Definitions
Accessibility means removing barriers to learning. This guide will specifically address making digital content usable by students with cognitive, sensory, and physical differences, and creating an inclusive environment for those from diverse cultural and linguistic backgrounds. For the guidelines referenced throughout this resource, review Our Approach.
We take inspiration from Universal Design for Learning or UDL, a course design framework that focuses on creating a flexible learning experience. Major components include increasing accessibility of the course materials, environment, and assignments, but with the understanding that making these changes actually removes barriers to learning for all students.
Examples
- Defining jargon and technical terms can help many learners, such as second-language learners.
- Providing multiple assessment formats and strategies allows for various ways to demonstrate learning.
- Using high-contrasting colors when designing slides can help those with low vision.
- Including breaks in your classes can help learners with chronic pain or need to take medication at certain times.
Advice from Instructors and Students
Learner and Instructor Benefits
Reach More Students
It’s important to work to accommodate a broader spectrum of learners. One in four individuals in the U.S. report having a disability (CDC, 2023), and many of those reported are invisible disabilities, such as ADHD, specific learning disabilities, depression, asthma, or heart disease. Neurodivergent students and faculty at Cornell are currently discussing what can be done to spread awareness and reduce stigma on campus.
It is also important to note that not all learners will choose to disclose their disability or neurotype to Student Disability Services (SDS) or their instructors. Making your course accessible ahead of time, instead of waiting for an accommodation, can support these learners. The video, Difficulty Disclosing, features learners explaining why they hesitate to disclose.
UDL not only allows instructors to improve access for students with accommodations but benefits all students taking your course. Visit the Office of Student Disability Services website for a resource on Creating an Accessible Course.
Save Time in the Long Run
Every student has unique needs in the classroom, and accommodation requests vary from semester to semester. Making small moves now toward incorporating UDL into your course, and updating course materials to make them more accessible, can actually save time in the long run.
Summary of Benefits
Consider the many benefits of making your courses more accessible and universally designed:
Learner Benefits
More access and inclusion in the learning environment:
- Delivers information and course content in the way learners need.
- Reduces barriers and lessens anxiety.
- Helps with a variety of accommodations.
All learners benefit, not only those with disabilities:
- Allows different ways to engage with course material.
- Accommodates those who prefer text vs. audio vs. video.
- Offers more ways for students to demonstrate knowledge and develop self-awareness.
- Gives students more options and choices on the type of assessment.
- Helps students experiencing cultural adjustment by incorporating readings, discussions or assignments that bring in the person’s local community.
Instructor Benefits
Save time in long run:
- Investing more time up front reduces the need for individualized accommodations while also removing learner barriers in course design.
- Fewer emails from students.
Get your work out into the world more easily, so more people can find it:
- Makes materials more easily findable, transferable, and reusable (e.g. you don’t have to recreate documents).
- Makes materials text reader-capable (software in devices that convert text to audio), so learners can listen on the go.
Impact multiple elements of your job:
- Make your materials part of a Broader Impacts research proposal.
- Create accessible materials or methods for a scientific area of study.