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Open Access UDL Resources | Open Access 2.0

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The objective of the Open Access website is to facilitate the Learning and Participation for ALL students by eliminating barriers to learning.

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AEM Center - National Center on Accessible Educational Materials at CAST

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The National Center on Accessible Educational Materials for Learning at CAST provides technical assistance, coaching, and resources to increase the availability and use of accessible educational materials and technologies for learners with disabilities across the lifespan.

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Let's Work California Networking Activity Guide

Designed to increase access to information for Californians with intellectual and developmental disabilities (I/DD), their families and supporters to obtain competitive integrated employment (CIE), Let's Work! is a unique video-based initiative of the California Transition Alliance.

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Designed to increase access to information for Californians with intellectual and developmental disabilities (I/DD), their families and supporters to obtain competitive integrated employment (CIE), Let's Work! is a unique video-based initiative of the California Transition Alliance.

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Center for Applied Special Technology (CAST)

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Center for Applied Special Technology (CAST)

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UDL Strategies to Provide Specially Designed Instruction in the General Education Classroom

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UDL Strategies to Provide Specially Designed Instruction in the General Education Classroom

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The High Quality IEPs Project (HQ IEPs) is excited to serve families and Local Education Agencies (LEAs) across California by providing training and resources to support meaningful engagement in the Individualized Education Program (IEP) process.

HQ IEPs envisions a future in which all LEAs, in partnership with families, have the capacity to develop high-quality IEPs, utilizing best practices, which results in meaningful participation and educational benefit for students. This vision is rooted in equitable practices, which will intentionally remove barriers for both students and families, resulting in positive academic and social-emotional outcomes.

The IEP process is a journey, from activities before the meeting, during the meeting, and afterward. Whether your role in the IEP process is a family member, student, or LEA staff, click below to start your journey.

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High Quality IEPs | Supporting High Quality IEPs

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Removing the Barriers: Planning for ALL!

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Building multi-tiered systems of support (MTSS) is critical to creating inclusive learning environments in education. An effective MTSS model requires several key components, including flexible delivery of services and staffing, specialized curriculum, universal data collection, and a master schedule that accommodates all students, including those with disabilities, in core instruction. According to IDEA, "Specially designed instruction (SDI) means adapting, as appropriate, to the needs of an eligible child under this part, the content, methodology, or delivery of instruction to address the unique needs of a child that results from the child's disability; and to ensure access of the child to the general curriculum, so that he or she can meet the educational standards adopted by the State." The role of the special education team is to create a toolbox that is portable, flexible, and can be used by general educators to include students with disabilities in their settings. Also, it is the role of the special educator to inform each person that works with the student on how to implement the supports as well inform team members of the intentionality behind educational decisions.

Inclusive education is not simply providing students a spot in the general education classroom, but rather making sure that students are engaged in the general education curriculum. Of course, engagement looks different for each student since each student has individual strengths and abilities and those vary over time and based on context. As a result, it is an IEP team's decision on how to create a "home" for students in the general education classroom as opposed to treating them as "visitors."

Providing supports and setting students up for success in the general education classroom requires constant collaboration between classroom teachers, interventionists, special education teachers, and other staff members. The first step for any classroom teacher is learning about UDL ( Universal Design for Learning) and implementing Tier 1 academic and social supports. Creating a "universally designed" classroom not only provides the best outcome for all students, but it also reduces the amount of 504 plans and IEPs.

For kids who require more support than Tier 1 provides, Tier 2 supports can be created in order to provide another level of structure and support. Recently Tier 2 support has been further divided into 2A and 2B levels of support. 2A support can be described as small group support provided by the general education teacher and usually involves some additional accommodations (eg. breaking tasks down, alternative visual aids, manipulatives, etc). Furthermore, this level of support usually involves the re-teaching of the general education curriculum after whole group instruction has occurred. 2B support can be described as using different curriculum to target skill deficits/skills not taught in the general education curriculum. This level of support is often provided by an interventionist (safety net reading, LAP, or ML teacher).

Tier 3 support usually involves specialized curriculum and is delivered in 1:1 settings or in very small groups of students. When Tier 2 and Tier 3 supports are necessary, they are provided in addition to Tier 1 instruction, not instead of it.

As you can imagine, creating portable supports and flexible programming requires a large amount of communication among team members and staff working with the student. The role of the sped teacher is formalizing the IEP and making sure that IEP goals are being addressed and measured consistently. For more information on how you can provide Tier 1, Tier 2A, Tier 2B, and Tier 3 supports in the general education classroom, check out this tool that shares more about how to leverage evidence-based practices to include all students in general education classrooms while shifting the system to ensure that additional supports are available when students need them.

