An Accessible Syllabus

The course syllabus is one of the first things students will receive in a course. It is a space that not only tells them what they will do but also what to expect. An accessible syllabus is a first step to having an accessible classroom. It should be easily accessed by people with a variety of abilities.

An accessible college course syllabus should be clear, concise, and easy to understand, utilizing principles of Universal Design for Learning (UDL) to benefit all students. This means providing information in multiple formats, using clear language, and ensuring accessibility for students with disabilities. 

Breakdown of Key Elements for Creating an Accessible Syllabus

  • Use Accessible Document Formats

    The syllabus should be provided in a simple document format such as directly in Canvas using the Rich Content Editor (RCE) or Word for increased accessibility. 

    • Font:

      Use large (typically 11 or 12 pt. or greater), sans-serif fonts (e.g., Arial, Helvetica, Calibri) and maintain high contrast between text and background.Sans-serif fonts are typefaces that lack the small decorative strokes, or serifs, at the ends of letterforms.

    • PDFs:

      Avoid creating PDF documents as a syllabus format.  They can be difficult to make accessible and may not be compatible with screen readers.

    • Alternative Text:

      Provide clear and concise alternative text descriptions for all images in the syllabus to make them accessible to users of screen readers. 

    • Hyperlinks:

      Use descriptive hyperlink text instead of just the URL to allow users to understand the destination without needing to visually inspect the link. 

    • Headings and Lists:
      Use consistent headings and lists by utilizing the style features within your learning management system (e.g., Canvas) or document creation software (e.g., MS Word or PowerPoint). 

  • Syllabus Statement for Disability Services

    One aspect of creating an inclusive and welcoming classroom is including a statement in your syllabus that addresses students with disabilities. Below are two examples. Please be sure to include one of these statements, or something similar, in all your course syllabus.

  • Rutgers University welcomes students with disabilities into all of the University's educational programs. In order to receive consideration for reasonable accommodations, a student with a disability must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide appropriate documentation: http://radr.rutgers.edu/student/documentation-guidelines-and-principles. If the documentation supports your request for reasonable accommodations, your campus’s Office of Disability Services will provide you and your instructor with a Letter of Accommodations. Students should then have a discussion with their instructor and/or ODS when appropriate regarding implementation of the accommodations.  If you believe you have a disability and need academic accommodations, please complete the registration form (http://webapps.rutgers.edu/student-ods/forms/registration).

  • SAMPLE SYLLABUS STATEMENT 2

    Rutgers University is committed to the creation of an inclusive and safe learning environment for all students, and welcomes students with disabilities into all the University's educational programs. The Office of Disability Services (ODS) is responsible for the determination of appropriate accommodations for students who encounter barriers due to disability. Once a student has completed the ODS process (registration, initial appointment, and submitted documentation) and reasonable accommodations are determined to be necessary and appropriate, a Letter of Accommodation (LOA) can be requested and will be sent to the student and instructor. This should be done as early in the semester as possible as accommodations are not retroactive.  Students should then have a discussion with their instructor and/or ODS when appropriate regarding implementation of the accommodations. More information can be found at http://radr.rutgers.edu/student/aboutODS. If you believe you have a disability and need academic accommodations, please complete the registration form (http://webapps.rutgers.edu/student-ods/forms/registration).

  • Textbooks and Course Packets

    • Make the syllabus and any related course materials available online at least six weeks before the start of the semester.
    • Textbooks and course packets often need to be converted into alternate formats for students with disabilities. Unfortunately, the conversion process can take weeks or months to complete. Placing orders as early as possible helps provide enough time to have alternate formats ready by the start of the course.
    • Textbook ISBN (International Standard Book Number) should be included in the syllabus.
    • Textbooks should be made available at the University Libraries course reserves and this information should be posted on the syllabus.

  • Clear and Concise Language

    • Use plain language, avoiding jargon and acronyms, or defining them when used.
    • Be specific and direct in communicating expectations and requirements.
    • Structure information logically using headings, bulleted lists, and paragraph breaks to facilitate reading. 

Example of an Accessible Syllabus

For an Example of an Accessible Syllabus Template, you can consider using the Syllabus Template developed by Rutgers UOES.

Resource Category
Faculty Resources
Audience
Faculty
Campus
New Brunswick
Off Campus Locations
RBHS
Newark
Camden