• Equitable use.

The design is useful and market­able to people with diverse abilities. Example: A professor’s website is designed so that it is accessible to everyone, including students who are blind and using text-to-speech software.

• Flexibility in use.

The design accommodates a wide range of individual preferences and abili­ties. Example: A museum, visited as a field trip for a course, allows each student to choose to read or listen to a description of the contents of display cases.

• Simple and intuitive use.

Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level. Example: Control buttons on science equipment are labeled with text and symbols that are simple and intuitive to understand.

• Perceptible information.

The design commu­nicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities. Example: A video presentation projected in a course includes captions.

• Tolerance for error.

The design minimizes hazards and the adverse consequences of accidental or unintended actions. Example: Educational software provides guidance and background information when the student makes an inappropriate response.

• Low physical effort.

The design can be used ef­ficiently, comfortably, and with a minimum of fatigue. Example: Doors to a lecture hall open automatically for people with a wide variety of physical characteristics.

• Size and space for approach and use.

Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user’s body size, posture, or mobility. Example: A flexible science lab work area has adequate workspace for students who are left- or right-handed and for those who need to work from a standing or seated position.

• Class climate.

Adopt practices that reflect high values with respect to both diversity and in­clusiveness. Example: Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs.

• Interaction.

Encourage regular and effective in­teractions between students and the instructor and ensure that communication methods are accessible to all participants. Example: Assign group work for which learners must support each other and that places a high value on dif­ferent skills and roles.

• Physical environments and products.

Ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all students, and that all potential student charac­teristics are addressed in safety considerations. Example: Develop safety procedures for all students, including those who are blind, deaf, or wheelchair users.

• Delivery methods.

Use multiple, accessible instructional methods that are accessible to all learners. Example: Use multiple modes to deliver content; when possible allow students to choose from multiple options for learning; and motivate and engage students—consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, field work, and so forth.

• Information resources and technology.

Ensure that course materials, notes, and other information resources are engaging, flexible, and accessible for all students. Example: Choose printed materials and prepare a syllabus early to al­low students the option of beginning to read materials and work on assignments before the course begins. Allow adequate time to arrange for alternate formats, such as books in audio format.

• Feedback.

Provide specific feedback on a regu­lar basis. Example: Allow students to turn in parts of large projects for feedback before the final project is due.

• Assessment.

Regularly assess student progress using multiple accessible methods and tools, and adjust instruction accordingly. Example: Assess group and cooperative performance as well as individual achievement.

• Accommodation.

Plan for accommodations for students whose needs are not met by the instructional design. Example: Know campus protocols for getting materials in alternate formats, rescheduling classroom locations, and arranging for other accommodations for students with disabilities.