Physical

Inflexible seating

Fixed chairs and desks that cannot be moved or adjusted can create obstacles for students who use wheelchairs or have other mobility impairments.

Physical

Height of furniture

Standard desks and chairs are not always suitable for students of different heights and those who use wheelchairs. The inability to adjust the height of desks or chairs can make it difficult for these students to comfortably and effectively engage in classroom activities.

Physical

Accessible workstation

Specialized workstations, such as adjustable tables or desks with space for wheelchairs, are often scarce in traditional classroom settings. This lack of accessible furniture can hinder the learning experience of students with physical disabilities.

Physical

Accessibility of storage (cabinets, shelves, etc.)

Classrooms with storage cabinets or shelves can be a barrier for students with limited reach or those who use a wheelchair, if they are designed without considering students who cannot reach high or low spaces.

Physical

Passageways

Aisles too narrow to pass through, or classrooms crowded with furniture, can restrict the mobility of students with challenges. This can make it difficult for these students to access different parts of the classroom, including entry and exit points.

Physical

Personal space

Students who use mobility aids, such as wheelchairs or walkers, require more space to move and navigate. In tight spaces, they may have trouble maintaining personal space, leading to discomfort or difficulty moving. Students with autism spectrum disorders may have sensory processing issues where they might be hypersensitive to physical touch or proximity to others, making crowded or noisy environments overwhelming and stressful,

Visual

Unmarked hazards

Objects like low-lying furniture or protruding edges that are not visually marked can be hazardous for visually impaired students.

Visual

Lighting for those with neurological disorders (including epilepsy, neuropathy, migraines)

Some students with neurological disorders may have limited peripheral vision or blind spots, making it difficult to see information presented on a whiteboard, projector screen, or in textbooks. They may also have difficulty tracking moving objects or following lines of text while reading, and experience sensory fatigue. Neurological disorders can affect fine motor skills, making it challenging for students to write or draw accurately.

Visual

Lighting: low light

Inadequate or harsh lighting can create difficulties for students with low vision. It can cause glare on surfaces and screens, making it hard to read or focus.

Visual

Lighting: glare (windows, surfaces)

Uncontrolled natural light from windows can cause glare, making it difficult for students to see screens or written materials.

Visual

Text contrast

Signs and labels in the classroom that lack high contrast can be hard to read for those with vision impairments.

Visual

Text size

Text too small or faint to be easily seen from a distance can be a barrier for students with visual impairments.

Visual

Cluttered/busy visuals

Overly complex or cluttered visual aids can be confusing and hard to interpret, particularly for students with visual processing issues.

Visual

Lack of digital handouts

Digital materials that are not designed with accessibility in mind, like PDFs or slides without alt text, can be inaccessible to students using screen readers.

Visual

Color dependent information

Reliance on color to convey critical information without alternative descriptors can be problematic for color-blind students.

Visual

Text size on equipment/lab labels

Equipment and labels often feature small print, which can be difficult or impossible for a person with low vision to read. This includes text on computer screens, lab instruments, and even handouts or textbooks.

Visual

Lab and media equipment: Non-Visual Information / Complex Layouts

Equipment with complex layouts or multiple buttons and controls can be overwhelming for someone with low vision. Identifying and remembering the function of each control without clear, visible labeling can be a significant barrier.

Auditory

Noise (outside, HVAC, side conversations)

Noise from outside the classroom, HVAC systems, or even from within the classroom (like other students talking) can be distracting and make it hard to focus on the lecture.

Auditory

Acoustics/ echo effect

Classrooms with echo effects or poor sound insulation can make it hard to understand speech, especially for students with hearing difficulties.

Auditory

Amplification (microphones, volume level for people sitting close and far)

Lack of microphones or poor-quality sound systems can result in low volume or unclear audio, creating barriers for students with hearing impairments.

Auditory

Seeing speaker/ interpreter (speaker facing away from learner)

Not seeing the speaker or interpreter limits visual cues and lip-reading, crucial for comprehension, especially for students with hearing impairments or non-native language speakers.

Auditory

Fast-paced lectures

Professors who speak too quickly or without pauses can be challenging for students with auditory processing issues or for those using assistive listening devices.

Auditory

Lack of visual aids

Solely relying on verbal instructions or discussions without accompanying visual aids (like slides or handouts) can be a barrier for students who process information better visually.

Auditory

Group discussion/conversation (switching speakers)

In group settings, overlapping conversations and varying voice levels can be overwhelming and hard to follow for some students.

Auditory

Captioning

Educational videos or audio recordings without captions or transcripts exclude students who rely on visual reading of content.

Auditory

Overlapping conversations with varying voice levels

In group settings, overlapping conversations and varying voice levels can be overwhelming and hard to follow for some students.

Auditory

Unclear pronunciation/diction (mumbling)

Instructors or classmates with unclear speech can be difficult to understand, especially in a noisy classroom environment.

Auditory

Language barriers (non-native speakers)

Non-native speakers or individuals with language processing disorders may struggle to understand lectures, particularly if the instructor has a strong accent or uses complex vocabulary.