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Promoting Inclusion using an Effective MTSS Model

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How to provide Tier 1, Tier 2A, Tier 2B, and Tier 3 supports in the general education classroom. Practices & teachers guide on how to include all learners

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​​​

California's Multi-Tiered System of Support (CA MTSS) is a comprehensive framework that aligns academic, behavioral, social and emotional learning, and mental health supports in a fully integrated system of support for the benefit of all students. CA MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports to quickly identify and match to the needs of all students.

The evidence-based domains and features of the California MTSS framework provide opportunities for LEAs to strengthen school, family, and community partnerships while developing the whole child in the most inclusive, equitable learning environment thus closing the equity gaps for all students.
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​(Access the CA MTSS Framework HERE)
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By embracing the Whole Child approach to teaching and learning, grounded in Universal Design for Learning (UDL), and Culturally Responsive Teaching (CRT), and utilizing Implementation Science and Improvement Science for continuous improvement, the California MTSS framework lays the foundation for the statewide system of support.

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​​​ California's Multi-Tiered System of Support (CA MTSS) is a comprehensive framework that aligns academic, behavioral, social and emotional learning, and mental health supports in a fully integrated system of support for the benefit of all students.

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Least Restrictive Environment (LRE) is the requirement in federal law that students with disabilities receive their education, to the maximum extent appropriate, with nondisabled peers and that special education students are not removed from regular classes unless, even with supplemental aids and services, education in regular classes cannot be achieved satisfactorily. [20 United States Code (U.S.C.) Sec. 1412(a)(5)(A); 34 Code of Federal Regulations (C.F.R.) Sec. 300.114.]

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(7.1) What does least restrictive environment (LRE) mean?

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Least Restrictive Environment (LRE) is the requirement in federal law that students with disabilities receive their education, to the maximum extent appropriate, with nondisabled peers and that special education students are not removed from regular classes unless, even with supplemental aids and services, education in regular classes cannot be achieved satisfactorily.

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by Amie Thurber, Joe Bandy, and participants in the 2017-2018 Disability and Learning Learning Community at Vanderbilt University.

Cite this guide: Thurber, A., & Bandy, J. (2018). Creating Accessible Learning Environments. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/creating-accessible-learning-environments/.

There are estimated to be 50 million people with disabilities in the U.S. today. Disabilities may be temporary, relapsing or remitting, or long-term. Although there are hundreds of distinct kinds of disabilities, we may group them into the following categories: physical disabilities, mental disabilities, and sensory disabilities. Disabilities are complex; they may be a source of stigma or shame and may also be a cherished part of a person's identity and the basis for meaningful community. The focus of this guide is creating inclusive and accessible higher education classrooms-beyond accommodation-for a range of students with disabilities

This guide is organized around the following sections:

Issues of accessibility in higher education have been shaped by ongoing theoretical debates. The most prominent perspectives are often described as the 'medical model' and the 'social model' of disability. Put simply, the medical model tends to focus on addressing the diagnoses of deficiencies and accommodations for a disabled individual, while the social model embraces disability as a difference and focuses on correcting systematic exclusions in institutions based in ableism-discrimination or prejudice against people with disabilities (for more, see Titchkosky, 2011). More recently, a third perspective, referred to as the 'cultural model,' has emerged. This model reframes disability as "a valuable form of human variation" (Hamraie, 2016, p. 260) The table below summarizes differences in the three perspectives:

Ultimately, these different perspectives on disability-as a problem, a difference, or valuable-inform the way questions of access are approached in higher education settings. Most colleges and universities function within a medical model of disability. Typically, to get an assistive technology or accommodation, disabled students must prove that they have a recently-diagnosed disability. These accommodations treat disability as a deviation from the norm. By contrast, if a university were to adopt a social or cultural perspective on disability, the goal would be to increase accessibility for all students, regardless of whether they have a formal diagnosis. The focus would be on accounting for human variation by design.

Person first or disability first language?

There are ongoing conversations and debates within Disability Studies and the Disability Rights Movement as to whether to use person first ("a person who is deaf") vs disability first language ("a Deaf person"). Both are responses to deficit-based views of disability. For some, person-first language is an important way to reclaim humanity. For others, the self-identification with disability culture is a meaningful counterpoint to stigmatizing disability. For a reflection on the debate related to person first/disability first language, see this blog post.

Further reading:

Titchkosky, Tanya. 2011. The Question of Access: Disability, Space, Meaning. University of Toronto Press.

Hamraie, A. (2016). Beyond Accommodation: Disability, Feminist Philosophy, and the Design of Everyday Academic Life. philoSOPHIA, 6(2), 259-271.

Linton, S. (1998). Disability studies/not disability studies. Disability & Society, 13(4), 525-539.

Miles, A. L., Nishida, A., & Forber-Pratt, A. J. (2017). An open letter to White disability studies and ableist institutions of higher education. Disability Studies Quarterly, 37(3).

