Short Presentation


​To help faculty, staff, and students become more aware of:

  • the rights, responsibilities, potential contributions, and needs of students with disabilities;
  • departmental and individual legal rights and responsibilities for ensuring equal educational opportunities for all students in their programs;
  • strategies for working with students who have disabilities, emphasizing the faculty-student relationship
  • campus resources available to assist in the provision of appropriate academic accommodations to students with disabilities.


Minimum of 20 minutes


​Department chair, faculty, staff, teaching assistant, student, or other member of department. No experience working with students with disabilities is required to deliver this short presentation.


  • Select presenter.
  • Add contact information for resources available on your campus to the back page of the handout template Working Together: Faculty and Students with Disabilities.
  • Photocopy handout templates:
    • Meet the Speakers in the Videotape
    • Working Together: Faculty and Students with Disabilities
    • Adaptive Technology that Provides Access to Computers

Equipment and Tools


  • Distribute handouts.
  • Introduce presentation.
  • Introduce and play videotape.
  • Discuss videotape and handouts.

Short Presentation Sample Script

Recent advancements in adaptive computer technology, greater reliance on computers, and increased job specialization have resulted in career opportunities in fields that were once considered unsuitable for individuals with disabilities. Many of these careers require knowledge and skills obtained through post-secondary education. Although the number of individuals with disabilities seeking post-secondary education has increased three-fold over the last decade, they are still underrepresented in some academic and career areas. These areas include science, engineering, and mathematics. Federal legislation mandates that, when needed, academic accommodations be made to ensure that otherwise qualified students with disabilities have educational opportunities equal to those of their non-disabled peers. Studies show that faculty members, staff, and students who have had interactions with students with disabilities generally have more positive attitudes about working with these students. Further, those who are familiar with accommodation strategies are better prepared to make arrangements which will ensure that students with disabilities have an equal opportunity to participate in their programs.

Today we are going to view a videotape that was produced at the University of Washington. It will introduce us to several faculty members and successful students with disabilities who have worked well together. In this videotape, faculty share their concerns about and strategies for working with students who have disabilities. In addition, successful students with disabilities tell the viewers first hand about techniques and accommodations that contributed to their success. The videotape emphasizes the importance of the faculty-student relationship. Information about the speakers featured in the videotape is given in the handout Meet the Speakers in the Videotape. The handout, Working Together: Faculty and Students with Disabilities, provides an overview of faculty, staff, and student legal rights and responsibilities, examples of accommodation strategies, and a list of resources available on campus to assist us in our efforts to ensure equal educational opportunities for all students in our programs and courses.

The handout, Adaptive Technology that Provides Access to Computers, describes various technologies that make it possible for people who have disabilities to use computing and networking resources.

The people in this videotape have described some of the problems and solutions that surfaced in their academic experiences. We encounter these issues and others in our programs. Accommodation strategies may be simple; however, they may also require a bit of creativity and flexibility. If we take some time to think about how to make our programs and courses accessible to all students, we'll be better prepared to overcome current and future academic challenges.

If any of you would like additional information about academic accommodation strategies, please let me know after the meeting. I could contact (Disabled Student Services) and arrange for someone to discuss specifics with us at our next meeting. Thank you for your time today and your continued interest in finding ways to ensure that all of the students in our programs have equal opportunities to learn, explore interests, and express ideas.