What does accessibility mean at PSU?
Creating an inclusive learning environment is central to our educational mission. Accessible courses help students persist, engage deeply, and thrive academically. At its core, accessibility is about removing barriers before they arise and honoring our students’ civil right to equitable education.
Accessibility standards and Title II ADA rules
Recent updates to Title II of the Americans with Disabilities Act (ADA) from the U.S. Department of Justice require all federally funded higher educational institutions to ensure all instructional materials are accessible. This includes web and mobile content, as well as any materials behind a login. The guidelines specify that all courses, docs, PDFs, slides, spreadsheets, software, technology, video, and audio should meet Web Content Accessibility Guidelines (WCAG) 2.1 AA standards.
Accessibility includes:
- Digital access to course materials, platforms, and technologies.
- Physical access to learning environments, equipment, and classroom layouts.
- Cognitive access to information for students who process or organize information differently.
Accessibility supports students with disabilities, of course, but it also benefits many others, such as multilingual learners, first-generation students, and those managing caregiving or work responsibilities.
Why does accessibility matter?
Accessible teaching is a professional, inclusive, and research-supported practice. Studies show that accessible learning environments improve retention, belonging, and success, particularly for students with disabilities (Fernández-Batanero et al., 2022). Faculty who teach accessibly often report fewer repetitive student questions, better communication, and higher quality engagement.
What PSU offices offer accessibility support for teaching and learning?
Accessibility is a shared responsibility among many campus partners. In particular, the following offerings are geared towards accessibility in teaching and learning contexts.
Responding to DRC accommodations
Students with disabilities must register with the DRC to receive formal, individualized accommodations in your course. Once approved, you’ll receive a Faculty Notification Letter outlining your legal responsibilities. These accommodations are mandatory civil rights protections under the ADA and must remain confidential.
What you need to know
- Legal compliance: Accommodations are federally required. Failure to provide them may constitute discrimination.
- Confidentiality: Never disclose a student’s disability status. Discuss access needs privately.
- You’re not alone: Reach out to the DRC anytime with questions or implementation support.
- Plan ahead: Anticipate common requests like extended time or captioning.
- Be flexible: Some accommodations require adjustments in timing, format, or participation methods.
- Support the student, not just the letter: Center access and individual student needs, not just compliance.
Common types of accommodations
Course materials
- Screen reader–friendly formats
- tactile diagrams
Communication
- Captions
- Interpreters
- Assistive listening devices
Assignments
- Extended deadlines
- Alternatives to group work or presentations
Testing
- Extended time
- Quiet space
- Basic calculator
- Reference sheets
In-class supports
- Peer notes
- Flexible breaks
- Accessible seating
Supporting accomodations at PSU
Explore our full guide for how to Support Students with DRC Accommodations at PSU. It offers clear, actionable strategies to implement common accommodations, uphold equity and access, and support student success.
Core practices for accessible teaching
Accessibility is most effective when built into your course from the start. A few foundational practices can proactively support a wide range of learners and reduce the need for reactive fixes.
Designing for access
Designing accessibly means making your course materials and learning environments work for as many students as possible, including those with disabilities. Two key frameworks can help guide your efforts: the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL). Together, these frameworks ensure your course is technically accessible and inclusive of diverse learning needs and preferences.
WCAG’s POUR framework (WCAG)
The WCAG organizes accessibility best practices into four key principles using the acronym POUR: Perceivable, Operable, Understandable, and Robust. These principles provide a helpful lens for creating accessible materials and course environments in any modality.
Perceivable
Content must be presented in ways all users can access.
- Add captions to your recorded lectures and course videos so students who are Deaf or hard of hearing or who experience auditory and/or language-processing challenges can access the spoken content.
- Use alt text (short image descriptions) for visuals like diagrams or photos, so students using screen readers can understand the image’s purpose.
- Ensure sufficient color contrast between text and background to make reading easier for everyone, including those with low vision or color blindness.
Operable
Users must be able to navigate and interact with the content.
