While accessibility may be an intimidating subject for some, the process of integrating accessibility can be iterative and incremental. One way to integrate accessibility is with "Plus One Thinking," which involves asking questions such as, "What barriers are students facing in the learning environment?" and "What’s 'one more thing' that I can do to eliminate those barriers?"

Considerations for Course Design Cycle

Discover
- How do other institutions resolve accessibility issues?
- How is technology being used in accessible ways?
Design and Develop
- What accessibility challenges might be present in this course?
- How do objectives, activities, and assessments consider UDL and accessibility?
Plan
- At which checkpoints will I confirm accessibility and UDL?
Build
- First checks: Are all course materials in Canvas accessible?
- Have I provided faculty with guidance on UDL/ accessibility as they build?
Review and Launch
- Final check: Is the course accessible?
- Have I addressed issues identified by reviewers?
Manage
- If accommodations are needed, what must be done?
- Have I noted issues to address in Course Improvement Plan?
Evaluate
- How can I make this course more accessible or better integrate UDL?

Accessibility Checks

Discover
- Evaluate and select accessible technology and third-party resources
- Include VPATs in the Start Here module of course
Design and Develop
- Consider Universal Design for Learning (UDL)
- Use accessible templates for files, webpages, etc.
Build
- Audit course materials and Canvas pages for accessibility during course build
- Caption videos
Review and Launch
- Request course quality assurance review of course and address any accessibility concerns
- Review against accessibility standards such as WCAG and Quality Matters Standard 8
Manage
- Address accommodations as they are requested
Evaluate
- Consider any accessibility improvements in course debrief and improvement plan