Universal Design for Learning Accessible & Inclusive Teaching in Practice

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, UPEI's standard for web accessibility.

The goal is to remove predictable barriers so students can focus their energy on learning.

Think of the Web Content Accessibility Guidelines (WCAG) as the technical foundation that makes UDL‑informed flexibility for as many learners as possible. Providing for reliable access, intuitive navigation, and content that works with assistive technology.

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, captioning, clear visuals, etc).

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 engage with the content, not wrestle with the interface.

Robust → Sustained Access

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

Practical strategies using Moodle and common teaching tools

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.

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.

Images

Do:

• Add meaningful alt text describing the instructional purpose.

Avoid:

• File names as alt text.

Links & buttons

Do:

• Use descriptive link text (e.g., “Submit Assignment 3”).

Avoid:

• Using text like “Click here” / “Read more.”

Quizzes & Assessments

Do:

• Use clear instructions and error feedback.

• Offer time flexibility where appropriate.

In documents and teaching materials (any tool)

Headings and structure

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

    • Keep lists using a bulleted list option.

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.

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

Instructors typically control

• Content structure and clarity (e.g., headings, chunking, instructions)

• File accessibility (e.g., PDFs, slides, handouts)

• Activity and assessment design choices

• Media captions/transcripts

Institutions/platforms typically control

• • • Moodle Learning Management System theme and interface code

    • Global navigation and templates

    • Authentication systems

Inclusive Teaching Practice Check

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 (e.g., keyboard, touch, assistive technology)?

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

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

References

• Web Content Accessibility Guidelines (WCAG) 2.2 https://www.w3.org/TR/WCAG22/

• Henry, S.L. (5 October 2023). W3C WAI. What’s New in WCAG 2.2.