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Disability awareness > Module 5 > Page 3

 

Creating an accessible curriculum

General inclusive strategies

Students with disabilities fall into a number of groups:

1. Some students do not require supports
2. Others may identify themselves as needing some support
3. There are some who require supports but do not identify themselves as such. This group may run into problems with their work.

Many students are reluctant to disclose their disability because they are afraid of the stigma attached to disability or because they want to make it on their own. These students typically can get into trouble dealing with the demands of academic work throughout the first year so it is important that colleges have a policy of encouraging these students to disclose their disability. They need to be reassured that the purpose of disclosure is to access appropriate supports and accommodations and that they will be treated confidentially; this can be done by including a short sentence in the course outline handed out at the start of the year to the effect that adjustments are routinely made for students with documented disabilities.

There are a number of practical ways in which students with disabilities can be assisted, such as giving class notes and handouts ahead of time and permitting lectures to be taped. Some students may need more time to complete tasks, assignments or exams. All students will benefit from the use of inclusive strategies.

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