Addresses the course’s adherence to accessibility and universal design principles that are critical to some learners but that benefit all learners. NOTE: We strongly recommend that instructors contact their campus disability service center for assistance and information related to this section.
Section 8 QLT Rubric QuARRy Exemplars
Section 8 Objectives
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
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.
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.
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.
Note: A subset of 24 QLT objectives are identified as “CORE” elements that should be present in a quality online course.