{"id":1212,"date":"2018-03-30T08:44:22","date_gmt":"2018-03-30T14:44:22","guid":{"rendered":"http:\/\/sites.msudenver.edu\/sips\/?p=1212"},"modified":"2019-09-10T17:15:56","modified_gmt":"2019-09-10T23:15:56","slug":"sip-7-10-proactive-accessibility","status":"publish","type":"post","link":"https:\/\/sites.msudenver.edu\/sips\/sip-7-10-proactive-accessibility\/","title":{"rendered":"SIP 7.10 Proactive Accessibility"},"content":{"rendered":"

Thirsty for a Strong Instructional Practice?<\/strong><\/h3>\n

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How do you feel at the beginning of the semester when you know students are going to give you letters asking for accommodations (accessibility letters)? Do you think about what you will have to change on a day-by-day basis or the extra work you will have to do to email someone your notes? What if you did not have to worry about these letters at all (or not much)? This is a possibility when you incorporate proactive accessibility in your classroom.<\/span><\/p>\n

Take a SIP of This:\u00a0Proactive Accessibility<\/strong><\/h3>\n

The idea behind proactive accessibility is to organize your syllabus and your day-to-day activities thinking about the general accommodations students are going to need \u2013 before you ever get a letter from a student. Think to yourself, what if no student ever needed their accommodations letter in my class \u2013 what might my class look like to make this possible?<\/span><\/p>\n

Your response to it can help students with an accommodations letter and the other 83% of students who have been diagnosed with a learning disability but do not use the Access Center (The State of Learning Disabilities, 2014<\/a>). It helps countless other students with diagnosed or undiagnosed disabilities. It helps students without disabilities who just need a little flexibility. It helps the instructor to preplan accommodations so there is less to accommodate on a day-to-day basis.<\/span><\/p>\n

Common accommodations and how to proactively address them:<\/span><\/p>\n