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Writing or refining a course syllabus can be a daunting task. This new resource from The Chronicle of Higher Education is here to help. 

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Writing or refining a course syllabus can be a daunting task. This new resource from The Chronicle of Higher Education is here to help. 

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This is really good!!!

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There’s never a bad time to re-examine and rethink your syllabus. This guide will walk you through everything you need to know to craft an effective one.

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Universal Design for Learning in Postsecondary Settings: One Faculty Member’s Journey Toward Making Learning Accessible for all Students

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Universal Design for Learning in Postsecondary Settings: One Faculty Member’s Journey Toward Making Learning Accessible for all Students

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Universal Design for Learning in Postsecondary Settings_ One Facu

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Universal Design - shared note taking in class

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Universal Design - shared note taking in class

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See half way down on page 11 and page 12.

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What faculty can share when they introduce themselves to students in their classes.

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Home " All CFT Teaching Guides " First Day of Class
The first day of class is your opportunity to present your vision of the class to prospective students. It is helpful if you can introduce yourself as a scholar and educator and provide insight into how you will teach the class and what you will expect them to contribute to the learning process.

Consider that several of your students may be "shopping" for a schedule the first week of classes. They may be looking for a class that will fill a particular time slot, include a particular learning environment (i.e. lab-based or lecture style), or a class with a certain workload to balance the demands of their other courses and extra-curricular responsibilities. Thus, students will appreciate a clear roadmap of what you will require of them over the course of the semester. You may also want to model, as specifically as possible, the classroom environment you intend to foster during the class. For example, if they will spend a good deal of time doing group work over the course of the semester, you may want to break them into groups the first day.

Welcoming:
How to Create an Inviting Classroom

"Professors who established a special trust with their students often displayed the kind of openness in which they might, from time to time, talk about their intellectual journey, its ambitions, triumphs, frustrations, and failures, and encourage students to be similarly reflective and candid."

-From the chapter "How Do They Treat Their Students" in Ken Bain's What the Best Colleage Teachers Do (Harvard Press, 2004), available in the CFT Library

Introduce Yourself

The point of an introduction is to establish yourself as a unique individual sharing the classroom with other unique individuals. Other than providing your name and the name of the course you're teaching, here is some information you may consider sharing:

Personal biography: your place of birth, family history, educational history, hobbies, sport and recreational interests, how long you have been at the university, and what your plans are for the future.

Educational biography: how you came to specialize in your chosen field, a description of your specific area of expertise, your current projects, and your future plans.

Teaching biography: how long have you taught, how many subjects/classes have you taught, what level of class you normally teach, what you enjoy about being in the classroom, what do you learn from your students, and what you expect to teach in the future.

In making your decision about what information to share, consider how much you want them to know and how much you want to reveal about yourself.

Allow the Students to Introduce Themselves

This is your opportunity to focus on students as unique and diverse individuals. Consider how introductions can lead into a productive and welcoming classroom environment. Instead of just asking general questions concerning their name, major, and years at Vanderbilt, ask them questions that are pertinent to the subject and the atmosphere you want to build through the semester. Here are some examples:

In a geography or history class, you may want to ask students to introduce themselves and explain where they are from. You could mark these places on a map of the world as they talk.

In a math class, you may want to ask the students to introduce themselves and state one way mathematics enriches their lives every day.

You may also want to have the students break into pairs, exchange information, and introduce one another to the class.

This may also be a good time to give your students an exercise that enables teachers to assess the state of their students' previous or current learning. Examples of these Classroom Assessment Techniques (CATs) can be found on our Web site, but include the following.

The Background Knowledge Probe is a short, simple questionnaire given to students at the start of a course, or before the introduction of a new unit, lesson or topic. It is designed to uncover students' pre-conceptions about the area of study.

Discuss and Evaluate the Room Environment Together

As your students are introducing themselves and you are talking to them, ask your students to comment on the acoustics and remain conscious of how well you can hear and see each of them. Consider, with their input or alone, how you would change and optimize the seating arrangement. At the end of the introductions, ask them to move to optimize communication and make note of unexpected needs for a microphone, lighting changes, seating arrangements or other environmental controls.

Truth in Advertising:
Course Expectations and Requirements

"What happens between you and your students in your classroom or lecture hall depends largely on what you want to happen. How you treat each other and how you and your students feel about being in that place with each other is modeled and influenced by you."

