Below you'll find a list of student needs that may require certain accommodations. For each student need, you'll see accommodations that can be made for both in-person or virtual classrooms. These accommodations focus on general changes you can make to your classrooms. More content-specific tools can be explored via the Electronic Accessibility Rubric.  

As we transition to Canvas as our main LMS system, you'll notice a few icons on the bottom of pages you are editing. These stem from Yuja Panorama, a tool designed to improve the accessibility of your course content. It is integrated directly into the Canvas LMS. To learn more about Yuja Panorama, please head to MSU's Academic Technology & Outreach overview. 

There are many accessibility tools and concepts we can apply in our classrooms, and it can be easy to get overwhelmed—try to select one or two to focus on at a time. Later, when you’re feeling comfortable with these and are ready to add in a new concept, choose another.

Accessibility is a process and progression; each step we take moves us closer to a more accessible and supportive campus.

 

Student Needs

In-Person Accomodations
  • Accessing printed/written materials
    1. Provide materials in Braille, large print, or digital format
    2. Allow text-to-speech tools
  • Navigating the physical classroom
    1. Ensure clear, unobstructed pathways
    2. Offer orientation to the classroom layout
    3. Allow the use of a mobility aid or guide dog
  • Accessing visual content (slides, diagrams, videos, etc.)
      1. Verbally describe visual content
      2. Provide tactile graphics or 3D models when possible
      3. Offer slide decks in advance in accessible formats
  • Completing exams or in-class activities
      1. Offer extended time
      2. Provide exams in large print or Braille
      3. Allow assistive technology during assessments
  • Participation in groupwork or labs
      1. Assign a peer assistant/lab partner if requested
      2. Ensure hands-on activities can be accessed non-visually (e.g., with verbal instructions or tactile tools)
Virtual Accommodations
  • Use screen reader-compatible documents
  • Use high-contrast color schemes (e.g., black text on white background)
  • Add alt text to all images
  • Verbally describe images, charts, and diagrams when possible
  • Include audio descriptions and captions for all videos
  • Use at least 18 pt font for large print
  • Avoid stylized fonts
  • Allow use of assistive technology
    1. Screen readers
    2. Screen magnifiers
    3. Digital Braille devices
    4. Note-taking apps or recorders

In-Person Accomodations
  • Provide real-time captioning (transcribes speech to text in real time, displayed on laptop/screen)
  • Ensure your face and mouth are visible for lip reading
  • Allow preferential seating (front of classroom)
  • Allow Assistive Listening Devices (ALDs)
  • Supplement lectures with slides, notes, diagrams, or transcripts
  • Repeat or summarize student-asked questions or comments for clarity
  • Use microphones if necessary/available
Virtual Accommodations
  • Use real-time captioner or Zoom/MS Teams auto-captioning feature
  • Include captions and transcripts for all videos
  • Allow students to use chat instead of voice to participate/ask questions
  • Record lectures with captions and share them afterward
  • Provide written summaries of key points, class discussions, or announcements
  • Offer flexible communication options

In-Person Accomodations
  • Allow preferential seating (front row, away from windows/doors/distractions)
  • Offer extended time on tests/assignments
  • Provide breaks during long lectures/exams
  • Provide access to lecture notes/recordings
  • Provide clear and consistent classroom routines/expectations
  • give instructions both verbally and in writing
  • allow permission to record lectures or use a note-taker

 

Virtual Accommodations
  • record lectures
  • clearly organize LMS with consistent module structure
  • offer visual and written reminders of upcoming tasks
  • offer breakout rooms or engagement activities to support attention
  • minimize text blocks with bulleted lists and headings to aid scanning
  • incorporate distraction-reducing tools (e.g., full-screen mode for tests, noise-cancelling headphones)

In-Person Accomodations
  • be flexible with attendance policies
  • be flexible with deadlines for exams/assignments
  • provide syllabus and assignments early
  • permit breaks during class
  • allow food/beverages when appropriate
  • provide alternate testing area (quiet, low-stimulation)
  • allow use of audio recorders or note-taking assistants
  • provide slides and lecture outlines

 

Virtual Accommodations
  • offer asynchronous participation options (discussion boards)
  • record live sessions for later viewing
  • clearly communicate due dates/updates on LMS
  • provide transcripts of lectures
  • offer downloadable notes or slides
  • use captioned recordings for review

In-Person Accomodations
  • ensure classrooms are in ADA-accessible buildings (elevators, ramps, automatic doors)
  • allow preferential seating with accessible desks/tables (adjustable height, room for wheelchair)
  • allow voice-to-text technology or note-takers
  • permit assistive devices
  • be flexible with attendance policies related to flare-ups, fatigue, transportation, etc.
  • ensure students are aware of evacuation plans

 

Virtual Accommodations
  • ensure LMS is keyboard-navigable and compatible with adaptive equipment
  • allow use of speech-to-text tools
  • accept audio or video submissions instead or typed work when appropriate
  • offer extended times on assignments/exams due to slower physical input

In-Person Accomodations
  • provide extended time and reduced-distraction test environments
  • allow breaks during long sessions
  • allow recording lectures
  • be flexible with attendance policy when medically justified
  • allow for alternative participation (written vs. oral presentations)
  • provide syllabus and assignments early

 

Virtual Accommodations
  • be flexible with deadlines
  • use platforms that allow pauses and breaks
  • record and archive lectures for asynchronous viewing
  • post weekly overviews or assignments
  • use a clear, organized LMS layout (e.g., modules by week)

In-Person Accomodations
  • Allow alternative formats (written responses rather than oral presentations)
  • Allow use of speech-generating devices
  • Provide written instructions and visual aids
  • Use plain, clear language
  • Offer notes or outlines or lectures
  • Be flexible with participation (e.g., submitting thoughts via email)

 

Virtual Accommodations
  • Use chat or discussion boards as alternatives to live speaking
  • Allow pre-recorded video/audio responses
  • Permit use of text-to-speech tools
  • Provide transcripts and captions for lectures and videos
  • Use bullet points and visuals in slides
  • Share notes and recordings ahead of time
  • Allow typed responses

 

For additional information on individual accessibility practices, please review the Accessibility Core Concepts.