University of Arizona · Digital Accessibility

I am Faculty or an Instructor

Create courses everyone can use, respond to accommodations confidently, and keep your media accessible.

Caption turnaround goal: < 3 business days

You don't need to be an accessibility expert. We'll help you with the technical stuff—just focus on teaching.

What this page helps you do

Top tasks

Task Steps Time Primary Tools
Respond to accommodation letters Review DRC letter Confirm logistics with student Adjust assessments/Deadlines. ~10 min DRC Instructor Portal, email
Build accessible Brightspace modules Use templates Add alt text Run accessibility checker Publish materials. ~30 min first time, then 5 min/module Brightspace Next, UCATT templates
Caption instructional media Record in Panopto Edit captions Upload transcripts Share with class. ~5 min per 10 min video Panopto, UCATT Multimedia

Impactful principles & tools

Accessibility stays manageable when you pair consistent principles with the right tools. Use these expandable guides (aligned toWCAG 2.2 AA highlights) each time you prep course content.

Course structure & navigation

Focus on SC 1.3.1, 2.4.3, and 2.4.11 by keeping Brightspace modules in a logical order, revealing focus outlines, and avoiding “mystery meat” links.

  • RunAccessibility Insightson course homepages to confirm headings and landmarks.
  • Spot-check withWAVEorDubBotbefore publishing or copying course shells.
Documents, slides, and PDFs
  • Run theMicrosoft Accessibility Checkerinside Word, PowerPoint, and Excel; remediate all errors before sharing.
  • Create alt text that conveys purpose (followWebAIM’s alt text guidance).
  • When exporting PDFs, tag headings, set reading order, and label form fields using theAdobe remediation guide.

Store both the accessible source file and the tagged PDF in case accommodations require edits.

Media, labs, and assessments

Meet SC 1.2.x and 3.3.x by captioning Panopto/Zoom recordings, offering descriptive audio for visuals, and providing clear error recovery.

  • UCATT Multimedia can edit machine captions to reach 99% accuracy.
  • For labs or simulations, provide text alternatives or recorded walkthroughs.

Guidance

Accommodation workflow
  1. Read each DRC letter fully; note testing, communication, and material deadlines.
  2. Reply within 2 business days confirming how accommodations will be implemented.
  3. Document agreements in Brightspace announcements or email for transparency.

Do:Offer multiple participation methods.Don’t:Delay accommodations until after the first assignment.

Accessible course content
  • Use theBrightspace checklistfor headings, alt text, and color.
  • YuJa Panorama automatically provides alternative formats (audio, EPUB, braille) for documents you upload. Learn about Panorama.
  • Upload documents that pass Word/Google accessibility checkers.
  • Provide redundant formats (slides + tagged PDF + HTML) for complex visuals.
  • Cross-check modules withWebAIM course content resourcesto ensure lists, links, and tables read correctly.
  • Use Deque’sARIA patternswhen embedding custom simulations or LTI tools.
Media & assessments

Submit caption requests via Panopto, plan exams so extended time can be delivered seamlessly, and provide audio-described alternatives for visual labs.

Tools & contacts

DRC Instructor Portal

View accommodation letters, confirm logistics, and contact Access Consultants.

Open portal

UCATT Teaching Resources

Templates, workshops, and one-on-one consults for inclusive pedagogy.

Visit UCATT

Panopto Caption Support

Request machine or professional captions; learn how to edit transcripts.

Caption guide

Assistive technologies to plan for

Students and co-instructors may rely on the following tools when using your course materials. Ensure demos, labs, quizzes, and custom tools work with them.

See theAssistive Technology Coverageoverview for training links and test scripts.

Training & community

Feedback

Emailaccessibility@arizona.eduwith course questions or submit a consultation request. Last reviewed: 2026-01-05.

Universal Design of Instruction (UDI) Framework

The UDI framework, developed byUW DO-IT, challenges instructors to go beyond legal compliance and proactively make all aspects of instruction accessible, usable, and inclusive. Rather than designing for the "average" student, UDI addresses the full range of student diversity.

UDI Definition

"The design of teaching and learning products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design."