-From the chapter "Classroom Contracts-Roles, Rules, and Expectations" in David W. Champagne's The Intelligent Professor's Guide to Teaching (Roc Edtech, 1995), available in the CFT Library

Course overview: Provide a map of where the class will start and end, and what you expect them to understand at the end of the semester. See the Course Design page for resources on creating and summarizing course goals.

Departmental Requirements/Expectations: If your department sets standards and requirements, you may want to establish that you are required to work within those parameters. Vanderbilt Teaching Assistants may want to refer to Questions TAs Might Ask Their Supervisors for assistance understanding this information. This may be the best time to discuss Vanderbilt University's Honor System.

Presentation of material: Tell your students how you will provide them with the materials they need to be successful in class. Do you use Web-based materials, like OAK, or rely on electronic course reserves through the Library? Will your students have to schedule evenings to watch films or attend performances? Will you lecture and expect them to take notes on your presentations?

Expectations for class time: How will the student feel confident and competent in your classroom? Is the class discussion-based? Do you follow your syllabus or do you improvise? Do they need to bring their books every day? Tell them what they can expect and how can they interact within those expectations to thrive in your classroom.

Expectations outside of class: Provide them with an idea of what they will need to prepare for the course outside of class. Is their preparation primarily reading and writing individually, or will they be working in groups? Will they need to turn in assignments electronically outside of class hours? Give them enough information so they will be able to plan their schedules accordingly.

Instructor responsibilities:

Establish what you will provide for your students to be successful in your class. This may include in-class material, study guides, meaningful and prompt feedback on assignments, facilitation of discussion, attention to students with special needs, and a positive and welcoming classroom environment.

Assert your boundaries: Let your students know how to contact you and when. For example communicate or provide your office hours, office phone number, availability for instant messaging, email, and when you do not respond (evenings, weekends, and traveling for example). If you are traveling during the semester, you may want to explain the dates that you will not be available.

You may also want to alert your students to the events, habits, or situations that detract from your ability to fulfill your responsibility. For example, if late assignments, lack of participation, or sleeping during your lectures distracts you from timely and persuasive teaching, explain why you cannot tolerate these events and how you handle them when they occur.

Student responsibilities: If attendance is required, participation is mandatory, or you want them to read the assignment before class, explain to your students that this is expected of them throughout the semester. Explain policies on absences, make-ups, emergencies, and accommodating special needs. You may also remind them that they are responsible for their success and communicating with you when they have need assistance or have other concerns. The Equal Opportunity, Affirmative Action, and Disability Services Department (322-4705) provides information about accommodating disabilities of many types. The ODC suggests the follow statement be included on all syllabi: "If you need disability related accommodations for this course; if you have emergency medical information to share with me; or if you need special arrangements in case the building must be evacuated, please make an appointment to speak with me, as well as the Opportunity Development Center (2-4705) as soon as possible."

Assessment: How will you assign the course grade at the end of the semester? How many assignments will you grade? Do you have grading policies and/or rubrics or criteria for grading?

Cooperation/communication/resources: Finally, you may want to spend a few minutes discussing university, department, library, or other resources for students to use in through the course of the semester.

"By giving students an interesting and inviting introduction, I was able to reduce anxiety about the course and help students view the class as a collaborative learning process. Every field has its own exciting research or striking examples, and it is a good idea to present a few of these up front. The teaching challenge is to find special ideas within your own field. Your class will thank you."

-From "How to Start Teaching a Tough Course: Dry Organization Versus Excitement on the First Day of Class" by Kevin L. Bennett, in College Teaching, 52(3), 2004

Additional Resources:

Angelo, T. A., and Cross, K. P. Classroom Assessment Techniques: A Handbook for College Teachers. (2nd ed.) San Francisco: Jossey-Bass, 1993.

Erickson, B. L., and Strommer, D. W. Teaching College Freshmen. San Francisco: Jossey-Bass, 1991.

"The First Day of Class: Advice and Ideas." Teaching Professor, 1989, 3(7), 1-2.

Johnson, G. R. Taking Teaching Seriously. College Station: Center for Teaching Excellence, Texas A & M University, 1988.

McKeachie, W. J. Teaching Tips. (8th ed.) Lexington, Mass.: Heath, 1986.

Scholl-Buckwald, S. "The First Meeting of Class." In J. Katz (ed.), Teaching as Though Students Mattered. New Directions for Teaching and Learning, no. 21. San Francisco: Jossey-Bass, 1985.

Serey, T. "Meet Your Professor." Teaching Professor, 1989, 3(l), 2.

