Creating an Accessible Classroom

Proactive accessibility benefits all students in your course, not just those with disabilities. This page outlines steps you can take before and during the semester to make your course more accessible for everyone.

Federal law requires UT Austin to provide accommodations for students with disabilities. Your syllabus must include information about the university’s accommodation process. The statement you include is also an opportunity to set the tone and signal to students that you’re open to working with them.

A few things to keep in mind:

• Syllabi statements cannot include a deadline for students to submit accommodation letters.
• Syllabi statements cannot contain blanket statements about accommodations that won’t be provided.
• Accommodations can be implemented at any point during a semester after an accommodation letter has been received and discussed.
• Contact the coordinator listed in the accommodation letter if you have questions.

Sample Statement

Universal design for learning (UDL) is an approach to course design that builds in flexibility into the learning experience from the start, reducing the need for individual accommodations.

• Share class slides with the full roster.
• Clearly communicate expectations for grading, assignments and deadlines.
• Begin each class with an outline of what will be covered and end with a brief summary of key points.
• Provide instructions both verbally and in writing.
• Offer multiple ways for students to demonstrate their knowledge where possible.
• Present new vocabulary visually and provide examples.
• Incorporate opportunities for engagement and participation in different formats.

Students with visual or learning disabilities that affect reading may require course materials in alternate formats. Converting materials can take several weeks, so finalizing materials early can make a significant difference.

Textbooks and Course Readings

• Make textbook selections and syllabi available as early as possible.
• If you create course packets, use original or high-quality source material.
• Check whether publishers offer electronic, accessible or audiobook versions of required texts.

Digital Materials

• Ensure PDFs and visual elements such as graphs, charts and images, are accessible.
• Provide digital copies of materials used in class.
• Use a minimum 12-point font in printed materials and discuss larger font sizes with students as needed.

Videos

If you use videos in your course, add captions proactively. Captions improve comprehension and retention for all students, not just students who are Deaf or hard of hearing.

• Use videos that already include captions when possible.
• Provide transcripts for audio and video content.
• Submit captioning requests through UT Libraries' Captioning and Transcription Services as early as possible.

Canvas includes several tools that can help make course materials more accessible.

• Use headings to organize content and improve navigation.
• Use lists to organize information and improve readability.
• Add alternative text to images.
• Mark decorative images as decorative so screen readers can skip them.
• Use descriptive link text rather than pasting long URLs.
• Use Canvas' Accessibility Checker before publishing content.
• Organize modules consistently throughout the course.
• Reduce navigation menu items to only those students need to access.

When teaching in Zoom, consider accessibility from the start.

• Do not require students to turn on their cameras.
• Read aloud content displayed on screen, including slides and visual materials.
• Ensure videos shared during class are captioned.
• Share class materials before or after class when possible.
• Read chat comments aloud and make chat content available after class when appropriate.
• Allow additional time for polls, participation and interactive activities.
• Consider accessibility needs for breakout rooms, office hours and group work.