Accessible Course Design Checklist

Universal Design for Learning (UDL)

UDL is a framework that proactively addresses learner variability. Instead of retrofitting accommodations, design courses that work for everyone from the start.

Syllabus & Course Information

• Syllabus is available in accessible format (not just PDF image)
• Course schedule with all due dates is published early
• Accessibility statement included with accommodations process
• Contact information for Disability Resource Center provided
• Office hours and communication preferences clearly stated
• Technology requirements listed with accessibility info

Sample Accessibility Statement

"I am committed to creating an inclusive learning environment. If you have a disability or condition that may affect your ability to participate in this course, please contact the Disability Resource Center (drc.arizona.edu) to request accommodations. Please notify me of your approved accommodations as early as possible so we can work together to support your learning."

Course Content

Documents & Readings

• Documents use proper heading structure
• PDFs are searchable (not scanned images)
• Images have alt text
• Links have descriptive text
• Sufficient color contrast throughout
• Tables have proper headers

Multimedia

• All videos have accurate captions
• Audio content has transcripts
• Videos don't rely solely on visual information
• Audio descriptions provided when needed
• No auto-playing media

Presentations & Slides

• Use slide layouts with proper placeholders
• Each slide has unique, descriptive title
• Font size at least 24pt for body text
• High contrast colors used
• Slides made available before or after class

LMS Organization (Brightspace)

• Content organized in logical, consistent modules
• Naming conventions are clear and descriptive
• Release conditions don't create barriers
• Content page HTML uses proper headings
• External links indicate they open in new windows
• Course navigation is consistent and predictable

Assessments & Activities

General Assessment Design

• Multiple ways to demonstrate mastery (not just one format)
• Clear, explicit instructions
• Rubrics provided in advance
• Adequate time for completion
• Assessments test stated learning objectives (not just speed)

Timed Assessments

• Extended time accommodations can be applied in LMS
• Time limits are appropriate (not unnecessarily strict)
• Students notified about timed elements in advance

Discussion & Participation

• Multiple ways to participate (written, verbal, async)
• Sufficient time for asynchronous participation
• Clear expectations for participation

Group Work

• Students can request accommodation-friendly groupings
• Multiple roles available within groups
• Virtual meeting options for in-person group activities

Third-Party Tools & Publishers

• VPAT or accessibility statement obtained
• Tool tested with keyboard navigation
• Alternative formats available if tool isn't accessible
• Publisher content (eBooks, homework systems) reviewed for accessibility

Learn more about accessible procurement

Communication & Support

• Multiple ways to contact instructor (email, office hours, discussion board)
• Response time expectations clearly stated
• Announcements use accessible formatting
• Feedback provided in accessible format

In-Class Teaching Practices

• Use microphone consistently (even if you "project well")
• Face students when speaking (don't talk to the board)
• Describe visual content verbally
• Repeat student questions before answering
• Provide lecture recordings or notes when possible
• Allow breaks during long sessions

Resources

• Brightspace Accessibility Checklist
• Microsoft Word Accessibility Guide
• PowerPoint Accessibility Guide
• Video Captioning Guide
• Example Accessible Syllabus
• Communication & Disability Etiquette
• UDL Guidelines (CAST)
• UW DO-IT: Universal Design of Instruction

UDI Practices Framework

The following practices are adapted from theUniversity of Washington DO-IT Center's Universal Design of Instruction (UDI)framework by Dr. Sheryl Burgstahler. UDI addresses the full scope of teaching—from climate to assessment.

Class Climate

• Welcome all students and build rapport
• Base support on performance and requests, not group assumptions
• Be approachable and available (multiple ways to contact you)
• Use motivating methods relevant to diverse ages, genders, cultures
• Invite students to discuss needs privately; list resources on syllabus
• Don't draw attention to differences or share private accommodation info

Interaction

• Offer multiple communication methods (in-person, phone, electronic)
• Face the class, speak clearly, consider using a microphone
• Assign group work with varied skills and roles
• Ensure all group members can participate and communicate accessibly

Physical Environments & Labs

• Use accessible classrooms, labs, and fieldwork sites
• Arrange spaces for inclusion (room for wheelchairs, interpreters, AT)
• Label equipment in large print with symbols; provide verbal instructions
• Develop safety procedures for students who are blind, deaf, or use wheelchairs
• Assign group lab projects where all students contribute according to abilities
• Arrange lab equipment to be accessible and visible to everyone
• Give oral and written lab instructions

Delivery Methods

• Put learning in context with multiple examples and perspectives
• Choose flexible materials with glossaries, indices, and study questions
• Provide cognitive supports: summaries, outlines, graphic organizers
• Use multiple modes: reading, lectures, discussions, hands-on, simulations
• Deliver instructions orally and in writing
• Use large visual aids; enlarge images on computers or monitors
• Verbally describe visual content (charts, demonstrations, graphs)

Information Resources & Technology

• Select materials early so students can arrange alternative formats
• Use text-based formats with headings, alt text, consistent layouts
• Caption videos and provide transcriptions for audio
• Present content logically; define terms; avoid unnecessary jargon
• Ensure assistive technology is available in computer/science labs

Feedback & Assessment

• Set clear, consistent expectations; provide rubrics
• Test what you teach (measure learning, not adaptation to new formats)
• Describe assignments well in advance; allow extended time when appropriate
• Allow draft submissions and resubmission opportunities
• Provide multiple ways to demonstrate learning (tests, projects, presentations)
• Share sample questions, exemplary work, and study guides
• Regularly assess learning and adjust instruction accordingly

Accommodations

• Know campus procedures for accommodations (alternate formats, captioning, interpreters)
• Include accommodation info on syllabus
• Tell TAs and lab assistants about student accommodations as appropriate
• Respond to accommodation letters within 2 business days

UDI Framework adapted fromUW DO-IT: Equal Access: Universal Design of Instruction. Permission granted for educational, noncommercial use with source acknowledgment.

Sources & Attribution

This checklist incorporates guidance from leading accessibility resources.

• CAST UDL Guidelines— The original Universal Design for Learning framework
• UW DO-IT Center— Comprehensive UDI practices from Dr. Sheryl Burgstahler
• AHEAD— Association on Higher Education and Disability

Content adapted from UW DO-IT publications. "Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged."