Clear Design Is an Accessibility

Even accessible materials can overwhelm learners. Too much information, unclear priorities, or high-stakes pressure can reduce access. When courses are clear, predictable, and well-organized, students can focus their attention on learning rather than decoding expectations or navigating logistics. These design choices reduce cognitive load, build confidence, and make it easier for students to participate, especially given their busy, complex lives. Clear course design also saves faculty time by reducing confusion and the need to respond to follow-up questions.

Do one thing:

Choose one design choice that makes expectations clearer, structure more predictable, or content easier for students to navigate.

  1. Getting Oriented
    • Add a brief summary at the top or bottom of one module or LMS page.
    • Post a short weekly overview that explains “what to focus on this week.”
    • Use consistent names for assignments and files.
    • Apply a consistent weekly structure (same rhythm, same layout).
  2. Understanding What’s Expected
    • Simplify one set of instructions using bullet points and plain language.
    • Clearly highlight key dates, deliverables, and expectations for one major assignment.
    • Share one example or model of successful student work.
    • Identify and label the “must-know” versus “nice-to-know” content in one unit.
  3. Making Sense of the Content
    • Chunk one long piece of content into shorter sections with clear headings.
    • Remove or simplify one slide or LMS page that feels overly complex.
    • Pause during class (or in a recording) to briefly summarize key points.
    • Break one complex assignment into smaller steps with clear deadlines.
    • Add at least one low-stakes practice opportunity before a major assessment.

Unclear expectations create invisible barriers. Predictable structure, clear instructions, and consistent organization help students manage attention, time, and stress, especially those balancing work, family, and school.

Reach out to your local Center for Teaching and Learning and to the College Digital Accessibility Committees for tools, techniques, and support in sharing the work across courses and departments.