ABSTRACT
This chapter explores what to teach online and hybrid course designers and instructors about accessible, usable, and inclusive design. The content emerged from a review of research and practice literature, informal input from online instructors and students with disabilities, and consultation with participants in an onsite capacity-building institute and online community of practice. The chapter presents legal issues, access challenges faced by individuals with disabilities, a framework to guide specific instructional practices, and the design of facilities to complement online components of hybrid courses. It considers for inclusion in professional development that is based on the short-term and systemic goals of the institution, characteristics and needs of the audience, desired outcomes, time constraints, and other considerations. In online learning, access barriers can occur due to the technology used, such as inaccessibly designed functions of an learning management systems, as well as curriculum developed by instructors, including content presented in videos and PDF files.