- Use keyboard-navigable elements in your course, especially in Canvas; avoid relying on drag-and-drop or hover-only actions.
- Clearly label links with meaningful text like “download syllabus” instead of “click here.”
- Avoid setting time limits for quizzes or participation that can’t be adjusted or turned off.
Understandable
Content must be clear and predictable.
- Structure your documents and Canvas pages using headings and subheadings to guide the reader.
- Use plain, direct language where possible, especially when giving instructions or assignment prompts.
- Keep navigation consistent across weeks and modules so students don’t have to relearn your layout each time.
Robust
Content must work across platforms and assistive tech.
- Choose accessible file formats that work well across platforms (e.g., HTML or accessible PDFs instead of scanned images).
- Use built-in accessibility checkers in Microsoft Word, Canvas, and other tools to spot common issues.
- Avoid using content that only works in a single format or software (e.g., video without captions or transcripts).
The UDL framework
UDL complements WCAG by encouraging instructors to design learning experiences that are flexible and inclusive from the start, rather than making one-off adaptations. The Center for Applied Special Technology (CAST) organizes UDL best practices into three key principles of “multiple means”: Representation, Action & Expression, and Engagement.
Representation
Present information in multiple formats to ensure access for all.
- Supplement readings with visuals, audio, or summaries.
- Break down complex information using diagrams, videos, or step-by-step guides.
Action & Expression
Give students varied ways to demonstrate what they know.
- Allow alternatives to traditional tests, like projects, presentations, or recorded reflections.
- Scaffold assignments to support executive functioning (e.g., checklists, interim deadlines).
Engagement
Stimulate interest, motivation, and persistence through different options.
- Offer choice in how students participate and work with others when possible.
- Build in moments of reflection, check-ins, or other feedback options.
To learn how each principle applies in your teaching, explore our Universal Design for Learning article for instructors at PSU. By applying UDL in your course, you can support student agency, reduce cognitive load, and improve persistence and success for a wide range of learners.
Course materials: Practical accessibility strategies
Organizing and formatting your course materials accessibly ensures all students can understand, navigate, and engage with content. Below are essential strategies to get started:
How do I design accessible documents, slides, and tables?
Accessible documents, slides, and tables use structured formatting elements and other features to enable screen-reader compatibility, as well as improve readability and usability for all students. These strategies improve accessibility, reduce cognitive load, and support students using assistive technology or mobile devices.
- Organize content logically
- Use heading styles (Heading 1, 2, 3) to structure information and support screen reader navigation.
- Avoid using bold or font size alone to indicate section breaks; use real headings instead.
- Keep a consistent format throughout your documents and slides.
- Review accessibility settings
- Set the default language of the document to match its primary content.
- Move essential information from headers/footers into the main body so assistive tech can access it.
- In Google Docs, use the Table of Contents or tabs to consolidate related documents.
- Improve visual accessibility
- Check color contrast using WebAIM’s Contrast Checker.
- Avoid using color alone to convey meaning—add text labels or icons.
- For slides, use a minimum of 24pt for body text and 32pt for slide headings.
- Link text clearly
- Use descriptive link text (e.g., “Access the PSU Library homepage” instead of “click here” ).
- Avoid pasting raw URLs into documents.
- Use consistent formatting for links.
- Use accessible tables
- Use built-in Insert Table tools and include row/column headers.
- Avoid merging or splitting cells.
- Keep the reading order logical: left to right, top to bottom.
- Use clear and consistent spreadsheets
- Name spreadsheet tabs and headers clearly.
- Start data tables in cell A1 and keep the layout linear.
- Use built-in formatting options (e.g., format as currency).
- Make slides screen reader–friendly
- Give each slide a unique, meaningful title.
- Use built-in slide layouts rather than drawing text boxes.
- Use the Tab key to test the reading order.
- Test and get support
- Try screen reader preview tools to simulate different user experiences.
- Ask a colleague or TA to check for clarity.
- Reach out to OAI for support or schedule a consultation.
These checklists can guide your accessibility review.
More support for designing accessible documents, slides, and tables.
