���Ϻ�����Ƶ

How do I make my course accessible? 

Review these best practices from the University of Washington’s Center for Universal Design in Education, “.” These tips are particularly beneficial for students who are neurodiverse (e.g., those on the autism spectrum or who have learning disabilities). Consultfor more guidance.

1. Use clear, consistent layouts, navigation, and organizationschemes to present content. Keep paragraphs short and avoid flashing content.
2. Use descriptive wording for hyperlink text(e.g., “DO-IT website” rather than “click here”).
3. Use a text-based formatandstructure headings, lists, and tablesusing style and formatting features within your Learning Management System (LMS) and content creation software, such as Microsoft Office or Google Drive; use built-in page layouts where applicable.
4. Avoid creating PDF documents. Post most instructor-created content within LMS content pages (i.e., in HTML) and, if a PDF is desired, link to it only as a secondary source of the information.
5. Provide concise text descriptionsof content presented within images ().
6. Use large, bold, sans-serif fontson uncluttered pageswith plain backgrounds.
7. Use color combinations that are high contrastand can be distinguished by those who are colorblind (). Do not use color alone to convey meaning.
8. Caption videos and transcribe audio content.
9. Don’t overburden students with learning to operate a large number of technology products unless they are related to the topic of the course; use asynchronous tools; make sure IT used requires the use of the keyboard alone and otherwise employs accessible design practices.

Eleven tips for pedagogy follow; many are particularly beneficial for students who are neurodiverse (e.g., those on the autism spectrum or who have learning disabilities). Consultfor more guidance.

10. Recommendvideos and written materials to students where they can gain technical skillsneeded for course participation.
11. Provide multiple ways for students to learn(e.g., use a combination of text, video, audio, and/or image; speak aloud all content presented on slides in synchronous presentations and then record them for later viewing).
12. Provide multiple ways to communicate and collaboratethat are accessible to individuals with a variety of disabilities.
13. Provide multiple ways for students to demonstrate what they have learned(e.g., different types of test items, portfolios, presentations, single-topic discussions).
14. Address a wide range of language skillsas you write content (e.g., use plain English, spell out acronyms, define terms, avoid or define jargon).
15. Make instructions and expectations clearfor activities, projects, discussions and readings.
16. Make examples and assignments relevantto learners with a wide variety of interests and backgrounds.
17. Offer outlines and other scaffolding toolsand share tips that might help students learn.
18. Provide adequate opportunities to practice.
19. Allow adequate time for activities, projects, and tests(e.g., give details of all project assignments at the beginning of the course).
20. Provide feedback on project parts and offer corrective opportunities.

For more information, or .