Embedded Files
This site follows WCAG 2.1AA accessibility guidelines. For support or alternative formats, contact the AI and Accessibility project team.
Learning Objectives
Learning Objectives
By the end of this lesson, users will be able to:
Identify common accessibility barriers students face in completing assignments
Apply UDL principles to make assessments more inclusive.
Use AI tools and accessibility checkers to support assignment modification.
Design alternative assessment options that meet diverse learner needs.
Recognize ethical considerations when using AI to support accessibility.
This lesson helps educators understand how to identify common accessibility barriers learners may face when completing assignments and apply AI-supported solutions to create more flexible and inclusive learning experiences. Educators will explore how to modify assignments without compromising academic standards, use digital tools and accessibility checkers to ensure materials are inclusive, and design alternative submission formats that accommodate different learning needs. The goal is to show how both AI and UDL principles can support educators in removing barriers and fostering equity in assessment design.
This animated video introduces the 2020 Global Education Monitoring Report by UNESCO, underscoring the message "All Means All" when it comes to education.
It highlights how many children around the world are still left behind—whether because of disability, language, poverty, gender, geography, or other intersecting barriers. And how inclusive education systems must change to ensure every learner can thrive.
As someone hoping to be an educator, you'll find this video especially relevant. It spotlights inclusive learning practices and equitable systems are not optional extras but central to achieving meaningful education for everyone
Understanding Accessibility in Assignments
Accessibility ensures that all learners, regardless of ability, can participate fully in learning and assessments. Students may face barriers related to vision, hearing, cognition, mobility, or mental health.
For example:
A student with dyslexia may struggle with dense text instruction.
A student with ADHD may find lengthy essay tasks difficult to sustain attention on.
A student with a visual impairment may be unable to access images or graphs without proper descriptions.
Educators play a key role in anticipating and reducing these barriers by designing assessments that are flexible, multimodal, and supportive.
2. Applying UDL Principles to Assignment Design
The Universal Design for Learning (UDL) framework provides three core principles that can guide accessible assignment design.
Engagement - the "why" of learning: offer meaningful choices in topic or format to increase motivation (e.g., let students choose between a written paper or a multimedia presentation).
Representation - the "what" of learning: Present instructions and assessment rubrics in multiple formats (written text, video, audio, or visual inforgraphic).
Action and Expression—the "how" of learning: Allow students to demonstrate understanding in varied ways. Possibilities include podcasts, infographic, a recorded video, or digital portfolio.
Applying these principles ensures that learning outcomes remain consistent while giving students flexibility in how they engage and demonstrate their knowledge.
This educational video introduces the key principles of Universal Design for Learning (UDL) — an approach that helps teachers create flexible, inclusive classrooms where all students can succeed. It explains how UDL is built on three main pillars: engagement (the “why” of learning), representation (the “what”), and action & expression (the “how”). By planning lessons with these principles in mind, educators can reduce barriers, support diverse learning needs, and ensure every student has equal access to knowledge.
3. Using AI Tools to Support Accessibility.
Artificial intelligence can help educators quickly identify and address accessibility gaps in assignment design.
Examples of AI integration:
AI Text Simplifiers (e.g., ChatGPT, Grammarly): Rephrase complex instructions into plain language for easier comprehension.
AI Format Converters (e.g., Microsoft Copilot, Otter.ai): Convert assignment instructions into audio or captions for students with visual or auditory challenges.
AI Accessibility Checkers: Tools such as Microsoft Word's Accessibility Checker or Blackboard Ally can flag formatting and readability issues.
AI Brainstorming Assistants: Generate alternative assessment ideas (e.g., "List three ways students could demonstrate this learning outcome without writing an essay").
When used ethically and thoughtfully, AI helps educators create assignment materials that are more readable, flexible and inclusive.
This instructional video demonstrates how to use ChatGPT as a tool to make lengthy or complicated texts easier to understand. It walks viewers through step-by-step examples of summarizing, rephrasing, and extracting key ideas from academic or dense articles. The video emphasizes how AI can support accessibility and comprehension, helping students, educators, and professionals engage more efficiently with complex materials.
4. Practical Strategies for Modifying Assignments
Here are concrete ways educators can adjust assignment design to meet accessibility needs:
Instructional Design Adjustments
Write instructions in clear, plain language and avoid jargon.
Provide a visual layout or checklist to guide students through expectations.
Include video or audio explanations of assignment details.
Format and Flexibility Adjustments
Offer multiple submission formats (e.g., written, visual or oral).
Allow extra time or extended deadlines for students who need them.
Provide editable digital templates that support assistive technology.
Assessment Adjustments
Use rubrics that evaluate learning outcomes rather than format.
Incorporate examples or exemplars in multiple media types.
