Accessible & Inclusive Teaching in Practice (UDL‑Aligned)

Accessible course design supports learner variability and benefits all students—not only those with documented accommodations. This page is grounded in Universal Design for Learning (UDL) and aligned with WCAG 2.2 Level AA, the current W3C Recommendation for web accessibility.

Quick takeaway (callout)

Think of WCAG as the technical foundation that makes UDL‑informed flexibility possible at scale—reliable access, predictable navigation, and content that works with assistive technology.

What this guide is (and isn’t)

What this page is

• A practical, instructor‑friendly resource for designing learning materials and activities that reduce barriers.

• A bridge between inclusive teaching/UDL and WCAG 2.2 Level AA expectations.

What this page isn’t

• A developer guide for LMS code or template changes.

• A substitute for local accommodation processes (it complements them).

Callout — You don’t need to be a technical expert

Most accessibility barriers in courses come from content and activity design choices (structure, clarity, files, media, assessment interactions) that instructors control.

WCAG + UDL: how they fit together

WCAG is organized around four principles (POUR). These map naturally to UDL‑informed course design.

Perceivable → Multiple Means of Representation

Learners can access content in ways that work for them (e.g., readable text, captions, clear visuals).

Operable → Multiple Means of Action & Expression

Learners can navigate and complete tasks using different input methods (keyboard, touch, assistive tech).

Understandable → Reduce Cognitive Load

Learners can follow instructions and predict navigation so they can focus on learning—not interface puzzles.

Robust → Sustained Access

Content works reliably with assistive technologies across devices and over time.

Callout — Course design lens

UDL asks: How can students access and demonstrate learning in different ways?

WCAG helps ensure the materials and interactions actually work for those different ways

WCAG 2.2 updates instructors should know

WCAG 2.2 extends WCAG 2.1 and remains backward compatible (content conforming to WCAG 2.2 also conforms to 2.1 and 2.0).

WCAG 2.2 introduces new success criteria, including instructor‑relevant Level AA additions focused on keyboard visibility, touch interaction, and reducing unnecessary cognitive demands.

Instructor‑relevant Level AA changes (high impact)

• 2.4.11 Focus Not Obscured (Minimum) – Keyboard focus must remain visible (not hidden by overlays).

• 2.5.7 Dragging Movements – Drag‑and‑drop interactions must have an alternative.

• 2.5.8 Target Size (Minimum) – Touch targets should meet minimum size guidance to reduce mis‑taps.

• 3.3.8 Accessible Authentication (Minimum) – Authentication should not rely on unnecessary cognitive tests (e.g., puzzles).

Callout — What this means for instructors

Prefer activity designs that don’t require fine motor control (dragging) or hidden interaction states, and ensure links/buttons are easy to select—especially on mobile.

Practical strategies (Moodle + common teaching tools)

A) In Moodle

Pages, labels, and weekly overviews

Do:

• Use real Heading styles (Heading 2/3) to structure pages.

• Chunk long pages into short sections with lists.

Avoid:

• Long blocks of text.

• Using colour alone to indicate importance.

Callout — UDL connection

Clear structure supports scanning, reduces cognitive load, and helps screen reader users navigate efficiently.

Files (PDF, Word, Slides)

Do:

• Upload accessible source files (headings, proper reading order, meaningful link text, alt text for visuals).

• Provide Word/HTML alternatives when possible.

Avoid:

• Scanned/image‑only PDFs without OCR.

Callout — Reality check

Moodle doesn’t “fix” inaccessible files. If a PDF or slide deck isn’t accessible before upload, it won’t be accessible in the course.

Images

Do:

• Add meaningful alt text describing the instructional purpose.

• Use empty alt text for decorative images.

Avoid:

• File names as alt text.

Links & buttons

Do:

• Use descriptive link text (e.g., “Submit Assignment 2 (Friday deadline)”).

Avoid:

• “Click here” / “Read more.”

Quizzes & assessments

Do:

• Ensure activities work via keyboard.

• Use clear instructions and error feedback.

• Offer time flexibility where appropriate.

WCAG 2.2 note:

• If you use drag‑and‑drop question types, provide an alternative (matching, dropdown/select).

B) In documents and teaching materials (any tool)

Headings and structure

• Use built‑in heading styles (Word/Google Docs/HTML).

• Keep lists as real lists (not manual hyphens).

Colour and contrast

• Don’t rely on colour alone to convey meaning.

• Use sufficient contrast for readability.

Links

• Make link text descriptive and meaningful.

Media

• Provide captions for video.

• Provide transcripts for audio‑only.

Callout — Fast win

If you only have time for one improvement: add headings and clean, descriptive links. It improves usability for everyone and supports screen reader navigation.

What you’re responsible for vs. what the institution controls

Instructors typically control

• Content structure and clarity (headings, chunking, instructions)

• File accessibility (PDFs, slides, handouts)

• Activity and assessment design choices (including alternatives to drag‑only tasks)

• Media captions/transcripts

Institutions/platforms typically control

• LMS theme and interface code

• Global navigation and templates

• Authentication systems

Callout — When you hit a barrier

If a tool or Moodle feature creates an accessibility barrier you can’t change, document it (what, where, and how it affects students) and report it through your local support channels.

Inclusive teaching quick check (before you publish)

Use this quick check as a final pass:

• Representation: Can students access key information in more than one way (e.g., captions/transcripts, text alternatives)?

• Action & Expression: Can students complete tasks using different input methods (keyboard, touch, assistive tech)?

• Clarity: Are instructions clear without relying on colour, position, or memory?

• Navigation: Is the course structure predictable and easy to scan?

Callout — Student‑centred framing

The goal isn’t perfection—it’s removing predictable barriers so students can focus their energy on learning.

References

• W3C. Web Content Accessibility Guidelines (WCAG) 2.2 (Recommendation).

• W3C WAI. What’s New in WCAG 2.2 (new success criteria summary).