Supporting Students with Disabilities

Making a Referral to ODS
  • If a student directly discloses a disability or health condition to you – or –
  • If a student is struggling, engage with them directly and share available campus resources available to them
 
Syllabus Statement Examples

Diversity and Disability Statement
Georgia Tech values diversity and inclusion; we are committed to a climate of mutual respect and full participation. Our goal is to create learning environments that are usable, equitable, inclusive and welcoming. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or accurate assessment or achievement, please notify the instructor as soon as possible. Students with disabilities should contact the Office of Disability Services to discuss options of removing barriers in this course, including accommodations. ODS can be reached at 404.894.2563, dsinfo@gatech.edu, or disabilityservices.gatech.edu 

 

Access and Accommodations
Your experience in this class is important to me. If you have already established accommodations with the Offices of Disability Services, please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course.

If you have not yet established services through Disability Services, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), please contact the Office of Disability Services at 404.894.2563 or dsinfo@gatech.edu or disabilityservices.gatech.edu.

Disability Services offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s) and Disability Services. It is important to the Georgia Institute of Technology to create inclusive and accessible learning environments consistent with federal and state law.

 

Accessible and Inclusive Instructional Material Checklist

The goal here is to answer YES to each of the questions below.

 

Syllabus

  • Does the syllabus have a statement about statement of support for students with disabilities?
  • Does the syllabus have a clear outline for course content and expectations?
  • Does the syllabus list have a contact for technical assistance?
  • Does the syllabus list a turnaround time for online communication (i.e. 24 hours response on emails)?
  • Does the syllabus state standards of appropriate communication online?

Documents

  • Can text be highlighted, copied, and pasted?
  • Were headings used?
  • Were headings used properly so that a heading level was NOT skipped?
    • Good: H1, H2, H2, H3, H3, H3, H2, H2
    • Bad: H1, H3, H3, H2, H5, H4. (for example, H2 was skipped)
  • Is there sufficient color contrast between text and background colors?
  • Do images (which offer important information not contained in the text) include text descriptions?
  • Was the built-in MS Office Accessibility Checker used?
  • View Creating accessible Word documents from Microsoft Office Support for more information.

PowerPoint Presentation Slides

Excel Workbooks

Video and Audio

  • Is all video content (web, DVD and VHS) captioned?
  • Are transcripts available for video-based materials that were not able to be captioned?
  • Are transcripts available for audio-based materials?