Creating Welcoming Spaces

Ideas

Idea #2: Accessible Design for All Students

"Universal Design for Learning aims to change the design of the environment rather than to situate the problem as a perceived deficit within the learner. When environments are intentionally designed to reduce barriers, every learner can engage in challenging, meaningful learning." —CAST.org

Learning Intentions

A course designed with accessible content, delivery, and evaluation provides all students with multiple means to participate, demonstrate learning, and engage with content without modifications. The idea is to minimize the need for accommodations and give every student the resources and agency to perform at a high level, eliminating unnecessary barriers.

Accessible Content

  • Allow students to share privately, such as via a survey, what they need to learn best.
  • Prioritize cheaper or open access course materials.
  • Provide captions and transcripts for all video and media.
  • Ensure content in the LMS is accessible using accessibility checkers; convert inaccessible files and PDFs to accessible versions.
  • Use the LLATCH tips to make content more accessible:
    • Links - informative link titles, linked to URL
    • Lists - formatted bullets and numbering
    • Alt text - short "alternative" text on images or mark as decorative
    • Tables - for presenting data, not for layout; use captions and headings
    • Color - not for demonstrating meaning; ensure high contrast
    • Headings - provide a framework for content with H1, H2, etc.

Accessible Delivery

  • Present material in multiple ways; video, audio, lecture, assignment, discussion, demonstration, readings, etc.
  • In lecture classrooms, use a mic, face students while speaking, and consider using live captions in your slides.
  • Use large, clear writing on boards, high enough to be visible to all students.
  • Where possible, ensure chairs can accommodate multiple body sizes, and don't segregate accessible seating.
  • Allow students to move, stand up, and eat if needed, while minimizing distractions.

Accessible Evaluation

  • Provide clear learning outcomes tied to specific activities, success criteria, and rubrics.
  • Give multiple ways to show understanding; essay, creative project, etc.
  • For exams, provide study guides, allow resource sheets, and offer extra time when possible.
  • Provide options for demonstrating knowledge; essay, art, performance, recording, visuals, etc.
  • Give action-oriented feedback on formative assessments.

Resources