NTLSN · Crash Course · Inclusion

Inclusive & accessible teaching — a crash course

Inclusive teaching isn't an add-on for a few students — it's better design for all of them. Four short lessons grounded in Universal Design for Learning, then a self-check.

The one thing to remember: design for the margins and you design better for the middle too — the curb-cut effect. Accessibility built in from the start is rarely extra work; retrofitted, it always is.
4 lessons~11 min read1 self-checkGrounded in CAST UDL, WCAG, inclusive-pedagogy practice

The lessons

1
Universal Design for LearningMultiple means — by design
›

UDL plans for learner variability from the start: multiple means of engagement, representation, and action & expression. It's proactive, not reactive.

  • Offer more than one way to engage with, access, and demonstrate learning.
  • Vary the format of materials (text, audio, visual) so no single barrier locks anyone out.
  • Give choice in how students show what they know, within the same outcome.
Grounded in
  • Universal Design for Learning guidelines (CAST)
  • Inclusive curriculum design practice
2
Accessible materialsCaptions, structure, alt text
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Most accessibility is cheap if done as you build. Captioned video, structured documents, and described images help disabled students — and everyone on a phone or in a second language.

  • Caption video and provide transcripts; use real headings, not bold text.
  • Add alt text to meaningful images; ensure colour isn't the only signal.
  • Check contrast and that everything works by keyboard — aim for WCAG 2.2 AA.
Grounded in
  • WCAG 2.2 AA; accessible-document practice
  • Captioning & transcript guidance
3
Inclusive assessmentFair by design, flexible where it counts
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Inclusive assessment removes barriers that aren't part of what you're assessing — without lowering the standard.

  • Separate the construct from the barrier: are you assessing the skill, or the format?
  • Offer flexibility (format, timing) where it doesn't compromise the outcome.
  • Write briefs and rubrics in plain, unambiguous language.
4
Belonging & culturally responsive teachingWho feels this class is for them?
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Students learn more where they feel they belong. Representation, relationships, and responsiveness to students' contexts all shape who thrives.

  • Use diverse examples, names and sources; check whose perspective is centred.
  • Build early, low-stakes connection — belonging predicts persistence.
  • Invite and act on what students tell you about what helps them learn.
Grounded in
  • Inclusive & culturally responsive pedagogy
  • Sense of belonging & student success research
◇ Bring it together — from the NTLSN commons
Browse “Inclusive education”First-year resourcesAccessibility preflight tool369 sector videos

Before your next class or course build — a quick self-check

✓
Students have more than one way to engage, access, and demonstrate learning.
✓
My video is captioned and my documents use real headings.
✓
Images have alt text and colour isn't the only signal.
✓
My assessment removes barriers that aren't part of the outcome.
✓
My examples and sources reflect a range of people and perspectives.
✓
I've built in an early, low-stakes moment of connection.
Source & attribution. Curated from Universal Design for Learning (CAST), WCAG accessibility guidance, and inclusive-pedagogy good practice indexed by the NTLSN commons. Practitioner synthesis, not original research. First Nations pedagogy and cultural protocol are custodian-led and out of scope here — see the commons for custodian-led work.
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