The Core Principles of Quality Teaching emphasize clarity, organization, student engagement, and continuous improvement. Digital accessibility supports these principles by ensuring course materials are usable by all students. When combined with the framework of Universal Design for Learning (UDL), which promotes multiple ways to engage, represent, and express, accessibility becomes an essential teaching practice that enhances learning for all students.
Why Accessibility Matters in Teaching
Accessibility is more than compliance. It is a teaching practice that improves student learning and success.
- Clarity and Structure
Accessible headings, captions, and link text create courses that are easier for students to follow and review. - Student Engagement
Materials with multiple points of access allow students to interact with content in ways that meet their needs. - Inclusive Participation
Accessibility communicates that every student is valued and creates a more supportive learning environment. - Continuous Improvement
Using accessibility tools provides feedback that supports ongoing refinement of courses.
Core Accessibility Strategies
These strategies, adapted from the Digital Accessibility Toolbox, illustrate how intentional choices make courses more accessible and strengthen teaching.
Supports students who use software that reads text content on their screens (screen
readers) and provides multiple ways to understand content. Alt text briefly explains
the essential information or purpose of an image so students who cannot see it still
understand its meaning.
Example: For a photograph, instead of just stating “Image of a golf cart,” alt text might read, “Students with disabilities ride in a golf cart in front of the University of South Carolina School of Music building,” which conveys both the setting and the activity.
Expands access to students who are deaf or hard of hearing and benefits all students
by making content easier to search and review.
Example: Captions allow students to follow along in noisy environments or when English is not their first language.
Creates a logical structure that makes course materials easier to navigate and ensures
content is accessible for students using screen readers.
Example: A syllabus with heading 2 levels for “Assignments,” “Readings,” and “Exams” allows quick navigation for all learners.
Provides meaningful context for students and improves clarity across all course communications and helps screen reader users understand where a link will take them.
Example: Instead of “click here,” use “Read the Week 2 Assignment Instructions.”
Improves readability and ensures that visual information is not lost.
Example: In a PowerPoint slide, using yellow text on a white background makes content difficult to see. Choosing dark text on a light background, or light text on a dark background, ensures the slide is readable for everyone.
Using accessibility checkers ensures that course materials are readable across devices
and assistive technologies.
Example: Running the checker in Word and PowerPoint flags missing alt text or reading order issues before posting to Blackboard.
Provides students with alternative formats and gives instructors feedback on how to improve accessibility.
Example: Blackboard Ally might flag that a PDF syllabus is missing headings. The instructor can revise the file for better structure, and at the same time students can download the syllabus in alternative formats such as HTML or electronic braille.
Additional Teaching Practices that Support Accessibility
Beyond the core strategies in the Digital Accessibility Toolbox, the following practices further strengthen accessibility and align with high quality teaching.
Apply accessibility practices such as structured headings, readable fonts, and running accessibility checkers before sharing documents.
Tip: An accessible syllabus ensures students can quickly find important details such as grading policies or due dates.
Avoid jargon, unexplained acronyms, or overly complex sentences in directions, announcements, and assignments.
Tip: “Submit your assignment by uploading the Word file in Blackboard before Friday at 5 pm.” is clearer than “Please adhere to the submission protocols as outlined.”
Organize your course so students know where to find content, assignments, and discussions. Use consistent module structures, labeling, and streamlined course navigation to make materials easier to locate and follow.
Tip: Each module begins with an overview, followed by an assignment list, readings, lecture materials, and assignments in the same order.
Do not use content that automatically plays audio or video or includes flashing animations.
Example: Posting a video that begins only when a student chooses to play it prevents distraction and supports students with sensory sensitivities.
Bringing It Together
Digital accessibility is part of quality teaching. It strengthens clarity, improves course organization, and creates more opportunities for student success. By aligning with UDL and the Core Principles of Quality Teaching, accessibility supports inclusive, effective, and continually improving courses.
Use the Course Accessibility Checklist to review your courses with these strategies in mind. Begin with a simple step, such as adding alt text to images or adjusting color contrast in PowerPoint slides. Incremental changes strengthen clarity and create a more inclusive learning environment.
For detailed steps on implementing these strategies, visit the Digital Accessibility Toolbox.