Disability Guidance

Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people. It is based upon scientific insights into how humans learn. The application of the principles of UDL improve learning outcomes for all students while also making content more accessible to students who have a variety of disabilities. [need reference]

UDL guidelines provide for multiple means of:

• Engagement
• Representation
• Action and Expression

To learn more about UDL, visit:

• CAST (formerly Center for Applied Special Technology)
• University of Washington’s DO-IT Center

• Speak directly to the person
• Avoid assuming that they want/need help
• Avoid assuming that they want their disability to go away or change
• Be sensitive about physical contact

• Avoid touching a wheelchair
• Interact on their elevation
• Avoid pushing unless asked or given permission
• Maintain an accessible path and workspace

Ally is a tool that integrates with your Canvas course to provide instructors with insight into the course’s accessibility. Ally automatically scans your original course content for accessibility. Ally does not make any changes to the original content and it does not show the results to students; it works with you to create alternate, accessible course content. For more information, please visit IU’s Ally Instructor Guide.

ADHD is an executive function disorder. ADHD is:

• Genetic and environmental
• Students with ADHD experience difficulty directing attention and are disorganized
• Students with ADHD may appear fidgety
• Students with ADHD may overlook details.

Guidance when working with students with ADHD

• Deconstruct tasks into smaller components
• Speak it and then write it down
• Multiple shorter teaching sessions
• Give advance notice to tasks
• Provide a distraction reduced environment

Autism Spectrum Disorder (ASD) is a developmental disability causes by differences in the brain. Students with ASD may:

• Experience difficulty with communication and interaction
• Have reduced or non-existent eye contact when interacting with others
• Often have adherence to routine
• Demonstrate spoken word and facial expression inconsistency

ASD students have passionate interests, desire to be correct, and often follow rules diligently.

Guidance when working with ASD students

• Practice patience
• Sit side-by-side (but not too close)
• Provide structure
• Move slowly to minimize stress<
• Avoid insisting eye contact
• Avoid strong scents
• Avoid sudden changes when possible
• Interact in a distraction reduced environment