Accessible Course Design

Considerations for Course Design

While pre-planning your course, ask yourself the following questions to help determine if your classroom material is accessible:

  • Would I understand this material if I could not hear or see it?
  • If I had a mobility impairment, could I participate fully in this class?
  • If I had a processing delay or hearing impairment, would there be a way for me to go back and revisit the material from class?
  • If I had a disability where reading text requires technology, are my materials in an accessible electronic version?
  • Are there alternatives to visual information (charts, pictures, maps, etc.) that will be presented?
  • Are you planning on using multimedia (YouTube, DVDs, audio, etc.) approaches that would not have captions or transcripts available?
  • Would interactive activities exclude someone with a disability?

Create an inclusive syllabus.

Include the Academic Affairs syllabi policy and statement information. Students need information on a syllabus to better pre-plan and identify course barriers which necessitate an accommodation. Textbook information, software programs, course requirements and materials may greatly influence the need for an accommodation. Many accommodations require extensive coordination so timely identification of such need is vital.

Determine essential course requirements. 

Essential requirements are the outcomes (including skills and knowledge) all students must demonstrate with or without using accommodations. 

Make sure online course content is accessible.

Use the accessible online content guidelines to ensure all online course content is compliant.

Be familiar with ODR accommodations.

If the design of the course cannot be adjusted to eliminate barriers, students may use accommodations determined by the Office of Disability Resources to access course content and/or demonstrate learning.