Accessible Education Tips

Creating an inclusive learning environment is essential for supporting the success of all students, regardless of their backgrounds, abilities, or learning preferences. Inclusive practices are grounded in Universal Design for Learning (UDL) guidelines which assist faculty in breaking down potential barriers to learning. This approach benefits not only students with disabilities but also English language learners, first-generation students, and those with diverse cognitive or social-emotional needs.

By designing instruction with flexibility and accessibility in mind, faculty can create a learning experience where every student has the opportunity to access the course and succeed. 

Here you will find some tips to guide you in your course design and facilitation:

Communication and Clarity
  • Repeat yourself when needed to help all students stay on track, especially those with processing or attention challenges.
  • Use plain language so all learners can understand. This includes non-native speakers and students with cognitive disabilities.
  • Ask clear, short questions to reduce confusion and make it easier for students to participate.
  • Repeat student responses to ensure everyone hears them and to show that their input is valued.
  • Give step-by-step instructions to reduce anxiety and help students approach tasks with clarity.
  • If a student uses an ASL interpreter, look at the student not the interpreter. This shows respect and directs communication appropriately.
  • Remember, interpreters will interpret everything unless it's a private conversation, so speak accordingly.
Course Design and Delivery
  • Use concrete examples to make abstract concepts easier to grasp.
  • Connect topics clearly to show how ideas relate and build on one another.
  • Teach in multiple ways (visual, verbal, hands-on) to support different learning styles and boost engagement.
  • Include visuals to support key ideas to aid understanding and memory.
  • Set clear participation guidelines so students know how to engage respectfully and effectively.
  • Offer options for how students submit assignments to accommodate different strengths and needs.
  • Describe visuals specifically so students with visual impairments can access the content.
  • Use visual cues when speaking to support students who are deaf, hard of hearing, or benefit from visual reinforcement.
  • Provide slides or text documents ahead of time so students using screen readers can follow along more easily.
Document and Digital Accessibility
  • Use ALT text for images so screen reader users can understand the meaning of visuals.
  • Read aloud all content on slides or handouts for students who may miss visual information.
  • Ensure documents work with screen readers so blind or visually impaired students can access them.
  • Make course materials keyboard-navigable to support students with limited mobility or vision.
  • Caption all videos and lectures to assist students who are deaf or hard of hearing and reinforce content for all learners.
  • Use large, clear fonts at least 12 point for documents, 36 point for slide titles, and 24 point for slide text. This improves readability for students with low vision or dyslexia.
Classroom Environment and Management
  • Be consistent in structure and expectations to reduce confusion and support executive functioning.
  • Encourage collaboration and group work to build peer support and critical thinking skills.
  • Minimize distractions (like noise or harsh lighting) to help students with attention or sensory sensitivities focus.
  • Keep pathways clear in the classroom for safety and accessibility, especially for students using mobility aids.
  • Offer to meet in accessible locations if your office isn’t accessible, ensuring all students can access support.

 

Please see the Accessibility at SJSU website to learn more!