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MCC Daily Tribune

Implementation of Universal Design

In order to benefit the broadest range of learners, faculty are encouraged to approach their course with an open mind to reduce obstacles and to incorporate an inclusive approach to teaching.  By creating an inclusive environment, you then in turn create a space to meet various needs, reducing the need for special accommodation(s).

Inclusive and accessible design offers all students the opportunity to learn to the best of their ability. Universal Design strategies can be easily integrated into your course design. 

  • Physical accessibility: Use classrooms, labs, workspaces, and fieldwork that are physically accessible.
  • Seating: Arrange seating that gives each student a clear line of sight to the instructor. Seating should allow room for users of wheelchairs, assistive technology, and other devices.
  • Reach out: Invite students, via your syllabus, email and verbally in class, to meet with you to discuss disability-related accommodations and learning needs.
  • Instruction: Deliver instruction and course requirements clearly and in multiple ways (e.g., orally, in printed form, electronically, etc.).
  • Summarize: Summarize big ideas, give background and contextual information, as well as, prompt students.
  • Aids: Provide scaffolding tools (e.g., outlines, class notes, study guides, presentation visuals/handouts) for learning and generalization. Make them available in both printed and electronic forms.
  • Speaking: Communicate effectively by facing the class, speaking clearly, and making eye contact with students. In a large setting, it may be valuable to repeat student responses so all can capture information.
  • Group roles: Encourage cooperative learning among students, and within group-work, in which learners employ different skills and roles.
  • Timing: Minimize time constraints when appropriate. Announce assignments well in advance of due date. Allow adequate time for all students on tests and projects, unless speed is an essential learning outcome.
  • Instruction: Use multiple instructional methods that are accessible to various learning styles (e.g., lecture, small group discussions, visual aids, hands-on activities, examples that make concepts relevant).
  • Assessments: Provide multiple ways to demonstrate knowledge (e.g., tests, classroom participation, papers, presentations, group projects, portfolios, demonstrations). Give reasonable weight to each as appropriate. Assess students in a variety of ways so as to measure essential skills or knowledge needed in the course or field of study.
  • Transparency: Be clear and transparent about how students will be assessed in overall course and on individual assignments (e.g., provide grading rubric in advance of deadline).
  • Feedback: Provide specific feedback on a regular basis both on individual performance and progress on assignments/projects.

Please feel free to contact Disability Services at (585) 292-2140 for additional information and/or consultation.  Additionally, our "Faculty Resource Guide: Supporting Students with Disabilities" located in myMCC under the "Employee Tools" tile includes many important topics and resourceful information. 

Jessica Morelli
Counseling Center & Disability Services
01/23/2024