Dunn, D. S., & Andrews, E. E. (2015). Person-first and identity-first language: Developing psychologists' cultural competence using disability language. American Psychologist, 70(3), 255.

The Disability Rights Movement

The Disability Rights Movement has shaped societal expectations regarding accessibility in higher education and the regulatory frameworks to which colleges and universities must comply.

Key historical moments in the Disability Rights Movement are highlighted below.

1940s-Disabled workers and veterans organize for recognition, access to the workplace

1950s-60s- First university programs for disabled students are established at University of Illinois Champaign-Urbana, University of California, Berkeley, and other campuses.

1968-The Architectural Barriers Act requires accessibility in federal buildings. It is not enforced.

1970s- The de-institutionalization movement calls for the integration of disabled people into public life and removal from institutional segregation.

1973- The first piece of federal legislation protecting people with disabilities was the Federal Rehabilitation Act, which prohibits discrimination on the basis of disability in federally funded programs, including colleges and universities. Seeks to enforce Architectural Barriers Act.

1975- The Education for All Handicapped Children Act-later renamed to the Individuals with Disabilities Education Act (IDEA)-guaranteed access to public K-12 education for children with disabilities.

Transitioning to college

Although the federal government
has enacted legislation promoting accessibility in both K-12 and higher educational settings, much of the access guaranteed in K-12 does not extend to college. Further, while in K-12 educational settings, the student may have had a teacher, parent, or guardian who advocated for services, whereas in college faculty and administrators expect that students will advocate for themselves. For a useful overview of the differences, see this website.

1975- The Education for All Handicapped Children Act-later renamed to the Individuals with Disabilities Education Act (IDEA)-guaranteed access to public K-12 education for children with disabilities.

1978- Disability activists stage successful "504 sit-ins" to demand compliance with federal disability rights laws after the Federal Rehabilitation Act is not enforced.

1990- The Americans with Disabilities Act (ADA) prohibiting discrimination on basis of disability in employment, public services, and public accommodation (including many areas of colleges and universities), with the goal of full participation of people with disabilities throughout society.

2008- In response to several Supreme Court cases that narrowly interpreted the ADA's definition of disability, Congress passed the ADA Amendments Act (ADAAA). The purpose of the act is to ensure that the intended beneficiaries of ADA were being appropriately served by the law.

Disability rights and higher education

Today, three sets of laws regulate disability rights in higher education settings:

Title II of the ADA applies to public colleges that are operated by a state or local government.

Title III of the ADA applies to private colleges/universities/places of education.[2]

Section 504 of the Rehabilitation Act applies to places of education that receive federal funds.

These laws do not require colleges or universities to modify academic requirements considered essential to the curriculum, but they do set minimum expectations, including the following:

Note, what legally constitutes "meaningful access" may not be optimal access for a student. For example, a university may provide meaningful access to a blind student in a biology class by ensuring a readable version of the text is available. However, given the degree that biology relies on visual models, optimal access might include having tactile or 3-D versions of those models, something that may not readily be provided. Further, there is a high level of variability across institutions in the ways they meet these needs, as institutions are differently resourced and differentially prioritize accessibility. Some of the ways higher educational institutions may provide meaningful access include:

Provision of auxiliary aids or services (i.e. provision of a sign language interpreter or a screen reader).

Modification to nonessential academic requirements (i.e. allowing a student to complete an exam orally rather than in writing or have additional time to complete exams).

Reasonable adjustments to policies, procedures or practices (i.e., increasing number of allowable absences, exception to no-pet policy).

Ultimately, ensuring access is not simply an issue of legal compliance, but a reflection of an institution's commitment to creating educational settings in which all learners can participate, develop, and contribute.

For further reading, see:
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Though many disabilities are unreported, in 2018 there were more than 1000 Vanderbilt students who had registered over 100 different disabilities (out of ~12,000 students). Students with disabilities have several on-campus resources that may offer support.

VU Resources

Student Access Services: Provides disability services for qualified students. To determine eligibility, students apply for services through the Access Center. Specific documentation criteria and examples of common services can be found on the website.

Student Ability Alliance: A student-organized and student-led organization that discusses the importance of disability awareness.

Plant Operations: Responsible for facilities and grounds, Plant Operations is the office to which you may report accessibility concerns, such as:

inoperable automatic door openers

inoperable/missing audible crossings

debris/ice on sidewalks

Working with Students Enrolled through Next Steps

Vanderbilt University is home to Next Steps at Vanderbilt, a 4-year inclusive higher education program committed to providing students with intellectual disability inclusive, transformational postsecondary education in academics, social and career development, and independent living. Students enrolled through Next Steps complete course work with the assistance of academic tutors and customized "Independent Learning Agreement". To facilitate an authentic college and classroom environment for all, students enrolled through Next Steps are not accompanied by a peer mentor or staff member in the classroom. In addition to the information in this guide, instructors with students enrolled through Next Steps in their classes may benefit from some additional recommendations.

