My last few days of calm are dwindling: the summer semester begins next Tuesday. I’ve finished my syllabus and course schedule, plugged in all the links and files on Blackboard, and gathered up the necessary textbooks. I’m putting the finishing touches on my Welcome Letter, a document I email to my students a few days before the course begins.
The Welcome Letter (WL) is a trick I snagged from the realm of online teaching. Many online instructors send out their version of this document to introduce students to the course, tell them where to find readings and assignment prompts, and explain how the course will proceed. Because I will give a face-to-face course introduction on Tuesday, I don’t clutter the WL with info about the course specifics. I just explain how to navigate our Blackboard page, give my contact info, and offer a few tips for getting started with the course readings.
But just before my cheerful signature (“Cordially, Professor Michael”), I’ve added a final clause: Access Needs.
Any students with disabilities are free to contact me with access needs. On the first day of class, we will be dealing with printed handouts and video lectures. If you require large print or other accommodations, just send me an email explaining your needs.
Why did I include this statement in my letter? How likely am I to have a disabled student in my class? Well, based on my own experience, not very likely. I’ve been teaching for four years, and I’ve never had a blind or Deaf student, never had a wheelchair user. I’ve had a handful of students with learning disabilities, but no one has ever asked for large print or other alternate formats.
The statement exists on my WL for a few reasons. I’ve yet to have my First Blind Student, but I was a first for almost every instructor I had. And I remember the reactions: good, bad, awkward, ecstatic, nervous. I want to make sure that disabled students feel acknowledged by my WL. Explicit acknowledgement is so much more powerful than implied acknowledgement.
Another priority is visibility. Even if my access statement doesn’t apply to any of my current students, these nondisabled students get to see what an inclusive space looks like. It’s a place where access is elevated, shown off, bragged about. Begone, dreary legalese of accommodations! I want to make access sparkly and fun!
I plan to build a classroom that welcomes as many different bodies and minds as possible. I want to make space for imagination. I know I can’t physically prepare for every kind of student, but I will make my classroom a space where the dialogue of difference thrives.
A commitment to access needs to envelop the course. It’s not enough to rush through the required disability statement on Day One. Access must be addressed before the course begins. Forethought and imagination are what separates access from accommodation—and they’re qualities I want my students to cultivate.
On the Blink 
I love this line: Explicit acknowledgement is so much more powerful than implied acknowledgement.
It’s perfect. You sound like a great teacher!
Thank you so much, Geordie!
That sounds sensible thoughtful and good to remind able bodied students of your insistence on inclusivity. I am wondering why you have never had a student with a disability as your course, and you, sound really inviting.
Thank you! Sheer numbers, I’m sure. There are not that many disabled students on campus.
Is there a reason why there are not more disabled students on campus? It seems to be a universal problem. We have to keep trying!
I think there are a number of factors. Some students attempt to pass as nondisabled. Some students don’t get into college.
Pro move! Great way to anticipate needs.
I think you are right. It would be interesting to explore the reasons for this. Keep up the good work and thank you for your great blogs….I look forward to them.