Inclusive Course Design to Reduce Access Barriers

Presenter: RT Tougas (they/them)

Disability Resource Center (DRC) Access Counselor and Consultant (AC&C)

September 23rd, 2021

Workshop Overview

​

What to expect today: 60 min, 5 min break at 30 min.

• Objective: reflect on course design for increased access & support colleagues in implementation and accountability.
• Access Reflection
• Proactive access measures (handout)
• Large and small group discussions with options for individual work
• Resources: Disability Resource Center (DRC), Writing Center, Learning Center and Office of Academic Innovation

Access Reflection and Plan

​

• Workshop Access Plan

​

• Access Reflection: take a 3 minutes to reflect on what you need for your access and if you would like to make any requests of me or the group
• Adjust plan as needed. Please make changes to the plan document

Proactive access measures

• Measures provided to all students to increase access
• Specific to face-to-face classes:
• Keep aisles clear, make sure the room is well-lit, at least at the beginning of class as students find their seats
• Fragrance Notice sent out to class
• No flickering, flashing, or strobing lights. Make use of natural light, when possible
• Food and drink allowed during class (except in lab environments)

Flexibility in how students participate

​

• Allow use of technology in class
• Audio or video record lectures and post for students
• Flexible attendance
• Extensions on in-class assignments
• Designate a student as a notetaker and post that student's notes after the lecture or presentation.
• Alternatively, students can take turns posting their class notes. This can be graded as extra credit.

Trauma-informed flexibility

• Make sure that all students can easily leave the room or take a break if they need to.
• Give alternatives to oral presentations
• Give alternatives to group work
• Call on students only when their hands are raised
• Make sure that all students can easily get up and move around if they need to, including turning off their camera at times during remote courses.

Course Materials: 

​

• Post PPTs and handouts online before class. 
• Ensure that handouts are easily readable
• Make sure videos you show in class are captioned and that captions are turned on
• Think about the content of videos and images and provide warnings to students if any of the content could be upsetting or traumatic.
• Enlarged print versions of handouts and exams

Assessment:

​

• Explore ways that students can demonstrate their understanding of key concepts outside of traditional paper/pencil or multiple choice exams/quizzes
• Allow students extra time to complete exams
• Allow **ample time** for reading/homework/projects

Use and Refer to Resources

• Disability Resource Center (DRC)
• Student access and accommodations (documentation not required for an appointment)
• Instructor consultation to implement DRC accommodations
• Writing Center
• Learning Center
• Academic Coaching
• Subject Tutoring
• For Instructors: Office of Academic Innovation (OAI)
• OAI+
• Consultations for accessible course design

Breakout Rooms

​

• Options:
• You can work individually by staying in the large room with your camera and mic off.
• You can focus on one question or more than one.
• Your group may choose to have a quiet thinking time or dive into verbal discussion.

​

​

​

​

​

**Return to large group in 5 minutes for a 3-min check in before break

Objective: reflect on course design for increased access & support colleagues in implementation and accountability.

​

• Prompts:
• What aspects of your course(s) do you want to experiment with, based on this list?
• What would you like to try this term without adding to your to-do list?
• Is there anything you need to allow for a shift in perspective toward increased flexibility?
• Do you notice strong reactions to any of the proactive measures on the handout?

Groups check-in

Are you identifying changes/shifts you can make?

​

Do you need more direction or clarification?

​

Do you need to adjust expectations to prevent over-extending yourself?

5 min break

• Feel free to turn off your cameras

​

Earth Wind and Fire "September" (1978)

Second half of group work

​

Questions or reactions before returning to breakout groups?

Breakout Groups, continued

​

• Same Prompts:

​

• What aspects of your course(s) do you want to experiment with, based on this list?
• What would you like to try this term without adding to your to-do list?
• Is there anything you need to allow for a shift in perspective toward increased flexibility?
• Do you notice strong reactions to any of the proactive measures on the handout?

�Return to Workshop Objective�in Large Group Discussion

​

• Objective: reflect on course design for increased access and support colleagues in implementation and accountability.

​

• Report back on changes you can make that will increase access for students
• How will you implement one change?

​

You are not alone

• Who will you ask for support?
• What type of support will you offer colleagues?
• What do you need to stay accountable to your commitments?
• How/when will you adjust and reassess your plan based on learning and changing over time?

Share Info in Chat to find Accountability Groups/Pairs

​

Create a Google calendar invite to follow up.

​

Decide if you want to be available for texts, calls, or emails before the follow-up check-in

​

Please chat to the whole group or private chat.

Questions and Thank you!