For instructors teaching courses for the Spring/Summer term:
A general checklist, exam information and resources will be posted soon.
Here you can find more information and links to specific strategies and techniques they can employ to ensure a universally accessible classroom, and provide more in depth information about specific disabilities and accommodation types. Any questions can be directed to Student Accessibility Services at extension 28652.
The Yellow File is meant to provide instructors and the teaching team with basic information regarding students with disabilities, SAS and the academic accommodation process. Download – SAS Yellow File 2019-2020
Note: This is a basic list and may not apply to all individuals. For more specific information to accommodate specific students, please contact the SAS Program Coordinator listed on the student’s letter of accommodation.
Blind or Visually Impaired
Any person with ten percent or less, or ten degrees of field of vision, is considered to be legally blind.
Make available reading lists or course syllabus in advance.
Try to select textbook titles already available in print alternative format.
When using visual aids in class (e.g. chalkboard, overhead, PowerPoint), be descriptive or provide a print copy of material at the beginning of lecture.
Make available electronically a (text format) copy of lecture notes and transparencies/overheads/PowerPoint files.
Deaf, Deafened, or Hard of Hearing
Any person with a moderate to severe hearing impairment. Some people may wear a hearing aid, use an FM hearing system, or sign language support services. Many people rely on lip-reading to gather information. Sign language, captioning, FM use, or lip-reading generally achieves at best approximately 60-70% information accuracy.
Reserve a front-row seat in class for the student.
Arrange for a partner for lab work.
Speak clearly at a normal pace, face the class when speaking, avoid pacing or covering your mouth.
People who have ADD/ADHD often present with inattentiveness, impulsivity, limited concentration, limited recall, and in some instances hyperactivity. Symptoms are sometimes closely aligned with those of anxiety. See suggested Learning Disability Accommodations above.
Common mental health disabilities accommodated on campus include students with anxiety disorders, depression, bipolar disorders, schizophrenia, OCD, and eating disorders. People with invisible disabilities of this type are often reluctant to identify for fear of stereotyping.
Flexible deadlines (to be discussed with students at the beginning of term).
Alternative or supplementary assignments (e.g. a taped interview, oral presentations, take-home work).
Consideration for missed work or participation marks due to occasional absences from class related to disability.
Accommodation for laboratory work. The assistance of a lab partner may be necessary.
The IDIA is an association of university disability services in Ontario. It seeks to support members in providing innovative services for students with disabilities in a manner that respects individual student needs and academic integrity.