For Faculty

Yes, the DPRC has developed the following Disability Access Statement for course syllabi: 

“SFSU welcomes the opportunity to support students with disabilities requiring accommodations. Students with disabilities who need accommodations should contact the Disability Programs and Resource Center (DPRC) as soon as possible (https://sfsu.edu/access), and are encouraged to let their instructor know they will be contacted by the DPRC. The DPRC is available to facilitate the accommodations process in consultation with the student and course instructor. The DPRC is located in the Student Service Building, room 110, and can be reached by telephone by voice at (415) 338-2472, by video phone (415)335-7210) or by email (dprc@sfsu.edu)."

In addition to including an Access Statement on your syllabus, the following recommendations may assist in improved access and ease of accommodations for all students: 

• Attendance Policy: Include a clear policy on attendance and its role in your grading scheme. Include a clear statement explaining: 
  • Whether attendance is required, expected or optional.  
  • Recognition that disability-related absences may require flexibility as part of an approved accommodation plan. Instruct students to schedule a time to meet with you at the start of the semester to fill out the flex plan.  
  • How attendance contributes to the final grade, if applicable.  
  • Procedures for reporting absences.  
  • Expectations regarding participation, missed in-class activities, quizzes, labs, group work or discussions.  
• University Policy: It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities. Students must register with the DPRC to facilitate this process. 
• Syllabus Tool: We recommend the use of the Syllabus Tool since it automatically inserts all required components and generates an accessible syllabus.

The student will initiate a Faculty Notification Letter that will be emailed to you through our database, myDPRC. 

• This email verifies the student is qualified and lists the specific accommodations they will need. 
• Faculty who have questions about the contents of this letter are encouraged to discuss them directly with the student first. If questions remain, contact the DPRC by phone at (415) 338-2472 for clarification. 
• Faculty are under no obligation to provide accommodations to students who do not have verification from the DPRC office. Direct any student without this verification to the DPRC office so staff can determine their needs. 

No. By law, students have the right not to share any information about the nature of their disability. 

• As long as a student has presented you with their Faculty Notification Letter from the DPRC, you are required to implement the accommodations. 
• If a student chooses to share information with you, be supportive and keep it in confidence. Do not disclose the information. Listen, validate and refer them back to the DPRC. 

Students can schedule exams and/or quizzes to be administered with accommodations through DPRC by completing the Alternative Testing Agreement via the myDPRC Faculty Portal. 

• To learn more, visit the myDPRC Faculty Training 
• Faculty are welcome to provide exam accommodations directly if the student agrees and you are able to provide all accommodations listed in the Faculty Notification Letter (including "Low Distraction Environment"). 
• We recommend consulting with the DPRC prior to the exam if you choose to directly accommodate a student, to ensure full understanding and appropriate provision of all requirements. All approved accommodations must be applied to the entirety of the exam. 

Yes. There could be numerous reasons for a late request (e.g., late documentation). However, it is important to note that accommodations are not retroactive. Consult with the DPRC if you have questions. 

Faculty are required to provide reasonable accommodations but are not required to tolerate behavior that is substantially disruptive to teaching or to other students’ learning. Faculty are expected to hold all students, including those registered with the DPRC, to the same code of conduct. 

• For immediate assistance with uncontained disruptive behavior, contact the University Police Department. 
• If students violate the code of conduct please work with the Student Conduct Department  
• For additional non-emergency support, contact the Dean of Students. 

Self Service 

• For quick PDF conversions, follow the instructions on the Accessible Media Quick Converter page. This service is available to all SFSU Employees and Students. 
• Please visit the SFRBN ATI Accessibilty Resources | San Francisco Bay Region Network for support using Equidox. Equidox isa web-based PDF remediation tool that streamlines the process of bringing WCAG 2.1 AA conformance. They also offer training. You can login to equidox here. Contact access@sfsu.edu to request Equidox access, schedule a consultation or ask questions about a specific document.
• CEETL has lots of support. Watch this training video from CEETL Disability Solidarity Statement about how to make your course materials accessible.

Get Help  

The San Francisco Bay Area Network Accessible Technology Initiative | San Francisco Bay Region Network offers a wide range of resources and support services to help make your course accessible. Three options are listed below; however, a full catalog of available supports is also available. SFBRN Service Catalog | San Francisco Bay Region Network. If you would like to create a help ticket go to Get Help | San Francisco Bay Region Network .  

1. Accessible Materials and Media Services: Convert documents, caption media and provide audio description on request. 
2. Captioning and Transcription: Accurate captions and transcripts that meet accessibility and compliance standards. 
3. Digital Accessibility Consulting and Testing: Review sites and services for accessibility compliance and best practices. 

Get Help | San Francisco Bay Region Network   

Universal Design for Learning (UDL) is an educational framework that supports all students by proactively designing learning experiences that are flexible, accessible and inclusive from the outset. Rather than waiting to respond to individual accommodation needs, UDL anticipates variability in how students learn and reduces barriers in course design so more learners can engage meaningfully from the start. 

UDL is built on three core principles: multiple means of representation (presenting information in different formats so students can access and understand content in varied ways), multiple means of action and expression (offering varied ways for students to demonstrate what they know, such as writing, discussion, multimedia or projects), and multiple means of engagement (providing flexible pathways that support motivation, relevance and sustained participation). These principles reflect the understanding that learners differ in their strengths, backgrounds, experiences and preferences. 

Because of this flexibility, UDL supports a broad range of students, including students with disabilities, multilingual learners, first-generation students and those with diverse cultural and educational backgrounds. It also benefits students experiencing temporary or situational challenges such as illness, stress, work demands or limited access to technology. In this way, UDL promotes equity by designing learning environments that work for more people from the beginning. 

UDL is widely recognized as a best practice in higher education pedagogy. It is grounded in research on how people learn and is considered a proactive, student-centered instructional approach that enhances engagement and success. Rather than being an add-on or accommodation strategy, it is a pedagogical practice that improves course design, clarity and usability for all learners. 

UDL also aligns with accessibility standards such as WCAG (Web Content Accessibility Guidelines), which emphasize clear structure, readable content, keyboard accessibility, alternative text for images and compatibility with assistive technologies. These standards complement UDL by ensuring digital course materials are perceivable, operable, understandable and robust across different tools and contexts. 

For resources for UDL visit CEETL or CAST Universal Design for Learning Guidelines.

Autism spectrum disorder (ASD) is a general term for a group of complex conditions characterized by varying degrees of difficulties in social interaction, verbal and nonverbal communication, and repetitive behaviors. Since each individual is unique, any guidance or accommodation must be rooted in an understanding of their specific experience. 

These tips were generated by students in the SFSU Autism Social Group: 

Principle: Consistency and Communication 
Actionable Tips: Maintain a consistent class structure and syllabus. Limit unexpected changes. Address issues privately and courteously (e.g., in office hours). 

Principle: Clear Expectations  
Actionable Tips: Explicitly state expectations for communication, participation, use of technology and conduct to the whole class. 

Principle: Information Processing 
Actionable Tips: Use clear, direct and concise directions/questions. Present information via multiple methods (e.g., graphics, videos, writing). Allow extra time (up to 30 seconds) for processing. 

Principle: Assessment and Participation 
Actionable Tips: Facilitate equitable in-class participation (e.g., set time limits for speaking, offer discussion alternatives). Use frequent and varied assessments (e.g., presentations, quizzes, papers) to allow diverse ways to demonstrate learning. 

Principle: Sensory Environment
Actionable Tips: Consult with the student about their needs and make reasonable changes (e.g., dim lighting, reducing noise/strong scents).