Weisz, E. "Energizing the Classroom." College Teaching, 1990, 38(2), 74-76.

Wolcowitz, J. "The First Day of Class." In M. M. Gullette (ed.), The Art and Craft of Teaching. Cambridge, Mass.: Harvard University Press, 1984.

Other Vanderbilt Center for Teaching Resources: Other Academic Web sites on First Day strategies and online publications:
Summary Checklist

Introduce yourself

Allow the Students to introduce themselves

Discuss and evaluate the room environment together

Course overview

Departmental requirements/expectations

Presentation of material

Expectations for class time

Expectations outside of class

Instructor responsibilities

Student responsibilities

Assessment

Cooperation/communication/resources

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The first day of class is your opportunity to present your vision of the class to prospective students. It is helpful if you can introduce yourself as a scholar and educator and provide insight into how you will teach the class and what you will expect them to contribute to the learning process.

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

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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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Do-It

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Graphic Organizer

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11x17

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8.5x11

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Make sure you remember to create captions for your videos or turn on captions if they are available. Click on this link to see how easy it is to do so:

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How To Edit Automatic Captions in YouTube

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Passages is an attempt to present a decidedly non-prescriptive interpretation of post-secondary success, what it means, and how students can begin thinking and asking questions about it.

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Who is it for?

This film is intended for students - incoming first-year students, students in transition, students poised to graduate, students in between, students in residence, students thinking about career options, students who struggle, students who thrive, students with disabilities, students full of confidence, students full of doubt.

And it's for the folks who support and guide students through all of it - educators, parents, caregivers, administrators, counsellors, friends.

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This film is intended for students - incoming first-year students, students in transition, students poised to graduate, students in between, students in residence, students thinking about career options, students who struggle, students who thrive, students with disabilities, students full of confidence, students full of doubt.

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How to make visual presentations/PowerPoint presentations accessible

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How to make visual presentations/PowerPoint presentations accessible

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Stella Young

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I'm not your inspiration, thank you very much | Stella Young

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Inspiration Porn and the Objectification of Disability: 

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Inspiration Porn and the Objectification of Disability: 

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Inspiration Porn and the Objectification of Disability: Stella Young at TEDxSydney 2014 (CAPTIONED)

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First year is universally challenging to students. Understanding what your student may be experiencing can help you be an effective support person. While no two students will experience first year in exactly the same way, there are predictable ups and downs:

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First year is universally challenging to students. Understanding what your student may be experiencing can help you be an effective support person. While no two students will experience first year in exactly the same way, there are predictable ups and downs:

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Accommodation vs. Accessibility: A Pro-active Approach by Barbara Roberts

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Accommodation vs. Accessibility: A Pro-active Approach by Barbara Roberts

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Accommodation vs. Accessibility: A Pro-active Approach by Barbara Roberts

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Universal Design for Learning Symposium, University of New Brunswick, Fredericton, 2014.

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MRU, 2016

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Autism Spectrum Disorder (ASD) is a complex developmental brain disorder caused by a combination of genetic and environmental influences. ASD is characterized, in varying degrees, by communication difficulties, social and behavioural challenges, and repetitive behaviours and is considered to be a lifespan disorder., A Accessibility Services provides accommodations and support for students in the spectrum.

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Brothers David and Jeff, former Mount Royal University students, share their perspectives on what it's like to be university students who have an Autism Spectrum Disorder (Asperger Syndrome).

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A Different View on the World - Perspectives of Two Brothers Who Have Been Diagnosed With Aspergers

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As university students who have been diagnosed with Autism Spectrum Disorder (Asperger Syndrome), brothers David and Jeff, former Mount Royal University students, share their perspectives. Through their chosen "intermediaries", they speak to the need for tolerance, respect, understanding, and patience. They describe a spectrum of physical and educational differences.

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Failing at Normal: An ADHD Success Story

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Failing at Normal: An ADHD Success Story

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Have ADHD? Know someone with ADHD? Want to learn more?

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Failing at Normal: An ADHD Success Story | Jessica McCabe | TEDxBratislava

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Invisible Disabilities and Postsecondary Education (Audio Described)

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Invisible Disabilities and Postsecondary Education (Audio Described)

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Invisible Disabilities and Postsecondary Education (Audio Described)

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Student self-determination combined with effective accommodations for disabilities with learning disabilities, attention deficits, autism spectrum disorders, and other issues that are not readily apparent can result in successful outcomes. Also available without audio description at http://youtu.be/skNAVgPb1Lo

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Searching for Words: A Woman's Fight to Learn

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Searching for Words: A Woman's Fight to Learn

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Accessibility Advisor at SAIT (friend of Andrea's)

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Searching for Words: A Woman's Fight to Learn

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Colleen Smereka spent the first 22 years of her life pretending. In her words, she spent her life hiding - until she was diagnosed with a learning disability. After getting the help she needed, Colleen is now an advocate for those dealing with this invisible disability.

