A faculty guide for teaching online in a predesigned course.
Overview
Faculty facilitating a predesigned online course help ensure that all students can participate, demonstrate learning, and achieve course outcomes. Even when content is already developed, instructors play a critical role in implementing accommodations, creating an inclusive environment, and responding to student needs.
Focus of this guide: Accessible course facilitation, fair grading, and meaningful feedback within an existing course.
Understanding Accessibility and Accommodations
Accessibility
Learning experiences that can be used by all students, including students with disabilities. Many features may already be built into a predesigned course.
- Captioned videos
- Accessible PDF and Word documents
- Alternative text for images
- Screen reader compatibility
- Clear navigation and organization
Accommodations
Individualized adjustments approved through disability services to provide equitable access without changing learning outcomes.
- Extended assignment or exam time
- Alternative material formats
- Note-taking services
- Captioning or interpreting services
- Disability-related attendance flexibility
Faculty Responsibilities in a Predesigned Course
Faculty Should
- Implement approved accommodations consistently.
- Communicate professionally and respectfully.
- Maintain confidentiality.
- Refer students to disability support services when appropriate.
- Report accessibility concerns in the course.
Faculty Should Not
- Request detailed medical information.
- Determine accommodations independently.
- Deny approved accommodations.
- Publicly discuss a student’s disability status.
Accessibility in Course Facilitation
1
Create an Inclusive Environment
Use welcoming, respectful language. Respond positively to accommodation requests, normalize help-seeking, and encourage students to communicate challenges early.
Sample Syllabus Statement
“Students who require accommodations should work with the university’s disability services office. If you have an approved accommodation plan, please contact me early in the course so we can ensure timely implementation.”
2
Monitor Student Participation Equitably
Students may engage differently because of disabilities, health conditions, technology limitations, or approved accommodations. Consider multiple participation methods and flexible communication channels.
How to Apply
Consider discussion boards, reflection journals, recorded responses, or approved alternative participation activities rather than relying only on live participation.
3
Facilitate Discussions Accessibly
- Provide clear instructions and concise language.
- Break complex tasks into steps and allow adequate response time.
- Use descriptive headings and meaningful link text.
- Encourage respectful interaction.
Accessibility Reminder
Avoid “click here” links, long text blocks without headings, and color as the only indicator of meaning.
4
Communicate Clearly and Consistently
Post weekly announcements, remind students about major assignments, use consistent terminology, and communicate changes well in advance.
Example: Clear Assignment Directions
Instead of: “Complete the assignment sometime this week.”
Use: “Submit Assignment 3 by Sunday at 11:59 p.m. ET through the Assignments link.”
5
Address Accessibility Issues Promptly
Report videos without captions, documents unreadable by screen readers, broken links affecting access, and assessments that may not work with assistive technology.
Where to Seek Support
Instructional design teams, disability services, online learning support staff, or academic technology support.
Accommodations and Assignment Management
Apply adjustments according to the student’s approved accommodation plan.
Extended Time
Approved adjustments may include extra time on quizzes or exams and assignment extensions when specified.
- Verify accommodation notifications.
- Apply approved adjustments promptly.
- Coordinate with support staff when LMS changes are necessary.
Flexible Deadlines
When an approved plan includes due-date flexibility, discuss implementation with the student, maintain course standards, establish clear expectations, and document agreements.
Sample Response
“Thank you for letting me know. Based on your approved accommodation, you may submit the assignment by Wednesday. Please keep me informed if additional concerns arise.”
Alternative Assignment Formats
Approved adjustments may include an oral presentation in place of a written submission, an accessible submission method, or another alternative format. Consult disability services about implementation questions.
Accessibility and Grading
Assess achievement of learning outcomes using established criteria and approved accommodations.
Grade Learning Outcomes
Ask whether the student demonstrated mastery, met rubric criteria, and received approved accommodations. Avoid disability-related assumptions about communication, effort, or motivation.
Maintain Consistency
Accommodations provide access. Students are assessed against the same learning outcomes and grading criteria.
Example: Extended testing time provides additional time, not additional points.
Use Transparent Rubrics
Define performance levels and objective criteria. Clear rubrics reduce ambiguity and improve consistency.
Be Mindful of Bias
Reflect on participation expectations, language assumptions, cultural differences, and neurodiversity.
Is the grade based on learning outcomes or on a preferred way of demonstrating learning?
Providing Accessible Feedback
Effective feedback is timely, specific, actionable, respectful, and encouraging.
Make Feedback Specific and Actionable
Use plain language, concise sentences, and bullets where helpful. Focus on key improvements without overwhelming students with comments.
Example: Actionable Feedback
Less effective: “Needs improvement.”
More effective: “Your argument is clearly stated. To strengthen the paper, include additional evidence to support points made in paragraphs three and four.”
Use Accessible Feedback Methods
Options include written comments, audio feedback, captioned video, rubric comments, and individual conferences. Ensure accessibility requirements are met when using audio or video.
Balance Guidance and Encouragement
Identify strengths, explain areas for improvement, and provide specific next steps.
Example: Strengths and Next Steps
Strengths
Strong thesis statement and appropriate use of sources.
Next Steps
Expand the analysis in section two and cite all quoted material consistently.
Working with Disability Services
Collaborate with disability services when questions arise about accommodation implementation, alternative assessments, attendance accommodations, accessibility concerns, or barriers within course activities.
When uncertain, consult rather than decide independently.
Putting Accessibility into Practice
In a predesigned course, faculty influence student success through equitable facilitation, consistent accommodation implementation, fair grading, and accessible feedback. Use this checklist to support access, inclusion, and clear communication in your daily teaching.
Course Facilitation
- Post clear weekly instructions
- Use consistent communication
- Foster an inclusive environment
- Provide multiple participation opportunities
- Report accessibility barriers promptly
Grading
- Apply accommodations as approved
- Grade using established criteria
- Focus on learning outcomes
- Use transparent rubrics
- Maintain consistency for all students
Feedback
- Provide timely responses
- Be specific and actionable
- Use accessible formats
- Highlight strengths and growth areas
- Encourage continued learning