Disability Resources for Faculty

• Universal Design for Learning
• UDL on Campus
• Access College: The Faculty Room
• Equal Access
• Universal Design
• Universal Design: Places to Start

The easiest and most basic UDL consideration is using an accessible font, with the most accessible ones identified as Tahoma, Calibri, Helvetica, Arial, Verdana, and Times New Roman. These resources offer tips and suggestions for considering an inclusive syllabus and the following links offer visuals, templates, and other resources for UDL compliant syllabi.

You should approach UDL knowing that it takes more time on the preparation side, but pays off on the learning and engagement side of teaching.

Web Resources

• Accessible Syllabus, Tulane University

• UDL Syllabus, Universal Design for Learning in Higher Education

• 6 Principles an Inclusive Syllabus Design Tool Kit, University of Massachusetts, Amherst

• Equal Access: Universal Design of Your Syllabus, University of Washington

• Accessible Syllabus: Creating an Accessible Syllabus, California State University

PDF Resources

• Building a Syllabus: Universal Design for Learning and Syllabus Design (University of Michigan CARLA)

• Equal Access: Universal Design of Your Syllabus (University of Washington)

• How to Meet WCAG (Quick Reference) from W3C: provides detailed breakdown and examples of issues in web content accessibility guidelines (WCAG) (section 1.4 is about color, contrast, and text size.
• accessiBE: performs free audit of websites for ADA and WCAG compliance
• Contrast Grid: provides chart with color and font size combinations that are WCAG compliant
• W3C: Accessibility fundamentals for website (provides very detailed overview with links about different components of web design and accessibility)
• Presentation guidelines from James Madison University: discusses font size and contrast for PowerPoints

ADA Accommodations (legal) versus Universal Design (aspirational): Information adapted from Accessibility@FIU website 
 
ADA accommodations for college students refer to the modifications and support services provided under the Americans with Disabilities Act (ADA) to ensure that students with disabilities have equal access to education. Universal Design for Learning (UDL) is an educational approach that aims to create a flexible learning environment and emphasizes the importance of proactive planning to remove barriers and support the success of every learner.

The ADA outlines the bare minimum necessary to curb discrimination against people with disabilities, while Universal Design strives to meet the best practices for design, which are always evolving and improving to meet people’s different needs. ADA focuses on the civil rights of people with disabilities, while Universal Design is designed with everyone in mind.

Accommodations are a reactive process for providing access to specific students and arise from a medical model of disability, whereas UDL is a proactive process rooted in a social justice approach for different types of learners, regardless of disability affiliation.

Approaches for Accommodation vs. Universal Design

Accommodation Approach	Universal Design Approach
The individual is the focus of the problem of access.	The learning environment is the locus of the problem of access.
Access is given retroactively.	Access is built into the course proactively.
Modification is only for the individual with a disability.	All students potentially benefit from inclusive design.
May require special treatment or separation from rest of students.	Less need for special treatment; greater integration for all students.
May require time to discuss and implement changes.	Investment of time during design stage; plan may be tweaked after further experience.

 

Faculty should always work with Disability Services if you have questions about reasonable accommodations vs. fundamental alteration. Educational institutions and faculty must carefully balance the need to provide reasonable accommodations with maintaining the academic integrity of their programs. Determinations are often made on a case-by-case basis, considering the specific course objectives, the nature of the requested accommodation, and the impact on essential academic standards.

A fundamental alteration to a college course is a change that significantly modifies the essential nature of the curriculum or academic standards of the course. Colleges and universities are required under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act to provide reasonable accommodations to students with disabilities. However, they are not required to make changes that would fundamentally alter the nature of the program or compromise essential academic requirements.

Key Considerations for Fundamental Alteration:

1. Essential Academic Requirements: These are the core learning outcomes, skills, and knowledge that a course aims to impart. They are considered non-negotiable for the integrity of the course.
2. Nature of the Modification: Whether the requested accommodation significantly alters these essential requirements.
3. Program Standards: Whether the modification affects the standards necessary for accreditation or the profession the program is preparing students for.

Examples of Fundamental Alterations

1. Changing Course Content:
   • Example: A student requests to replace a core biology lab requirement with a different, less rigorous project because of a disability. The hands-on lab experience is an essential part of learning outcomes, so this change would likely be considered a fundamental alteration.
2. Altering Exam Formats:
   • Example: A student asks to replace a written exam with an oral presentation in a course where the ability to write clearly and effectively under timed conditions is a critical skill being assessed. This request could be seen as fundamentally altering the assessment method and thus, the course's essential requirements.
3. Modifying Degree Requirements:
   • Example: A student in a physical therapy program requests to waive certain physical skills assessments due to a disability. Since physical competency is essential for the profession, this waiver would likely be a fundamental alteration.
4. Changing Delivery Methods:
   • Example: A student asks for a fully online version of a course designed to be interactive and hands-on, such as a performing arts class. If the in-person interaction is a core component of the learning objectives, this would be a fundamental alteration.

Non-Fundamental Alterations (Reasonable Accommodations)

1. Extended Time on Exams:
   • Example: Providing extra time for a student with a learning disability does not alter the fundamental nature of the course content or assessment standards.
2. Providing Note-Taking Assistance:
   • Example: Offering a note-taker for a student with a disability does not change the essential academic requirements of the course.
3. Accessible Course Materials:
   • Example: Converting textbooks to an accessible format (e.g., Braille or audio) ensures that a student with a visual impairment can access the same content as other students.

