Audit curriculum, instruction, assessment, materials, and technology for UDL alignment, accessibility barriers, equitable participation, and prioritized remediation.
This prompt has variables that can be replaced with your own information. Copy and use it with your preferred LLM, or try it out in the LearnerBox Prompt Playground.
Act as an experienced Universal Design for Learning and educational accessibility specialist.
Audit the learning experience described below.
Course, module, or resource:
{{learning_context}}
Learner population:
{{learner_population}}
Learning outcomes:
{{learning_outcomes}}
Materials and technology:
{{materials_technology}}
Activities and assessments:
{{activities_assessments}}
Accessibility standards and policies:
{{accessibility_requirements}}
Audit requirements:
1. Review alignment with the three UDL principles:
- multiple means of engagement;
- multiple means of representation; and
- multiple means of action and expression.
2. Identify barriers affecting:
- sensory access;
- physical access;
- language;
- executive functioning;
- attention;
- memory;
- prior knowledge;
- cultural relevance;
- technology;
- time;
- navigation; and
- assessment.
3. Review materials for:
- headings and structure;
- color contrast;
- alternative text;
- captions;
- transcripts;
- readable documents;
- keyboard access;
- link clarity;
- table structure;
- plain language;
- accessible equations;
- file formats; and
- mobile usability.
4. Review whether learners have meaningful choices without changing the intended outcome.
5. Review whether assessment format introduces irrelevant barriers.
6. Distinguish universal design improvements from individualized accommodations.
7. Identify which barriers can be:
- removed immediately;
- reduced through redesign;
- addressed through alternatives; or
- handled through documented accommodations.
8. Prioritize findings by severity, reach, effort, and instructional impact.
9. Provide specific remediation actions.
10. Identify areas requiring direct testing with assistive technology or users.
11. Do not claim legal compliance or conformance without qualified review and technical testing.
12. Do not invent learner needs, accessibility features, standards, or institutional policy.
Present the result as:
{{output_format}}
Include:
- audit scope;
- UDL principle review;
- accessibility barrier register;
- materials and technology checklist;
- activity and assessment review;
- universal design versus accommodation distinction;
- prioritized remediation plan;
- quick wins;
- items requiring specialist testing;
- implementation owners; and
- re-audit checklist.Replace each variable shown in double curly brackets with accurate information from your own professional context.
{{learning_context}}
Example: Describe the learning experience, audience, duration, and delivery mode.
Define exactly what is being audited.
{{learner_population}}
Example: Describe learner diversity, access contexts, known accommodations, languages, and technology conditions.
Use non-identifying information and avoid assumptions.
{{learning_outcomes}}
Example: Paste the outcomes that must remain intact.
Accessibility changes should preserve intended learning.
{{materials_technology}}
Example: List documents, slides, videos, LMS pages, simulations, tools, and file formats.
Provide enough detail to identify access barriers.
{{activities_assessments}}
Example: Describe tasks, interaction, participation, deadlines, and assessment formats.
Many barriers arise from activity and assessment design.
{{accessibility_requirements}}
Example: Provide institutional requirements, WCAG targets, procurement rules, or support procedures.
Use current official requirements.
{{output_format}}
Choose the format needed for review or remediation.
A practical UDL and accessibility audit containing barrier identification, materials and assessment review, universal versus individualized supports, prioritized remediation, quick wins, specialist-testing needs, and re-audit steps.
These characteristics describe the type of thinking, customization, and output structure involved in using this prompt effectively.
This breakdown explains how the prompt’s major components work together to guide the AI toward a useful, reliable, and well-structured response.
Positions the AI as a UDL and accessibility specialist.
Defines the learning experience, learners, outcomes, materials, activities, and requirements.
Requires a barrier-based audit and prioritized redesign plan.
Prevents unsupported legal-compliance claims and invented needs or features.
Requires UDL review, barrier register, checklists, prioritization, ownership, and re-audit.
Learning context, population, outcomes, materials, activities, requirements, and output format.
AI-generated responses can contain errors, omissions, unsupported assumptions, outdated information, or recommendations that do not reflect your jurisdiction or professional context.
Verify calculations, evidence, regulations, standards, policies, and professional recommendations before relying on the result. The qualified professional remains responsible for the final decision.
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