Steps Toward Universal Design of Online Courses

Accessibility Is an Ongoing Process

Designing accessible courses isn’t about perfection. It’s about intention. Small adjustments — clear navigation, structured documents, captioned media — make a significant difference in student access.

If you’re unsure whether something may create a barrier, ask early.

Sample Access Statement

I am committed to designing this course in ways that are inclusive and usable for all students. If you encounter barriers in course materials, technology, or participation, please let me know so we can explore solutions. You are also encouraged to contact the Disability Resource Center to discuss accommodations and support.

Navigation Best Practices

Students should not have to hunt for information in your course.

• Use consistent module naming and structure
• Use meaningful link text (e.g., “Assignment 2 Instructions”)
• Avoid deeply nested folders
• Make sure navigation works with keyboard-only input

Clear organization reduces cognitive load and improves access for everyone

Testing & Extended Time

Online testing can unintentionally create barriers if settings are not configured correctly.

• Provide a practice quiz when possible
• Confirm extended time accommodations before exam day
• Offer alternate testing formats if a tool is incompatible with assistive technology

If you need support configuring settings, contact the DRC or IT before the assessment opens.

Real-Time Tools & Participation

Live chats and synchronous sessions can be engaging, but they may disadvantage some students.

Consider:

• Offering asynchronous alternatives
• Providing discussion prompts in advance
• Sharing summaries after live sessions
• Avoiding fast-paced chat as the only participation method

Flexibility supports access without lowering academic standards.

Make Text Readable

Readable content supports comprehension and reduces fatigue.

• Use built-in heading styles for structure
• Avoid large blocks of italics or ALL CAPS
• Use real bulleted and numbered lists
• Provide alternative text for meaningful images

Structure is essential for screen reader navigation and visual clarity.

Providing Accessible Documents

Course materials should be structured and usable across devices and assistive technologies.

• Use heading styles in Word or Google Docs
• Run the built-in Accessibility Checker
• Avoid scanned image PDFs
• Export properly tagged PDFs

When in doubt, the Disability Resource Center can review your materials.

Captioning & Describing Media

All instructional videos should be captioned.

• Review and edit automatic captions for accuracy
• Include speaker names when appropriate
• Provide transcripts for audio-only materials
• Ensure key visual content is described

Captioning benefits many learners, including multilingual students and those learning in noisy environments.