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Accessible Learning Experiences

Written by tlc

|
Create Inclusive Learning Environments

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TLC To Go podcast episode summarizing this resource.

First Published:
August 19, 2025

 

Accessible learning and course design removes avoidable barriers so all learners—across abilities, languages, technologies, and contexts—can engage, demonstrate competence, and progress. In the health sciences, accessibility is essential for professional formation, clinical safety, and patient care. It is also an anticipatory practice: designing for variability from the start (e.g., captions, structured documents, flexible assessments) reduces the need for individual retrofits and supports every learner’s success.

Use the comments section below to let us know your ideas about creating accessible learning experiences.

  • Improves learning outcomes for all students. Multiple systematic reviews of Universal Design for Learning (UDL) in higher education find positive effects on engagement and achievement when instruction is planned with flexible goals, materials, methods, and assessments.

    • Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2218191
  • Strengthens comprehension, focus, and memory with accessible media. Decades of research show that adding same‑language captions and transcripts to instructional video improves comprehension, attention, and memory for diverse learners—not only those who are deaf or hard of hearing.
    • Dommett, E. J., Dinu, L. M., Van Tilburg, W., Keightley, S., & Gardner, B. (2022). Effects of captions, transcripts and reminders on learning and perceptions of lecture capture. International journal of educational technology in higher education, 19(1), 20. https://doi.org/10.1186/s41239-022-00327-9-022-00327-9

  1. Adopt a Universal Design approach from the outset. Articulate clear learning goals and offer multiple ways to meet them. Build variability into rubrics to focus on competency, not one modality. Structure online modules with consistent headings and chunking; preview weekly expectations and due dates. Provide alternative formats (text, audio, video…)

  2. Make documents, slides, and visuals accessible. Use true headings, lists, and table headers; write meaningful link text; check color contrast and avoid conveying meaning by color alone; add alt text for informative images and describe data patterns on charts. Run built‑in accessibility checkers (Microsoft/Adobe) before posting.

  3. Ensure audio/video are perceivable. Caption all pre‑recorded videos; provide transcripts for audio. For demonstrations with critical visuals, add brief audio description of key actions. For live sessions, enable captions and describe on‑screen content. Post media files and transcripts next to related activities so learners can review efficiently and use your LMS accessibility checker.

  4. Design assessments for access and validity. Offer equivalent assessment pathways that preserve clinical competency targets. Include an accessibility statement in the syllabus that invites early conversations and coordinate early with the Students with Disabilities office.

  5. Support access in labs, simulation, and clinical settings. Provide pre‑briefs with expectations, environment descriptions, and equipment lists; share checklists in accessible formats. Identify physical/ergonomic options and communication supports in these practical spaces. Partner with learners to identify task‑relevant accommodations that do not alter essential functions.