Ensure captioned or screen-reader-friendly documents are available.
Morago (2022) provides a practical guide for educators on adjusting and modifying assignments to better support students with disabilities. The article emphasizes strategies that make assignments more accessible, such as writing instructions in clear, plain language, providing visual checklists, and offering multiple formats for submission. It also highlights the importance of using rubrics that focus on learning outcomes rather than the format of the work, and providing examples in multiple media types. The author presents these strategies in a concise, actionable format, making it highly relevant for educators seeking to create inclusive and flexible learning experiences.
Learn more: Here is the link to the full PDF: https://repository.rit.edu/cgi/viewcontent.cgi?article=1171&context=jsesd
Please see the screenshot from What Are the Secrets to Accessible Digital Rubric Creation? on Teacher Tech Toolbox. If you’d like to learn more about creating accessible digital rubrics, please click the link.
Learning Outcomes Rubric (Accessible & Inclusive)
Learning Outcomes Rubric (Accessible & Inclusive)
Notes for Accessibility
No penalties for spelling, grammar, and formatting.
Multiple formats accepted (written, visual, audio, etc.).
Focus is on comprehension, reasoning, and personal growth.
5. Ethical Considerations When Using AI
While AI can enhance accessibility, educators must use it ethically. AI should support learning—not replace student effort or critical thinking. Always:
Review AI outputs for bias, inaccuracy, or oversimplification.
Protect student privacy when using AI tools for grading or feedback.
Maintain academic integrity by ensuring AI-generated supports serve as guidance, not solutions.
Cite AI use transparently if it contributes to instructional materials.
This video explores how educators can use artificial intelligence responsibly in the classroom. It discusses the importance of transparency, fairness, and student privacy when integrating AI tools for learning and assessment. The video encourages teachers to critically evaluate AI applications—balancing innovation with ethical considerations—and to model digital citizenship for students.
Checklist for Educators
Before finalizing an assignment:
Are instructions written in plain, easy-to-understand language?
Are materials available in multiple formats (text, audio, visual)?
Have I checked my document or LMS for accessibility using built-in tools?
Does the assignment allow multiple ways for students to demonstrate understanding?
Have I used AI ethically and verified all outputs for accuracy and bias?
Access the Google Doc version of this checklist. You can download, copy, or print it for your use.
In this inspiring talk, Dr. Ilene Schwartz, a leading researcher in special education and inclusion, challenges us to rethink what it truly means for a classroom to be “inclusive.” She shows how, if not intentionally guided, even a well‑meaning classroom can fragment into separate groups rather than a united community. Drawing on years of research at the Haring Center for Research and Training in Inclusive Education at the University of Washington, she reveals how inclusive education fosters meaningful membership, relationships, and growth for ALL learners—including children with disabilities.
Whether you’re an educator, parent, or student, this 11‑minute talk offers powerful insight into how thoughtful design, communication, and community-building can turn “diversity” into real, lived inclusion.
References
CAST. (2018). Universal Design for Learning guidelines version 2.2. CAST Inc. http://udlguidelines.cast.org
Cheong, B. C. (2024). Transparency and accountability in AI systems: safeguarding wellbeing in the age of algorithmic decision-making. Frontiers in Human Dynamics, 6. https://doi.org/10.3389/fhumd.2024.1421273
EdTechTeacher. (2023, May 4). Ethical use of AI in education: A teacher’s guide for smart decision-making [Video]. YouTube. https://www.youtube.com/watch?v=pKwyi512oZY
Educause. (2023). Artificial intelligence in higher education: Opportunities and considerations. EDUCAUSE Review. https://er.educause.edu
Kootkot. (2023, August 10). How to use ChatGPT for simplifying large and complex articles [Video]. YouTube. https://www.youtube.com/watch?v=9EN2dJS2W7I&t=13s
Morago, D. S. (2022). Adjusting/Modifying Assignments to Support Students with Disabilities: A practice brief. Journal of Social, Environmental, and Sustainability Education. https://repository.rit.edu/cgi/viewcontent.cgi?article=1171&context=jsesd
Schwartz, I. (2015, April 24). The power of inclusive education | TEDxEastsidePrep [Video]. YouTube. https://www.youtube.com/watch?v=ZIPsPRaZP6M
Teacher Tech Toolbox. (n.d.). What are the secrets to accessible digital rubric creation? [Video]. Youtube. https://www.youtube.com/watch?v=Sno0j-OhRzM
Teachings in Education. (2020, February 26). Universal design for learning (UDL) [Video]. YouTube. https://www.youtube.com/watch?v=gmGgplQkrVw
UNESCO. (2023). Artificial Intelligence and Inclusive Education: Guidance for Policy and Practice.
Page updated
Report abuse