- Annotated example of an accessible Google Doc
- Accessible course schedule template
- Accessible Content Template
- Microsoft Accessibility Guide for PowerPoint
- Google Slides Accessibility Features
- Accessibility – Portland State University Library
- Microsoft Excel Accessibility Checker
- Google Sheets – Understanding Document Accessibility
How do I design accessible media (video and audio content)?
Accessible media ensures all students can engage with video and audio content, whether or not they can hear, see, or process information in typical ways. These practices help everyone access your materials more effectively.
- Use clear and high-quality audio
- Record using an external microphone or headphones with a built-in mic for best audio clarity.
- Prepare a script or notes to support clear, organized narration.
- Avoid background noise and speak at a steady pace to support both live listeners and captioning tools.
- Add accurate captions and transcripts
- Always caption recorded videos and review captions for accuracy before sharing with students.
- If recording in Zoom, be sure to enable captions during meetings and class sessions.
- Describe visuals and key content
- Narrate any important text or visuals shown on screen so viewers who are blind or visually impaired can follow along.
- Share your slides alongside the video so students can review content at their own pace.
- Avoid placing essential information only on slides without also describing it in your voiceover or captions.
This checklist can guide your accessibility review:
How do I make my Canvas or other course sites more accessible?
A well-organized Canvas course helps all students focus on learning rather than searching for materials. These strategies improve accessibility, reduce cognitive load, and support students using assistive technology or mobile devices.
- Organize content consistently
- Use a clear weekly format with matching module and assignment names (e.g., “Week 2: Discussion”).
- Include due dates in Canvas to help students manage time, especially when using the Canvas app.
- Avoid timed assessments unless absolutely necessary—if you use them, support students with extended time using the “assign-to” feature.
- Use built-in accessibility tools
- Run the Canvas accessibility checker on Pages to catch missing alt text and color contrast issues.
- Use descriptive link text and check for broken links with Canvas’s “Validate Links” feature.
- Enable course settings that improve access, such as “Auto Show Captions,” “High Contrast UI,” and “Microsoft Immersive Reader.”
- Share accessible media and files
- Use MediaSpace instead of Canvas media recorder for reliable captions and transcript options.
- Give files clear, descriptive names that match how they appear in the course (e.g., “Week 3 Lecture Slides”).
- Allow course content to be downloaded and viewed offline via course settings.
- Non-Canvas platforms (Google Sites, PebblePad, social media)
- Make sure the platform is secure and accessible (screen reader–friendly).
- Host essential materials in a Canvas “hub” course when possible.
- Keep student information private and avoid posting on public-facing sites.
This checklist can guide your accessibility review:
Instruction: Practical accessibility strategies
Accessibility extends beyond course materials into everyday teaching practices. From how you write your syllabus to how you pace your lectures, small choices can make a big difference for students. This section shares practical strategies for creating inclusive assessments, classroom habits, and communication routines that support access for all learners.
How do I design accessible syllabi and assessments?
Accessible course design starts with the first document students see: your syllabus. A clear, inclusive syllabus and flexible assessments help all students (especially those with disabilities, multilingual backgrounds, or unpredictable life circumstances) engage more confidently in your course. These strategies also align with UDL principles by offering clarity, flexibility, and multiple means of representation.
- Make your syllabus clear and inclusive
- Use an accessible syllabus template or a checklist to ensure your syllabus is readable and logically structured.
- Use headings (Heading 1, Heading 2, etc.) to organize sections and support screen reader navigation.
- Include a course calendar or weekly schedule to reduce cognitive load and help with planning.
- Communicate accessibility from the start
- Include the most current DRC syllabus statement and let students know how to reach out for accommodations.
- Clearly describe course policies related to flexibility (e.g., attendance, assignment deadlines, make-up work).
- Use welcoming language that invites students to discuss access needs early in the term
- Design flexible, accessible assessments
- Provide assignment guidelines in multiple formats (written, verbal, visual) so all students can understand expectations.
- Avoid rigid, timed assessments unless absolutely necessary; instead, offer generous windows or untimed alternatives when feasible.
