Tips for Creating an Inclusive Classroom

Be flexible… Students with disabilities face many barriers to participating in university, including scheduling of transportation, medical appointments, fatigue, side effects from medication, fluctuations in health status, availability of textbooks in the correct format, and many other complications that make it difficult for them to conform to rigid schedules. Please demonstrate flexibility when considering attendance in class, due dates for assignments, and tests/exams.

Don't single out students…Students with disabilities appreciate being accommodated, however, they don't wish to be pointed out in front of their peers. If you need to discuss an accommodation with a student, try to do it in private or outside of class time.

A student like any other… Treat students with disabilities as you would treat any other student in your class. Students have a right to accommodations, but they don't want a free ride. Students are required to meet academic standards of each course, regardless of their disability status.

Offer course material in multiple formats…Make sure all printed materials for your class can be easily converted to other formats (such as large print or electronic) so that all students can access them. Consider posting all material on a web site so that students can use their own specialized computer equipment to access the material.

Incorporate multiple teaching styles…Utilize as many different formats for your teaching as possible. For example, try lectures, examples, videos, overheads and other visual displays, handouts, stories, case studies, group projects, presentations, and any other creative way to deliver your information.

Textbook ordering…Order your textbooks well in advance of the beginning of classes, and ensure that the publishers you work with are willing to release copies of the text in electronic format. Some students require their books to be audio taped or large printed in advance of the class, and this process can take up to 3 months to complete.

Choose your words wisely…Avoid casting disability as a negative or pitiful condition. Don't use phrases such as "suffering from blindness" or "confined to a wheelchair". These phrases invoke a negative connotation of disability and fail to recognize the independent and fulfilling life that most persons with disabilities enjoy.

Refer to SAS in your course outline…Include a reference to Student Accessibility Services in your course outline. You can direct students to contact the office or to approach you directly in order to arrange accommodations.

Sample statement for course outline:

If you are experiencing difficulties with your studies or assignments, or have a disability or illness which may affect your course of study, you should discuss these issues with your instructor and/or one of the following Student Affairs offices as soon as possible:

Student Accessibility Services, 155 University Centre, Ph: 474-6213 (voice), 474-9690 (TTY)

Student Counselling and Career Centre, 474 University Centre, Ph: 474-8592

University 1, 205 Tier Building, Ph: 474-6209

Learning Assistance Centre, 201 Tier, Ph: 480-1481

Please also go to the following links for more information on creating an inclusive classroom:

University of New Brunswick's "Guide for Accommodating Students with Disabilities"

"Accommodating Students with Disabilities," "Universal Instructional Design," "Interacting with Persons with Disabilities" and "Words With Dignity" on the University of Alberta website

UNBC "Instructor's Handbook for Accommodating Students with Disabilities"