Section 8: Accessibility and Universal Design
| Section 8 Accessibility and Universal Design Objectives | Section 8 Accessibility and Universal Design Examples |
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| 8.1 Course design and activities enact the core principles of Universal Design for Learning by incorporating multiple means of representation, action and expression, and engagement. Accessibility is therefore embedded in the course design, rather than a reactive accommodation for those with registered disabilities. | Using the principles of Universal Design for Learning, as described in EnACT’s UDL-Universe: A Comprehensive Faculty Development Guide This link will take you to an external website in a new tab. or by CAST: About Universal Design for Learning This link will take you to an external website in a new tab., the course supports a widerange of methods to present and engage with content, and allows students to demonstrate their learning in multiple modalities. This support does not entail sacrificing academic rigor or student learning outcomes. The goal is supporting the needs of all learners as opposed to having an inflexible teaching and learning process.
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| 8.2 (CORE) The Syllabus must include links to the campus’ disability support services resources and policy related to the accessibility of courses and/or instructional materials and may be included in the LMS whether it is required or recommended by the institution. Students can clearly ascertain the role of the instructor in providing support for those officially registered with the campus disability support services office. | In addition to providing information about disability support services, the instructor provides students with a clear explanation of the instructor’s role in supporting students registered with disability support services. The information signals that the instructor is familiar with disability support services resources and cooperates with disability support services to comply with any accommodation request. Some CSU campuses require specific language be included in the syllabus regarding disability supports and accommodations, others offer sample language, and others offer no official guidance. Faculty are encouraged to review campus policies and consult with disability support services to ensure conformance with required and/or recommended campus practices.
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| 8.3 (CORE) Course design, documents, and learning materials created by the instructor or from external sources are in formats that are accessible to students using assistive technologies. A “met” score does not imply that all materials are fully accessible to all students, but that 85% or more of the materials meet general standards for accessibility. | The instructor takes the necessary steps to ensure that all course materials are in an accessible format. Instructors should coordinate with their campus disability support services to assure that their digital materials are in an accessible format. If accessibility of a particular course material is not practical, the instructor provides an equally effective accessible alternative for students. Instructors should collaborate with DSS and campus technology services to provide effective alternatives.
Instructors should strive to meet the 85% threshold using the following guidelines below. Additionally, reviewers should refer to the Ally score and do a random sample of course content containing a variety of content types (e.g., check a video for accurate captioning, images with accurate alt text, table formatting, descriptive links, etc. The CVC-OEI Course Design Rubric This link will open a PDF file from an external website in a new tab. offers a valuable section on Accessibility (Section D) that can further support review of course materials. Accessibility Guidelines to Follow:
Note: In courses in which texts and course materials include significant use of formulas, symbols, and graphical representations, including STEM fields, extra steps may be needed to make materials accessible. In addition to working with DSS, the following resources may be of assistance: |
| 8.4 When utilized, the instructor and course use officially supported campus technologies, which are already fully accessible and assistive technology ready. Any third-party tools used are accessible and assistive technology ready when feasible. | Contact your campus academic technology unit for information regarding accessible campus technology solutions. If accessibility of a particular third-party tool is not practical, the instructor provides an equally effective accessible alternative for students. Instructors should collaborate with disability support services and campus technology services to provide effective alternatives.
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