Below is the recommended syllabus statement.This updated statement was approved by both the Senate Committee on Educational Policy and the Senate Committee on Disabilities Issues.
The University of Minnesota views disability as an important aspect of diversity, and is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center (DRC) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations.
- If you have, or think you have, a disability in any area such as, mental health, attention, learning, chronic health, sensory, or physical, please contact the DRC office on your campus (UM Morris 320.589.6178) to arrange a confidential discussion regarding equitable access and reasonable accommodations.
- Students with short-term disabilities, such as a broken arm, should be able to work with instructors to remove classroom barriers. In situations where additional assistance is needed, students should contact the DRC as noted above.
- If you are registered with the DRC and have a disability accommodation letter dated for this semester or this year, please contact your instructor early in the semester to review how the accommodations will be applied in the course.
- If you are registered with the DRC and have questions or concerns about your accommodations please contact the Coordinator of the Disability Resource Center.
How to promote accessibility of classroom materials:
- Choose Word documents, Web pages, and HTML textbooks whenever possible. These formats are accessible or can be made accessible most easily.
- Use the “styles” menu to consistently identify Headings, Footers, hyperlinks etc. in Word documents. This ensures the document reading order and structure are preserved.
- When authoring new graphical information, include a text description as a caption if possible. For example, if you create a pie chart showing group A representing 50%, group B representing 26% and group C 24%, write this information out in text separate from the graphical image.
- Try to avoid using colors such as red and green on documents/Web sites. People who are colorblind cannot differentiate these colors. Colors in general should not be used as the only method to convey information.
- Use high contrast between text and its background when creating a presentation (e.g., lecture slides).
- When working in PowerPoint in particular, do not include too much data on one slide.
- Ask publishers if the book is available in an electronic form.
- Ask curriculum adoption committees to consider how new curricula will be made accessible.
- Use interlibrary loan, Access Libraries to U and/or JSTOR to find better copy of old, outdated, unreadable or hard copy-only academic articles. Access Libraries to U will scan a portion of the hardcopy and send a scanned image. This image will not be accessible but it will save a step in the conversion process. Interlibrary loan will also scan the hardcopy. Instructors must specifically request scanned copies from both Libraries to U and Interlibrary loan and there is a fee for both.
- Use e-journals, which provide online access to articles, which are sometimes accessible.
- Submit textbook orders early.
When Selecting Textbooks and Readings: Avoid Poor Original Copy
Whenever possible, please avoid using documents with these characteristics:
- Hardcopy only or image-based materials.
- PDFs, jpegs, gifs, etc. cannot be readily edited and DS Document Conversion must scan these materials using an OCR (Optical Character Recognition) program and double-check the files for scanning errors, which typically occur during any OCR process.
- Highlighting marks
- Background noise/pixelation (tiny dots)
- Photocopied pages
- from a book laid face down on the photocopier which contain heavy shading in the margins along the spine fold of the book
- Documents with skewed page orientation