Thanks for reaching out! The biggest things are working to make class as accessible as possible at base line.
Some easy things are:
recording all classes and offering a zoom option
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providing all slides and lecture materials before class (this helps with note taking and visual processing)
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providing captioning on all videos
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provide flexibility with due dates
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with testing building in extended time (so making a test that will take 30-45 minutes in a 50–75-minute class instead of the whole class but giving the whole class time to take the test).
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Allowing students to eat and drink quiet snacks is also important for individuals with various health needs
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providing a clear schedule for the class with clear expectations for assignments
Create an inclusive classroom environment.
- At the beginning of the semester, provide students with a detailed syllabus that clearly addresses expectations.
- Announce reading assignments well in advance; students may need time to have their reading materials converted to alternative formats OR to complete the reading assignments.
- Speak directly to students so that they can see your face.
Present material in a more accessible way.
- Start each class with an outline of the material to be covered that day and briefly summarize key points at the end of the lecture.
- Present new vocabulary and give course assignments in a variety of ways: during lectures, through examples, written on a board, printed in handouts, in a glossary on a website, as a writing assignment or discussion activity.
- Create a course website and use it to post a course schedule, post daily lecture notes and assignments.
- Allow students to record your lectures.
- Caption recorded materials and/or provide transcripts – contact the DRC for assistance.
- Arrange to podcast or record your lectures.
- Provide opportunities for questions and answers, schedule review sessions.
- Discuss the format of your tests with the class and, if possible, provide a sample test or copies of exams you have used previously.
- Provide copies of overhead sheets and/or PowerPoint slides.
- Make sure that PDF versions of documents are accessible. Some older PDFs are not; the library can assist with this.
- Provide alternative text descriptions of images and graphics.
Some slightly less easy but interesting options are:
offering choice in assignments – write a paper, or record a presentation, or create a poster, or take a test
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this can also be allowing verbal recordings for in place of written reflections
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having an accessible classroom space –
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I had a professor who had a discussion group where we posted notes from classes and readings and that was helpful to get me to actually take notes but then fill in areas that I missed; it was all participation grade based but it was a good resource.
University resources that have been really helpful for me have been
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Think Tanks semester on a page or SOAP
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I also love an excel spreadsheet of due dates!
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Think tank has free tutoring for many of the entry level classes and can be a good place to get the information
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One Note is actually super helpful! I’ve also heard good things about Evernote on apple products.
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Working with the DRC (even though it can be hard) and just being super persistent on getting the accommodations.
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I also did receive support from the SALT Center in undergrad that was super worth it!
This explanation of UDL makes a lot of sense to me!
[UDL guidelines developed by CAST. This image contains text; the link above directs to an accessible version of this image.]
https://www.rochester.edu/college/disability/faculty/accessible-course-materials.html
[cid:54cc4501-2c9d-477b-a8b0-9bacf49073e8]<https://www.rochester.edu/college/disability/faculty/accessible-course-materials.html>
Universal Design for Learning<https://www.rochester.edu/college/disability/faculty/accessible-course-materials.html>
Disability information for faculty from the Office of Disability Resources at the University of Rochester.
www.rochester.edu
Universal Design approaches to providing access to course content:
To reduce the need for an individual accommodation, instructors should make notes/course content available on an accessible course websites. You can:
- Post your own lecture notes or slides on a course website/learning management system
- Post the notes of a course TA or preceptor on a course website/learning management system
- Set up student teams and rotate responsibility for each team to create and post a complete set of notes to the course website/learning management system (This approach has the added benefit of having students work in teams and share responsibility for each other’s learning.)
- Allow/encourage student(s) to record the class/lecture
- Audio/video record class (Panopto)
- Establish supplemental instruction/review sessions
- Hold regular office hours
Extended time on tests
mpirical research studies (for citations, see the DRC page linked below) have shown that:
- Students with learning disabilities make statistically significant gains in test scores when provided with extended time
- Students with no learning disabilities do not show statistically significant improvement in their scores when provided with extended time
- Performance of students with learning disabilities under extended time conditions mimics the performance of students without learning disabilities under standard (shorter) time
