The following statements show how teachers can signal their commitment to access and inclusion at the start of a course. Some are grounded in Universal Design for Learning, which frames accessibility as a course-design principle rather than an individual accommodation: the goal is to build flexibility into the course from the start so that all students can participate fully. Others prioritize a one-on-one, collaborative relationship between the professor and individual students, inviting students to share their needs and work together to find solutions. Both approaches have merit, and many effective statements combine elements of both. As you read, consider what message you want to send to students at the start of the course and what kind of conversation you want to open.
Stephanie Kerschbaum: "Your success in this class is important to me. If there are circumstances that may affect your performance in this class, please let me know as soon as possible so that we can work together to develop strategies for adapting assignments to meet both your needs and the requirements of the course." From Wood, Tara and Shannon Madden. "Suggested Practices for Syllabus Accessibility Statements." Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2014).
Margaret Price: "I assume that all of us have different ways of learning, and that the organization of any course will accommodate each student differently. For example, you may prefer to process information by speaking and listening, so that some of the handouts I provide may be difficult to absorb. Please communicate with me as soon as you can about your individual learning needs and how this course can best accommodate them." From Price, Margaret. Mad at School: Rhetorics of Mental Disability and Academic Life. Ann Arbor: University of Michigan Press, 2011.
Cynthia Lewiecki-Wilson: "In the spirit of Universal Design for Learning (UDL), I will strive to provide an environment that is equitable and conducive to achievement and learning for all students. I ask that we all be respectful of diverse opinions and of all class members, regardless of personal attribute. I encourage persons with disabilities or particular needs that impact on performance to meet with me to co-design accommodations, if necessary, beyond those listed under UDL. I ask that we all use inclusive language in written and oral work." From Wood, Tara and Shannon Madden. "Suggested Practices for Syllabus Accessibility Statements." Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2014).
Patricia Dunn: "Please let me know if there is anything I can do to help you better access the materials in this course, and I will try to do it if I can. Also please let me know if you can think of a better way to assess what you know about the course content." From Wood, Tara and Shannon Madden. "Suggested Practices for Syllabus Accessibility Statements." Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2014).
Jay Dolmage: "We will all need some accommodations in this class, because we all learn differently. If you need specific accommodations, let your instructor know. We will make an effort to ensure that all students have multiple means of accessing class information, multiple ways to take part in class activities, and multiple avenues for being assessed on class work." From Wood, Tara and Shannon Madden. "Suggested Practices for Syllabus Accessibility Statements." Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2014).
Wendy Harbour: “This class seeks ways to become a working and evolving model of inclusion and universal design for all participants. Individuals with disabilities of any kind (including learning disabilities, ADHD, depression, health conditions), who require instructional, curricular, or test accommodations are responsible for making such needs known to the instructor as early as possible. Every possible effort will be made to accommodate students in a timely and confidential manner. Individuals who request accommodations must be registered with the Office of Disability Services…which authorizes accommodations for students with disabilities.
"Students are encouraged to approach me with any other life circumstances that may affect their participation in the course. These may be personal, health-related, family-related issues, or other concerns. The sooner your instructor knows about these, the earlier we can discuss possible adjustments or alternative arrangements as needed for homework, exams, or class." From Wood, Tara and Shannon Madden. "Suggested Practices for Syllabus Accessibility Statements." Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2014).
Note: Faculty at Pitt should substitute a reference to Disability Resources and Services for any institution-specific language.