As we increasingly use technology in teaching and learning, more and more vital course content is digital: Word documents, videos, slide presentations, PDFs, and more. We all have a responsibility to ensure that materials we are sharing are accessible and usable for everyone, including people with disabilities.
What is Accessibility?
Accessibility means representing and formatting all documents in ways that can be accessed by all people, including those who have disabilities. Websites, documents, media, and technology used in class should be usable without barriers. Everyone should be able to engage meaningfully, learn, and participate in our classroom experiences.
Examples include:
- Providing captions or transcripts for recorded media
- Using accessible headers to make documents navigable using a keyboard or screen reader
- Being attentive to how you use color and ensuring there’s enough contrast between your text and the background of your web page or document
What is Usability?
Usability means that a website or document is intuitive to use, easy to navigate, and has readable content. Designing with usability in mind supports users with cognitive or psychological disabilities and contributes to a better experience for every user.
A straightforward way to evaluate usability is to think, “Is this the easiest way for someone to achieve their goal? Are there unnecessary barriers in the way?”
Examples of improved usability include:
- Breaking a document down into smaller sections using headers
- Using a simple, consistent organizational structure
- Organizing your materials by time period (Week 1) or by type (Readings)
- Providing links to help documents or resources for support
How Can I Get Started?
Your Syllabus
Include a Disability Support Services (DSS) statement
In your syllabus and in Blackboard, you must alert students to the existence of the Office of Disability Support Services (DSS) so that students who require accommodations can provide documentation and get necessary support. Students with disabilities are guaranteed support by law. Visit DSS's Faculty, Instructor, and Advisor Support page for a syllabus statement and more guidance. Consider featuring your accommodations or accessibility statement more prominently or earlier in your syllabus. Doing so communicates to students that you prioritize accessibility and want to support their learning.
Go beyond accommodation to emphasize accessibility and usability
Prioritize the student experience and usability in your course. For example, in your syllabus, you could add, “If the course could be improved and made more usable for you, please come to my office hours or reach out to me." Be open to feedback from people who encounter your work and ask for improved accessibility. Seek out help from experts as you need!
Make your syllabus document itself accessible. See below for guidelines on creating accessible and navigable documents.
Your Course Materials
Choose accessible course materials from our libraries and other sources
Work with GW librarians to link electronic readings and media in your course. Check third-party videos (YouTube, Vimeo, news outlets) and podcasts for availability of captions and transcripts.
Create accessible course materials
On this website, there are four specific guides to support accessibility in different elements of your course:
Additional Accessibility Resources at GW
- Disability Support Services offers support for students on securing accommodations and for faculty on navigating and facilitating student accommodations.securing, navigating, and facilitating accommodations.
- The Office of Communications and Marketing provides support and training for website accessibility at GW. You can attend their virtual office hours and view recorded training sessions.
- Digital Accessibility at GW highlights standards and best practices and shares resources and training.
