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Home » Teaching with TEL » Inclusivity & Accessibility

Understanding the Approach

Inclusivity removes barriers to participation for a diverse student body. Digital accessibility ensures students with disabilities can perceive, navigate, understand, and interact with learning content and platforms.

In practice, this means anticipating barriers when designing Moodle pages, documents, recordings, assessments, communications, and learning activities—using clear structure, accessible formats, captions/transcripts, and flexible ways to engage.

Why it matters: accessible design benefits everyone (e.g. mobile learners, EAL students, neurodivergent students, students using assistive technology) and supports an anticipatory approach to access and participation.
York St John guidance: Inclusivity & Accessibility

Why it matters at York St John

  • Reduce the need for individual adjustments by making core materials usable for everyone wherever possible.
  • Improve participation, independence, and engagement across the cohort.
  • Align with the Equality Act 2010, Public Sector Equality Duty, Public Sector Bodies Accessibility Regulations (2018), and the UKPSF.

Teaching Scenarios & Relevance

Inclusive and accessible design is relevant across all disciplines, modes, class sizes, and student groups.

Common teaching situations

  • Moodle-based teaching: consistent structure, headings, descriptive links, accessible files.
  • Live/recorded teaching: captions/transcripts, clear audio, describe key visuals.
  • Blended/online learning: release key resources early; provide more than one way to participate.
  • Assessment: clear instructions and accessible formats/submission routes.
  • Large groups: anonymous polls/forums and structured tasks to widen participation.
  • Small groups/seminars: flexible contribution options and clear expectations.

When adaptation may be needed

Accessibility tools support good practice but don’t replace judgement. Some specialist software, complex visuals, or auto-generated captions/alternative formats may need checking or adapting—seek advice when a barrier is significant.

Designing for this Approach

Align with learning outcomes

Choose tools and activities because they support the intended outcomes. Ensure accessibility improvements don’t change the academic standard being assessed.

1. Structure content clearly

  • Use built-in headings and a logical hierarchy.
  • Chunk content; use bullet points/steps and consistent layouts.
  • Give clear instructions and predictable navigation.
  • Use descriptive link text (not “click here”).

2. Create accessible resources

  • Run Microsoft Accessibility Checker before sharing files (Word/PowerPoint/Excel).
  • Use alt text for meaningful images; avoid images of text where possible.
  • Use strong contrast; don’t rely on colour alone.
  • Keep slides readable (simple layout, sans-serif fonts).
  • Provide accessible PDFs and/or original Word versions where appropriate; avoid image-only scans.

3. Make multimedia usable

  • Caption recordings and provide transcripts where appropriate.
  • Review auto-captions for accuracy.
  • Describe key visuals verbally.
  • Keep recordings focused; split longer content into sections.

4. Provide flexible participation and assessment

  • Offer more than one way to participate (verbal, written, asynchronous, anonymous) where it still meets outcomes.
  • Allow processing time and clear expectations.
  • Use formative practice for unfamiliar tools.
  • Check the assessment format measures learning (not confidence with tech/equipment).

5. Manage workload and expectations

Keep TEL simple: minimise platforms, explain why each tool is used, provide clear support routes, and share key resources ahead of sessions where possible.

Frameworks & Guiding Principles

Universal Design for Learning (UDL)

Plan for learner variability using multiple means of engagement, representation, and action/expression—a practical prompt for designing and reviewing activities.

Anticipatory accessibility

The Equality Act duties and the Public Sector Equality Duty support an anticipatory approach: address likely barriers before students encounter them.

Web accessibility principles (WAI – POUR)

Use Perceivable, Operable, Understandable, Robust to sense-check Moodle pages and digital resources.
WAI principles: Accessibility Principles

UK Professional Standards Framework (UKPSF)

Accessible TEL supports UKPSF values V1 and V2 and core knowledge K4.
YSJ guidance: Inclusivity & Accessibility

TEL Support

TEL can make inclusive practice easier when tools are selected and configured thoughtfully.

Key tools and approaches (York St John)

  • Moodle: consistent structure, accessible content, clear links, accessible activities.
  • Ally: checks Moodle files, gives staff guidance, and provides student alternative formats. Ally
  • Microsoft 365: Accessibility Checker + Immersive Reader and accessible document structures. Accessibility for Teaching with Office 365
  • For tool-by-tool tips (Teams, Mentimeter, Padlet, PebblePad, Outlook): Accessibility Tools

Recommended workflow: design accessibly → check resources before publishing → use Ally/checkers to prioritise fixes → test the student experience → invite student feedback.

Keeping TEL proportionate

Use the simplest tool that meets the learning purpose. Avoid unnecessary platforms/accounts, explain the purpose of each technology, and provide alternative routes if a tool is inaccessible.

Next Steps: Applying the Approach at York St John

Practical example (module level)

Publish structured Moodle materials in advance, caption recordings, use Ally and Microsoft Accessibility Checker to improve files, and widen participation through polls/forums/small-group tasks alongside verbal contributions.

Suggested implementation sequence

  1. Identify likely barriers against module outcomes (digital, sensory, cognitive, language, participation).
  2. Apply a consistent Moodle structure and clear signposting.
  3. Check files/media before publishing.
  4. Use Ally/Accessibility Checker to prioritise and fix high-impact issues.
  5. Provide resources and instructions early.
  6. Build in flexible participation routes aligned to outcomes.
  7. Gather student feedback on barriers and refine.
  8. Contact support: Digital Training (Office) or TEL (Moodle/Ally/design).

What others can learn

Accessibility works best as an ongoing design habit: small, consistent choices (structure, usable files, captions, flexibility, early communication) improve learning for the whole cohort and reduce avoidable adjustments.