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Universal Design for Learning (UDL)

Created for a faculty inquiry group project on UDL.

Course Accessibility Checklist

The following materials were developed, in large part, by San Francisco State University, Sacramento State University, and the California State University, Office of the Chancellor. These accessibility guides and resources will help make your learning environment more accessible, to all learners.  As you prepare or revise a course, ask yourself the following questions, regarding potential access issues.

Print Materials

  1. Textbooks and course readers
  2. Syllabi and Handouts
  3. PowerPoint

Nonprint Materials

  1. VHS/DVD
    • Are the video presentations (DVDs, video tapes, video podcasts, other video formats) available with captioning?
    • If not, is a transcript of the video presentation available?
    • If not, do I have a plan so that all students can have equitable access to the information?
    • Identifying Captioning Needs
    • Sample Caption Request Form -Check with Grace
  2. Internet Resources
    • Are the Internet resources (e.g. websites, blogs, wikis, etc) that I plan to use in class accessible for students? One way to check is by using the manual web assessment procedure.
    • If the Internet resources are not accessible, do I have a plan to make these resources available in an alternative format so that all students can have access to the same information?
  3. Course Streaming/Podcasting
    • Are the audio presentations (CDs, audio podcasts, audio clips, other audio formats) available with a transcript?
    • If not, do I have a plan to make these audio presentations available in an alternative format so that all students have access to the same information?
  4. Use of Learning Management System (LMS)
    • Is my campus LMS accessible?
    • Do the instructional materials in my course meet the Course Accessibility Checklist recommendations (all items above, as relevant)?
    • Do I use clear naming conventions throughout my LMS course?
    • If students are required to participate in peer editing activities, are the files they are sharing with one another accessible?
    • Do I have a training plan or self-help resources for them if necessary?
    • If a student requires extended time to take a quiz or needs a quiz in another format, do I have a plan to make these accommodations?