Supporting Students with Disabilities: A Faculty Resource Guide

Practical undergraduate, graduate and professional student accessibility guide for instructors

Ohio State is committed to creating an accessible and inclusive learning environment where all students; undergraduate, graduate and professional students, have the opportunity to succeed. Faculty play a critical role in supporting students with disabilities by implementing approved accommodations, fostering accessible learning environments, and connecting students with appropriate campus resources.

Faculty are not expected to determine whether a student has a disability or independently develop accommodations. Instead, faculty are expected to work collaboratively with students and university partners to ensure approved accommodations are implemented and barriers to learning are minimized.

When questions arise, you do not have to navigate them alone. There are resources below that can help you identify the appropriate office, support service, or consultation resource. The recommendations on this list have been compiled by accessibility and disability access experts in Student Life Disability Services, the Graduate School, the Drake Institute for Teaching and Learning, the ADA Coordinator's Office, and Academic Affairs to reflect the principles of Universal Design developed at the University of North Carolina and Universal Design for Learning by CAST.

• Clearly communicate expectations, deadlines, and grading criteria.
• Offer flexible ways to participate and demonstrate learning.
• Provide assignments early to support planning.
• Share slides or materials in advance whenever possible.
• Offer multiple ways to access content and demonstrate learning.
• Provide clear, consistent communication and expectations.
• Reduce unnecessary time constraints when not essential to learning outcomes.
• Use varied teaching strategies (discussion, visuals, hands-on learning).
• Design accessible digital and in-person course materials that meet university standards.
• Provide equitable access to course content and learning environments.
• Caption videos, provide accessible documents, and provide alternative text for images.
• Provide course materials in multiple formats (written, verbal, digital).
• Use tools (e.g., CarmenCanvas accessibility tools) to improve content usability.
• Collaborate with students and Student Life Disability Services (SLDS).
•  Implement accommodations immediately. 

• Ensure classroom, lab, field, and office spaces are physically accessible.
• Arrange seating so all students can see, hear, and participate equally.
• Avoid segregating accessible seating.
• Provide virtual or alternate meeting options when needed.

Support a student-centered / culture of access

Working with Students & Accommodation Requests

When You Receive a Course Accessibility Letter (CAL)

• Review accommodations carefully (sent via email and Instructor Portal). 
• Use the letter as a starting point for a conversation with the student. 
• Implement accommodations in a timely manner. 

Best Practices for Implementation

• Respond promptly to student requests. 
• Maintain confidentiality—students are not required to disclose diagnoses. 
• Consult the student’s Access Specialist when unsure. 
• Never deny an accommodation without consulting with SLDS first. 

Shared Responsibility Model

• Students request accommodations and communicate needs.
• Instructors implement accommodations and communicate concerns.
• SLDS approves accommodations and provides guidance. 

Ohio State Policy Reminder

• The university must provide reasonable accommodations and ensure equal access to programs and services. 
• Discrimination based on disability is prohibited.