The structure of higher education assumes that students should mostly navigate and overcome barriers to their success on their own. Building an accessible and equitable writing course requires an ongoing conversation between faculty and students to negotiate the course environment that works for everyone in the moment. Some parts of accessibility can be planned in advance; others need to be offered and constructed based on participants’ needs. The following ideas and strategies offer opportunities to work with your students on navigating academic ableism.
Small Ways to Get Started
Normalize Difference
Every student can benefit from accommodating practices. Assume variation and design your course with variation in mind.
Invite discussion of different writing processes, to reinforce that there are often many ways to draft and revise texts
Provide models of completed work (including unique assignment submissions to show range of outcomes)
Create accessible course materials (use stylesheets for written documents, provide image descriptions, provide captioned videos, use the Ally tool in the learning management system)
Diversify assignment and activity types (oral presentations, written assignments, poster presentations) that draw on different strengths
Use different modes of response (audio recording, video chat)
Offer Flexibility
Whenever possible, encourage student autonomy and choice. This allows students to structure their time and energy in a way that fits their needs.
Consider flexible timelines/deadlines in addition to ideal timelines
Allow re-submissions
Offer a collective notetaking resource
Provide Clear Writing Assignment Support
Every student benefits from clear and tangible expectations. Inform your students what your expectations are and provide tools for them to meet them.