One of three slides sets from a workshop on Universal Design for Learning. Other slidesets focus on creating presentation slides and enacting accessible discussions.

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UNIVERSAL COURSE DESIGN: Slideset #3
Your Course Syllabus as an “Accessible Learning Tool

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Develop a Scannable Document
 Organization by Design
 Be deliberate about font choice,
point size, white space & parallel
construction of elements.
 Cue by key words to move
students through the syllabus and
set learning tone/climate.
 Align images and text for visual
and conceptual congruency.
 Blind/low vision learners and
learners with various disabilities
will need alternative text.
 First write your syllabus in a
traditional word doc format.
 Provide an electronic copy of
syllabus / course materials.
 Tables, figures, images require
descriptions: alt text.
 Let students know where to find
descriptions of images.
 Essential elements need to be
clearly identified.
 Standard scanners read single
columns of text.
Appearance – How it Reads Format – How it Scans

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Develop a Learning Syllabus
Send a “Welcome” email to the class before you meet:
* Introduce yourself; incorporating a video is a good idea.
* Name required books/supplies and places to find them.
* Provide “how to get started” information for technology tools.
“Unlock” your syllabus:
* Share an electronic syllabus students can rearrange.
* Organize a learning syllabus with outcomes keyed to
assignments, classroom climate linked to course policy, and
all aligned to clear grading criteria & assignment timelines.
Provide a learning context for university and course policies
For example, with a plagiarism policy:
* Acknowledge students will need to build communication skills.
* Address academic integrity concept rather than just list rules.
* Acknowledge that no one is a native speaker of “academic."