When students with disabilities are admitted to the University, they have met the same rigorous standards for admission as all other students. Yet sometimes the way UT classes are structured creates barriers for students that prevents them from being able to fully participate without individualized accommodations (see The Basics: Providing Accommodations for more information on providing these individualized accommodations).
There are a number of proactive steps faculty can incorporate into their course design that can enhance the accessibility of their course. Instructors who want more information are encouraged to contact the Center for Teaching and Learning or review their website on Inclusive Teaching and Learning that can benefit all students. We hope you find the resources below to be useful as you consider your course design.
Syllabus Statement | Choosing or Creating Accessible Materials | Captioning Videos | Individualized Classroom and Testing Accommodations | Making a Referral to D&A | Resources
Universal Design for Learning (UDL)
Universal design for learning (UDL) is based on principles that empower everyone to have agency over their own learning. It allows educators and learners to set clear goals, anticipate environmental barriers, create meaningful options, and fully embrace human variability (CAST). Incorporating UDL principles into your course design is a proactive approach to enhance learning for a wide range of students and can reduce the need for individualized accommodations.
More UT sources on UDL:
- Universal Design for Learning: What is it and why should you care?
- UDL Infographic from the Center for Teaching and Learning
- “Plus-One” Thinking: A Framework for Inclusive Teaching
Accessibility Best Practices Guides for Instructors:
Start with Your Syllabus Statement
Federal law requires UT be accessible and provide accommodations for students with disabilities, so it is important for course syllabi to contain information regarding UT’s accommodation process. Below are two examples of statements you may use on your syllabus. This language is an opportunity for you to set the tone for how you view accommodations and accessibility in your course — as boxes to check or statements about your willingness to work with students to ensure they can fully participate in your course.
The same concept applies when you discuss this statement during class. It can be an opportunity to encourage students to work with you to ensure your course is accessible to them.
Syllabi statements cannot include a deadline for students to submit accommodation letters. Accommodations can be implemented at any point during a semester after an accommodation letter has been received and discussed with the student, but accommodations are not required to be applied retroactively.
Syllabi statements also cannot contain blanket statements regarding accommodations that do not apply to the course or that will not be provided. Instructors who have questions or concerns about a student’s accommodations should contact the coordinator listed in the accommodation letter for consultation.
Accessible/Compliant Statement:
If you are a student with a disability, or think you may have a disability, and need accommodations, please contact Disability and Access (D&A). Contact and more details are available on D&A’s website: http://disability.utexas.edu.
If you are already registered with D&A, please share your accommodation letter with me as early as possible in the semester so we can discuss how your approved accommodations will be implemented in this course.
Accessible, Inclusive and Compliant Statement:
The University is committed to creating an accessible and inclusive learning environment for students with disabilities consistent with University policy and federal and state law. Please let me know if you experience any barriers to learning so I can work with you to ensure you have equal opportunity to participate fully in this course.
If you are a student with a disability, or think you may have a disability, and need accommodations, please contact D&A. Contact and more details are available on D&A’s website: http://disability.utexas.edu. If you are already registered with D&A, please share your accommodation letter with me as early as possible in the semester so we can discuss your approved accommodations and needs in this course.
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Choosing or Creating Accessible Course Material
Textbooks/Course Readings
Please make sure your book selections, compiled course packets and syllabi are available in a timely manner. Students who are blind, have visual impairments or have learning disabilities that impact reading rates and comprehension may require printed materials in alternate formats. Conversion can take several weeks.
Early access to your syllabus helps determine the extent to which each text will be used and the order in which reading assignments will be completed.
Some students rely on printed materials that are scanned and saved into electronic formats that can be listened to using voice-output software. If you are collating various journal articles and portions of books into course packets, please use original copies or a copy that is as clean as possible. Creating course packets using second, third and fourth generation copies of material (copies made from copies, etc.) may cause images of text that are fuzzy. Such blurring often makes it impossible for character recognition software to decipher images as readable text. If material included in course packets is not of top quality, D&A may need to briefly borrow your originals for scanning.
You may also ask if the publishers of the books you are considering have created electronic text (e-text) and/or audiobook versions. If possible, select a textbook with an accompanying study guide to maximize comprehension for all students.
Check out the UT Libraries web page on Open Educational Resources: Open Educational Resources (OERs)
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Captioning Videos
If you will be using video in your class, add captions proactively. Captions increase comprehension and retention for all students, not just students who are Deaf, hard of hearing or have auditory processing difficulties.
If your video is not captioned, make a transcription/captioning request through UT Libraries’ Captioning and Transcription Services . Visit our Captioning Videos page for more information. If necessary, contact D&A for assistance.
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Individualized Classroom and Testing Accommodations
Individualized accommodations may be necessary when students with disabilities encounter barriers in their classes. Students will be approved for classroom and testing accommodations after submitting documentation of their disability and meeting with a D&A Access Coordinator to discuss the barriers they experience academically at UT. Approved accommodations are listed in accommodation letters, available to instructors through the D&A Instructor Portal. Instructors are required to implement these accommodations to ensure students can fully participate in their course. For more information on providing individualized accommodations, see The Basics: Providing Accommodations.
Arranging Testing Accommodations
Instructors should discuss testing accommodations and how they will be provided to the student. Instructors can provide testing accommodations themselves or use the Campus Testing Center to schedule exams for the student.
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Making a Referral to D&A
Faculty members sometimes contact D&A regarding students they feel are experiencing challenges in their course and might benefit from accommodations. In these cases, have a private conversation using a supportive approach to share information about D&A. Only the student can decide to disclose a disability or to pursue information about available D&A services.
If a student is requesting accommodations but has not presented you with an accommodation letter from our office, ask the student to contact D&A. See Faculty FAQs as well as our webpage on Making a Referral to D&A.
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General UDL Teaching Tips
The following strategies are simple ways to make your course more accessible to students with disabilities, English language learners and first-generation college students.
- Clearly spell out expectations at the beginning of the course (e.g., grading, material to be covered, assignment due dates, attendance expectations).
- All students, including students with disabilities, will benefit if you start each lecture with an outline of material to be covered during that class period. Briefly summarizing key points at the conclusion of class aids students in clarifying their notes and delineating supporting information from the main ideas you wish them to remember.
- Present new or technical vocabulary visually. Providing examples may also convey greater meaning.
- Provide assignments both orally and in written form to avoid confusion.
- Allow students to record lectures for later review.
- Provide adequate opportunities for questions and answers, for example during review sessions.
- For exams, supply students with study questions that demonstrate the format as well as the content of the test. Explain what constitutes a good answer and why.
- Allow students with disabilities who require alternate testing formats to demonstrate mastery of course material by using methods appropriate to the student and the subject matter (e.g., extended time limits for testing, recorded exams, individually proctored exams in a separate room).
- When a test is not designed to measure a student’s mastery of basic arithmetic or spelling, allow the use of simple calculators, scratch paper and spellers’ dictionaries during exams.
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Other Resources
D&A offers pre-made slides to include in your deck for the first day of class to introduce accommodations and notetaking.
University of Washington’s DO-IT Faculty Resources help you create a classroom environment that maximizes the learning of all students, regardless of disability.
DO-IT Video Equal Access: Universal Design of Instruction
For more information on creating accessible programming, see the Disability Cultural Center’s Accessible Programming Guide.
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