In higher education, the syllabus is often a student’s first interaction with a course. Designing it with accessibility in mind ensures that every learner, regardless of their background, learning style, or abilities, can easily understand and navigate the course structure. As education becomes more digital, it’s important to make sure your syllabus is clear, easy to navigate, and free of unnecessary hurdles.
This guide outlines practical strategies to help educators create syllabi that are inclusive, well-structured, and easy to use for everyone.
What is an Accessible Syllabus for Universities?
Best Practices for Designing an Accessible Syllabus
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Use Student-Centered and Inclusive Language
Address your learners directly in a professional yet approachable tone. Instead of treating the syllabus like a list of rules, write it as a supportive guide that encourages participation. A respectful and empathetic tone helps students feel welcomed and included from day one.
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Choose Formats That Are Easy to Use
While PDFs are common, they may not always be the most accessible. Consider sharing your syllabus in editable, structured formats like Word documents or HTML pages. These formats make it easier for learners to navigate using assistive tools, adjust text size, and make personal notes.
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Organize Content Clearly
Use proper heading styles such as Heading 1 and Heading 2 instead of just bold or larger fonts to create structure. Semantic headings help screen reader users jump between sections quickly, making navigation smoother for everyone.
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Write in Simple, Clear Language
Use plain English wherever possible. Avoid unnecessary jargon or complex sentences. Present information such as policies, assignments, and due dates in bullet points or short lists so students can quickly find what they need.
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Include Flexibility and Accessibility Statements
Add a brief note letting students know that accommodations are available if needed. Mention that they can contact you for deadline extensions, attendance adjustments, or accessibility support. Being proactive about flexibility builds trust and helps learners feel supported.
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Make It Work Across Formats
Ensure that your syllabus works with multiple assistive technologies such as screen readers, refreshable braille displays, and text-to-speech software. Avoid scanned images or password-protected PDFs that limit accessibility. Keep files adaptable and compatible across devices.
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Align with Universal Design for Learning (UDL)
Apply Universal Design for Learning (UDL) principles by offering your syllabus in multiple formats, such as Word, accessible PDF, or audio. Giving learners different options ensures that everyone can engage with the content in the way that suits them best.
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Design with Accessibility in Mind
Select readable fonts like Arial or Calibri in 12 to 14 pt size, use 1.5 line spacing, and ensure strong color contrast. Only use tables when necessary and keep them simple with clear headers. Always include alternative text for images or visuals so that screen reader users receive the same information as others.
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Write Self-Describing Links
Avoid vague link phrases such as “click here.” Instead, describe where the link leads, for example, “Download Week 5 Schedule” or “View Assignment Guidelines.” This approach improves usability and helps screen reader users navigate confidently.
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Be Culturally and Linguistically Inclusive
Use language that respects and represents all learners. For example, say “student with dyslexia” instead of “dyslexic student.” Incorporate examples and materials that reflect diverse identities and cultural perspectives. This helps foster inclusion and representation within your classroom.
Step-by-Step Process to Audit an Accessible Syllabus
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Inventory Existing Syllabi
Start by gathering all syllabi across your department or institution. Reviewing them collectively helps identify patterns, gaps, and areas needing accessibility improvements.
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Standardize Templates
Create a single, accessible syllabus template that can be used consistently across departments. Standardization reduces errors, saves time, and ensures that all learners receive information in a uniform and accessible way.
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Run Automated Checks
Before reviewing manually, use accessibility tools such as PREP, Microsoft Word’s Accessibility Checker, or Adobe Acrobat. These tools flag common accessibility issues and provide quick fixes for headings, color contrast, and image descriptions.
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Conduct Manual Review
Automation helps, but it does not catch everything. Manually review your syllabus for font readability, proper heading use, accurate alt text, and table structure. This step ensures thorough compliance and usability.
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Assistive Technology Testing
Test your syllabus using screen readers like JAWS, NVDA, or VoiceOver. This confirms that students relying on assistive technologies can navigate and understand your syllabus without barriers.
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Faculty Review and Student Feedback
Finally, invite feedback from faculty, accessibility teams, and students with disabilities. Their insights often reveal real challenges that automated checks might overlook. Continuous feedback ensures that your syllabus stays accessible and effective for all learners.
How PREP Helps in Making an Accessible Syllabus
FAQs
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Why does accessibility matter when designing a syllabus?
Making your syllabus accessible ensures that every learner, regardless of their abilities, can engage with and understand course information. It supports diverse learning styles, builds inclusion, and helps institutions meet legal accessibility requirements.
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How can I tell if my syllabus is accessible?
Start with tools like PREP, Microsoft Word’s Accessibility Checker, or Adobe Acrobat. Then follow up with manual checks and testing using screen readers such as JAWS or NVDA to catch anything automation might miss.
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Does having an accessible syllabus actually help students?
Yes. An accessible syllabus provides clarity, consistency, and transparency. When students can easily find expectations, resources, and deadlines, they feel more confident and perform better.
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Are there specific accessibility standards my syllabus should follow?
Yes. Commonly recognized standards include WCAG 2.2 Level AA, PDF/UA, Section 508, and ADA Title II. These ensure your documents are readable and usable by all students.
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How often should I review my syllabus for accessibility?
Review your syllabus annually or whenever you make significant updates. Encourage ongoing feedback from students and your institution’s accessibility office.
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What is the best file format for an accessible syllabus?
Editable formats like Word and HTML are generally the most accessible. If you prefer using PDFs, ensure they are properly tagged and formatted with tools like PREP to meet accessibility standards.