Hold High Expectations

Because college was not a viable option for students with intellectual disability until recent years, our students are eager learners with a high-degree of gratitude. Our students want to be a part of Vanderbilt University and a contributing member of a learning environment.

Our students are first and foremost full-time Vanderbilt students and just as other Vanderbilt students, we hold high expectations for our students in the classroom.

Students enrolled through Next Steps should be expected to participate in class discussions to the level that they are able, complete their assignments, come prepared and on time to class, and display appropriate college behaviors.

Look Forward to Reciprocal Benefits
Hosting a student enrolled through Next Steps is not only beneficial for the student, but equally valuable to his/her classmates. Traditional students are afforded the opportunity to work alongside students with diverse abilities and are exposed to different ways of thinking. Inclusive classrooms equip university students with more knowledge and experience working within a diverse and changing world.

Adopt Universal Design for Learning Approach

It is a myth that faculty have to provide extensive modifications because they have an inclusive classroom. However, much of what works well with students enrolled through Next Steps in the classroom, also will work well with traditionally enrolled Vanderbilt students. Refer to the section "Strategies for Creating Accessible Learning Environments" in this guide for details about UDL.

The main difference in an academic experience for students enrolled through Next Steps and their classmates comes down to the demonstration of knowledge. As a program, we work with our students, peer mentors, and faculty to develop a customized syllabus "Independent Learning Agreement". The student voice is essential in the development of these agreements.

We understand many courses offered at Vanderbilt are robust in nature with complex content being taught. Our students have support in grasping the main concepts of the course by partnering with academic tutors and following the customized "Independent Learning Agreement".

While our students do not receive traditional grades for their completion of a course, our program consistently evaluates and monitors students' progress to ensure students are meeting their program of study requirements for graduation.

Treat All Students Equal in the Classroom
Faculty should address any issues or challenges that arise just as they would for any other students enrolled in the classroom. It is important to note that our program is equipped to provide support to students and faculty to ensure a successful experience.

Disability History at Vanderbilt

Did you know...there are a number of significant people and initiatives connected to Vanderbilt University that have increased accessibility for people with disabilities?

Despite these accomplishments, Vanderbilt University-like many educational institutions-still has work to do to increase accessibility. For one student's reflection, see this 2017 editorial published in The Washington Post.
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Although Vanderbilt University encourages all students with disabilities who desire reasonable accommodations to seek services through Student Access Services, faculty have an essential role to play in making courses accessible and creating a climate of equity and inclusion. While individual needs are difficult to anticipate, there are many things professors can do to create inclusive and accessible environments for a wide diversity of learners. This guide reviews strategies in the following areas:

Most of the strategies highlighted in these sections reflect the principles of Universal Design for Learning (UDL). UDL is an educational framework that emphasizes the use of flexible goals, methods, materials, and assessments in order to provide effective instruction to a diversity of learners. Rather than approaching accessibility as an afterthought or only on a case-by-case basis, UDL principles help instructors to design courses that address the needs of diverse learners from the start so that all students may benefit. For example, a note-taker is a common accommodation given to students with disabilities, however, in note-heavy classes, this may be beneficial to many students. Some instructors rotate the role of note-taker throughout the class as a way of creating a shared set of notes that all students can access.

Note, the strategies suggested in this guide are not exhaustive. For more recommendations, see:

Communication with Students

Creating open lines of communication with your students is essential. There are a variety of ways instructors can build a foundation for open communication:

Consider adding an "Inclusive Learning Statement" to your syllabus. Tulane University's Accessible Syllabus website offers the following example: "Your success in this class is important to me. We will all need accommodations because we all learn differently. If there are aspects of this course that prevent you from learning or exclude you, please let me know as soon as possible. Together we'll develop strategies to meet both your needs and the requirements of the course. I encourage you to visit the Office of Disability Services to determine how you could improve your learning as well. If you need official accommodations, you have a right to have these met. There are also a range of resources on campus, including the Writing Center, Tutoring Center, and Academic Advising Center." Reiterate your desire to help all students succeed by communicating a version of this statement aloud in the first week of class.
Note, the Accessible Syllabus website has many other helpful recommendations to create an accessible syllabus, including information on formatting, text, images, rhetoric, and other course policies.

