1. Team and Contributors

    1. Acknowledgements and Project Background
  2. I. Module 1: Resource Overview

    1. Welcome

      1. Forward with FLEXibility: A Teaching and Learning Resource on Accessibility and Inclusion
    2. Who is this resource for?

      1. We’re all invited and responsible for facilitating Accessible Education!
    3. Why has this resource been developed?

      1. F.L.E.X. Forward
      2. McMaster’s Commitment to Inclusion: An Introduction From President Patrick Deane
      3. Responding to Students, Staff, and Faculty
      4. Aligning with Legislative Requirements
    4. What is Accessible Education?

      1. Accessible Education:
    5. Why might I want to review this resource?

      1. Benefits:
    6. What about accessibility for staff and faculty?

      1. Accessible Instructing and Workplace Accommodations
    7. Our Overall Objective: Jumping In!

      1. Learning Outcomes
      2. Preparing You to Jump In!
    8. Resource Content and Navigation

      1. Contents
      2. Approach
      3. Navigation
      4. Completion
    9. Documenting Your Learning

      1. Articulating Your Commitments to Accessibility in Teaching and Learning
    10. References

  3. II. Module 2: Foundational Ideas

    1. Module 2 Overview

      1. Learning Outcomes
    2. The Importance of History to Accessible Education

      1. Addressing Historical Exclusions by Building Inclusive Classrooms
      2. Recognizing and Respecting Disability Advocacy
    3. Ableism and Disability History

      1. Ableism
      2. Disability History
    4. Models of Disability

      1. The Medical Model Approach to Disability
      2. The Social and Human Rights Model Approaches to Disability
      3. Comparing Different Approaches to Disability
    5. Disability Communities

    6. Disability Language and Identities

      1. Person-First and Identity-First Language
      2. Use of “Disability” Language
      3. Alternative Language and Identities
      4. Alternative Language
    7. Case Study: Who gets access to “disability” language?

      1. Who gets access to “disability” language and academic accommodation?
    8. Conclusion

      1. What does this mean for Accessible Education?
    9. References

  4. III. Module 3: Principles for Accessible Education

    1. Module 3 Overview

    2. Where do Accessible Education principles apply?

    3. How can I advance Accessible Education?

    4. Accessible Education Principles Part 1: Constructive Alignment

      1. What is Constructive Alignment?
      2. How does Constructive Alignment relate to Accessible Education?
    5. Accessible Education Principles Part 2: Universal Design

      1. Disability Advocacy to Develop Universal Design
      2. How does Universal Design relate to Accessible Education?
      3. Implementing Universal Design for Learning to Enhance Accessible Education: Flexibility & Variety
    6. Accessible Education through Flexibility, Alignment, Variety, and Explicitness

      1. Moving Accessible Education Forward
      2. Applying our FAVE Four Words to Advance Accessible Education
    7. Conclusion

    8. References

  5. IV. Module 4: Course Design

    1. Module 4 Overview

      1. Learning Outcomes
    2. When can I apply Accessible Education principles?

    3. Designing a Syllabus that Attends to Accessibility

      1. Accessible Education Suggestions: Applying Explicitness
      2. Availability and Interest
      3. Plans and Expectations
      4. Commitments to Equity and Inclusion
      5. Routes for Accessing Resources and Supports
    4. Choosing Accessible and Inclusive Course Material

      1. Barriers and Accessible Education Suggestions
    5. Conclusion

    6. References

  6. V. Module 5: Student Engagement

    1. Module 5 Overview

      1. Learning Outcomes
    2. Barriers in the Physical Environment

    3. Accessible Education: Mediating Physical Barriers

      1. Explicitness During Course Planning
      2. Explicitness and Flexibility During Course Delivery
    4. Barriers in the Social Environment

    5. Accessible Education: Mediating Social Barriers

    6. Conclusion

    7. References

  7. VI. Module 6: Assessments

    1. Module 6 Overview

      1. Learning Outcomes
    2. Mediating Assessment Constraints

      1. Constraints on Assessment Practices
      2. Applying Accessible Education Principles to Assessment
    3. Alignment in Assessment

    4. Explicitness in Assessment

      1. Enhancing Explicitness through Assessment Rubrics
      2. Resources to Accompany Assessments:
    5. Variety in Assessment

    6. Flexibility in Assessment

    7. Providing Quality Feedback to Students

    8. Gathering and Implementing Learner Feedback

      1. Gathering Rich Feedback from Students
    9. Conclusion

    10. References

  8. VII. Module 7: Accessibility in Online and Technology-Enabled Learning

    1. Module 7 Overview

      1. Introduction and Module Outline
      2. Learning Outcomes
    2. Context

      1. Attending to Accessibility at the Outset of Teaching Online
      2. Accessibility is Within Your Control as an Educator
    3. Part 1: Designing an Accessible Online Learning Environment

      1. Applying the FAVE Principles to the Online Learning Environment
    4. Part 2: Creating and Selecting Accessible Course Content

      1. Applying the FAVE Principles to Content Creation and Selection
    5. Part 3: Fostering Welcoming and Engaging Social Interactions 

      1. Applying the FAVE Principles to Social Relationships in the Course
    6. Conclusion

    7. References for External Citations and Resources

  9. VIII. Module 8: Conclusion

    1. FLEX Forward Summary

      1. Reviewing What We’ve Learned
      2. Moving Forward: Jumping In!
    2. Take the Next Step: Practicing Accessible Education

      1. Apply an Accessible Education Perspective
      2. Develop Accessible Education Teaching and Learning Goals
      3. Participate in Additional Learning Opportunities
    3. Document Your Commitments and Contributions to Accessible Teaching

      1. Including an Accessibility Statement in your Syllabus
    4. A Final Word

      1. Welcome to the Ongoing Process of Accessibility!
    5. References

  10. Appendix A: Experiences of Disabled Professors and TAs

  11. Appendix B: McMaster Efforts to Address Historical Exclusions

  12. Appendix C: Accessibility Statements

  13. Appendix D: RISO Statements

  14. Appendix E: Stereotypes in Textbooks

  15. Appendix F: Classroom Facility Contacts

  16. Appendix G: Accessible Education Reflection Questions

  17. Appendix H: Accessible Education & Teaching Philosophies

  18. Appendix J: FLEX Forward Project Background

  19. Author Biographies