In addition to the reasons offered earlier about how this resource will assist us in fulfilling our legislative and ethical responsibilities to students and in redressing historical and ongoing exclusions, it has also been developed to enhance teaching and learning experiences for both instructors and learners.


Benefits for Instructors
  • Conserve emotional energy and reduce stress through advanced planning and flexibility
  • Minimize surprise barriers or adjustments by anticipating and mediating them in advance
  • Enhance your teaching practice and pleasure by innovating with new teaching strategies
  • Feel reassured by hearing about and implementing best practices
  • Increase student learning and satisfaction with your teaching
  • Document your professional development through reflection prompts and a “Record of Completion”
  • Get recognized for your commitments to accessibility and leadership in teaching and learning
Benefits for Learners
  • Improve access to education for all learners, especially those with disabilities and from other equity-seeking groups who have been historically marginalized in the university
  • Reduce the burden on individual learners to identify barriers and possible remedies
  • Enhance privacy by minimizing the need for individual disclosure or documentation of disability to access education
  • Increase learner self-determination, choice, and control over learning
  • Boost learner motivation, empowerment, engagement and overall learning and performance

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Continue Your Learning

Why does Accessible Education matter? Listen to student and faculty perspectives.

Student Videos:
  • Hear students with disabilities discuss why it matters to them that instructors care about and integrate accessibility principles.

Faculty Videos:
  • Listen to Dr. Ameil Joseph describe why Accessible Education is our responsibility as educators, not “additional work”.


  • Hear Dr. Catherine Anderson define Accessible Education as taking responsibility for facilitating conditions whereby all students who want to learn in her class are able to do so.


  • In addition to these inclusion goals, which she shares, Dr. Philippa Carter explains that a proactive approach to accessibility tends to reduce the time she spends responding to individual requests for modifications. It also invites her to extend flexibility and support to all students rather than only those registered with Student Accessibility Services.


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Forward with FLEXibility Copyright © 2017 by McMaster University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, except where otherwise noted.

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