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When it comes to instructional design, the syllabus is the foundational document of every course. Often likened to a roadmap, syllabi convey information about assignments and materials, communicate learning goals, and give students a tangible point of reference to use throughout the term. The syllabus is, therefore, the most important place to emphasize accessibility — in terms of the technical specifications of the document, but also in the rhetorical address and types of language used to present information to students. This article will give a brief overview of accessibility as it fits into the broader concept of Universal Design for Learning (UDL), a set of principles geared toward providing equal access to learning for all individuals. Then, it will share some action items to consider for accessible syllabus design. If you are interested in developing more inclusive teaching practices, read on!
Accessibility and UDL: It Starts in the Syllabus
Universal Design for Learning (UDL) is an approach to education that seeks to make the course experience equally accessible to all kinds of learners, usually by presenting information in multiple ways and giving students a variety of choices in how to engage with the material. Whereas traditional instructional design often relies on accommodation planning, UDL takes a proactive approach to center accessibility and make learning as inclusive as possible from the start. While UDL can take many forms, depending on the course type and topic, the syllabus is always a key locus for establishing accessibility as a priority in your class. According to Dr. Mary Raschko, associate dean for faculty development and associate professor of English at Whitman College, “Accessible syllabus design asks us to center the student experience and to value that students engage with content in different ways.” So what does an accessible syllabus really look like? Here are four essential considerations:
1. Document Basics
The simplest way to make your syllabus more accessible is by ensuring that the document itself meets a few basic requirements. For students using screen readers, the syllabus must be in a format that is compatible with OCR (optical character recognition) software — Google Docs is a good option. You should also choose a clear and readable font, and use paragraph settings to format document headings. “If an instructor can adopt only one practice now, I recommend learning to use accessible headings” advises Raschko, “since that practice so tangibly impacts whether students with sight-related disabilities can navigate a syllabus.” This is an example of a few simple clicks making a huge impact on the accessibility of your course, so don’t skip this step next time you are writing or revising a syllabus.
2. Incorporating Multimedia
Once you have ensured that the syllabus document meets basic requirements of readability for all students, it’s time to take a look at any multimedia elements. Images can be an excellent addition to syllabi in order to engage students and present information in a different way, but make sure that all images include alternative text for those using screen readers. “Even as we enhance visual elements,” Raschko notes, “we can ensure all students have access to this content and send signals that we value learning in different ways.” Another multimedia approach that can enhance a syllabus is hyperlinking to websites and resources — but avoid including the full web address text, opting instead to insert the link over a descriptive word or phrase.
3. Student-Centered Language
It can be easy to fall into a defensive or even antagonistic tone when writing syllabi, especially since the authoritarian professor-student dynamic is so ingrained in higher education. In contrast, an accessible syllabus with UDL in mind will consistently use positive over punishing language, create invitations over commands, and choose cooperative over paternalistic rhetoric. It is the difference between saying “Arrive prepared to participate” vs. “I encourage you to participate” or “You are allowed to” vs. “You are welcome to.” Remember that your students are humans deserving of respect and agency. Read through your syllabus from the perspective of an overwhelmed, disabled, or struggling student, and see where the language could be made more empathetic to create a safer learning environment for those students.
4. Policies and Statements
In addition to using student-centered language throughout the document, it is important to be clear and intentional about how your syllabus frames any course policies. Allow yourself to rethink the necessity of strict policies — you can implement boundaries without dehumanizing students, as well as build in space for flexibility and agency. Deadlines can be expanded or self-set, assignments can be completed in multiple formats, and grading distributions can include student choice. You might consider adding an inclusive learning statement in order to more explicitly center accessibility and signal allyship with your most vulnerable learners. Finally, consider how an AI policy statement might be helpful for your particular course context, and remember to emphasize positive over punishing language, focusing on learning goals to inspire intrinsic motivation.
Conclusion
If the idea of rethinking syllabus design feels overwhelming, keep in mind that you are probably doing a lot of UDL work already. As Raschko argues, making accessible course documents “does not usually require substantial change to what or how people teach, but just requires instructors to adapt their framework for how they think about the task” of syllabus design. One tip Raschko offers is to get into the practice of formatting all documents with headers and image descriptions: “That way, when I create a new syllabus, using accessible principles comes automatically and does not feel like an extra effort.” Raschko also notes how the accessible syllabus is “foundational to all kinds of inclusive teaching practices” and can thus serve as a relatively low-stakes launch point for instructors aiming to embrace UDL principles more fully. However you’re looking to improve your course, it all starts with the syllabus!
