LAMAR UNIVERSITY SERVICES FOR STUDENTS WITH DISABILITIES Fast Facts for Faculty, Guidlines for Creating a Complete and Accessible Syllabus

Developed by Patricia Carlton and Jennifer Hertzfeld Ohio State University

Definition

The term syllabus refers to a written course description that provides the objectives, assignments, and schedule. The syllabus serves as a contract between the faculty member and the student, outlining expectations and requirements for successful completion of the course. Included in a syllabus is a disability statement.

Essential Elements of an Accessible Syllabus

• Basic Information: Course title, course number, number of credits, current year and term, meeting time and location, your name, location of your office and office phone number, email address, office hours, appointment times, information on teaching assistants, and a syllabus disability statement.
• Prerequisites: Classes, skills, and information required prior to enrolling in course.
• Course Objective: Information to be covered, general themes, and course activities.
• Learning Objectives: A precise statement(s) linking subject matter and student performance. The objective includes competencies, skills, and knowledge students should acquire by the end of the course.
• Textbooks/Readings: Titles, authors, editions, and local book retailers. You should always attempt to order textbooks for which electronic format is available. For information on available alternate format of a book, contact the publisher.
• Course Schedule: Supply schedule of events; include discussion topics, exam dates, assignments, and readings to be completed for each day.
• Additional Required Materials: Any additional course material such as calculator or art supplies that the student has to buy to successfully complete the course. Information on such materials needs to be as detailed and specific as possible.
• Grades: Describe how you are going to calculate the grades and give an explanation of what is required to receive a particular grade.
• Course Policies: Specify how you deal with tardiness, absences, late assignments, test/assignment make-ups, and academic misconduct.

Disability Statement

A statement placed on course syllabi indicating a faculty member’s willingness to provide reasonable accommodations to a student with a disability. An example disability statement that can be used/adapted for course syllabi: Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Services for Students with Disabilities at 409-880-8026 in room 101 Wimberly to coordinate reasonable accommodations for students with documented disabilities.

Rationale

The statement should be an invitation to students who have disabilities to meet with the faculty member, in a confidential environment, to review course requirements and to discuss their need for accommodations. Establishing reasonable accommodations should be considered on a case-by-case basis because of the functional limitations of each individual and the specific demands of the course will vary.

Principles

• The accommodation process should be one of collaboration between student and instructor with support from the Services for Students with Disabilities (SFSWD).
• Students already working with SFSWD have provided that office with documentation of their disability. Faculty should not ask the student for documentation; however, they should request that the student provide them with an accommodation memorandum from SFSWD.
• A statement on the syllabus and an announcement in class normalizes the accommodation process by treating it as just another part of the course.
• The statement can be altered to meet the specific needs of your department/courses.
• It is recommended that instructors for multiple section courses and labs come to an agreement on the syllabus statement used.

This Fast Facts for Faculty is produced by The Ohio State University Partnership Grant Improving the Quality of Education for Students with Disabilities This publication is funded by the US Department of Education under grant #P333A990046.

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