Final Considerations

This guide has covered a series of practices for creating accessible text, so that course instructions, syllabi, and other academic content can be as inclusive as possible.  Making our classes as accessible for neurodiversity and varying physical characteristics is a crucial element in our Jesuit identity and institutional goals and by itself a worthy habit.  

UDL As An Ethos

However accessibility, as part of Universal Design for Learning (UDL), admittedly dovetails with other great practices that serve all students.  

Since those using screen readers, keyboard navigation, and some other assistive technologies typical experience web- or digital document-based content in a more linear fashion, top-to-bottom, left-to right, several of the practices discussed here serve to make that easier.  But this compels us to consider the order in which we present content to any or all students:  

• Does the syllabus, or a complex assignment prompt, serve information in the best order?  Have we taken time to consider what is best said earlier or later on the page?  

• Among the shortcut keys available in screen readers is a tool allowing users to jump from paragraph to paragraph.  Obviously, the first sentence becomes more important?  Have we written effective topic sentences that help screen reader users determine if they've scanned to the right point?  If so, then students using a video display and a mouse benefit equally as they scan for what they need (rather than simply email the professor a question!)  

• Have we effectively used headings and subheadings to help students organize their thoughts on course procedure or tasks?  Is it easy for them to find answers to questions by revisiting and reviewing the syllabus or course instructions?  

After all, a student with typical vision, reading, keyboard, mouse (and hearing) capabilities is not better off for facing a poorly organized syllabus that amounts to a "text wall" with no signposting nor practical organization. 

Accessible text is accessible for all.  Plus, when professors adopt such habits as using headings, or list functions, they become faster at using software to write their courses.