Content
At the District Day of Learning, Dr. Tom Tobin invited us to think about the difference between accessibility and access.
Making courses accessible can feel overwhelming when it’s framed as “fix everything now.” In practice, accessibility improves most effectively through prioritization and steady progress. Small changes, made thoughtfully, can have a meaningful impact on students.
Do one thing:
- Identify one course you’ll focus on first — not all courses at once.
- Choose one high-impact area (videos, readings, or assessments) to start with.
- Set a realistic timeline that matches your teaching load.
- Let go of “perfect” in favor of “better than before.”
- Document what you’ve already improved — progress counts.
- Celebrate at least one accessibility improvement you’ve made this term.
- Note what you’d like to tackle next semester.
- Ask students what changes helped them most.
- Reflect on how accessibility has improved your course overall.
- Give yourself credit for the work you’re doing.
Students benefit from every improvement, even if a course isn’t “fully accessible” yet. Progress, not perfection, is what creates momentum and sustainability.