How do you create an inclusive and accessible learning environment for students with disabilities in your classroom?
While I agree that it can be useful for students to develop their ability to advocate for their needs (and establish a paper trail for needing their accommodations after graduating), the main thing I try to do is prevent students from having to ask for disability accommodations in the first place. As much as I can, I try to find ways to make common accommodations part of how I design the course for all students. It’s like arranging a dinner party and serving something everyone can enjoy instead of having a main dish and then requiring guests who need exceptions or alternatives to make special requests. Faculty are already inclusive in this way when they include captions with all of their videos—no one has to ask for that. Not all common accommodations will work for every class context, but as much as possible, I try to provide all students with copies of lecture or class notes, options to make up a limited number of missed classes or late assignments, and to make up or retake exams when they want a chance to try again. Providing flexibility and choices is a strategy for maintaining high standards and intellectual rigor, which must never be compromised. Removing logistical obstacles helps more students meet the intellectual challenges of higher education.
Can you share any strategies or tools you use to accommodate students with different learning needs without compromising academic standards?
Strategies can include offering practice, in-class, and make-up exams; soft deadlines (early deadline followed by a last chance deadline); late tokens for an extra week to complete an assignment; opportunities to revise and resubmit; providing course materials in multiple formats to promote thinking about course ideas in many ways, such as text, video, or infographics—it can work well to have students create infographics, concept maps, or other materials to teach each other.
How do you collaborate with the ARC to ensure students receive appropriate accommodations?
I keep a file on my desk with a copy of each student’s accommodations letter so that I can keep track of any tasks that I need to perform throughout the semester. Most of these are things I can do at the beginning of the semester and then be done with it, such as setting up exams in the Testing Center and adjusting the time allowed. When things need to be done periodically, like posting updated course materials or sending exams to the Testing Center or ARC testing location, I use calendar reminders to make sure that gets done on time. Sometimes, a student will tell me they do not want to use the accommodations they have a right to use, and they can do this for a variety of reasons. But if the reason is that they do not find the accommodation helpful, I advise them to talk to ARC staff right away. Sometimes I will consult with ARC staff directly to be sure I am providing an accommodation in an appropriate way.
Have you encountered any common challenges or misconceptions among faculty regarding disability accommodations, and how do you address them?
One of the main reactions I have heard from faculty at other institutions is a tendency to see making accommodations as an extra part of the job of teaching rather than as an inherent part of the job, and some have even been annoyed when students did not seem sufficiently grateful. But making sure that all students have access to our courses and creating courses that make students want to stay is not an extra part of teaching, it is central to teaching. The reality is that all people have different needs, and one in five people in this country are living with a disability. Some disabilities are visible, and some may not be easily apparent. But all people have value and deserve to not only exist in the world but to be fully included in all aspects of life. Faculty often worry that they are not well-equipped to provide accommodations or that they don’t have the time to do so, so communicating pro-actively and listening to what students need can help prevent difficulties. Planning ahead for any adjustments that will be needed will make it much easier to keep up with them rather than having to react to problems over and over. If students say they need something that is not addressed in their letter of accommodations, faculty should consult ARC staff.
What advice would you give to fellow professors who want to better support students with disabilities in their courses?
Try to be as pro-active as possible to support disabled students. It also helps to remember that when you can make an accommodation available to all students, you are likely not only helping students with diagnosed disabilities, but also students who do not have a diagnosis but still need flexibility or alternatives to typical ways of doing things. The goal is for all students to have every chance to be successful. The hard work is up to them, but it should be the hard work of learning, not coping with unnecessary obstacles. Remember that ARC staff are experienced professionals who will use their expertise to be your most important supporters. I hope faculty will learn about ableism and the dangers of viewing students from a deficit perspective. My goal is to joyfully welcome all students to my class and work with them to create learning experiences that will bring about truly meaningful, transformative learning.
“My goal is to joyfully welcome all students to my class and work with them to create learning experiences that will bring about truly meaningful, transformative learning.”