Rights:

• To request verification from Disability Services when a student asks for an accommodation in their course or program.
• To consult with the Faculty Fellow for Universal Design to discuss accommodation requests.
• To identify and determine the essential abilities, skills, and knowledge for academic courses and programs, which are not subject to modification based on disability.
• To expect students with disabilities to meet the same academic standards as their peers.

Responsibilities:

• To inform students of the procedure to request accommodations.
• To maintain confidentiality regarding any information shared by the student or Disability Services.
• To provide accommodations promptly once they are verified by Disability Services.
• To inform students that all course materials can be made available in alternative formats upon prior request.
• To engage in an explicit discussion of concerns before denying an approved accommodation issued by Disability Services.
• To refrain from asking students to disclose the specifics of their disability or their diagnosis.
• To promote anti-ableism. Ableism is prejudice that privileges able-bodied people. Interrogate with your students whether ideas, concepts or beliefs being studied or shared reflect an assumption that being nondisabled is inherently better.

Access Statement Example 1: “I am committed to making this course as flexible and accessible as possible. If you are finding some aspect of the course inaccessible, please let me know, and we can discuss possible alternatives. You are also encouraged to let me know if any circumstances affect your participation in the course or your ability to keep up with coursework. You do not need to share private information unless you choose to; we will focus on alternative arrangements and adjustments as needed.” (Angela M. Smith)

Access Statement Example 2: “I assume that all of us learn in different ways, and that the organization of any course will accommodate each student differently. For example, you may prefer to process information by speaking and listening, so that some of the written handouts I provide may be difficult to absorb. Please talk to me as soon as you can about your individual learning needs and how this course can best accommodate them. If you do not have a documented disability, remember that other support services, including the Writing Center and the Learning Resources Center, are available to all students.” (Margaret Price, cited in Wood and Madden)

Access Statement Example 3: “I am committed to creating a course that is inclusive in its design. If you encounter barriers, please let me know immediately so we can determine if there is a design adjustment that can be made. I am happy to consider creative solutions as long as they do not compromise the intent of the assessment or learning activity. If you are a student with a disability, or think you may have a disability, you are also welcome to initiate this conversation with Disability Services, who work with students with disabilities and faculty members to identify reasonable accommodations. If you have already been approved for accommodations through the Office of Accessible Education, please meet with me so we can develop an implementation plan together. (Bates College, Accessible Education, adapted from Wood and Madden)

Procedure for Requesting Accommodations Syllabi Statement Example:

How to Apply for Reasonable Accommodations

• The student decides what to disclose and what accommodations to request.
• The student then connects with the accessibility office to submit application and documentation.
• The student will meet with an accessibility counselor to discuss available accommodations.
• Once accommodations are agreed upon, professors and teaching staff will be informed of accommodations for their specific courses.
• If needed, the student applies for specific testing accommodations 1-2 weeks before they are needed.
• Repeat as necessary.

Types of Accommodations Available to Students

As a beginning step to assist the student in advocating for their needs, here are some examples of accommodations that are frequently provided. For a full list of the types of accommodations available to students, be sure to contact the Disability Services office.

Common Accommodations

• Extended time on assessments, e.g. quizzes, midterms, and final exams
• Testing in an alternative location
• Breaks during exams
• Calculator or laptop access
• A note-taker, reader, and/or scribe
• Access to audiobooks
• Accessible specific classroom seating/layout
• Accessible specific housing/dorming
• American Sign Language interpreters

Assistive Technology/Other Services

• Auxiliary aids and services can take many forms, depending on the individual student’s needs.
• Making audio recordings of classes
• Qualified interpreters
• Class materials in alternative formats, e.g. texts in braille, recorded, or as digital files
• Access to voice recognition software
• Access to text-to-speech programs
• Regular meetings with an accessibility counselor/learning specialist
• Alternate ways to evaluate, e.g. projects or oral presentations instead of written tests

Accessibility Statement

Westminster University seeks to provide equal access to higher education to academically qualified students with physical, learning, and psychiatric disabilities. Disability Services works with university departments to ensure programs and facilities are accessible to all members of our learning community and provides reasonable accommodations to Westminster students and visitors with disabilities.

Nondiscrimination Statement

Westminster University does not discriminate based on race, color, pregnancy, childbirth, or pregnancy-related conditions, age, religion, national origin, disability, sex, sexual orientation, gender identity, religion, military status, and genetic information, or other legally protected status. The university's commitment to nondiscrimination applies to students, employees, and applicants for admission and employment. For additional information, see the full Non-Discrimination Statement.

The Faculty Fellow for Universal Design is a faculty-facing position that focuses on enhancing faculty awareness and implementation of inclusive practices to support all students' learning needs. The fellow promotes and implements principles of universal design across campus, collaborating with faculty peers, Disability Services, and the Writing Center, among other campus partners. The fellow leads workshops, provides one-on-one consultations, and develops resources to support faculty in creating inclusive learning environments.

Please contact the current Faculty Fellow for Universal Design, Meghan Wall, for questions or consultations about universal design for learning:

• Email: mwall@westminsteru.edu
• Phone: 801.832.2820