As we work toward full ADA Title II compliance by April 2027, creating accessible digital materials is an opportunity to make our courses more inclusive and supportive for all students. The updated NIU syllabus template offers a strong starting point for developing a syllabus that meets accessibility standards, aligns with university policy, and is easy for students to navigate and understand. Accessibility work does not have to happen all at once—even small improvements, such as sharing key course information through Blackboard in screen reader- and mobile-friendly formats, can make a meaningful difference in the student experience.

Components of an accessible syllabus

When creating an accessible syllabus, consider both the document itself and the course policies. All components should be selected with students’ needs in mind.

The document and its contents

While syllabus content may vary by discipline, there are several common accessibility and formatting features to keep in mind when creating an accessible syllabus in Word.

Headings: Apply heading styles to structure content and make documents easier to read and navigate. Headings divide sections clearly, help users quickly scan information, and support screen reader navigation.
Lists: Use lists to organize steps, ideas, or related items into bulleted or numbered formats. Lists improve readability and make content easier for both readers and screen reader users to follow.
Columns and Tables: Create columns using the columns feature rather than tabs or tables. Reserve tables for information that needs a grid layout and include clear headers to define relationships between rows and columns.
Links: Embed links into descriptive link text that clearly explains where a link leads. Avoid generic phrases like “click here” and avoid displaying long URLs when possible.
Alt Text: Add alt text to meaningful images so users who cannot see them can still understand the image’s content or purpose.

Check out the NIU syllabus template, which already incorporates these accessibility features. It’s a quick way to get started and helps keep your syllabus clear, organized, and accessible.

Course policies and expectations

An accessible syllabus also takes into account student needs in its policies, structure, and expectations. A learner-centered syllabus helps students quickly locate important information, understand course requirements, and feel supported throughout the semester. Moreover, clear organization and inclusive language can reduce confusion and help students engage more confidently with the course.

Consider incorporating the following elements into your syllabus:

Welcoming language that sets a supportive and inclusive tone
Clear rationale for course components so students understand the purpose behind assignments, activities, and policies
An emphasis on growth and learning that encourages progress, revision, and skill development
Flexibility and support options that acknowledge students may encounter challenges and may need guidance or accommodations
Student-centered policies that promote fairness, transparency, and open communication

Making course materials accessible does more than meet requirements and reinforce compliance. Accessible and inclusive course design can help reduce student anxiety, increase engagement, and create a more positive learning experience for all students.

As you review your course policies and expectations, think about which requirements are necessary for students to meet the course goals. Also, pay attention to the questions and requests you get most often from students—these can point to places where a bit more clarity, flexibility, or support could make the course easier to navigate and improve the overall student experience.

Additional help with accessibility

To help ensure your content meets accessibility standards, use the accessibility-checking tools available in Blackboard, Word, and Adobe. In Microsoft Word, the Check Accessibility feature on the Review tab automatically scans your document for accessibility issues and provides guidance on how to fix them.

If you need assistance making your syllabus or other course materials accessible, contact the Center for Innovative Teaching and Learning (CITL) or the NIU Accessibility Ambassadors.

Are you Northern Illinois University faculty, instructors, SPS, or Civil Service staff interested in learning more about accessibility? Join us for the Teaching Effectiveness Institute, Designing for Access: UDL, Accessibility, and Inclusive Course Design, on August 13, 2026. You can also explore additional upcoming programs offered by CITL.

Designing an accessible syllabus for inclusive teaching

Components of an accessible syllabus

The document and its contents

Course policies and expectations

Additional help with accessibility

Helpful resources

NIU resources

Accessibility Tools

Other Resources