IUPUI

Adaptive Educational Services

Things to consider when building a course

Without argument, the single most important goal for instructors or departments when developing or re-designing courses regards how students will best meet course objectives. Course development presents several questions, such as:

• How should course material be presented - lectures, handouts, videos, PowerPoint?
• How should students process and internalize the course material: small group discussions, group projects, a service-learning component?
• Do students even need to meet in the classroom? Can this course be taught online?
• Finally, how should students be evaluated: weekly quizzes, 2 big exams, a research paper?

Traditionally, course development gave little thought to the various ways in which material was presented, processed, and evaluated. Twenty years ago, when the number of students with disabilities attending post-secondary education was relatively low, inclusion wasn't such a big deal. However, now in the 21st century, higher education is becoming open to thousands of qualified persons with a disability. Roughly 10% of students obtaining a post-secondary education report some type of disability. And many believe that number is an underestimation.

Without surprise, inclusion has now become a very important part of the educational process. The idea of "getting a college education" requires a lot more than it did in the past. For example, more and more courses incorporate technologies like email, word processing, and computer testing to name a few. And hundreds of courses are now taught via the web or with video-conferencing. Finally, many campuses, like IUPUI, are expanding geographically, making it more challenging for individuals with a mobility impairment.

While service offices, like AES, exist to assist students with disabilities in their academic pursuits, the process can be cumbersome and frustrating for students and instructors, alike. The adage " a little bit goes a long way" can be invaluable as you prepare or re-design courses. Meaning, many of the frustrations and the "hurdle jumping" can be lessened and even avoided, if a few guidelines are kept in mind:

1. Perhaps most importantly: Your course syllabus should remind students with disabilities to contact Adaptive Educational Services if they feel they'll require an accommodation at some point during the semester. Even if students don’t need an accommodation immediately, they should contact our office proactively. While our office attempts to accommodate qualified students whenever possible, we may not be able to provide an accommodation that's requested late in the semester.
2. If your course materials are on the web, design the material so students who are disabled can fully access it. The term "access" in this case doesn't mean making sure students can open and print your material. Access means that students who are blind, dyslexic, or perhaps deaf, can open, understand, and process your material just like their classmates. Above all, remember that making web material accessible doesn't require you to "dumb down" course material. If you’re unsure if your web material is accessible, contact AES and we’ll be happy to evaluate your web material, free of charge.
3. Some students may require printed materials, like handouts and exams, to be available in alternative formats. Although our office can assist in making enlarged or brailled copies, there's a limit to how large and clear a document can be reproduced. Sometimes it's more effective if you make an alternate version of the document, incorporating small and easy changes (e.g. larger font). Contact our office if you would like assistance with this.
4. Each semester, we provide proctoring services for students who simply require enlarged tests or quizzes. While we have a Closed-Circut Television (CCTV) to enlarge paper tests, students can remain in the classroom with a properly enlarged copy of the test, thus alleviating paperwork and added steps for both you and student.
5. Keep in mind that the phrase "one size fits all" doesn't necessarily apply to students with a disability. Just because two students may share the same disability diagnosis, they may approach learning from two radically different perspectives. Likewise, their challenges to education may be significantly different. Above all, try to remain flexible when designing, presenting, and evaluating students in your course.

In short, faculty who develop and teach courses using a pro-active or problem-solving approach enjoy higher levels of success and fewer difficulties among their students. It stands to reason then that higher rates of student success, coupled with fewer obstacles, equates to success in meeting departmental and university goals and objectives.