The Elements of Access - Complying with the Spirit of the Law

 Access Assembly Checklist

This checklist is provided to assist faculty in building an accessible learning environment in their courses. Anticipate that students with disabilities may potentially be in every course. It is not required however, to anticipate every accommodation that any student with a disability might need prior to the request. Simply be prepared for the fact that some requests for accommodations will be made. And, by all means, expect students with disabilities to successfully meet the requirements of your courses!

• Hold students with disabilities accountable to the same standards you hold every other student. Remember, academic standards and access are complementary.
• Provide notice to your students of these standards and of your willingness to accommodate. This can be done verbally or in writing within your course syllabus. We recommend both. (See the example.)

• Grant reasonable accommodations. Accommodations are changes in the way things are done. They are reasonable so long as course standards aren't fundamentally altered and there is a logical link between the student's limitations and the accommodation.

• Consult with the student and Disability Services coordinators. Students must generate their own requests for accommodations. Requests ought to be supported by evidence of the need for accommodation. A sensible link between the disability's functional limitations and the accommodation requested must be supported. Some students may present written documentation, others may not.
• Verify the existence of the disability and need for accommodation with the student, Disability Services, or another authority. Disability Services recommends that written verification come from our office. We provide the information necessary for an instructor to assure program access while providing protection of student privacy.
• Permit students to use auxiliary aides and technologies which ensure access. Depending on the disability, students may use note takers, sign language interpreters, readers, scribes, and research assistants. Others may use tape recorder/players, computers, assistive listening devices and other technologies for the same purpose.
• Grant testing accommodations. Again, depending on the particular needs of a student, it may be necessary to extend testing times, change testing formats, test in a quiet environment, and so on. Disability Services offers Testing Accommodations services.