— Adapted from the Center for Universal Design

The 5-Step UDI Process

  1. Identify the course and evidence-based practices.Describe learning objectives and adopt effective pedagogies (active learning, constructivism).
  2. Consider potential student diversity.Think about variations in gender, age, ethnicity, native language, learning preferences, abilities to see/hear/move/read/speak, and prior experience.
  3. Integrate UDI with evidence-based practices.Apply UDI strategies to teaching methods, materials, and assessments.
  4. Plan for individual accommodations.Know your campus process for handling accommodation requests that go beyond UDI.
  5. Evaluate and improve.Monitor effectiveness, collect student feedback, and refine your approach.

UDI Practices by Category

Class Climate
  • Welcome everyone.Learn names, build rapport, encourage multiple perspectives, demonstrate mutual respect.
  • Avoid stereotyping.Base support on student performance and requests, not assumptions about groups.
  • Be approachable.Welcome questions, maintain office hours, offer alternatives when schedules conflict.
  • Motivate all students.Use methods and materials relevant to diverse ages, genders, cultures, and interests.
  • Address needs inclusively.Invite students to discuss accommodations privately; list campus resources in syllabus.
  • Avoid segregating or stigmatizing.Don't draw attention to differences or share private accommodation information.
Interaction
  • Multiple communication options.Use in-person, phone, and electronic methods. Face the class, speak clearly, make eye contact.
  • Inclusive cooperative learning.Assign group work requiring varied skills and roles. Ensure all students can participate and communicate accessibly.
Physical Environments
  • Ensure physical access.Use accessible classrooms, labs, and fieldwork sites.
  • Arrange spaces for inclusion.Position chairs for participation, allow room for wheelchairs, interpreters, and assistive technology.
  • Make equipment usable.Label controls in large print with symbols. Provide verbal and written instructions.
  • Plan for safety.Develop emergency procedures that work for students who are blind, deaf, or use wheelchairs.
Delivery Methods
  • Make content relevant.Use multiple examples and perspectives for diverse learners.
  • Select flexible curriculum.Choose materials with indices, glossaries, study questions. Consider digital formats with built-in supports.
  • Provide cognitive supports.Summarize key points, provide outlines, use graphic organizers.
  • Use multiple teaching modes.Combine reading, lectures, discussions, hands-on activities, and simulations.
  • Deliver instructions clearly.Provide instructions in multiple formats (oral and written). Ask students to confirm understanding.
  • Use large visual aids.Enlarge images, use computers to magnify microscope views.
  • Describe visual content.Verbally explain charts, demonstrations, and other visuals.
Information Resources & Technology
  • Select materials early.Give students time to arrange alternative formats before the course begins.
  • Use accessible formats.Text-based documents with headings, alt text for images, consistent layouts, high contrast, captioned videos.
  • Accommodate varying skills.Present content logically, define new terms, create intuitive formats.
  • Ensure assistive technology availability.If labs are used, make sure AT is available or can be acquired.
Feedback & Assessment
  • Set clear expectations.Maintain consistent standards; provide rubrics for all assignments.
  • Test what you teach.Ensure exams measure learning, not ability to adapt to new formats.
  • Minimize unnecessary time pressure.Describe assignments early, allow extended time unless speed is essential.
  • Offer regular feedback.Allow draft submissions and resubmission opportunities.
  • Provide multiple ways to demonstrate learning.Include tests, projects, portfolios, presentations, group work.
  • Provide study supports.Share sample questions, exemplary work, and study guides.

UDI Framework adapted fromUW DO-IT: Equal Access: Universal Design of Instructionby Dr. Sheryl Burgstahler. Permission granted for educational, noncommercial use with acknowledgment.

Communication Hints for Faculty

These tips help you interact effectively with students who have disabilities. For comprehensive guidance, see the fullCommunication & Disability Etiquette Guide.

General

Students Who Are Blind or Have Low Vision

Students Who Are Deaf or Hard of Hearing

Students with Learning Disabilities

Communication hints adapted fromUW DO-IT.

Next steps for faculty

For assistance, request a consultation via theAccessibility consultation form.

Learn from the source

We curate guidance—these organizations set the standards for accessible education.

From faculty like you

"I thought making my course accessible would take weeks. Turns out the Brightspace checklist caught 80% of the issues, and I fixed them in a couple of hours. My students noticed the difference right away."
— Associate Professor, College of Education

Your work may overlap with these roles:

Creating Content?

For accessible documents, slides, and media guidance.

Content creators

Understanding Students

See what students experience when requesting accommodations.

Student guide