Inform students of system requirements, privacy policies, and accessibility.
Software – Check the accessibility of all tools and software used in the course.Be aware of the legal requirements regarding accommodations, Questions? Contact Student Accessibility Services or if you are experiencing an issue, use the barrier to access form.Add a link to the Online Learner Support webpage to your Canvas course.Discuss accommodations throughout the semester and not just the first day of class. Include the University’s accessibility statement in your course syllabus, found on the Recommended ISU Syllabus Statements page.Building an accessible course allows them to do both. Students should not be forced to choose between maintaining their privacy and passing a class. As a result, it is crucially essential to design our courses for accessibility from the beginning so that all students can engage with the course materials. Some of our students may not be aware of the available support, but for the majority of students, they do not disclose because they want “the opportunity to allow intellect, skill, and character to become their observed identity, rather than their disability” (Verdinelli & Kutner, 2016). Sometimes, accommodations are the best option but many things can be accessible in advance, making coursework smoother and more manageable.
Accessibility differs from accommodation in that accessibility is pro-active, while accommodations are reactive. Regardless of background or ability, all students should have equal access to education. So why do we need to be proactive about it? Why does it matter at all?Īccessibility is a vital component of every piece of a course. Accessibility touches every part of the course design and requires additional planning and work.