Faculty/Staff Guide to Accommodations

Disability Support Services (DSS) collaborates with the University community to create accessible educational environments for students with disabilities. For faculty, we are your resource and collaborator in ensuring that academic accommodations and services provide student equity and access.

When and How to Refer Students to DSS

If a student discloses to you that they have a diagnosis that is affecting their participation, please regard it as confidential information and encourage the student to contact DSS.

If a student hasn’t disclosed to you that they have a disability but you suspect they may need DSS support, provide them with various campus resources including DSS. Other campus resources can include the Center for Counseling and Student Development and the Office of Academic Enrichment.

Disability Statement for Syllabi

All instructors are encouraged to include a disability statement on their course syllabus. This statement introduces the university’s accommodation process, creates a collaborative vehicle for making legally-mandated accommodations, and helps to build a positive and welcoming environment for students with disabilities.

Example

Any student who may need an accommodation based on a disability should contact the Office of Disability Support Services (DSS) as soon as possible. For more information, please visit Getting Registered at DSS.

Contact DSS by phone: 302-831-4643; fax: 302-831-3261; website: www.udel.edu/dss; email: dssoffice@udel.edu; or visit 240 Academy Street, Alison Hall, Suite 130 during business hours (8-5 M-F).

What Happens When a Student Seeks Help

Students who register with DSS will work with an Accommodation Coordinator to determine the functional impact of their diagnosis. Accommodations are determined on a case-by-case basis using an interactive process.

Students registered with DSS are responsible for sending their faculty notification letters. DSS encourages all students to speak to their instructors about accommodation implementation.

Need training? We’re here to help

Enhance your understanding of UD’s disability services with customized training from Disability Support Services. We offer presentations and informational sessions designed specifically for faculty and staff to increase awareness of the academic accommodation process, disability issues, and accessibility best practices.

Complete our Disability Support Services Presentation Request form to get started.

Fall 2025 Accessibility Cafe Series

Sign up for the Fall 2025 Accessibility Café Series hosted by IT Academic Technology Services. This workshop series is designed to enhance our institutional commitment to digital accessibility and high-quality course design by focusing on UD’s top ten accessibility issues.

These sessions will provide hands-on guidance to help you effectively employ these essential accessibility resources.

Throughout the series, participants will explore critical aspects of digital accessibility, including:

  • Color contrast considerations
  • Alternative text implementation
  • Heading structure and list optimization
  • Video accessibility best practices

Registration is now open. We encourage all faculty and staff to join us in advancing our commitment to creating accessible digital learning environments. Register for the full series or just the sessions most relevant to you!

Accommodating Specific Disabilities

Instructor Resources

All Students Benefit When Materials are Well-Designed and Accessible to Everyone

DSS provides guidance to help faculty and staff create digital content that is accessible across a range of individual abilities and is in compliance with ADA standards. These resources are rooted in the Principles of Universal Design and further informed by our work with University of Delaware students.

DSS will continue to work with students who are registered with our office to provide alternate formats as they are needed.  Most platforms (Microsoft Word, PowerPoint, Adobe, Canvas, etc.) have built-in accessibility checkers.

Thank you for your commitment to student access and support of our ADA compliance.

Syllabi and Digital Documents
  • Create the document in Microsoft Word, Google Docs, Adobe InDesign or another program that will allow you to Save As a PDF. Do not scan documents or print to PDF; that text cannot be extracted.
  • Use your program’s Heading functions to specify the hierarchy and reading order of your text.
  • Clearly and concisely state your expectations in writing. What is being discussed and when? What work is required of the reader, and when are the specific due dates / deadlines?
  • Provide any changes to your information in writing, as far in advance as possible so that any necessary arrangements for alternative document format can be made.
  • Open your document in Adobe Acrobat, ensure that you can select text, and run the program’s accessibility checker.
  • Review common document mistakes and how to fix them.
Print Materials

Provide materials digitally when possible, as far in advance as possible so that any necessary arrangements for alternative document format can be made. Verify that your design choices have adequate color contrast online or using the UD colors cheat sheet. Clearly and concisely state your expectations in writing. What is being discussed and when? What work is required of the reader, and when are the specific due dates / deadlines?

Websites
  • Clearly and concisely state your expectations in writing. What is being discussed and when? What work is required of the reader, and when are the specific due dates / deadlines?
  • Check for common website mistakes and review your accessibility score in SiteImprove.
  • Visit WebAim.org for additional training on designing accessible digital content
Face To Face
  • Announce changes to your class or event digitally in advance; a note on the door does not work for all.
  • Begin your interaction with a summary of information to be covered, or provide a written outline for your time together, and proceed sequentially.
  • Minimize distractions in the environment and discourage others from interfering with support animals or equipment.
  • Use a microphone when possible.
  • Read aloud what is on a board or overhead, or on any visual aid that was not provided in advance.
  • Provide all assignments in writing.
  • End your interaction with a review of major points.
Digital Accessibility Resources