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This is the "Course Accessibility Checklists" page of the "UDL-Universe: A Comprehensive Universal Design for Learning Faculty Development Guide" guide.
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Last Updated: Mar 31, 2017 URL: http://enact.sonoma.edu/udl Print Guide RSS Updates

Course Accessibility Checklists Print Page
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Course Accessibility Checklist

The following materials were developed, in large part, by San Francisco State University, Sacramento State University, and the California State University, Office of the Chancellor. These accessibility guides and resources will help make your learning environment more accessible, to all learners.  As you prepare or revise a course, ask yourself the following questions, regarding potential access issues.

Print Materials

  1. Textbooks and course readers
  2. Syllabi and Handouts
  3. Electronic Reserve
    • Did I submit my course reserve materials in a clean, readable format to the Library?
  4. PowerPoint

Nonprint Materials

  1. VHS/DVD
    • Are the video presentations (DVDs, video tapes, video podcasts, other video formats) available with captioning?
    • If not, is a transcript of the video presentation available?
    • If not, do I have a plan so that all students can have equitable access to the information?
    • Identifying Captioning Needs
    • Sample Caption Request Form
  2. Internet Resources
    • Are the Internet resources (e.g. websites, blogs, wikis, etc) that I plan to use in class accessible for students? One way to check is by using the manual web assessment procedure.
    • If the Internet resources are not accessible, do I have a plan to make these resources available in an alternative format so that all students can have access to the same information?
    • Contact the ACCESS Support Team to discuss strategies.
    • Captioning Web Videos Process (AutoSync, QT steps)
  3. Course Streaming/Podcasting
  4. Use of Learning Management System (LMS)
    • Is my campus LMS accessible?
    • Do the instructional materials in my course meet the Course Accessibility Checklist recommendations (all items above, as relevant)?
    • Does my LMS course layout use the guidelines listed on the iLearn Accessibility page?
    • Do I use clear naming conventions throughout my LMS course as recommended on the iLearn Accessibility page?
    • If students are required to participate in peer editing activities, are the files they are sharing with one another accessible?
    • Do I have a training plan or self-help resources for them if necessary?
    • If a student requires extended time to take a quiz or needs a quiz in another format, do I have a plan to make these accommodations?
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