Accessibility Resources

Student Needs

• Self-awareness: their own, and on the part of the instructor
• Recognition that emotions are normal, and sometimes difficult to explain or contain
• Compassion tempered with reasonable expectations
• Understanding that emotional regulation may be impaired
• Gentle assistance in seeing how behaviour may be impacting others
• Respect that frustration can be high when students feel misunderstood, or believe that their experiences have been devalued, or they are embarrassed.

Solutions

Student Needs

• Opportunities to discuss difficulties in private
• Instructors who express genuine interest in the well-being of their students
• Faculty members who are patient and understanding while maintaining high academic standards
• Understanding that personal setbacks can trigger strong emotions because of other circumstances in the student’s life
• Recognition that some students will find even the friendliest and most compassionate instructors to be intimidating

Student Needs

• Access to digital formats of text for adaptive technology
• Opportunities to engage with content in multiple ways

Solutions

• Provide the reading list well in advance
• Reconsider textbooks that will be delayed in being available to students
• Select readings that are available in accessible digital formats (seek assistance if this is unclear).
• Be prepared for requests for digital versions of tests and exams.

Student Needs

• The opportunity to arrive late or leave early without embarrassment: an adult learner model recognizes that sometimes students have adult obligations
• Recognition that many people (not just those with disabilities) have difficulty with concentrating for an extended period of time
• Consideration for the wide of range of information processing speeds experienced by students

Solutions

• When possible, configure the classroom so that the entrance/exit is at the back of the room.

Student Needs

• Understanding that certain topics can trigger flashbacks or ruminating.
• Recognition that the emotional reaction to shocking scenarios can be reduced by ensuring students have a framework for setting things in context, and this leads to more reasoned analysis.

Solutions

• Provide a general acknowledgement that sensitive issues will be discussed; it is not usually necessary to offer a disclaimer on every detail.
• Foster a sober and respectful tone with the class when discussing sensitive topics.

Student Needs

• Opportunity to participate without interrupting others during animated discussion
• Structure to manage impulse control (i.e. taking up too much airtime)
• Opportunity to learn to contribute to group discussion without becoming overwhelmed
• Acknowledgement of the difference between meaningful participation and simply talking a lot
• Recognition that calling attention to oneself can be anxiety provoking

Solutions

• Use a variety of different turn-taking approaches:

Student Needs

• Recognition that presenting can be anxiety provoking at the best of times, and completely incapacitating under some circumstances
• Understanding that presentations involve many skills that improve with practice
• Acknowledge that there are many different reasons why students might find presentations challenging (e.g. specific audiences, specific tasks, or insufficient opportunity become confident in their mastery of the content)

Solutions

Student Needs

• Balanced or equitable responsibilities within the group
• A mechanism for dealing with a period of absence due to illness
• Opportunity to avoid destructive group dynamics (e.g. bullying, or conflict that is beyond the group’s ability to resolve) without being shamed

Solutions

• Teach students how to setup and manage effective group processes (or introduce students to resources that teach these skills)
• Establish a formal process for checking-in with group members as the process is unfolding.

Student Needs

• Assessment methodologies that focus on course content and not the ability to cope under stress (unless stress management has been taught in the course).
• Recognition that stress can exacerbate mental health issues, which can make exam results an inaccurate assessment of the student’s abilities or grasp of the course content.
• Understanding that self-talk can have a powerful influence on the student’s performance.

Solutions

Student Needs

• Opportunity to understand expectations
• Structure with some flexibility
• Guidance towards resources
• Recognition that skill development happens through repetition/practice

Solutions

• Provide a written description of the purpose and expectations of the assignment.
• Avoid open-ended deadlines.
• Direct students to resources that can help with developing research and writing skills.