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Resources Overview

Step 3: Planning Accessibility Considerations

Detailed information on creating accessible and inclusive activities can be found in the Accessibility and Belonging - Full Overview and Checklist section. A summary is presented here:

General Principles

  • Plan with inclusion in mind from the beginning.
  • Communicate clearly, consistently, and accessibly.
  • Provide multiple ways for students to participate.
  • Normalize accommodations for all students.
  • Respect privacy and student autonomy.

Recommendations for creating inclusive activities for students with disabilities

Plan for accessibility from the start

  • Inclusion should be embedded into the initial planning phase, not considered as an afterthought or reactive process.
  • All activities should be evaluated for physical accessibility, including transportation, lodging, and site access.
  • Program leaders should identify any potential sensory, cognitive, or mental health barriers in the activity and plan mitigations in advance.

Consider Both Visible and Invisible Disabilities

  • Visible disabilities may require accommodations such as accessible seating, mobility support, or ASL interpretation.
  • Invisible disabilities (e.g., ADHD, PTSD, chronic illnesses, or learning disabilities) often require more flexible approaches such as quiet spaces, extending time to complete tasks, or alternate formats for participation.

General best practices for on-the-spot inclusivity

  • Pause and check in: Quietly ask if the student needs support or a break. Avoid assuming or drawing public attention.
  • Offer options: Provide multiple ways to engage (listen, write, draw, photograph, assist).
  • Be flexible: Allow for breaks, pacing adjustments, and task substitutions.
  • Stay calm and supportive: Non-judgmental, affirming responses create safety and trust.
  • Know when to step back: If a student requests privacy or space, respect their autonomy while ensuring they're safe.

Use Universal Design for Learning (UDL) principles.

  • Applying UDL principles ensures the activity is designed to meet diverse needs from the outset.
  • This includes offering materials in multiple formats (e.g., written, visual, audio), providing multiple means of participation, and ensuring a clear and predictable structure.

Foster a culture of disclosure without pressure

  • Create an environment where students feel safe and supported in disclosing disabilities or accommodation needs.
  • Provide anonymous or confidential ways for students to communicate their needs (e.g., surveys or private intake forms).

Navigating accommodation requirements

  1. Collaborate early with Accessibility Services and determine how specific needs can be met outside the traditional classroom setting.
  2. Clarify roles and responsibilities
    • Ensure that staff and faculty leading the activity understand what they are responsible for and what accommodations they are expected to implement.
    • Include a clear process for addressing unexpected accommodation needs that may arise during the activity.
  3. Respect Confidentiality
    • Only share details of accommodations on a need-to-know basis with appropriate personnel (e.g., activity leaders, medical staff).
  4. Prepare for emergencies with accessibility in mind
    • Emergency protocols must include considerations for students who may need assistance evacuating or who rely on medication, communication devices, or support animals.