Faculty & staff

that you may have students in your class who:

  • Can’t hear/see videos?
  • Can’t access print materials, books or reserve readings, either due to a visual impairment or a learning disability?
  • Require extra time for tests or exams?
  • Require extra time occasionally to complete assignments?
  • Miss classes due to chronic health concerns?
  • Have difficulty understanding or misinterpret your body language or tone?
  • Can’t access the classroom or requires special furniture or seating?
  • Appear anxious, restless or fatigue easily?
  • Talk out of turn, speak loudly or rudely, stand too close or interrupt conversations?
  • May participate in class discussions and be very articulate but respond poorly on a written test?

Built in curriculum accessibility (universal instructional design) is the key to reducing the need for individual or “one off” accommodations.

Have you considered how to make your courses as accessible as possible?

  • Can all students access your textbook, course pack and overheads?  Notes? Presentations and PowerPoint presentations? 
  • Have you considered using a variety of presentation formats to reinforce or emphasize important points?

University policy requires all members of the university community to share the responsibility to promote equality, remove barriers, and create a respectful and inclusive learning environment. 

Many barriers to full participation by students reside in the environment: physical, curricular, attitudinal, informational.

Provide an accessibility statement on your course syllabus

This statement indicates your willingness to assist in the provision of academic accommodations and informs your students of the role of the CAL and the university’s responsibility to provide necessary academic accommodations.