The Classroom and Physical Access

Clear pathways are essential for people with disabilities because they ensure safety and equal access to physical spaces. For example, obstacles like a blocked or narrow aisle, items placed behind doors or partially blocking doors, chairs that have been rearranged or pulled out from tables, misplaced mobile white boards/AV carts, or portable lab equipment/supplies can become barriers for individuals who use mobility devices.  Predictable and unobstructed walkways are especially important for people who are blind or have low vision and unexpected objects in aisles can create hazards.  Consistent, clear paths help individuals navigate confidently using canes mobility devices, or memory of their surroundings.

Considerations

• Ensure wide, unobstructed aisles for wheelchair and mobility device access; aim for at least 36 inches of clear walking/rolling space between desks and furniture
• Avoid placing trash cans, carts, or furniture near doors and in pathways
• Keep power strips, extension cords, and laptop chargers taped down or covered

Flexible seating supports a variety of access needs, including but not limited to students with mobility impairments who require additional space or adjustable-height surfaces, the ability to change positions frequently, or health conditions where seating placement near exits may reduce anxiety.

Considerations

• Leave multiple seats available throughout the front, middle, and back of space
• Leave a couple of empty spaces at a table or worksurface so a wheelchair has a place to pull in
• Provide a mix of seating such as standard desks, adjustable desks, chairs with and without arms, and one or more tables that can accommodate wheelchairs
• Supply extension cords for floor outlets or integrated power at conference tables that is out of reach range for any user

Where and how an instructor stands, moves, and orients themselves can either remove or create barriers to learning for students with disabilities.  For example, students who are deaf or hard of hearing may rely on lip reading, and/or facial expressions for communication access.

Considerations

• Face students when speaking and avoid talking while writing on the board (for hearing support)
• Avoid blocking sight lines to:
  • Slides
  • Captioning screens
  • Interpreters

Without consistent microphone use, students with hearing or auditory processing impairments may be excluded from full participation in the classroom.

Considerations

• Use microphones or sound systems if available, especially in larger rooms
• Repeat student questions before answering

Captioned versions of video content is essential to ensures effective communication for students with hearing impairments.

Considerations

• Use captioned versions of video content (e.g., on YouTube enable auto-captions and edit for accuracy).
• If students are creating their own video content and sharing it with the class, encourage them to use auto-captioning tools 

Projected materials—including slides, visual aids, charts, diagrams, and multimedia—often contain core instructional content. When these materials are not accessible beyond the screen, students with disabilities may be unable to fully access, interpret, or retain essential course information. 

For example, students who are blind or have low vision may need screen-reader compatible files or enlarged formats. Students who are deaf or hard of hearing may need direct access to slides to avoid splitting attention between an interpreter or captions and distant projected content. Students with learning disabilities, may require advance access to process information effectively.

Considerations

• Ensure screens or monitors are visible from multiple vantage points, not only from the front center area of the space.
• Use blinds, curtains, or shades to reduce screen glare
• Provide digital versions of what is on the board or screen so students can use a screen reader, magnification, or view from a preferred device.
• Describe images, charts, or graphs aloud.
  • Example: Instead of “As you can see here,” say: “This graph shows enrollment increasing from 200 students in 2018 to 450 in 2024.”

For many users—including those who have migraines, are neurodivergent, Deaf or hard of hearing, or have low vision—sensory elements may influence how a physical space is perceived and used.

Considerations

• Close doors and windows during instruction, if possible (especially if there is loud hallway or outside noise).
•  Avoid flickering fluorescent lights (report issues to the building manager).
•  Don’t require total darkness for slides if avoidable.
• Provide advance notice of:
  • Loud audio
  • Flashing visuals
  • Sensitive content

Keep room layout as consistent as possible so students learn where things are and can move independently.

Out of class activities

If you are planning to include a trip or other activity in your class outside of the classroom it is important to give as much notice as possible. Consider things like accessible transportation and accessible venues in the planning stages of the trip. Call venues ahead of time to confirm they are accessible. Provide as much detail to the students as possible on what to expect so if they need to request an accommodation they have plenty of time. Students with non-apparent disabilities may encounter barriers outside the classroom as well.