INCLUSIVE DESIGN STRATEGIES

By working toward full inclusion in course design, you minimize the need for accommodations, which benefits both the instructor and the student.

Below are a few of the most common disability barriers in traditional course design and some alternatives that benefit everyone. The following examples were created by University of Arizona:

Barrier	Impact	Inclusive Design	Impact
Timed Exams	Students and faculty must arrange individual accommodations each semester Student must test in a separate location Student will not have access to faculty during exam to ask questions	Consider alternatives to traditional assignments: Shorter, more frequent assessments Online assessments or projects where time is not the essential element	All students have equitable testing experience All students have time to complete assessment in original learning environment Redesigned assessments may increase time available to teach
Inaccessible Course Materials	Students may fall behind when s/he cannot access materials Faculty must work with ECDS each semester to procure accessible materials Students must wait for access	Ensure PDF’s are accessible Order textbooks that have electronic options Provide course materials in multiple formats	Students can access course materials in multiple formats (print or electronic) so they can maximize learning
Written Lecture Content	Students must rely on technology or another individual for class notes	Faculty makes course content available to entire class	All students have materials to enhance their learning and studying

Barrier

Impact

Inclusive Design

Impact

Timed Exams

Students and faculty must arrange individual accommodations each semester
Student must test in a separate location
Student will not have access to faculty during exam to ask questions

Consider alternatives to traditional assignments:

Shorter, more frequent assessments
Online assessments or projects where time is not the essential element

All students have equitable testing experience
All students have time to complete assessment in original learning environment
Redesigned assessments may increase time available to teach

Inaccessible Course Materials

Students may fall behind when s/he cannot access materials

Faculty must work with ECDS each semester to procure accessible materials

Students must wait for access

Ensure PDF’s are accessible

Order textbooks that have electronic options

Provide course materials in multiple formats

Students can access course materials in multiple formats (print or electronic) so they can maximize learning

Written Lecture Content

Students must rely on technology or another individual for class notes

Faculty makes course content available to entire class

All students have materials to enhance their learning and studying

INCLUSIVE DESIGN STRATEGIES

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Educational & Career Counseling and Disabilities Services