When you receive notification from your campus disability services office that a student has requested accommodations in your course, reach out to the student individually, in private, to discuss how accommodations may work best for them. A student's disclosure of a disability is always voluntary and some students may feel nervous to disclose sensitive medical information to an instructor. Whether or not a student discloses details of their disability, you can discuss appropriate accommodations. In some cases, accommodations may be straight forward - such as providing an alternative testing location. Other situations may require ongoing brainstorming between the instructor and student. It can be helpful for an instructor to describe upcoming activities or assignments (particularly those not fully described in the syllabus) and ask the student what, if any, additional accommodations may be needed. As the course proceeds, it is helpful to check in with the student periodically. Not all needs can be anticipated in advance, and given the nature of some disabilities, needs may change over the course of a term. Ask the student, "How are the accommodations we have implemented working for you? Is there anything we should consider changing?"

When you make announcements in class, for example regarding changes in due dates or room locations, make sure to always send them in an email or online announcement as well.

Consider your course policies in the interest of creating an inclusive classroom environment. For example, do you have a no laptop policy in your classroom? If so, how might that negatively impact students with disabilities?

Physical learning spaces

Ensuring physical accessibility includes consideration of the building location, the classroom location (within a building), as well as the layout of the classroom, and classroom technologies (i.e. lighting, tables, seating, projection, white boards). When considering the physical accessibility of your class, keep in mind:

Changes in weather or campus activities can disproportionately impact students with mobility impairments. For example, sidewalks may be impassable due to snow or ice, piles of yard debris during landscaping, or equipment in place for a campus event. These may delay students or may present such a barrier that a student may need to participate remotely. As a best practice, if you notice an area that is inaccessible on campus (which also includes inoperable lifts, elevators, or audible crossings at crosswalks), let the plant operations department know immediately.

To the greatest extent possible, set up your classroom so that students with wheelchairs or service dogs have room to navigate into and around the class. For example, if the classroom is set up with workstations, consider leaving an open spot-without a chair-at multiple tables.

Engage your students in thinking about accessibility in your classroom. Some rooms may not have any moveable furniture, but present options in terms of lighting, sound, or size of text on presentation materials. Other rooms may be highly adaptable.

Moving classes at the last minute and changing classroom layouts can cause difficulty for a range of students, including those with mobility, sight, or hearing impairments, as well as people with anxiety. For example, students using guide dogs may spend up to a month before classes begin training their guide dog to navigate them to class, and to a particular seat within the class. Whenever possible, alert students in advance as to changes of location or room set up.

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Course materials

Ensuring accessibility of course materials includes consideration of 1) the course management system (i.e. Brightspace, Blackboard, etc.); 2) assigned reading materials, handouts, and presentations; and 3) audio or video used in class. Creating accessible materials takes time. It can necessitate learning new technologies and being creative when considering alternative ways to share information, and/or allow students to participate in class.

1. Course Management Systems

Many course management systems have built in accessibility features. For example, Brightspace (Desire2Learn) has screen reader accessibility features, keyboard-online navigation features, screen magnifiers, and design features to assist both students and instructors. To learn how to make your content more accessible to individuals who use screen readers or screen magnifiers, as well as individuals with colorblindness, click the "Check Accessibility" button in the bottom toolbar. This will provide you with warnings and ways to improve accessibility.

For those using other course management systems, please check with their helpdesk or campus consultants. Ultimately, it is an instructor's responsibility to get to know the accessibility features and limitations of their institution's course management system, and to take advantage of the tools that will allow their students to fully participate.

2. Course reading, handouts and presentation materials

It is important to make your syllabus and course materials available to students as soon as possible, so students who may need more time can begin accessing materials. The most common strategy for increasing accessibility of course texts (which include any assigned readings, presentations, and handouts) is providing versions that are readable, especially by screen readers. Most computers come equipped with a screen reader technology, which essentially converts printed text into auditory words to which the user can listen. For this technology to work, reading materials must be saved in a text file, such as a Word Document or Rich Text Format (RTF). Converting materials from PDF or PPT to readable text increases accessibility to a wide variety of learners, including people with learning disabilities, literacy difficulties, visual impairments, or people who multitask. You may find some readable text versions of your course materials are already available. In other cases, you may need to prepare them.

Importantly, text-reading-technology does have limitations. If there are graphics that are critical to the course materials (i.e. tables, graphs, or other images), you will need to find another way to share these with students who have sight impairments, for example by explaining figures in prose form, transferring the graphic onto a tactile surface, or creating a 3-D model of the figure.

Further reading: This 2018 special issue of Learned Publishing focuses on accessibility in publishing.

3. Audio & Video

Instructors increasingly utilize audio and video materials in class. Captions and descriptions are required by law (Section 508) to support students with disabilities, though as described below may benefit a wide range of learners. There are two types of technologies to increase accessibility to audio and video.

Converting audio (or audio portions of video) to text (e.g., closed captioning) can be done through computer-assisted-programs. Captioning video increases accessibility to a wide variety of learners, including people with learning disabilities, literacy difficulties, hearing impairments, or second language learners.

