Structuring a Course and Teaching Situation

The goal of accessible teaching is to remove barriers to learning already in the planning phase. When a course is built to be clear and flexible from the start, as many students as possible can study smoothly without separate accommodations or special arrangements. This requires taking diverse student needs into account at all stages of teaching.

Already when creating course implementation plans, it is possible to design alternative delivery methods, assessment practices, and guidance strategies. Universal Design for Learning (UDL) provides a practical foundation for accessible course design. UDL emphasizes flexible ways of learning, practicing, and demonstrating competence, helping build a course that enables equal opportunities for success.

Preventing Barriers through Anticipation

Anticipation is central to accessibility. When planning a course, the aim is to remove barriers in advance: a clear structure, multichannel materials, alternative completion methods, and flexible learning paths support all students.

The teacher should consider:

Does the student understand from the beginning what will be done and why?
Can students with different skills or backgrounds participate?
Are there alternative ways to learn, practice, and demonstrate competence?1

Clarity Supports Learning

Clarity benefits all students. It means clear goals, content, implementation, and schedules for the course and teaching sessions. Students should always be able to answer three basic questions:

What is being studied?
How is it being studied?
How is competence assessed?

A clear structure helps students understand the whole and reduces uncertainty. Work phases can be numbered logically, which is especially helpful for students who struggle with organizing or concentrating.

In practice, this means:

Describe the course and its objectives in learner-friendly language; explain what students should learn and why.
Build the course or teaching session as a step-by-step, logically progressing whole.
Include opportunities for check-ins and repetition.
Provide important dates, schedules, and instructions in one clear location.
Clarify what is expected from students and how much time tasks typically require.
Explain how, when, and where students can receive guidance or feedback.
Announce changes as early as possible.
Use images and diagrams to clarify and illustrate content. Read more about images and colours