{"id":763,"date":"2019-06-13T14:44:16","date_gmt":"2019-06-13T18:44:16","guid":{"rendered":"https:\/\/carleton.ca\/teachingresources\/teachingresources\/?page_id=763"},"modified":"2026-02-25T14:35:59","modified_gmt":"2026-02-25T19:35:59","slug":"accessibility","status":"publish","type":"page","link":"https:\/\/carleton.ca\/teachingresources\/redesigning-your-courses\/accessibility\/","title":{"rendered":"Accessibility Resources for Instructors"},"content":{"rendered":"\n
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\n Accessibility Resources for Instructors\n <\/h1>\n \n \n <\/header>\n\n <\/div>\n\n <\/div>\n\n <\/div>\n<\/section>\n\n\n\n

Accessible teaching and learning refer to designing, developing, and implementing teaching strategies, and materials that ensure all learners, regardless of their background, or physical, cognitive, sensory abilities or disabilities or other challenges, have equal opportunities to access, engage with, and benefit from the educational experience. It is rooted in principles of inclusivity and emphasizes removing barriers that may hinder full participation or learning.<\/p>\n\n\n\n

Instructors have both legal and ethical responsibilities to ensure that courses are fully accessible to all learners, including those with disabilities. While digital resources are often integrated into courses to enhance learning, their potential benefits can be undermined if accessibility is not carefully considered. When poorly designed, these resources may create significant barriers, making learning challenging or even unattainable for students with disabilities. Key elements of accessibility in teaching and learning include:<\/p>\n\n\n\n

Inclusive Curriculum Design:<\/strong> Leverages Universal Design for Learning (UDL) principles to design and develop flexible learning outcomes, instructional methods and strategies, materials, and assessments that accommodate a variety of learning preferences and needs for all learners.<\/p>\n\n\n\n

Inclusive Teaching Practices:<\/strong> Effective instructional processes prioritize inclusivity by employing diverse teaching strategies such as visual aids, hands-on activities, group discussions, and multimedia resources to engage all learners. Students should be given multiple avenues to demonstrate understanding, whether through written work, verbal presentations, or project-based assessments, while instructional materials are made accessible in formats like digital text, large print, braille, multimedia, or audio.<\/p>\n\n\n\n

Leveraging Assistive Tools:<\/strong> Inclusive teaching and learning also involves leveraging assistive tools like screen readers, closed captions, and simplified text to support learners with disabilities. Flexible assessments, such as offering extended time or alternative formats, and timely, accessible feedback ensure all students can fully participate and thrive in their learning experience.<\/p>\n\n\n\n

The Ontario government has introduced an enhanced set of accessibility standards<\/a> to help close the accessibility gap. Institutions have until January 1, 2025, to comply.<\/strong><\/p>\n\n\n\n\n

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\n Table of Contents\n <\/h2>\n
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\n \n 1.\n <\/span>\n\n \n Making Your Course Accessible\n <\/a>\n <\/div>\n\n <\/div>\n \n
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\n \n 2.\n <\/span>\n\n \n Other Accessibility Resources\n <\/a>\n <\/div>\n\n <\/div>\n \n
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\n \n 3.\n <\/span>\n\n \n Accessibility at 杏吧原创 University\n <\/a>\n <\/div>\n\n <\/div>\n <\/div>\n\n <\/div>\n<\/div>\n\n\n\n

Making Your Course Accessible<\/h2>\n\n\n\n

Depending on the delivery method, you can improve the accessibility of your course in several ways. The sections below address ways of making courses more accessible through thoughtful course design that incorporates principles of Universal Design for Learning, by creating accessible course documents, and by checking the web accessibility of your online or blended course components.<\/p>\n\n\n\n