UX-60-5 Inclusive Design and Accessibility
UX-60-5 Inclusive Design and Accessibility
- Course description
- Course CodeUX-60-5
- Level of Study5.1
- Program of StudyUX/UI Design
- Credits10
- Study Plan CoordinatorCandice Krüger
This course introduces students to inclusive design and accessibility in digital products. Students explore how different access needs can affect digital interaction and how accessibility requirements can shape interface design, content, and structure. The course also covers WCAG, legal expectations, semantic structure, and methods for evaluating accessibility in digital interfaces.
Through accessibility review, testing, and design improvement, students learn how to identify barriers and propose more inclusive solutions. The course supports an ethical and practical approach to accessibility by encouraging students to assess digital products in relation to standards, user needs, and equal access to information and services.
The candidate
- has knowledge of accessibility and inclusive design principles, including different types of disabilities, how they can affect digital interaction, and how digital tools and emerging technologies can support or limit accessibility.
- has knowledge of concepts, processes and tools that are used to evaluate accessibility in digital interfaces, including WCAG 2.2 and accessibility testing methods.
- has insight into relevant regulations, standards, agreements and quality requirements, including legal expectations related to universal design of digital services.
- has knowledge of semantic structure in user interfaces, including a conceptual understanding of semantic HTML and ARIA roles.
- can update their knowledge by following developments in accessibility standards, tools, and best practice.
- understands the importance of inclusive design and accessibility in a societal and value creation perspective, including equal access to information and services.
The candidate
- can apply knowledge to practical and theoretical problems by improving digital products to support accessible interaction, content, and interface components for selected user groups.
- can apply relevant tools, materials, techniques and styles by using accessibility evaluation tools, contrast checking, keyboard navigation testing, and screen reader testing to verify accessible solutions.
- can find information and material that is relevant to a problem by consulting accessibility standards, design system guidelines, and specialist resources to inform inclusive design decisions.
- can assess a situation, identify subject related issues, and identify what measures need to be implemented by carrying out accessibility audits, prioritising issues, and planning design changes.
The candidate
- understands the ethical principles that apply in the trade and field of work, including fairness, non discrimination, avoidance of dark patterns, respect for people with differing abilities and access needs, and responsible digital practice.
- has developed an ethical attitude in relation to the practice of their discipline, including taking responsibility for raising accessibility concerns and arguing for inclusive choices.
- can carry out work based on the needs of selected target groups by adapting interaction patterns, content structure, and language to support users with specific accessibility needs.
Digital Learning Resources
The learning management system (LMS) is the primary learning platform where students access most of their course materials. The content is presented in various formats, such as text, images, models, videos or podcasts. Each course follows a progression plan, designed to lead students through weekly modules at their own pace. Exercises and assignments (individual or in groups) are embedded throughout the courses to support continuous practice and assessment of the learning outcomes.
Campus Resources
In addition to the digital learning resources, campus students participate in physical learning activities led by teachers as part of the overall delivery.
Guidance
Guidance and feedback from teachers support students' learning journeys, and may be provided synchronously or asynchronously, individually or in groups, via text, video or in-person feedback.
| Form of assessment | Grading scale | Grouping | Duration of assessment |
|---|---|---|---|
Course Assignment | Pass / Fail |