GAAD Day: Digital accessibility insights from neurodiverse students using Blackboard Ultra and the Institutional course template.

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 By Victoria Bailey

An AI-generated image of a student at a desktop with some laptops, and other learning material

In our ever-evolving digital world, accessibility isn't just a compliance checklist; it's a fundamental principle of inclusive education. As we celebrate Global Accessibility Awareness Day 2025, it's the perfect opportunity to highlight how the University of Sheffield is embracing neurodiversity to enhance our Virtual Learning Environment (VLE).

Request access to read the complete Digital accessibility insights from neurodiverse students using Blackboard Ultra and the Institutional course template report.

Understanding neurodiversity in education

Neurodiversity celebrates the natural variations in human cognition. It encompasses conditions like dyslexia, dyspraxia, dyscalculia, autism spectrum conditions, and ADHD. Navigating digital platforms can present unique challenges for neurodiverse students.

Imagine trying to focus on text-heavy content with ADHD, or deciphering inconsistent navigation patterns with autism. These are real hurdles that can increase cognitive load and detract from learning.

In 2023, 5.10% of undergraduates in UK higher education reported having specific learning difficulties (SpLD) or attention-deficit hyperactivity disorder (ADHD). This statistic underscores the importance of designing digital interfaces that cater to diverse cognitive needs.

The University’s commitment to accessibility

Our VLE Implementation Team supports the transition to Blackboard Ultra, the latest version of Anthology’s VLE. This migration is more than an upgrade; it's an opportunity to address student feedback and enhance course layouts, navigational signposting, and content presentation. To ensure success, we regularly invite user feedback, with a recent focus on neurodiverse students.

Their insights have been invaluable, revealing how seemingly minor design elements can significantly impact the learning experience.
  • One student tester shared, "I find it overwhelming when there's insufficient visual differentiation between content sections.”
  • Another participant noted that "this particular (serif) font just doesn't work for me. I can’t read it".
  • A third participant preferred to download content ahead of time, explaining that “downloading and viewing slides and PDF’s on my tablet was more accessible and less of a struggle (than in Blackboard)” for them

Blackboard Ultra’s accessibility features

Blackboard Ultra is designed from the ground up around accessibility, offering features that cater to diverse learning needs. From the Ally Accessibility Checker, which scans content for issues and provides instructor feedback, to accommodation settings for tests and assignments, the platform is built to support all users.

Key features include support for alternative content formats like audio and electronic braille from Ally, logical and consistent keyboard navigation for users who cannot use a mouse, allowing them to move between elements like links, buttons, and form fields, support for assistive technology and a “Skip to main content” link that allows users to bypass repetitive content.

While Blackboard Ultra meets WCAG 2.1 Level AA success criteria, our user testing highlighted areas where technical compliance doesn’t always translate to an optimal user experience for neurodiverse students.

User testing methodology and key findings

Our recent user testing involved neurodiverse students engaging in regular activities within the VLE. This research aimed to answer two key questions:
  1. Does the Institutional template improve support for neurodivergent students?
  2. Do Blackboard Ultra’s accessibility features enhance their learning experience?
Participants were encouraged to think aloud and provide candid feedback. Their insights confirmed positive improvements to the VLE and course template but also revealed several areas for improvement. 

These include:

Consistency and predictability

Participants emphasised the improvements made to the Institutional template, confirming that using a consistent course layout helps reduce cognitive load when transitioning between courses. This consistency allows students to focus on the content, instead of relearning navigation patterns.

Content accessibility

All participants agreed that limiting folder depth to three levels represented a significant improvement over Blackboard Original's unlimited depth of nested folders.

Strong preferences were expressed for downloading content, rather than struggling with embedded presentations. For neurodiverse students who may use specialised software or prefer to customise how they view content, downloadable options provide greater flexibility and control over their learning experience.

Content presentation and readability

Numerous visual design and readability issues were identified, all of which pose significant barriers for students with dyslexia, visual processing differences, or attention difficulties.

Recommendations for improvement

Based on user feedback, we’ve outlined recommendations to enhance visual differentiation, optimise content organisation, improve readability, and ensure accessibility features are robust. These changes will foster a more inclusive digital learning environment that benefits all learners.

These include:
  • Using bullet points instead of paragraphs to improve the scannability of information.
  • Better highlighting for important information and call-to-action items.
  • Address content density issues by breaking walls of text into smaller chunks.
  • Ensure consistent content presentation, including consistent font sizing and sparing use of bold and italics in all content available to students.
  • Enhancing search functionality and navigation to reduce cognitive load.

Broader implications for digital accessibility

Our findings have broader implications for digital accessibility in education. They highlight the importance of user testing with diverse populations and the need for institutions to implement consistent accessibility standards. By integrating Universal Design for Learning (UDL) principles and designing flexible interfaces, we can create digital platforms that accommodate all user needs.

Conclusion

The University of Sheffield’s experience with Blackboard Ultra demonstrates our commitment to creating accessible digital learning environments. We are making significant progress toward inclusivity by valuing various learning styles and content interactions.

As we refine our methods based on user feedback, we remain optimistic that our initiatives will foster genuinely inclusive digital learning spaces that enable all students to thrive.


Victoria Bailey is a Virtual Learning Environment (VLE) Implementation Adviser at the University of Sheffield