Faculty and Staff

In light of our mission to create an accessible, inclusive, sustainable learning environment, where disability is recognizes as an aspect of diversity that is integral to the campus community and to society, our staff are here to do the following with NIU faculty and staff:

• Promote and facilitate access through creative outreach and training, collaborative partnerships, innovative programs, and proactive solutions;
• Create inclusive environments by engaging and supporting the campus community in progressive system change; and
• Consult regarding reducing barriers for persons with disabilities.

According to research (Burgstahler & Cory, 2008; Cambell, 2004; DePoy & Gilson, 2004; and Scott, Loewen, Funkes, & Kroeger, 2003), one of the most effective and quickest ways to include disability within the educational environment is through the infusion of principles of Universal Design. These principles include: (a) Equitable use; (b) Flexibility in use; (c) Simple and intuitive use; (d) Perceptible information; (e) Tolerance for error; (f) Low physical effort; and (g) Size and space for approach and use. Examples of these principles in action include: (a) providing printed materials in alternate format; (b) providing options in assignments (e.g. write a report or do a presentation); (c) using a rubric for grading purposes and providing the rubric to the student prior to grading the assignment; (d) using visual, auditory, and written venues for providing information; (e) using clickers that have text and symbols on them; (f) setting up furniture in a meeting room/classroom that allows for wheelchairs to navigate through without furniture needing to be moved; and (g) using equipment that is adjustable (e.g. adjustable height table; separate table and chair).
 
Some ways that faculty and staff can increase access for students with disabilities include:

• Select text that comes with an accessible electronic version or select text sufficiently far enough in advance that alternate format can be acquired;
• Incorporate an accessibility statement on syllabi and/or program materials;
• Turn on captioning and/or provide captioning with multi-media materials; and
• Acknowledge that not all students learn and demonstrate content mastery in the same way.

Another way that faculty and staff can decrease barriers for students with disabilities is by respecting the right of students with disabilities to maintain privacy with their status as having a disability along with the nature of the disability. It is important to keep in mind that disclosing a student's status of having a disability is protected under FERPA, and disclosing such information is a violation of FERPA.
 
The CAAR staff are available via phone or email to consult about or discuss ways in which to reduce barriers, increase access, and/or effectively deliver accommodations. Do not hesitate to contact us with questions or concerns that you might have. Additionally, please refer to our Resources Link and our Related Links to find additional sources of information.

Technology Accessibility

Northern Illinois University's Faculty Development and Instructional Design department is available for additional consultation by faculty regarding technology accessibility and making coursework technology accessible for students with disabilities.  Information can be found at Faculty Development: http://www.facdev.niu.edu/facdev/resources/accessibility/