Ramping Up Accessibility in Teaching Strategies and Practices

Here are additional ways to increase accessibility in your teaching.  When you’re ready to go beyond Accessible Teaching Basics, consider implementing one or two Ramping Up practices that suit your context. Aim for progress, not perfection. 

“...there is still a gap in understanding how chronic conditions, especially those that are not always visible, affect daily functioning... [these conditions] can impact a student's ability to meet rigid deadlines or participate in traditional ways." (Student quote from Collington & Fowler, 2025)

• Describe visuals used when teaching course concepts (e.g., flow charts, figures, maps) so that those who cannot adequately see the visuals will be able to follow along. Please note:  
  • There's no need to describe visuals that are purely decorative.    
  • The level of detail you provide in a visual description should match the purpose of including the visual. For example, if you are showing a graph because it shows a specific trend, a description might be "This chart shows an upward trend in income, from 1960 to 2000.”     
• Maintain students’ confidentiality so that you don’t unintentionally out students with disabilities. Allow students to select where they sit in the classroom and use technology as needed.   
• Consider potential barriers (physical, social, etc.) when planning learning activities so that you don't unintentionally exclude students with disabilities. For example, if planning classroom activities that involve physical movement, consider who would be impacted by the physical layout of the space (e.g., steps).   

To Go Further

"Support from instructors, staff, and leadership can make all the difference. Whether it’s through small accommodations, a shift in attitude toward neurodivergent students, or simply making resources more accessible." (Student Quote from Collington & Fowler, 2025)

• Give advance notice if recording your class, and, if applicable, provide clear options for those who don’t want to be in the recording. 
  • To learn more: Refer to Privacy and Remote Teaching and Learning (UW’s Information and Privacy webpage). 
• Review your student course perception surveys with an accessibility lens. For example, consider how accessibility might have influenced your students’ responses.
  • To learn more: Refer to Reviewing and Analyzing Feedback from Student Course Perceptions Surveys (CTE Teaching Tip).
• Invite anonymous feedback on accessibility during the term. Students will know that you’re open to supporting an accessible learning environment.
  • To learn more: Refer to Collecting and Using Student Midterm Feedback (CTE Teaching Tip).