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Designing an Accessible Curriculum
Students with disabilities make up approximately 12% of the UM student population. Faculty members should assume that every course they teach has students with disabilities.
Disability Services sends an email notice to instructors informing them that deaf or hard-of-hearing students have registered their courses for the next semester. This way, instructors can be aware that:
- interpreters or captionists will be in their classes.
- the course materials (e.g., audio recording, video) have to be accurately captioned. If not, immediately contact Disability Services to receive captioning services.
- Select textbooks early.
- Select media materials (e.g. audio recordings, videos, YouTube) that are accurately captioned. For non-captioned media, receive assistance from Accessible Technology Services.
- Create accessible electronic documents (e.g. Word, Excel, PowerPoint, PDF). Refer to Electronic Accessibility Guidelines.
- Place accessible materials on Course Reserve or Moodle. Documents for electronic reserve or scanning services should be original documents or clean photocopies.
- Design Moodle content to be accessible. Follow the UM Online Accessibility.
- Include a modification statement in the course syllabus.
- Announce to the students on the first day of the class that modifications are provided upon students’ requests.
- Request Disability Services' verification letter from your students.
- Grant reasonable modifications. Modifications are reasonable as long as course standards are not fundamentally altered and there is a logical link between the student's limitations and the modifications.
- Make academic adjustments in instruction.
Students may need instructors to face the audience while speaking.
Students may ask instructors to use the existing sound system in a classroom or to wear a small transmitting microphone while they use assistive listening devices.