Summary
Learn about online and face-to-face classroom barriers rather than focusing on types of disabilities.
Impact
Accessibility matters in every course, and as an instructor, you might think it best to learn about specific disabilities as a way of creating a more inclusive classroom.
However, it’s often more useful to learn about barriers instead, because:
- Students with (or without) various types of disabilities can experience the same barriers in the classroom.
- Barriers can vary significantly from student to student, even when they share the same disability.
- Students may not always disclose their disabilities to you.
Students do not disclose disabilities because they may:
- Not yet be aware that they have a disability
- Have developed other strategies to navigate their learning
- Be unaware of the DRC and their role in seeking accommodations
- Have experienced stigma in disclosing or using accommodations
- Be concerned that others will think they’re getting a special advantage
When designing a course and at the beginning of the semester, identify potential barriers students may experience so you can add variability to your classroom activities and course materials.
This way you can design your course for everyone and avoid having to modify existing activities and materials to accommodate individuals with disabilities or a subset of students.
Learn, and Ask, About Barriers to Learning
Do
Learn about types of barriers students may encounter. Major types of barriers related to classroom activities and course materials include:
- information presented in one modality
- inaccessible online applications or features
- timed responses or single-format responses
- light sources
- information presented in one modality
- inaccessible file formats
- improperly formatted or disorganized text-based materials
- unclear deadlines and inconsistent information
- inconsistent terminology between syllabus, assignment materials, and course website
- inaccessible or inactive hyperlinks
- inaccessible color
Consider asking students to complete an index card (or online form, or email) with an answer to a question like:
- What would you like me to know about how you learn best?
- How can I best help you succeed in this course?
- What can I do to best support your learning needs?
- Do you have any access needs that you would like me to know about?
Invite students to come to your office hours or set up individual time to meet with you.
Make sure to include an access statement in your syllabus.
Don't
Don't focus on disabilities.
Don't assume students will immediately disclose disabilities to you.
Don't assume students with similar disabilities will need the same accommodations.
Anticipate and Plan for Students' Variability
Do
Ask yourself: Who are the students that might show up in your classroom? Consider things such as:
- disability
- race
- ethnicity
- national origin
- language learner status
- gender identity
- sexual orientation
- socioeconomic status
- age
- veteran status
With this in mind, add variability to your classroom activities and course materials. All students will find some activity that they enjoy working on, at least some of the time.
Don't
Don't rely on one type of classroom activity or course material.
Start with Accessibility, But Have a Plan B
Students with a range of abilities should be able to participate in whatever learning experiences you design for your course, but we recognize that inaccessible apps and technologies will make their way into classrooms.
Do
Think about a plan B: How will a student with a disability have an equivalent experience if they can't use that app?
Contact a Disability Resource Center access consultant about specific access needs or about how to reduce barriers more broadly in your course.
If you’re unsure whether a technology or feature in it you’d like to use is accessible, request a consultation by emailing [email protected].
Use equipment and technology commonly found in Office of Classroom Management (OCM) classroom. The staff can also help you find a room that meets students’ needs.
How-to
Access Needs
Contact a Disability Resource Center access consultant about specific access needs or about how to reduce barriers more broadly in your course.
If you’re unsure whether a technology or feature in it you’d like to use is accessible, request a consultation by emailing [email protected].
Classrooms
Find a list of equipment and technology commonly found in OCM classrooms.
Office of Classroom Management (OCM) staff can also help you find a room that meets students’ needs.