#  Creating an Accessible Classroom Culture 

 



       ![Three women have a conversation on a couch.](/sites/g/files/omnuum426/files/styles/hwp_21_9__1920x825/public/2026-05/DisabilityRepProj_FI9A0380.jpg?itok=T0tYqw0E) 

 

 



 

 



 

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##  Hear from Jake, a Harvard College Student 

A Harvard student reflects on how instructional staff play a crucial role in ensuring that students with disabilities feel a sense of belonging.

 

 





 

 

 



 

 

 

##  Building Access into Every Class: Practical Steps for Harvard Instructors 

Accessibility can look different for every student. In our classrooms, students absorb, process, and express information in many ways, and they may also navigate physical, sensory, mental health, and other access needs. An approach that supports one student may not work for another; some students will have formal accommodations, while others benefit more from universal design principles built into the course from the start. With so many variables, it can feel hard to know where to begin. The good news is that small, intentional choices can steadily foster a more accessible, inclusive course culture for everyone.



 

###  Eight key tips and concrete actions 

#### Normalize access from day one 

- Make accessibility an explicit part of your course values.
- Include a short, welcoming accommodation statement in your syllabus and on learning platforms such as Canvas.
- On the first day’s opening remarks, Emphasize that access needs are normal, expected, and may change over time. Offer multiple ways to engage with content
- What to do: Present material in varied formats so more students can participate fully.
    
    #### Offer multiple ways to engage with content
- Present material in varied formats so more students can participate fully.
- Provide slides and readings in advance when possible.
- Caption videos and, when feasible, offer transcripts or notes.
- Use clear headings, outlines, and summaries in lectures and materials.
    
    #### Build flexibility into participation and assignments
- Give students more than one way to show mastery and think about alternatives from the start
- Allow students to participate via speaking, chat, small groups, or written reflections.
- When appropriate, offer assignment format options (e.g., paper, presentation, project).
- Embed a clear extension or late-work policy that allows for occasional disruptions when feasible.
    
    #### Design with clarity and predictability
- Make expectations transparent.
- Clearly indicate due dates and post reminders.
- Provide grading rubrics and sample work when possible.
- Keep learning platforms organized with consistent naming, modules, and weekly overviews.
    
    #### Attend to the physical and sensory environment
- Check that key information is both spoken and visible (e.g., on slides or the board).
- In large spaces, use microphones whenever available, even if you feel you have a loud voice.
- Be mindful of lighting, noise, and room setup; invite students to adjust seating as needed.
    
    #### Communicate regularly and invite feedback
- Treat accessibility as an ongoing conversation.
- Use quick, anonymous check-ins (polls, forms, or index cards) about what is or isn’t working.
- When you adjust a practice based on feedback, tell students what changed and why.
    
    #### Collaborate with institutional resources
- Partner with support offices rather than navigating everything alone.
- Familiarize yourself with your school’s student accommodation coordinators (known as Local Disability Coordinators) and central resources like University Disability Resources and Digital Accessibility Services.
- Encourage students to connect with their Local Disability Coordinators early in case accommodations may be needed.
- Consult with teaching and learning staff at your school about accessible course design.
    
    #### Model a growth mindset around access
- Show students that accessibility is a shared, evolving practice
- Acknowledge openly that you are working to make the course more accessible and welcome suggestions.
- When something doesn’t work as intended, adjust and briefly explain the revision.