome from the start.
• Use plain language. Spell out acronyms, define terms, avoid unnecessary jargon.
• Make expectations clear. Provide grading criteria, rubrics, step-by-step guidelines for assignments.
• Use heading structure: Help students navigate with H2, H3 tags for screen readers.
• Include accommodation information prominently: Don't bury it at the end.
• Provide contact information in multiple formats: Email, phone, office hours, virtual options.
• Describe building accessibility: Entrance locations, elevator access.
• Use tables appropriately: Only for tabular data with proper headers.
• Link to resources: DRC, tutoring, writing center with descriptive link text.
• Offer materials in multiple formats: Note availability of audio, large print, digital.
• Be specific about due dates: Include day of week and time zone.
• Include campus resources: Tutoring centers, counseling services, disability services.
• State behavioral expectations and communication preferences.
• Avoid making your syllabus a PDF unless you ensure it's fully accessible. Use LMS pages or accessible Word documents instead.

Model Accessibility Statement

Consider including a statement that goes beyond the minimum:

"This course is designed to be a model of universal design—I strive to make it welcoming to, accessible to, and usable by all potential students, including those with disabilities. The textbook is available in an accessible format from the publisher. All videos are captioned. Course materials and activities demonstrate the application of universal design principles.

If you find any aspect of the course inaccessible to you, or if you would like to discuss other learning needs, please contact me. I am committed to working with you to ensure your success in this course."

— Adapted from Dr. Sheryl Burgstahler, Creating Inclusive Learning Opportunities in Higher Education

Additional Resources for Syllabus Design

• Tulane University's Accessible Syllabus
• UW DO-IT: Universal Design of Your Syllabus
• UW Creating Accessible Documents

Content adapted from UW DO-IT. Permission granted for educational, noncommercial use with acknowledgment.

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