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 some ideas for employing Universal Design for Learning principles in lesson plan design

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 some ideas for employing Universal Design for Learning principles in lesson plan design

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Nine Common Elements of Universal Design for Learning in Higher Education

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Nine Common Elements of Universal Design for Learning in Higher Education

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For LD and ADHD

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Strategies and Tools for Teaching Students with Learning Disabilities or ADHD

Learning is a complex task and teaching is even more complex given the diversity of learners in each classroom. This great resource was created to be a tool for educators. The strategies modeled are of universal benefit to all students and are particularly effective as targeted supports for students with learning disabilities and/or Attention-Deficit/Hyperactivity Disorder (ADHD).

Each video is a 10 minute tool that:

* Explains specific learning difficulties
* Shows what these difficulties look like in the classroom
* Provides proven strategies and tools that work

Take Ten Spotlight Series includes five Videos and six complementary Tip Sheets, and are available in English and French.

Take Ten: Stratégies et outils à l'intention des enseignants au sujet des élèves ayant un TDA/H

Cette série est aussi offerte en français et comprend 5 vidéos ainsi que 6 fiches de renseignements.

This resource was developed for teachers by the CanLearn Society (formerly Calgary Learning Centre) with funding from Alberta Education.
A special 'Thank You' to Cochrane High School, a grade 9-12 school in Rocky View Schools.

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Strategies and Tools for Teaching Students with Learning Disabilities or ADHD Learning is a complex task and teaching is even more complex given the diversity of learners in each classroom. This great resource was created to be a tool for educators.

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Example 2

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English 101: Introduction to College Writing

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The main purpose of English 101 is to introduce you to the conventions of academic writing and critical thinking. And while academic writing means different things to different people, there are some common elements. We write to communicate to others-whether they are colleagues, professionals in their fields, or friends.

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Example 1

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Accessible Syllabus_EXAMPLE (linked on web)

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3 slides per page with space for notes

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Master Version - Faculty Exchange 3 to page

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Googledoc

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Promoting Accessibility & Success for all Students

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1 slide per page

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Master Version - Faculty Exchange 1 per page

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Ambrose Form

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Disability Documentation Form - Last Updated 9_30_16

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Tips for how to talk to students who are registered with Accessibility Services

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Tips for how to talk to students who are registered with Accessibility Services

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What to say? How to ask? What not to ask? Etc.

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Here are additional tips for talking with Professors_1

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Suggested Practices for Syllabus Accessibility Statements

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Suggested Practices for Syllabus Accessibility Statements

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Though seemingly transparent, the syllabus does much to set the tone for a course and is typically the first textual contact students have with their instructors. As such, syllabi function rhetorically and have consequences in terms of how students understand the classroom atmosphere, what they expect from the teacher's relationship to students, and how they predict the semester will go for them.

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Analyzing a college course that adheres to the Universal Design for Learning (UDL) framework

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Analyzing a college course that adheres to the Universal Design for Learning (UDL) framework

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Journal of the Scholarship of Teaching and Learning, 12(3), 31–61.

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Analyzing a College Course that Adheres to the Universal Design for Learning (UDL) Framework | Journal of the Scholarship of Teaching and Learning

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Universal design for learning (UDL) offers an educational framework for a college instructor that can maximize the design and delivery of course instruction by emphasizing multiple representations of materials, varied means for student expression, content and knowledge, and multiple ways to motivate and engage student learning.

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A video about Universal Design at McGill University

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A video about Universal Design at McGill University

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Some examples of how you can help the learners in your class. Designing your courses and instruction time with these needs in mind will benefit all.

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This video satirizes the medical model and how society interacts with people with disabilities. The goal is the Social Model.

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This Resource Guide provides lists of accommodations, learning strategies, and assistive technology as well as suggestions for Universal Design for Instruction

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Consider allowing any and all students to use assistive technology for note taking.

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LibGuides: UDL-Universe: A Comprehensive Faculty Development Guide: Course Accessibility Checklists

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Checklists developed by CSU campuses to enable faculty to create more accessible courses.