Proactive accessible design
Building accessibility into course design from the start is more effective and efficient than retrofitting. This approach, based on Universal Design for Learning (UDL), benefits all students—not just those with disabilities.
Universal Design for Learning (UDL)
UDL is a framework for designing flexible learning experiences. It provides:
- Multiple means of engagement: Options for how students connect with content
- Multiple means of representation: Options for how content is presented
- Multiple means of action & expression: Options for how students demonstrate learning
Accessible syllabus
Accessibility statement
Include a clear accessibility and accommodation statement:
"I am committed to creating an accessible learning environment. If you anticipate or experience barriers based on disability, please contact the Disability Resource Center (drc.arizona.edu) to establish accommodations. You are also welcome to contact me privately to discuss your learning needs."
Syllabus accessibility checklist
- ☐ Heading structure (H1 for title, H2 for sections)
- ☐ Descriptive link text
- ☐ High-contrast colors
- ☐ Available in accessible formats (Word, HTML)
- ☐ Clear contact information
- ☐ Accommodation statement included
- ☐ Course schedule with clear dates
Course materials
Documents
- ☐ All documents have heading structure
- ☐ Images have alt text
- ☐ PDFs are tagged and searchable (not scanned images)
- ☐ Tables have header rows
- ☐ Links have descriptive text
- ☐ Color is not the only way information is conveyed
See: Word Accessibility Guide, PDF Remediation
Presentations
- ☐ Slide titles on every slide
- ☐ Built-in layouts used
- ☐ Images have alt text
- ☐ Font size 24pt+ for body text
- ☐ High contrast colors
- ☐ Slides available before class
See: PowerPoint Accessibility Guide
Videos
- ☐ All videos have accurate captions
- ☐ Audio description available when needed
- ☐ Transcripts provided
- ☐ Video player is keyboard accessible
See: Video Captioning Guide, Panopto Guide
Third-party content
- ☐ Textbook accessibility verified (publisher VPAT reviewed)
- ☐ External websites tested for keyboard access
- ☐ Alternative resources available if primary is inaccessible
- ☐ OER/free alternatives considered
LMS content (D2L Brightspace)
Content organization
- ☐ Consistent module structure throughout course
- ☐ Logical navigation flow
- ☐ Clear naming conventions
- ☐ Content available before due dates
HTML content
- ☐ Headings used (not just bold text)
- ☐ Lists used for sequential/related items
- ☐ Images have alt text
- ☐ Tables have headers
- ☐ Links are descriptive
Accessible assessments
Exam design
- ☐ Clear, concise question language
- ☐ Images in questions have alt text
- ☐ Sufficient time allowed (consider extended time needs)
- ☐ Questions don't rely solely on visual information
- ☐ Mathematical notation is accessible (MathML or LaTeX)
Alternative assessment options
Consider offering multiple ways to demonstrate learning:
- Written papers or oral presentations
- Projects or portfolios
- Group work with defined roles
- Open-book vs. timed exams
- Multiple attempts on quizzes
Assignment instructions
- ☐ Clear learning objectives stated
- ☐ Submission requirements explicit
- ☐ Grading criteria/rubric provided
- ☐ Contact information for questions
- ☐ Due dates clearly stated
Live instruction
In-class practices
- Use microphone in large classrooms
- Face class when speaking (for lipreading)
- Verbally describe visual content
- Repeat questions from students
- Provide materials before class
- Record lectures when possible
Virtual/hybrid sessions
- ☐ Enable live captions
- ☐ Record for later viewing
- ☐ Share screen content verbally
- ☐ Monitor chat for questions
- ☐ Provide break time for longer sessions
Communication
Announcements and emails
- ☐ Clear subject lines
- ☐ Important information at the beginning
- ☐ Descriptive link text
- ☐ Alternative formats for attachments
Discussion forums
- ☐ Clear posting guidelines
- ☐ Descriptive thread titles required
- ☐ Alternative participation options if needed
Working with accommodations
When you receive accommodation letters
- Review the letter carefully
- Reach out to the student to discuss implementation
- Contact DRC with questions (not the student)
- Implement accommodations promptly
- Keep accommodation information confidential
Common accommodations
- Extended time: 1.5x or 2x time on exams
- Reduced distraction testing: Testing center environment
- Note-taking assistance: Peer notes or recording permission
- Captioning: Real-time or asynchronous captions
- Alternative formats: Digital text, large print, audio
What accommodations are NOT
- Changing course content or learning objectives
- Lowering grading standards
- Excusing students from requirements
- Giving answers or unfair advantages
Complete course accessibility checklist
Before semester
- ☐ Syllabus is accessible
- ☐ Course materials reviewed/remediated
- ☐ Videos captioned
- ☐ LMS content organized and accessible
- ☐ Third-party tools evaluated
During semester
- ☐ New content created accessibly
- ☐ Accommodations implemented promptly
- ☐ Recordings captioned
- ☐ Student feedback incorporated
After semester
- ☐ Student feedback reviewed
- ☐ Accessibility issues documented
- ☐ Improvements planned for next term