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Inclusive Classroom Practices

DRC works in collaboration with faculty members, TAs, and other course instructors to remove curricular barriers that exclude students with disabilities from full participation. Access can be achieved through sustainable curricular change and/or individual accommodation.  

The following should be a part of all instructors’ teaching practices:

  • Never say “no” to an accommodation request without first consulting with DRC
  • Include the following statement on all syllabi:

Accessibility and Accommodations:
It is the University’s goal that learning experiences be as accessible as possible.  If you anticipate or experience physical or academic barriers based on disability, please let me know immediately so that we can discuss options.  You are also welcome to contact Disability Resources (520-621-3268) to establish reasonable accommodations.  Please be aware that the accessible table and chairs in this room should remain available for students for whom standard classroom seating is not usable. 

  • Ensure that recommended testing accommodations are available to students and that all student assessment activities are accessible.
    • Effective test accommodations may be implemented by faculty or arrangements may be made with DRC to administer exams with accommodations.
  • Assist students in receiving lecture notes by posting notes/PP slides online or locating a volunteer note-taker from within the class.
  • Identify course readings early to allow time for the creation of accessible materials.
  • Ensure all posted readings are accessible to screen reading technology.
  • Ensure Sign Language interpreters and CART writers have appropriate seating.
  • Select only captioned videos; contact DRC early to discuss uncaptioned materials.
  • Ensure class activities, including field trips, are accessible.

In addition to designing class activities, assessments, materials and exams that are accessible, it is also important to consider the location, accessibility features and lay-out of the classroom.


  • If furniture is locked into place, take that into consideration should you require students to move about the room for activities or to speak with you.  The lay-out may present barriers to wheelchair-users or students with other mobility or sensory impairments.
  • If you have the opportunity to move furniture in the classroom, try to integrate accessible seating throughout the room.
  • Room and Course Scheduling has information on location, accessibility features, and technology for all classrooms. 

Instruction and Activities:

  • It is good practice to e-mail any course materials in advance to all students.  This gives students the opportunity to be read along with you, manipulate size or color, or print, should they desire.
  • If you refer to photos or images in your teachings, describe those images for anyone who may not be able to see.
  • Read the essential content from any slides you reference, as some will not be able to see the slides or screen.
  • All videos, films, etc. should be captioned.  Not only will this make the content accessible to deaf or hard of hearing students, but many students benefit from reading along.