Blackboard Module Accessibility Statements (pilot)

Staff guide: explaining the purpose and value of completing module accessibility statements. Each of the pages that follow explain more about each question, how to answer them and what information will be displayed to students.

Staff guide: explaining Statement 1 of 6 of the Blackboard Module Accessibility Statements. Acknowledging this statement, confirms that the teaching team review the Student Support Recommendations (SSRs) for the module, put reasonable adjustments in place, and agree alternatives with the Student Disability and Inclusion Team when needed.

Staff guide: explaining Statement 2 of 6 of the Blackboard Module Accessibility Statements. Acknowledging this statement, confirms that the teaching team checks that module content is accessible by using Microsoft accessibility tools and acting on feedback from Blackboard’s accessibility score.

Staff guide: explaining Statement 3 of 6 in the Blackboard Module Accessibility Statements. Acknowledging this statement, confirms that this module is well structured with a logical order, context is provided for each course item, and file names are consistent and meaningful.

Staff guide: explaining Statement 4 of 6 in the Blackboard Module Accessibility Statements. Acknowledging this statement confirms that the module includes a clear breakdown of the assessment weighting for the module and a sub-section for each assessment which states whether it is formative or summative and includes the assessment brief, instructions and mark scheme or rubric.

Staff guide: explaining Statement 5 of 6 in the Blackboard Module Accessibility Statements. Acknowledging this statement, confirms that this module has an online reading list, including essential and optional reading, created with support of the Library team.

Staff Guide: Share additional accessibility and inclusion steps you have taken in your Blackboard module. Use Statement 6 to tell students about your ongoing efforts to create an inclusive learning environment.