Accessibility as Pedagogical Practice
Reframing Compliance through Inclusive Pedagogy and Universal Design for Learning
Teresa Valais, Towson University, tvalais@towson.edu
Jennifer E. Potter, University System of Maryland, jpotter@usmd.edu
MDLA Fall 2025 Conference, October 10, 2025
Learning Outcomes
By the end of this session, you'll gain knowledge of practical frameworks and tools to transform accessibility from a compliance checkbox into a core teaching commitment.
01
Reframe Accessibility
Shift from viewing accessibility as compliance to understanding it as a pedagogical commitment that benefits all students.
02
Explore Frameworks
Understand how Inclusive Pedagogy and Universal Design for Learning strengthen teaching effectiveness and student success.
03
Assess Your Practice
Complete an Instructional Strategy Inventory to evaluate your current approaches and identify opportunities.
04
Take Action
Identify one specific, actionable change you can implement to embed accessibility into your course design.
What words come to mind when you hear "accessibility"?
Accessibility as Pedagogical Choice
Accessibility is not just a legal mandate—it's a pedagogical choice that shapes student success.
Compliance represents the minimum threshold—checking boxes to meet legal requirements.
Pedagogy represents intentional design — creating learning environments where all students can thrive.
When we design with accessibility in mind, we support all learners, not only those with formal accommodations. Research shows that accessible design benefits students with varying learning preferences, language backgrounds, and life circumstances.
Framing the Conversation
Reframing Key Concepts
Accessibility
Creating equal learning opportunities for all students, regardless of ability or circumstance.
Flexibility
Offering multiple pathways for students to access content, engage with material, and demonstrate learning.
Forethought
Proactive design that anticipates learner variability rather than reacting to individual accommodation requests.
When we combine Inclusive Pedagogy with Universal Design for Learning (UDL), we create learning experiences that proactively anticipate and celebrate all students.
Universal Design for Learning (UDL)
“Universal Design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design."
Ronald Mace, Architect , Center for Universal Design (2008)
Multiple Means of Representation
Present information and content in multiple formats—text, audio, video, diagrams—so students can access material in ways that work best for them.
Multiple Means of Action & Expression
Allow varied ways for students to demonstrate their learning—written papers, presentations, videos, portfolios—honoring different strengths.
Multiple Means of Engagement
Build in reflection, meaningful feedback, choice, and relevance to sustain motivation and connect learning to students' lives.
Proactively designing learning experiences that anticipate learner variability rather than treating differences
as problems to solve after the fact.
Inclusive Practices Spectrum From Design to Pedagogy
Inclusive Pedagogy Mindset
Inclusive pedagogy begins with a fundamental shift in perspective: accessibility is fundamental to course design, not an afterthought.
Center Accessibility From the Start
Build accessibility into the foundation of your course, not as an add-on after the syllabus is complete.
Represent Diverse Voices
Intentionally include diverse perspectives, authors, and examples throughout your curriculum and course materials.
Communicate in Multiple Ways
Express expectations, deadlines, and clarify instructions through various formats to reach all learners.
Reflection Question
How does my current teaching reflect an intentional, inclusive mindset?
Consider: Do I design with all learners in mind from day one, or do I retrofit accessibility when requested?
Activity: Handout Section 1
Inclusive Pedagogy Mindset
Take a few minutes to review the inventory questions and honestly assess where you are in your journey toward inclusive teaching practices.
Accessibility of Course Materials
Making course materials accessible doesn't require perfection—it requires intentionality. Small improvements in how we format and share content can dramatically improve the learning experience.
Accessible Document Formatting
Use proper heading structures in Word, PDF tags, PPT reading order, add alt text to images, and include captions or transcripts for media.
Choose Accessible Digital Tools
Select platforms and technologies that meet accessibility standards (WCAG 2.1 AA) and provide keyboard navigation.
Review External Resources
Before assigning articles, videos, or websites, check whether they're accessible or if alternative formats are available.
Take Action Now
What is one immediate action you can take this week to improve the accessibility of your course materials?
Activity: Handout Section 2
Accessibility of Course Materials
Reflect on your current materials and identify quick
wins for improvement.
Instructional Strategy Inventory
Effective inclusive teaching practices can be woven throughout your course. The following strategies represent evidence-based approaches that support learner variability and strengthen outcomes for all students.
Flexible Assessment Options
Offer students choice in how they demonstrate mastery—research papers, creative projects, presentations, or case studies.
Structured Reflection
Build in regular opportunities for students to reflect on their learning process, progress, and connections to their goals.
Scaffold Complex Tasks
Break larger assignments into smaller steps with checkpoints, drafts, and feedback opportunities along the way.
Normalize Accessibility Features
Encourage all students to use captions, screen readers, or other tools without stigma—frame them as learning supports, not special accommodations.
Reflection Question: Which one practice could you adapt or strengthen to better support all learners in your course? Consider starting with the strategy that feels most aligned with your teaching style.
Activity: Handout Section 3 - Instructional Strategies
Assess your current practices and identify opportunities for growth.
Moving to Practice
Transformation happens through intentional reflection and small, sustained action.
1
Celebrate Strengths
What inclusive practices are already working well in your teaching? Acknowledge what you're doing well.
2
Identify Opportunities
Where do you see room for improvement? What gaps emerged from the
inventory activities?
3
Commit to Next Steps
What's one specific change you'll make next term? Be concrete and realistic.
Activity: Handout Section 4
Moving to Practice
Complete your personal action plan
before leaving today's session.
Implementation Tip
Start small and build momentum. Integrate one new inclusive practice next term, refine it based on student feedback, then add another. Sustainable change happens incrementally.
Padlet link QR Code
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Key Takeaways
Quality Teaching
Accessibility isn't separate from good teaching—it enhances teaching quality and improves outcomes for all students.
Proactive Design
Inclusive Pedagogy and UDL represent proactive, equitable design that anticipates learner variability rather than reacting to it.
Continuous Growth
Sustained improvement comes from continuous reflection, experimentation, and willingness to evolve your practice.
Meaningful Impact
Small, intentional shifts in how we design and deliver learning experiences lead to meaningful, access for all.
Thank you for your commitment to inclusive teaching.
Your students—all of them—will benefit from the work you do today.
Thank You!