3. Universal Design for Learning (UDL) and Accessibility

Review all course elements for potential barriers that may hinder student success. Incorporate Universal Design for Learning (UDL) Guidelines and LCC’s Accessibility Guidelines during the course design process, rather than an afterthought.

Before the Course Starts
3.1 Incorporate UDL principles into course design, assessments, and teaching methods to proactively support diverse learners by building in flexibility and removing barriers.
3.2 Support diverse learners by providing multiple ways for students to engage with course content, understand it, and demonstrate their learning.
3.3 Use LCC’s Accessibility Guidelines to review and update course materials and resources with accessibility issues. This includes instructor-created materials, third-party content, and external links (such as websites and YouTube videos).
3.4 Keep course files in their original formats whenever possible. For example, upload a Word document as a Word file instead of converting it to a PDF.
3.5 Review the D2L Course Accessibility Report to check the accessibility scores for all course files. Aim for a score of 67% or higher, as shown by the light or dark green accessibility indicator.
3.6 Break long video files (20 minutes or longer) into smaller chunks by creating chapters, or by separating into parts, when possible.

Throughout the Course
3.7 Review and update low(er) scoring course files identified on the D2L Course Accessibility Report to ensure materials are fully accessible.