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Access Statements

Overview

An Access Statement (sometimes referred to as an "Access Check") provides a summary of accessibility considerations that have shaped the design decisions and practices of a course/class/materials. It provides information on how students can access resources and communicate additional access needs. It may also acknowledge where some known accessibility barriers persist. In critical access statements, an educator may also frame the accessibility considerations with their values- and goals-based orientations to disability (i.e., how do you think about the work of disability and accessibility? What values and responsibilities guide your work?)

You should include an Access Statement anywhere that accessibility concerns and approaches need to be addressed. In your courses, this might include:

On your course syllabus
On your course site
At the beginning of each class or session, particularly when introducing new technologies, materials, or activities
Throughout a course to remind learners of design decisions and possible options for flexibility and support

Rationale

The purpose of an Access Statement is to show awareness of accessibility barriers that exist within a course context, while demonstrating a commitment to mitigate said barriers. When done robustly and transparently, an Access Statement highlights to students what access features are available in the course, what resources are available on campus, and creates opportunities to talk about additional access needs that have not been addressed (See the Access Talk strategy for more information).

Guidance

There are several types and approaches to Access Statements. The approaches detailed below are not mutually exclusive and can be combined within a single Access Statement.

A Basic Access Statement provides information on accommodation processes and resources available at the institutional level (i.e. covering critical information which supports your Duty to Accommodate). For example:

"I am happy to support any formal accommodations recommended by Accessibility, Counselling & Student Development (ACSD) or the Academic Dean’s Office (ADO). Students are encouraged to connect with me [the professor] when barriers arise so that available options and supports can be explored."

- A Western Professor

A Critical Access Statement outlines specific features of a course that are designed for accessibility. This may include a statement on your own praxis and commitment to access. For example:

"I am committed to creating a course that is inclusive in its design. If you encounter barriers, please let me know immediately so that we can determine if there is a design adjustment that can be made or if accommodation might be needed to overcome the limitations of the design. I am always happy to consider creative solutions that offer a variety of opportunities to demonstrate your learning. You are also welcome to contact Accessible Education to begin this conversation or to establish accommodations for this or other courses. I welcome feedback that will assist me in improving the usability and experience for all students."

- Adapted from the comments on Check Your Syllabus 101: Disability Access Statements (Melanie Thornton)

An Intersectional Access Statement acknowledges the complex intersections of circumstances that shape access needs and the barriers that learners may encounter. This type may include additional information on meeting basic needs, such as food and housing security. For example:

"We learn as whole people. To learn effectively, you must have basic security: a roof over your head, a safe place to sleep, enough food to eat. If you’re having trouble with any of those things, please talk with me or with Department Chair. Together we can work to make sure those needs are met."

- Adapted from the comments on Beyond the Food Pantry.

Recommendations

Try

Using clear, simple, direct language and an open tone.
Acknowledging existing access barriers that you cannot or have not addressed.
Clearly communicating how students can contact you about unmet access needs.
Including details on Accessible Education and accommodations (where appropriate).
Referring to your access statement not just in your course outline, but verbally at the beginning of the course and throughout the term

Avoid

Indicating that all access barriers have been resolved through your course or materials design.
Requiring or asking for disclosures of disability, neurodivergence, or specific life circumstances to access flexible options within your course

Resources

Western’s Academic Accommodation Policy

Centre for Teaching and Learning. Access checks. University of Alberta.

Goldrick-Rab, S. (2020). Beyond the food pantry: Spreading the word – Supporting students’ basic needs with a syllabus statement and welcome survey. The Hope Center for College, Community, and Justice.

Shew, A. (2021). Disability disclosure in the classroom. Inside Higher Ed.

Wool, Z. (2018). Check your syllabus 101: Disability access statements. anthro{dendum}.