At Clovis, all courses include a required accommodation statement in the syllabus. As part of our ongoing commitment to inclusion, faculty can also add an accessibility statement to highlight the proactive work they’ve done to make their course welcoming and usable for all students.
Accommodation statements guide students on how to request official academic accommodations through DSPS. These typically require documentation.
Here’s the required Clovis statement:
If you have a verified need for an academic accommodation or materials in alternate media (ie: Braille, large print, electronic text, etc.) per the American With Disabilities Act or Section 504 of the Rehabilitation act please contact your instructor as soon as possible.
An accessibility statement lets students know that accessibility was built into your course from the start, not added later. When paired with Universal Design for Learning (UDL) principles, it communicates a proactive approach to anticipating learner variability and reducing barriers before they appear.
Disability is not a monolith. it exists on a spectrum and can be visible or invisible, permanent, temporary, or situational, and sometimes co-occurring. Recognizing this diversity helps normalize the idea that all students benefit from accessible design.
Including an accessibility statement shows students that you care about their success, that they belong in your class, and that they can reach out if they encounter barriers. It reflects an equity-minded, human-centered approach to teaching that treats accessibility as an ongoing practice of inclusion and improvement, not just compliance.
I’ve designed this course with accessibility and flexibility in mind so all students can fully participate. If you find any materials or activities that are not accessible to you, please let me know right away so we can find a solution. Accessibility is an ongoing process, and your feedback helps make the course better for everyone.
Example from the Yale Poorvu Center for Teaching and Learning
Our institution values diversity and inclusion; we are committed to a climate of mutual respect and full participation. Our goal is to create learning environments that are usable, equitable, inclusive and welcoming. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or accurate assessment or achievement, please notify the instructor as soon as possible.
Example from the Yale Poorvu Center for Teaching and Learning
I am committed to creating a course that is inclusive in its design. If you encounter barriers, please let me know immediately so that we can determine if there is a design adjustment that can be made or if an accommodation might be needed to overcome the limitations of the design. I am always happy to consider creative solutions as long as they do not compromise the intent of the assessment or learning activity. I welcome feedback that will assist me in improving the usability and experience for all students.
Example from Online Teaching Certification course:
I strive to ensure all items in this course are accessible, but If you have any issues accessing any of the content please let me know. There isn't an office on campus for faculty accommodations, but I will help with whatever I can so you can be successful in this course.
Here are some things you can expect from the start:
Tracy's example. Bolded text shows specific activities done:
I want our online classroom (both Canvas and Zoom) to be a place where we all have equal access to course content, especially all course communication. I don't expect you will be able to engage with this course at full capacity and in the perfect learning environment for the entire semester, and you should also not expect me to be able to. Recognizing this lets us proactively create an accessible space that can help reduce some of the barriers to learning that you may be experiencing.
A lot of this will happen in things that I do in this class (in addition to the flexibility, choice, and adaptability described above, I will also be proactively creating accessible content in this course. This includes: all videos will be accurately captioned and/or include a transcript, and all of the content in this course can be read/navigated by assistive technology) and I want to encourage you to share in the responsibility by captioning your own speech videos (instructions will be included in the assignments). Like other inclusive strategies, captions can make learning better for all of us.
Consider these scenarios:
As a bonus, the demand for professionals who can make content accessible and engaging for diverse audiences is on the rise, and being able to create accurate captions will be a valuable job skill for your future career, especially one working in or with any digital media.
You may choose to disclose your own disability in writing an accessibility statement. This can help create an even more open, human, and inclusive learning environment. But, disclosure is a personal decision and it's up to you.
Example From University of Minnesota Office for Digital Accessibility (ODA)
I have irreparable nerve damage in my arms/shoulders, apparently due to “overuse”: many years of long hours in ergonomically bad computer workstations, or writing by hand. I welcome assistance in lifting, carrying, and door-opening. I avoid writing on whiteboards, which hurts me. Sometimes my chronic pain means that I am unable to give feedback on assignments quickly (or at all), but know that I am doing my best. I am one of many people with invisible limitations and disabilities; if you are another, please feel free to let me know.
Excerpt from larger introduction of faculty member at Clovis
As a side note, I have ADHD and generalized anxiety disorder. Though you might not notice anything in this class, I'm sharing this with you because I think transparency is key to creating an inclusive and empathetic learning environment, and I believe in the power of representation.