The following universal design for learning techniques benefit all students to help ensure that learning experiences are as accessible as possible.

Classroom

Select course materials early so that students and the DRC have enough time to convert to accessible formats (e.g. audio, large print, Braille) as needed
Make course materials (e.g. syllabus, handouts, assignment sheets) available in electronic format
Write lecture outlines on the board or incorporate into a PowerPoint presentation
Write key phrases, technical vocabulary, formulas, etc. on the board or provide as a handout
Do not speak when you have your back turned to the class
Repeat or rephrase questions or comments from the class before responding
Make lecture notes or PowerPoint presentations available electronically or on the course website / e-learning platform

Examination

Ensure exams test the essential skills or knowledge needed for the course
Some students may require extended time or assistance on exams. Contact the DRC regarding options for providing accommodated testing
Consider alternative assessment methods (e.g. portfolio, multi-media presentation)
Write key phrases, technical vocabulary, formulas, etc. on the board or provide as a handout
Do not speak when you have your back turned to the class
Repeat or rephrase questions or comments from the class before responding
Make lecture notes or PowerPoint presentations available electronically or on the course website / e-learning platform

Laboratory

Provide a lab orientation, take a tour of the lab, and discuss safety concerns
Provide oral and written lab instructions
Arrange lab equipment so that it is easily accessible
Assign group lab projects in which all students contribute according to their abilities