How can you integrate accessibility into your syllabus?

When writing a course syllabus, faculty members can take explicit steps that take into account the abilities of the students that will be in their class, encourage students to discuss their disability with their instructor, and make the syllabus more accessible to students with disabilities. Faculty should:

  • Present content in multiple ways. Consider how a pie chart could help convey information about grade distribution or images of assigned books could be integrated. Use alt tags for images or provide a text only version that screen reader users can access.
  • Be concise. Omit information that can be found elsewhere. Consider providing details about assignments elsewhere.
  • Make use of bulleted lists and paragraph breaks to break up large amounts of text.
  • Use headings.
  • To be more approachable, use first person language and positive rather than punishing language.
  • Address information about disability-related accommodations and other campus resources form which students might benefit.
  • Include the standard statement about where to obtain accommodations at your campus and consider including additional statements about your interest in ensuring your course is welcoming to all students.

For more ideas, visit Tulane University’s Accessible Syllabus Project and What statement can I put on my syllabus for students with disabilities?.