10 Accessibility Tips for Teachers to Lower the Barriers, Not the Standards

[MarisaBluestone]

Some classrooms feel like obstacle courses. The syllabus is a maze, the unwritten rules are in another language, and the only map is labeled Office Hours—whatever that means. But in others, the path is clear, the doors are open, and everyone knows they belong.

In this episode of The What and Who of EDU, we asked ten instructors how they make learning accessible. About the small shifts, the flexible paths, and the “you actually can sit with us” energy that make learning possible for every student.

Be sure to check out the full podcast episode "10 Ways to Create Accessible Classrooms that Lower the Barriers (Not the Standards)" on Apple & Spotify  to hear all the tips. 

1. Clear the Ramp for Everyone

Some people treat accessibility like extra credit, located squarely in the “if I have time” column of teaching. Jennifer Duncan sees it as core.

“I love the cartoon that they often use in those workshops where it shows a bunch of people standing outside of a house. It's snowing, and the person says, as soon as I clear the steps I'll handle the handicapped ramp, and the person says, but if you clear the ramp everybody can walk up it.” 

Why it works: Accessibility tools like captions and alt text aren’t just for students with documented disabilities, they make learning smoother for everyone. When you “clear the ramp” from the start, you don’t just meet accommodation needs, you remove friction for the whole class.

2. You Don’t Have to Know Everything, Just Who to Call. 

Accessibility often relies on specialized skills and technology—things most instructors were never formally trained to do. Kendra Thomas learned that instead of trying to master every detail herself, she relies on colleagues, campus services, and embedded resources that make sure her materials meet high standards without adding an impossible workload.

“There’s a huge amount of technicality in accessibility that requires things that I frankly don’t know and haven’t been prepared for. And so I find that those resources that come with a textbook have been incredibly helpful.”

Why it works: You don’t have to be a tech expert to have an accessible course, you just need to know your partners. Leveraging campus resources, learning companies and accessibility specialists ensures the work gets done without sacrificing quality.

3. Design for Variability, Not Exceptions

Instead of adding one-off accommodations after the fact, Dr. Christin Monroe builds flexibility right into her course design. Whether it’s deadlines, materials, or learning paths, she gives students options that work for them, without changing the end goal.

“I use flexibility and personalized learning. I get students that come in with a variety of different skills. And they're all neurodivergent. So it's important for me to allow them to take advantage of the learning strategy that works best for them rather than dictating what I think is going to work for them.” 

Why it works: Flexibility doesn’t mean chaos. It means giving students control over how they engage with material, while keeping the goals the same. When choice is built in, students can adapt without asking for exceptions.

4. Lose the Secret Handshake & Make Connections Easy

The hidden rules of academia can keep students from getting help before they even start. Dr. Eric Chiang makes those unspoken rules explicit, replacing intimidating traditions with approachable alternatives that bring students in instead of pushing them away.

“In the 1st two weeks of class I don't have office hours. Instead, I offer meet and greet sessions, where I encourage my students to stop by and say hello for a few seconds with no questions or preparations needed. Just come by and introduce yourself, so I can put a name to a face. And then from there students will often feel much more comfortable seeking help in the course.”

Why it works: Traditions and jargon can unintentionally exclude students. Reframing them with student-friendly language and structure signals that help is for them.

5. Say It Like You Mean Everyone

Small shifts in language can change how comfortable students are in speaking up. Dr. Daniel Look swaps “Any questions?” for “What would you like to know more about?” to invite curiosity and signal that all students belong.

“A few years ago I had a student mention to me that they didn't know what office hours were. They kind of thought that was the time when I was doing office work, and they shouldn't come by. And then a colleague of mine … started calling them student hours and holding them in a public space. They know it's for them, and you kind of avoid that line out your door, because now I'm in a larger space. So if there are 10 people there, they can all hear the answer to what I'm discussing with a particular student, and then often it becomes a conversation.” 

Why it works: Subtle cues shape classroom culture. When your words invite curiosity instead of implying a deficit, more students engage and participate.

6. Flexibility ≠ Lower Standards

Mary Gourley knows you can hold students to high expectations and still leave room for life to happen. Her approach combines clear structure with targeted flexibility so students can recover when the unexpected gets in the way.

“I've got some pretty strict deadlines in place, and they're gonna stay there. But I do think that it's really important to be flexible in circumstances. I feel like that's closer to real life. I feel like that helps students.”

Why it works: Strict deadlines with room for exceptions keep students accountable while recognizing real-life obstacles. Built-in flexibility makes success achievable without diluting learning goals.

7. Let Students Show What They Know, Their Way

Universal Design for Learning (UDL) isn’t just about access to course content, it’s also about giving students different ways to demonstrate mastery. Erika Martinez uses a mix of formats so students can lean into their strengths without lowering the bar.

“I use universal design for learning principles and aim to create flexible learning environments by providing multiple ways for students to access information and engage with the content and demonstrate their understanding … I allow for flexible dates and deadlines for students facing accessibility challenges and really try to accommodate diverse needs for my students.” 

Why it works: Allowing choice in assignments, like video, presentation, model, or paper, can help students lean into their strengths while still meeting the same learning objectives.

8. Light the Way

Attendance isn’t the only measure of engagement. Jennifer Ripley Stueckle uses tools and formats that make sure students can keep up with the material, even if life keeps them out of the classroom for a bit. Make sure missing a day doesn’t mean missing the learning.

“I always run a live zoom during my class period. I tell my students that it is not going to be pretty. It is not going to be professional. I'm going to be moving around because my priority is teaching the in-person students, but they can hear my voice. And the Powerpoint lectures are posted online. So you can still get all the material you can get. You can log into the zoom real time if you can't make it to class, or you can watch it recorded. So it provides accessibility to students that are sick and are afraid to miss class.” 

Why it works: The semester doesn’t always go as planned for you or your students. Tools like Lightboard videos and HyFlex formats allow students to keep pace during illness, anxiety spikes, or family emergencies, reducing the risk of falling behind.

Details Are the Design. Sweat the Small Stuff.

Sometimes the biggest difference comes from the smallest choices. Derek Harmon tweaks colors, labels, and descriptions in his materials to make sure no one is left out—not even in the details.

“For my students, I use purple arrows, purple boxes, things that I think work for the majority of individuals that might have a colorblindness which is typically red or green. But I might make it a little bit more accessible for them in that way.” 

Why it works: Alt text, color choices, and clear labeling make materials accessible to students with visual impairments or other needs. The details send a message: everyone’s experience matters.

10. Connect Students to the Right Resources

Amy Goodman knows accessibility doesn’t mean having every tool or skill in your own toolkit—it means knowing how to get students what they need when they need it. Amy Goodman leans on Baylor’s built-in LMS features, campus accommodation services, and a strong network of colleagues to make sure her students can access the right supports. The most important part? Keeping the conversation open so students feel comfortable telling her what they need.

“I just like to keep that line of communication open with my students. Are there any needs that you have that I can meet? And if so, what are they? And if they're not something that I can just make a small adjustment to meet in the classroom, then what can we do outside of the classroom to meet those needs.” 

Why it works: No one instructor can be an expert in every aspect of accessibility. By listening, staying curious, and knowing where to turn, you can connect students to the specialized resources that remove barriers and help them thrive.

🎧 Want to hear it all in action? Be sure to check out the full podcast episode "10 Ways to Create Accessible Classrooms that Lower the Barriers (Not the Standards)" on Apple & Spotify  to hear all the tips.