Creating audio descriptions of visual images is typically needs to be done by a person in real-time, or through use of a pre-recorded narrative. Audio descriptions of video increases accessibility to a wide variety of learners, including people with learning disabilities, literacy difficulties, and visual impairments.
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Classroom Climate

Students learn best when they feel respected, included, and that instructors are invested in their development. Students with disabilities can experience stigma, marginalization, and negative stereotypes from their peers and instructors. In Barbara Davis's Tools for Teaching, she explains that it is important for instructors to "become aware of any biases and stereotypes [they] may have absorbed...Your attitudes and values not only influence the attitudes and values of your students, but they can affect the way you teach, particularly your assumptions about students...which can lead to unequal learning outcomes for those in your classes" (2010, p. 58).

Strategies for creating an inclusive and welcoming classroom climate include:

Pay attention to your engagement with students. In courses where teacher/student ratio allows, endeavor to learn and use students' names. Use classroom engagement strategies that allow students to contribute in a variety of ways, for example, through online discussion boards, in-class discussions, and individual assignments.

Pay attention to and enable group interactions in the classroom. Use peer-to-peer engagement strategies that facilitate relationship-building, trust, and the creation of a learning community within the class.

Respond to microaggressions in the classroom. People with disabilities experience a multitude of everyday comments and behaviors that, while not intended to be hurtful, nonetheless can be stigmatizing, marginalizing, and/ or dehumanizing. Microaggressions ultimately communicate implicit assumptions and prejudices that can injure the targeted group, alienating them from their peers and the learning community faculty attempt to create. For instance, here are some microaggressions and the implicit biases they communicate:

"I don't know how you do it - I'd hate to be like you"

Your disability is not comprehensible
and is always a deficiency.

"You look so normal"

Your disability is not normal, and
you hide it well.

"You are so inspiring."

Your disability defines you;
you are deficient; and you are here for my inspiration.

It is important for instructors to be attentive to microaggressions in the classroom, to normalize inclusive and appropriate language, and to consider effective strategies for turning difficult dialogues into teachable moments.
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Out of Class Activities

Not all learning happens in the classroom. Does your course integrate lab work, field work, practicum placements, internships, service learning, or presentations in community based or academic settings? If so, it will be important to think about accessibility within these spaces as well. The Ohio State University's Composing Access website offers helpful guidelines for creating accessible events.

Conclusion

As Dr. Aimi Hamraie writes, "Meaningful access requires collective labor" (2016, p.266). The Center for Teaching is committed to partnering with students and instructors to increase accessibility of learning experiences at Vanderbilt University. Contact us for more information or assistance.
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[1] Each year, the Center for Teaching offers a number of topic-based Learning Communities intended for members of Vanderbilt's teaching community interested in meeting over time to develop deeper understandings and richer practices around particular teaching and learning topics. In 2017-18, the CFT was proud to host a year-long learning community on disability that explored principles of inclusive teaching, universal design for learning, instructional accommodations, as well as legal and cultural issues relevant to students and faculty with disabilities. This guide reflects a summary of the topics explored over the five-part series. This guide is an update to the Teaching Students with Disabilities guide developed by Danielle Picard.

[2] Note, ADA Title III offers an exception for "religious organizations or entities controlled by religious organizations, including places of worship." However, given that the Rehabilitation Act does not provide a religious exception, in practice the vast majority of higher education entities are regulated by one of these three sets of laws.

[3] For more on the problematic ways in which disabled people are regarded as inspiration, see Stella Young, " I'm not your inspiration, thank you very much." TED talk

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Amie Thurber, Joe Bandy, and participants in the 2017-2018 Disability and Learning Learning Community at Vanderbilt University.1 Print Version Cite this guide: Thurber, A., & Bandy, J. (2018). Creating Accessible Learning Environments. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/creating-accessible-learning-environments/. There are estimated to be 50 million people with disabilities in the...

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National Center on Inclusion Toward Rightful Presence

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National Center on Inclusion Toward Rightful Presence

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No cost, targeted technical assistance is available to state and local education agencies who are ready to move toward rightful presence and end systems of segregation in their schools.

Targeted technical assistance includes a wide range of short-term interactions, such as:

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National Center on Inclusion Toward Rightful Presence - SWIFT

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No cost, targeted technical assistance is available to state and local education agencies who are ready to move toward rightful presence and end systems of segregation in their schools. Targeted technical assistance includes a wide range of short-term interactions, such as:

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Announcements

2022-2023 California PBIS Recognized Schools

2022-2023 California PBIS Recognized Schools

2022-2023 California PBIS Recognized Schools

Congratulations to all of the school sites who applied for the 2022-2023 California PBIS Recognition system. We are excited to celebrate the ongoing efforts of PBIS teams across the state. A full list of awarded schools is available now.

