The Office of Disability Services works in collaboration with faculty members, TAs, and other course instructors to remove curricular barriers that exclude students with disabilities from full participation. Access can be achieved through sustainable curricular change and/or individual accommodation.
The following should be a part of all instructors’ teaching practices:
- Never say “no” to an accommodation request without first consulting with a Disability Services staff member.
- Include an accessibility statement on your syllabi.
- Ensure that recommended testing accommodations are available to students and that all student assessment activities are accessible.
- Effective test accommodations may be implemented by faculty or arrangements may be made with the Testing Center to administer exams with accommodations.
- Assist students in receiving lecture notes by posting notes/PowerPoint slides online or locating a volunteer note-taker from within the class.
- Identify course readings early to allow time for the creation of accessible materials.
- Ensure all posted readings are accessible to screen reading technology.
- Ensure Sign Language Interpreters have appropriate seating.
- Select only captioned videos; contact Disability Services early to discuss uncaptioned materials.
- Ensure class activities, including field trips, are accessible.
Instruction and Activities:
- It is good practice to e-mail any course materials in advance to all students. This gives students the opportunity to be read along with you, manipulate size or color, or print, should they desire.
- If you refer to photos or images in your teachings, describe those images for anyone who may not be able to see.
- Read the essential content from any slides you reference, as some will not be able to see the slides or screen.
- All videos, films, etc. should be captioned. Not only will this make the content accessible to deaf or hard of hearing students, but many students benefit from reading along.