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Pedagogy & Course Design Checklist

Integrating accessibility into course design from the start.

đź“š Universal Design for Learning

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

  • check_box_outline_blank Heading structure (H1 for title, H2 for sections)
  • check_box_outline_blank Descriptive link text
  • check_box_outline_blank High-contrast colors
  • check_box_outline_blank Available in accessible formats (Word, HTML)
  • check_box_outline_blank Clear contact information
  • check_box_outline_blank Accommodation statement included
  • check_box_outline_blank Course schedule with clear dates

Course materials

Documents

  • check_box_outline_blank All documents have heading structure
  • check_box_outline_blank Images have alt text
  • check_box_outline_blank PDFs are tagged and searchable (not scanned images)
  • check_box_outline_blank Tables have header rows
  • check_box_outline_blank Links have descriptive text
  • check_box_outline_blank Color is not the only way information is conveyed

See: Word Accessibility Guide, PDF Remediation

Presentations

  • check_box_outline_blank Slide titles on every slide
  • check_box_outline_blank Built-in layouts used
  • check_box_outline_blank Images have alt text
  • check_box_outline_blank Font size 24pt+ for body text
  • check_box_outline_blank High contrast colors
  • check_box_outline_blank Slides available before class

See: PowerPoint Accessibility Guide

Videos

  • check_box_outline_blank All videos have accurate captions
  • check_box_outline_blank Audio description available when needed
  • check_box_outline_blank Transcripts provided
  • check_box_outline_blank Video player is keyboard accessible

See: Video Captioning Guide, Panopto Guide


 

Third-party content

  • check_box_outline_blank Textbook accessibility verified (publisher VPAT reviewed)
  • check_box_outline_blank External websites tested for keyboard access
  • check_box_outline_blank Alternative resources available if primary is inaccessible
  • check_box_outline_blank OER/free alternatives considered

LMS content (D2L Brightspace)

Content organization

  • check_box_outline_blank Consistent module structure throughout course
  • check_box_outline_blank Logical navigation flow
  • check_box_outline_blank Clear naming conventions
  • check_box_outline_blank Content available before due dates

HTML content

  • check_box_outline_blank Headings used (not just bold text)
  • check_box_outline_blank Lists used for sequential/related items
  • check_box_outline_blank Images have alt text
  • check_box_outline_blank Tables have headers
  • check_box_outline_blank Links are descriptive

See: D2L Brightspace Accessibility Guide

Accessible assessments

Exam design

  • check_box_outline_blank Clear, concise question language
  • check_box_outline_blank Images in questions have alt text
  • check_box_outline_blank Sufficient time allowed (consider extended time needs)
  • check_box_outline_blank Questions don't rely solely on visual information
  • check_box_outline_blank 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

  • check_box_outline_blank Clear learning objectives stated
  • check_box_outline_blank Submission requirements explicit
  • check_box_outline_blank Grading criteria/rubric provided
  • check_box_outline_blank Contact information for questions
  • check_box_outline_blank 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

  • check_box_outline_blank Enable live captions
  • check_box_outline_blank Record for later viewing
  • check_box_outline_blank Share screen content verbally
  • check_box_outline_blank Monitor chat for questions
  • check_box_outline_blank Provide break time for longer sessions

Communication

Announcements and emails

  • check_box_outline_blank Clear subject lines
  • check_box_outline_blank Important information at the beginning
  • check_box_outline_blank Descriptive link text
  • check_box_outline_blank Alternative formats for attachments

Discussion forums

  • check_box_outline_blank Clear posting guidelines
  • check_box_outline_blank Descriptive thread titles required
  • check_box_outline_blank Alternative participation options if needed

Working with accommodations

When you receive accommodation letters

  1. Review the letter carefully
  2. Reach out to the student to discuss implementation
  3. Contact DRC with questions (not the student)
  4. Implement accommodations promptly
  5. 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

  • check_box_outline_blank Syllabus is accessible
  • check_box_outline_blank Course materials reviewed/remediated
  • check_box_outline_blank Videos captioned
  • check_box_outline_blank LMS content organized and accessible
  • check_box_outline_blank Third-party tools evaluated

During semester

  • check_box_outline_blank New content created accessibly
  • check_box_outline_blank Accommodations implemented promptly
  • check_box_outline_blank Recordings captioned
  • check_box_outline_blank Student feedback incorporated

After semester

  • check_box_outline_blank Student feedback reviewed
  • check_box_outline_blank Accessibility issues documented
  • check_box_outline_blank Improvements planned for next term

Resources