• Accessibility benefits everyone — good design supports all learners, not just those with disabilities.
• Barriers are environmental, not individual — structures, policies, and design choices create obstacles.
• Equal access is required — a legal and ethical responsibility in higher education.
• Disability is diverse — visible or invisible, and part of human diversity and culture.
• Use inclusive language and mindset — avoid ableist terms, challenge assumptions, and reflect on biases.

• Apply Universal Design for Learning (UDL) to build accessibility into course design from the start. *See below
• Offer multiple ways for students to demonstrate knowledge (writing, projects, multimedia, group work).
• Question the need for strict timed tests; use Canvas quiz “moderate” settings to extend time.
• Provide flexible deadlines and extensions through Canvas “assign to” feature.
• Share course templates, consistent structures, and accessible file formats to reduce barriers.
• Continuously improve course design based on feedback and evolving best practices.

• Course accommodation letters are the official notification to instructors; they are not retroactive.
• Access KSU provides a centralized portal for faculty to view and manage accommodations.
• Faculty can add teaching assistants or co-instructors to view accommodations and upload exams.
• Students with flex plan accommodations can request deadline or attendance adjustments through Access KSU.
• Communication with students should be private, collaborative, and flexible in style.

• Caption all videos using Kaltura Reach or professional services.
• Provide PowerPoint slides and other lecture materials digitally, preferably before class.
• Use headings, styles, and alt text in documents and slides for screen reader compatibility.
• Partner with library course reserves for accessible copies of readings instead of scanned PDFs.
• Use Canvas modules to organize content with context for students.

• Build strong connections, show empathy, and treat students as partners in learning.
• Invite private conversations about needs and use anonymous feedback to adapt teaching.
• Reinforce course information consistently (Canvas announcements as well as email).
• Show grace and flexibility while recognizing disability as culture and diversity, not deficiency.
• Promote proactive accessibility and encourage connection with SAS as part of shared responsibility.

A. Multiple Means of Engagement (the “Why” of learning)

• Motivate learners by offering choices and relevance.

• Build community through collaboration and peer learning.

• Support persistence with flexibility and inclusive classroom climate.

B. Multiple Means of Representation (the “What” of learning)

• Present content in varied formats: text, visuals, audio, video, hands-on.

• Ensure accessibility: captioning, transcripts, clear formatting, alt text.

• Emphasize key information with summaries, visuals, and organization.

C. Multiple Means of Action & Expression (the “How” of learning)

• Offer students multiple ways to demonstrate knowledge.

• Encourage use of technology and varied assessment formats.

• Provide scaffolds (study guides, outlines, practice opportunities).

• Allow flexible timing and accessible platforms.

• Engagement: let students choose project topics, use discussion boards, or reflect on goals.

• Representation: caption lectures, provide accessible slides, share supplemental readings.

• Action/Expression: allow papers, presentations, multimedia, or group projects as options.

• Increases student motivation and participation.

• Improves comprehension and retention of material.

• Reduces the need for individual accommodations.

• Strengthens equity and inclusion in higher education.