Accessibility in teaching and learning: A practical introduction for faculty

Creating an inclusive learning environment is central to our educational mission. Accessible courses help students persist, engage deeply, and thrive academically. 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. At its core, accessibility is about removing barriers before they arise and honoring our students’ civil right to equitable education.

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.

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 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.

The WCAG organizes accessibility standards into four key principles using the acronym POUR: Perceivable, Operable, Understandable, and Robust. While WCAG 2.1 AA standards (the ADA digital compliance standards) are detailed and technical, the overarching POUR framework provides a helpful lens for creating accessible materials and course environments in any modality.  

• Perceivable: Content must be presented in ways all users can access.
• Operable: Users must be able to navigate and interact with the content.
• Understandable: Content must be clear and predictable.
• Robust: Content must work across platforms and assistive tech.

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.

Here’s how each principle can apply in teaching:

• Multiple means of representation: Present information in multiple formats to ensure access for all
• Multiple means of action and expression: Give students varied ways to demonstrate what they know.
• Multiple means of engagement: Stimulate interest, motivation, and persistence in different ways.

Accessibility extends from course materials to everyday teaching practices. From how you write your syllabus, to how you pace your lectures, to your course documentation, small choices can make a big difference for students.

Implementing structured formatting along with other accessibility strategies directly assists learners relying on assistive technologies or mobile devices. Additionally, these techniques enhance overall readability and lessen cognitive strain for every student.

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. Consider the following strategies, but also reach out to OAI to request a syllabus review.

• Make your syllabus clear and inclusive

1. 1. • 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

1. 1. • 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

1. • 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.

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.

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.

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.

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.