In order to ensure that you are implementing Universal Design in your courses, use the following checklist and seek out additional resources as necessary.

  • Ensure that syllabi are designed full accessibility in mind using the Universally Designed Syllabus Materials.
  • Refer to HTML guidelines and resources regarding accessible design in Desire2Learn.
  • Use Styles in Word documents or Google documents to tag documents with appropriate heading levels (h1, h2, etc.) and use other Universally Designed document guidelines.
  • Use layouts (either default or self-created) in PowerPoint or Google Slides to ensure that text in presentations is accessible and use other Universally Designed presentation guidelines.
  • Utilize the Outline View in PowerPoint and reference our guidelines for creating accessible PowerPoint artifacts that provide usage options for a variety of users.
  • Avoid inserting text boxes using the text box tool in either documents or presentations, as the computer will read the box--and all text inside--as an untagged image.
  • Insert alternative text to describe any images used in teaching materials (documents, websites, email, etc.) with contextual accuracy in a concise manner.
  • Caption all video content that you create, and ensure that any video content you use from external sources is captioned. See the OIT Captioning Service for more information. Ensure videos do not have flashing content.
  • Avoid making pdfs by scanning material on a photocopier, as these will be read as images by a computer and require remediation. Look for digital copies of articles from library databases, which are already accessible.
  • To remediate inaccessible pdfs, use either Adobe Acrobat Pro or CU Boulder’s free SensusAccess tool, which can convert a variety of formats to other accessible formats.
  • Be aware that procurement of any new technology, app or software program must first pass an accessibility review from OIT.
  • Work conceptually toward Universal Design principles by incorporating clear instructions, repetition of key information and due dates, consistency of organizations and expectations, and options for performance assessment into your course design.
  • Ensure that you are aware of best practices in language use and accessibility etiquette. To help create a welcoming environment, ask students to speak with you privately if there is something that they need to help them learn best.