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Accessible Documents

Faculty Responsibilities and the Accessible Technology Initiative 

The California State University (CSU) has an ongoing commitment to provide access to information resources and technologies to individuals with disabilities. Cal Poly Pomona University is phasing in the implementation of the Accessible Technology Initiative. Starting Fall 2008, all new courses and new course preparations will comply with ATI requirements. Faculty members are encouraged to begin meeting these requirements in their instructional practices to ensure a smooth transition to full compliance. 

Making Instructional Materials Accessible 

  • Select your textbooks by the published deadline. This will ensure sufficient time to acquire them in accessible formats as needed. (If they are not available from the publisher, they must be converted).
  • Post your syllabus online in Blackboard or on a course web page. 
  • Always include alternate text for images, graphs, charts, illustrations, etc.
  • Use consistent structure and built-in styles. For example Word provides built-in styles (section and table headings) and PowerPoint has built-in templates and designs.
  • When creating scanned documents, use the PDF-Maker icon from the menu bar. Adobe Acrobat has built-in features that can be used to check and fix accessibility issues. 
  • Use contrasting colors between backgrounds and text. 
  • Avoid using color as the only means to convey information.
  • Use videos and films that are captioned or subtitled. If it is not possible to obtain a captioned version, contact IT MediaVision to discuss alternatives.
  • If you have any doubts regarding the accessibility of your materials, contact the IT Service Desk, x6776. 

Universal Design for Learning

Universal design is an approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation or retrofitting. Universal design provides equal access to learning, not simply  equal access to information. Universal design allows the student to control the method of accessing information while the teacher monitors the learning process and initiates any beneficial methods.

For examples of UDL, visit Examples of UDI applications in the classroom for deaf and hard of hearing students.

To learn more about Universal Design for Learning please visit the eLearning website.