Strategies for Creating an Accessible Writing Course

24 Feb

Friday 2/24. 12-1:15 p.m. in WH 200

George William from USC Upstate

Access should be part of the criteria used when choosing materials assigned to be read, viewed, listened to, or (in the case of hypertext) explored. And any instructional materials generated for class — e.g. syllabi, assignment sheets, video tutorials, and course websites — should be created while following current accessibility guidelines. Finally, students who create digital products for class should be provided with the opportunity to learn the importance of access, given the tools for evaluating and improving the accessibility of the materials they produce, and prompted to think critically about evaluative criteria for accessibility; this may be done in any course at any level, so long as the appropriate adjustments are made for the specific context.


How to review course materials for accessibility

Access” in Digital Pedagogy in the Humanities

Accessible Syllabus

National Center for Universal Design for Learning

George H. Williams is an associate professor of English at the University of South Carolina Upstate. He has helped facilitate several workshops on accessibility & pedagogy and accessibility & digital environments, including for the NEH-funded “Accessibility Future” project. Additionally, Dr. Williams is an editor and writer for ProfHacker, an online publication devoted to pedagogy, productivity, and technology in higher education. His research and teaching interests include writing studies, technologies of writing, digital humanities, disability studies, and British Literature.

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