Australian Disability Clearinghouse on Education and Training

Timely access to course materials (including text books, research materials, in-class handouts, assessment materials, correspondence and ad hoc material including handouts from peer presentations, web pages and lecture guides) is seen by students as critical for their academic success. 

Print based course materials are not accessible to students with print disability until they have to be converted into an alternative format (eg electronic or braille). As this takes at least six weeks, students will be disadvantaged by receiving course materials late unless the process begins well before the beginning of semester.  Making reading lists available early also has advantages for all students, libraries who need to make texts available and bookshops who need to order books.  

So how to make access to course materials equitable?

• Firstly it is important to make clear in policy that timely access to course materials is the expectation. Follow the AVCC Guidelines on Information Access for Students with Print Disabilities and Guidelines relating to Students with a Disability
• Placing course materials on the Web can be very helpful as long as Web accessibility guidelines are followed.
  
• Where course materials can be sourced electronically the time required for conversion to accessible formats is much shorter. 
  
• Electronic versions of text books can often be obtained direct from the publishers. See a list of contacts within the publishing industry that may be able to assist. 
• Follow guidelines to make Word and PDF documents accessible to all students and staff.
• Ensure that your procedures comply with legislative requirements in relation to copyright.

 Tips for teaching staff

• Make reading lists available at least eight weeks before teaching begins.
• Follow guidelines on the student's learning access plan or consult with students directly to identify preferred format/s for course materials and assessment tasks.
• Where possible select journal articles and text books that are available electronically and ensure that any photocopied materials have clear text to facilitate the transcription process.
• Ensure lecturers, tutors and other staff are aware of the student's preferred format.
• Familiarise yourself with any assistive technology or support personnel (e.g. scribe, reader, notetaker) that the student uses and ensure that this can be accommodated within the course.
• Encourage students to contact the Disability Service if they have any additional needs.