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Inclusive Classroom Practices
Creating an Inclusive Learning Environment
- Consider the lay-out of furniture and the physical space to faciliate equitable access.
- Include the University’s recommended syllabus statement on your syllabus.
- Do not approve or deny students’ requests for disability-related access; please refer students to DRC.
- Identify essential learning outcomes
- Establish clear expectations and learning objectives.
- Design activities specific to the learning objectives.
- Encourage self-directed and active learning.
- Provide information using multiple methods of representation, engagement and expression so as to appeal to diverse learners.
- Incorporate diverse assessment strategies.
- Build-in opportunities for feedback.
- Ensure class activities, including field trips, collaborative learning experiences, are accessible.
- Ensure recommended testing accommodations are in place and that all student assessment activities are accessible.
- Provide access to lecture content by posting sharing all supplemental course materials.
- Ensure all posted readings are accessible to assistive technology and identify course readings early to allow time for the creation of accessible materials.
- Select only captioned videos; contact DRC early to discuss uncaptioned materials.