2023 Conference Registration Open Now!

2022-2023 California PBIS Recognized Schools

2022-2023 California PBIS Recognized Schools

Registration for our Eighth-Annual California PBIS Conference is available now! We'll be back in Sacramento, October 11 - 13, 2023, for another can't-miss event. Space is limited, so register today!

California PBIS Announces New Name and Logo

2022-2023 California PBIS Recognized Schools

California PBIS Announces New Name and Logo

After nearly 12 years of creating and supporting equitable environments throughout California Schools, California PBIS is pleased to announce its brand refresh, which includes a revised logo and name.

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The CA PBIS Coalition (CPC) is here to establish a network for Education Leaders, County Offices, School Districts and Schools implementing multi-tier frameworks through Positive Behavior Intervention and Supports (PBIS).

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3 Ways UDL Prepares Neurodiverse Students for the Workforce

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3 Ways UDL Prepares Neurodiverse Students for the Workforce

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3 Ways UDL Prepares Neurodiverse Students for the Workforce

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How Universal Design for Learning (UDL) prepares our neurodiverse students for future success in the workforce.

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At our son's 18-month checkup five years ago, our pediatrician expressed concern. Gio wasn't using any words, and would become so frustrated he would bang his head on the ground. Still, my husband and I were in denial. We dragged our feet. Meanwhile, our son grunted and screamed; people said things. Finally we started therapy with early intervention services.

A few months later, after hundreds of pages of behavior questionnaires for us and hours of testing for Gio, we heard the words: "Your son meets criteria for a diagnosis of autism spectrum disorder..."

Our journey has taken us through several behavioral approaches with many different providers. Today, Gio is doing very well, in an integrated first grade in public school. He can speak, read, write, and play. His speech and syntax can be hard to understand, but we are thrilled that we can communicate with him.

The difference between typical and functional

Longtime autism researcher Laurent Mottron wrote a recent scientific editorial in which he points out that the current approach to treating a child with autism is based on changing them, making them conform, suppressing repetitive behaviors, intervening with any "obsessive" interests. Our family experienced this firsthand. Some of our early behavioral therapists would see Gio lie on the ground to play, his face level with the cars and trucks he was rolling into long rows, and they would tell us, "Make him sit up. No lying down. Let's rearrange the cars. Tell him, they don't always have to be in a straight line, Gio!"

To me, this approach seemed rigid. We don't all have to act in the exact same way. These kids need to function, not robotically imitate "normal."

Why not leverage difference rather than extinguish it?

We naturally gravitated towards Stanley Greenspan's "DIR/Floortime" approach, in which therapists and parents follow the child's lead, using the child's interests to engage them, and then helping the child to progress and develop.

Mottron's research supports Greenspan's approach: study the child to identify his or her areas of interest. The more intense the interest the better, because that's what the child will find stimulating. Let them fully explore that object or theme (shiny things? purple things? wheels?) because these interests help the developing brain to figure out the world.

Then, use that interest as a means to engage with the child, and help them make more connections. Mottron suggests that parents and teachers get on the same level with the child and engage in a similar activity - be it rolling cars and trucks, or lining them up. When the child is comfortable, add in something more. Maybe, make the cars and trucks talk to each other.

But, don't pressure the child to join the conversation. Let them be exposed to words, conversations, and songs, without forced social interaction. This is how early language skills can be taught in a non-stressful way, acknowledging and aligning with the autistic brain. The ongoing relationship and engagement will foster communication.

Basically, what both Greenspan and Mottron are advocating are methods of teaching autistic children to relate, adapt, and function in the world, without "forcing the autism out of them."

The concept of accepting autistic kids as they are, and incorporating the natural ways they think into educational and therapeutic techniques, feels right to me. Gio is different from most kids, and really, he's not interested in most kids. Our attempts to push him to participate in "fun" group activities like soccer, Easter egg hunts, and birthday parties have all been spectacular failures. Maybe the real failure was ours: by pushing him to "fit in," we deny his true nature. Yes, the way he thinks is sometimes mysterious to us, but he clearly has great strengths: a remarkable ability to focus and persevere, to experiment with his ideas, and to follow his vision.

World-renowned autism expert and animal rights activist Temple Grandin (who is herself autistic, and very open about her preference for animal rather than human companionship!) sums up Mottron's approach perfectly: "The focus should be on teaching people with autism to adapt to the social world around them while still retaining the essence of who they are, including their autism."

