Sample Inclusive Syllabus Statements

Here are some sample statements that show how teachers can create a more inclusive syllabus for writers with disabilities. The source for each statement can be matched by number with one of the sources at the bottom of the page.

1. “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.”

2. “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.”

3. “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. Students with disabilities may also want to register with the Office of Disability Resources, located at 19 Campus Ave. Bld.”

4. “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.”

5. “We will all need some accommodations in this class, because we all learn differently. If you need specific accommodations, let Jay and your section 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. You should also seek the accommodations you need through the Waterloo Office for Persons with Disabilities.”

6. “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 Wendy Harbour 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.”

Sources

1. By Stephanie Kerschbaum. From Wood, Tara and Shannon Madden. “Suggested Practices for Syllabus Accessibility Statements.” Kairos Praxis Wiki. Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2014).

2. By Margaret Price. From Price, Margaret. Mad at School: Rhetorics of Mental Disability and Academic Life (Ann Arbor: University of Michigan Press, 2011).

3. By Cynthia Lewiecki-Wilson. From Wood, Tara and Shannon Madden. “Suggested Practices for Syllabus Accessibility Statements.” Kairos Praxis Wiki. Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2014).

4. By Patricia Dunn. From Wood, Tara and Shannon Madden. “Suggested Practices for Syllabus Accessibility Statements.” Kairos Praxis Wiki. Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2014).

5. By Jay Dolmage. From Wood, Tara and Shannon Madden. “Suggested Practices for Syllabus Accessibility Statements.” Kairos Praxis Wiki. Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2014).

6. By Wendy Harbour. From Wood, Tara and Shannon Madden. “Suggested Practices for Syllabus Accessibility Statements.” Kairos Praxis Wiki. Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2014).