Accessibility is an iterative process. Consider what improvements you can make each semester to move your course closer to the WCAG 2.0 AA standard. It may take some time before you have reached your goals.
It is important to undertake regular quality assurance of your course against these guidelines.
If possible, you should consider accessibility from the early design phases. It is much easier to design with accessibility in mind from the start than it is to "retrofit" course materials after the fact.
Finally, it is important to gather feedback from your diverse learners. Consider creating feedback mechanisms, such as a survey, poll, or focus group, to gauge the effectiveness of your course improvements. Aim to gather feedback from a wide range of learners.
When accessibility is done well, it blends into the background, allowing learners to focus on what matters most: their learning.
Did you know?
Following these accessibility guidelines supports the university's commitment to an equitable and inclusive campus, as it helps to ensure that everyone can access online course materials and participate in learning. Inclusive learning goes beyond the creation of access. In addition to creating access, you should actively work to make learning inclusive.
Here are some useful resources to get you started: