Teaching at Fanshawe means supporting a wide range of learners with diverse experiences, areas of strength, and learning needs. Teaching with a consideration for Universal Design for Learning (UDL) and accessibility enables more students to participate fully and succeed. While accessibility ensures that everyone can access and use what we teach, UDL takes a broad approach in designing for learner variability from the start.
This section offers a brief introduction to these concepts so you can navigate them with confidence and make informed choices as you develop teaching materials. In-depth training and resources are available in the Learn More section.
Accessibility
Accessibility means that students with disabilities can access our course materials, technologies, and learning activities without barriers to their learning. In Ontario, accessibility is a legal requirement under the Accessibility for Ontarians with Disabilities Act (AODA). Perhaps more importantly, it is also an ethical commitment we make to our students in providing an equal opportunity for all of them to learn the concepts and skills needed to enter their chosen fields or disciplines.
Good accessibility practices also have broad spillover benefits for all learners. For example, captions added to videos to support students who are hard-of-hearing also help multilingual students, commuters watching on mobile devices, and anyone working in a noisy setting. Clear headings, structured documents, and good colour contrast assist students who are low-vision or who use screen reader users and make course materials easier to skim and understand for everyone.
A few practical accessibility habits that make an immediate difference include:
- Using meaningful headings to structure documents and webpages
- Writing descriptive alt text for images
- Ensuring strong colour contrast
- Captioning or transcribing audio and video
- Using style tools rather than manual formatting
Whereas the FOL Starter Pack template and FOCUS standards encourage these practices as a default part of course design, faculty awareness is needed to maintain consistency in their application.
Universal Design for Learning (UDL)
If accessibility ensures that no one is excluded, UDL aims to help everyone thrive by anticipating differences in how students learn. UDL is a design framework built on three principles: multiple means of engagement, representation, and action/expression. At its core, UDL acknowledges that learner variability is normal, expected, and something we can plan for.
There is crossover with good accessibility practices like establishing well-structured content, accessible media, and clear instructions, but UDL takes things a step further by encouraging small, proactive design decisions that offer students more than one way to connect with and demonstrate their learning. Examples include:
- Offering content in more than one format (e.g., slides + printable notes + video recordings)
- Building in small, low‑stakes opportunities for practice or feedback
- Allowing some flexibility in how students complete certain assignments
- Creating predictable weekly structures that provide learning and application routines
When we combine accessibility and UDL practices, we reduce confusion, lower cognitive load, and give students more pathways to push through challenging material. These shifts support learner success and retention, which are ethical responsibilities, certainly, but which are especially important during a time of financial uncertainty in the post‑secondary sector.
Why This Matters
Students who can easily navigate a course, understand what’s expected, and see themselves reflected in the learning environment are more likely to persist and succeed. Removing barriers isn’t just about meeting legal expectations; it’s about doing our best for our students. When our course materials are clear, navigable, and flexible, it’s easier for all learners to stay engaged, even when life outside the classroom is messy.
UDL and accessibility are not about “doing everything at once.” They’re about steady, manageable improvements that build toward a more usable and resilient learning experience. You may already be doing parts of this work, but now you can put a name to it!
Learn More and Get Started
Consider the following resources to improve your understanding and practical skills around the concepts of accessibility and UDL:
- Accessibility Hub Training Course
A self-guided, asynchronous hub on FOL for accessibility learning modules and references. Access never expires, and completion is awarded with accessibility badges. Modules are currently available in Accessibility Foundations, FOL Webpages, Documents, and Presentations. Contact CTL@fanshawec.ca to be enrolled. - Accessibility Quick Guides (SharePoint)
Short, practical references for tasks such as creating accessible documents, adding alt text, checking colour contrast, captioning media, in general and within the Microsoft Office suite. [link] - AODA Curriculum Advisor Services
Request feedback or informal audits of documents or course materials by a qualified assessor or be assisted with any issues related to course accessibility or improving the usability of learning materials. Contact CTL@fanshawec.ca with your request.
These resources will help you apply accessibility requirements and begin exploring UDL in ways that work for you and your teaching context.
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