- Use rubrics or checklists that are easy to follow and align with learning goals.
Tip: Keep your syllabus under 10 pages when possible, use at least 12pt font, and avoid complex tables or spreadsheet formats that can’t be easily read with assistive technology.
Tip: Keep your syllabus under 10 pages when possible, use at least 12pt font, and avoid complex tables or spreadsheet formats that can’t be easily read with assistive technology.
- Building an Effective Syllabus and Syllabus Template. Start from the accessible syllabus template and modify it for your own use.
- Request a syllabus review
- Design effective assessments
What accessible teaching habits can I adopt?
Even small shifts in your day-to-day teaching practices can significantly improve access and engagement for all students. These habits help reduce cognitive load, support diverse learning needs, and align with UDL’s emphasis on clarity, flexibility, and multiple means of engagement.
- Share materials in advance
- Upload slides, readings, or prompts before class so students can review at their own pace or with assistive tools.
- Label files clearly and organize them in a consistent place (e.g., weekly modules in Canvas).
- Describe visuals out loud
- When using images, graphs, or videos, briefly describe what you’re showing and why it matters (e.g., “This graph shows student participation increasing over the term, especially after Week Five.”)
- Simplify and structure content
- Break long paragraphs or lists into smaller, digestible sections with clear headings or bullets.
- Use consistent formatting and layout across all materials, including syllabi, slides, and assignment directions.
- Create predictable course routines
- Keep the structure of assignments, discussions, and deadlines as consistent as possible.
- Offer multiple participation formats when feasible (e.g., in-class, discussion board, written reflections).
- Use tech thoughtfully
- Only use digital tools that are accessible and necessary for learning goals.
- Avoid tech that introduces extra clicks, confusion, or platform switching—especially without support or guidance.
How can student collaboration contribute to accessibility?
Accessibility improves when you see students as partners in the learning process. Staying open to feedback and offering small, thoughtful adjustments helps you support students while maintaining your teaching goals. You don’t need to be perfect; simply being open and responsive to the needs in your current class goes a long way.
- Invite feedback
- Ask students what’s helping or hindering their learning, either anonymously or in casual check-ins.
- Consider a short midterm feedback form focused on access, pacing, and clarity.
- Be responsive, not perfect
- If a barrier arises, show students you’re willing to troubleshoot and adapt within reason.
- Even small changes—like clarifying assignment instructions or extending a deadline—can make a big difference.
- Normalize seeking help
- Encourage students to ask for support and use campus resources.
- Offer multiple ways to engage in your course: discussions, written reflections, one-on-one meetings, etc.
Fernández-Batanero, J. M., Montenegro-Rueda, M., & Fernández-Cerero, J. (2022). Access and Participation of Students with Disabilities: The Challenge for Higher Education. International journal of environmental research and public health, 19(19), 11918.
Learn more
Portland State University resources
Guidance on implementing accommodations and working with the DRC.
General information about working with the DRC when you have a student with accommodations
Information on how to support students using Academic Testing Services for accommodations.
University-wide accessibility resources, policies, and contact information.
University-wide accessibility resources, policies, and contact information.
National and External Resources
Resources for postsecondary faculty to better support students with disabilities.
A detailed framework for applying Universal Design for Learning (UDL) principles in higher education.
National organization offering professional development, guidance, and resources on disability in higher education.
Overview of foundational accessibility standards for digital content.
Next steps
This guide provides an overview of the foundations of teaching accessibly, but there’s more to do! Use our Accessibility course checklist to support your teaching throughout the term.
To continue building your skills and enhancing your courses, check out these other resources:
The Office of Academic Innovation is also here to support you at every stage. Whether you’re setting up your first course, exploring advanced features, or rethinking your course modality, we can help you design an engaging, accessible course that meets the needs of all your students.
Schedule a consultation
Contact the Office of Academic Innovation at Portland State to schedule a consultation with an instructional designer or teaching specialist.
👋Need more help?
Submit a support request through our Faculty Support portal for assistance.