Learning

Language/ audio/ visual processing

Learning

Reading/ reading comprehension

Students with dyslexia or other reading disabilities may struggle to comprehend text, which can affect their ability to understand lectures, textbooks, and written assignments.

Learning

Writing

Dysgraphia and related disabilities can make it difficult for students to express their thoughts in writing. This includes challenges with spelling, grammar, organizing ideas, and handwriting.

Learning

Math

Dyscalculia and other math-related disabilities can hinder a student's ability to understand and perform mathematical calculations, impacting courses that require math skills.

Learning

Organization skills

Students with certain learning disabilities may have difficulty organizing their thoughts, materials, or time effectively, which can impact their academic performance.

Learning

Attention span/concentration

Conditions such as ADHD can make it hard for students to focus during lectures, while studying, or when completing assignments, leading to challenges in retaining information and meeting deadlines.

Learning

Memory

Learning disabilities can impact short-term and long-term memory, making it tough for students to remember instructions, deadlines, or course material.

Learning

Pace of content

This can make it difficult to keep up with the pace of lectures, discussions, and exams, especially in time-pressured situations.

Learning

Social interaction

Some learning disabilities are accompanied by challenges in social skills, which can affect group work, classroom participation, and interaction with peers and instructors.

Learning

Environmental sensitivity (noise, light, seating arrangement)

Overstimulation due to classroom noise, lighting, or seating arrangements can affect concentration and learning for some students.

Learning

Testing (standardized test questions/methods)

Standardized testing methods may not accurately reflect the abilities of students with learning disabilities, potentially impacting their grades and academic progression.

Learning

Stigma

Insufficient awareness or support from faculty and peers can exacerbate these challenges. If faculty members are not adequately trained to recognize and support learning disabilities, they may inadvertently overlook or misunderstand the needs of these students. This lack of awareness can lead to inappropriate teaching methods, assessment techniques, and classroom management strategies.  Lack of peer support or understanding can lead to social exclusion, bullying, or hostile learning environment

Term

Definition

Universal Design for Learning (UDL)

An educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences.

Accommodation

Under the Americans with Disabilities Act (ADA), "accommodation" refers to the modifications and adjustments made in a work, educational, or public setting to ensure that individuals with disabilities have equal opportunities to participate and benefit from these environments. These accommodations are necessary to address the barriers that people with disabilities may face in accessing and utilizing various services, facilities, and programs. Modifications or adjustments to a course, program, service, job, activity, or facility that enables a qualified individual with a disability to have an equal opportunity to participate.

Assistive Technology (AT)

Any item, piece of equipment, software, or product system, whether acquired commercially, modified, or customized, used to increase, maintain, or improve the functional capabilities of individuals with disabilities.

Captioning

The process of converting the audio content of a television broadcast, webcast, film, video, live event, or other productions into text, and displaying the text on a screen or monitor. It provides a critical link to communication and learning for individuals who are deaf or hard of hearing.

Sign Language Interpreters

Professionals who facilitate communication between people who are deaf or hard of hearing and people who can hear. Interpreter services are important in educational settings to ensure equal access to communication.

Screen Reader

A software program that allows a blind or visually impaired user to read the text displayed on the computer screen with a speech synthesizer or braille display.

Alternative Text (Alt-text)

A description of an image or graphic in a digital context. Alt-text is used by screen readers for the blind and visually impaired, and also by search engines for better indexing and searching of images.

Note-taking Assistance

Services or tools provided to help students who have difficulty taking notes due to a disability. This can include peer note-takers, audio recordings, or specialized note-taking software.

Inclusive Teaching Practices

Methods and approaches that recognize the diverse needs and backgrounds of students, including those with disabilities, and aim to create an environment where all students have equal access to learning.

Learning Disability (LD)

Neurologically-based processing problems, which can interfere with learning basic skills such as reading, writing, or math, and can also interfere with higher-level skills such as organization, time planning, abstract reasoning, long or short-term memory, and attention.

Neurological Disorder

A neurological disorder, also known as a neurological condition or neurological disease, refers to a broad category of medical conditions that affect the nervous system, including the brain, spinal cord, and peripheral nerves. These disorders can lead to various symptoms and impairments related to the functioning of the nervous system. Many factors can cause neurological disorders, including genetics, infections, injuries, autoimmune responses, and degenerative processes.

Dyscalculia

Learning disability that affects a person's ability to understand numbers and learn math facts. Individuals with dyscalculia may have difficulty with simple number sense, counting, and performing basic math operations. It can also impact their ability to understand time, measure, and perform mental math or problem-solving tasks involving math. Dyscalculia is often described as the mathematical equivalent of dyslexia, as it pertains specifically to a persistent difficulty in mathematics, despite appropriate learning experiences.

Visual Processing Disorder

This affects how visual information is interpreted or processed by the brain. In mathematics, this can make it hard to understand and organize visual information like graphs, diagrams, and numbers.

Dyspraxia

Dyspraxia, also known as Developmental Coordination Disorder (DCD), is a neurological disorder that affects physical coordination. It causes a child or adult to perform less well in daily activities than expected for their age, and can interfere with their academic performance in school. Dyspraxia is often identified in early childhood and is characterized by difficulty in planning and executing fine and gross motor tasks.