Sources

generallymedicine blog post: Screaming Frustration: Our Two-Year-Old Won't Talk

generallymedicine blog post: They Dropped the A-Bomb On Us

generallymedicine blog post: So Our Son Is Autistic... and It's Going to Be Okay

generallymedicine blog post: Should we let our kid hang out by himself most of the time?

generallymedicine blog post: Autism Awareness... and Coolness

Greenspan, Stanley (2006). Engaging Autism. Da Capo Press. www.stanleygreenspan.com

Mottron, L. Should we change targets and methods of early intervention in autism, in favor of a strengths-based education? European Child and Adolescent Psychiatry, February 2017, e-pub ahead of print.

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A strengths-based approach to autism - Harvard Health

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Neurodiversity describes the idea that people experience and interact with the world around them in many different ways; there is no one "right" way of thinking, learning, and behaving, and differences are not viewed as deficits.

The word neurodiversity refers to the diversity of all people, but it is often used in the context of autism spectrum disorder (ASD), as well as other neurological or developmental conditions such as ADHD or learning disabilities. The neurodiversity movement emerged during the 1990s, aiming to increase acceptance and inclusion of all people while embracing neurological differences. Through online platforms, more and more autistic people were able to connect and form a self-advocacy movement. At the same time, Judy Singer, an Australian sociologist, coined the term neurodiversity to promote equality and inclusion of "neurological minorities." While it is primarily a social justice movement, neurodiversity research and education is increasingly important in how clinicians view and address certain disabilities and neurological conditions.

Words matter in neurodiversity

Neurodiversity advocates encourage inclusive, nonjudgmental language. While many disability advocacy organizations prefer person-first language ("a person with autism," "a person with Down syndrome"), some research has found that the majority of the autistic community prefers identity-first language ("an autistic person"). Therefore, rather than making assumptions, it is best to ask directly about a person's preferred language, and how they want to be addressed. Knowledge about neurodiversity and respectful language is also important for clinicians, so they can address the mental and physical health of people with neurodevelopmental differences.

Neurodiversity and autism spectrum disorder

Autism spectrum disorder (ASD) is associated with differences in communication, learning, and behavior, though it can look different from person to person. People with ASD may have a wide range of strengths, abilities, needs, and challenges. For example, some autistic people are able to communicate verbally, have a normal or above average IQ, and live independently. Others might not be able to communicate their needs or feelings, may struggle with impairing and harmful behaviors that impact their safety and well-being, and may be dependent on support in all areas of their life. Additionally, for some people with autism, differences may not cause any suffering to the person themself. Instead, the suffering may result from the barriers imposed by societal norms, causing social exclusion and inequity.

Medical evaluation and treatment is important for individuals with ASD. For example, establishing a formal diagnosis may enable access to social and medical services if needed. A diagnostic explanation may help the individual or their family understand their differences better and enable community connections. Additionally, neurodevelopmental conditions may also be associated with other health issues that require extra monitoring or treatment. It is important that people who need and desire behavioral supports or interventions to promote communication, social, academic, and daily living skills have access to those services in order to maximize their quality of life and developmental potential. However, approaches to interventions cannot be one-size-fits-all, as all individuals will have different goals, desires, and needs.

Fostering neurodiversity in the workplace

Stigma, a lack of awareness, and lack of appropriate infrastructure (such as office setup or staffing structures) can cause exclusion of people with neurodevelopmental differences. Understanding and embracing neurodiversity in communities, schools, healthcare settings, and workplaces can improve inclusivity for all people. It is important for all of us to foster an environment that is conducive to neurodiversity, and to recognize and emphasize each person's individual strengths and talents while also providing support for their differences and needs.

How can employers make their workplaces more neurodiversity-friendly?

Offer small adjustments to an employee's workspace to accommodate any sensory needs, such as

Sound sensitivity: Offer a quiet break space, communicate expected loud noises (like fire drills), offer noise-cancelling headphones.

Tactile: Allow modifications to the usual work uniform.

Movements: Allow the use of fidget toys, allow extra movement breaks, offer flexible seating.

Use a clear communication style:

Avoid sarcasm, euphemisms, and implied messages.

Provide concise verbal and written instructions for tasks, and break tasks down into small steps.

Inform people about workplace/social etiquette, and don't assume someone is deliberately breaking the rules or being rude.

Try to give advance notice if plans are changing, and provide a reason for the change.

Don't make assumptions - ask a person's individual preferences, needs, and goals.

Be kind, be patient.

Resources to learn more about neurodiversity

Neurodiversity in the Workplace

About the Authors

Nicole Baumer, MD, MEd, Contributor

Julia Frueh, MD, Guest Contributor

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What is neurodiversity? - Harvard Health

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The term neurodiversity conveys the idea that there is no single right way of thinking, learning, or behaving, and is often used in the context of autism spectrum disorder. A growing self-advocacy movement aims to increase acceptance and inclusion of all people while embracing neurological differences.