Suggestions for Creating An Accessible Classroom
Provide a detailed course outline that outlines the essential features of the course. Essential features are those elements of a course considered critical to evaluation of performance, meeting competencies, or establishing and meeting profession standards. To the extent possible, any such
requirements should be clearly spelled out in the course outline.
Make the outline available in the department or on the Web, prior to the registration deadline
- Encourage student disclosure with a statement on the course outline:
"Any student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.)
may arrange reasonable accommodations with the Centre for Students with Disabilities, C-142, 727-
4723 extension 7683."
Invite students with disabilities to meet with you early in the semester to discuss their needs. Faculty members are encouraged to make an announcement at the beginning of each semester encouraging students with disabilities who need support services to identify themselves to the instructor. It is suggested that faculty provide time during office hours or in a private setting to protect student confidentiality.
Define expectations and course requirements at the beginning of the course. Students with disabilities often need lead time to arrange for support services through the CSD.
Make a list of required reading available as soon as possible before the semester begins. If you are teaching in a "smart" classroom, you should use the various projection devices to
emphasize main points. Visual reminders are very helpful for the hard of hearing and for students with learning disabilities.
Use a variety of teaching methods. Some examples follow:
- Pass out an outline for lecture.
- Present vocabulary aloud and in written form.
- Use visual aids to reinforce the lecture.
- Describe aloud any visual aids used during class.
- Illustrate abstract concepts with concrete examples.
- Give opportunities for hands-on learning where possible.
- Encourage students to use current technology, such as hand-held spelling devices or word processors for tests and assignments.
A number of students find scantrons difficult to use. Allow students to demonstrate comprehension of course material using alternative methods
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