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Curricular Barrier	Impact	Inclusive Design	Impact
Timed exams	Student and faculty must arrange individual accommodations each semester. Student tests in separate location: DRC Exam Administration Center. Student does not have access to instructor during the exam to ask questions.	Consider alternatives to traditional assessments such as: shorter, more frequent assessments, online assessments or projects where time is not the essential element.	All students have equitable testing experience. All students have time to complete the assessment in the original learning environment. Redesigned assessments may increase time available to teach.
Inaccessible course materials: textbooks, videos, or online learning platforms	Student will fall behind when he or she does not have access to materials. Faculty must work with DRC each semester to procure accessible materials. Student must wait for access.	Ensure PDFs are accessible. Order textbooks that have electronic options. Provide course materials in multiple formats: text, graphics, audio, and video	Students can access course materials in multiple formats (print or electronic) so they can maximize learning.
Class notes are not provided	Faculty must solicit note-‐takers for each class every semester. Student may fall behind while waiting for volunteer to provide notes.	Instructor encourages a community of learners: students share notes, use online discussion groups, records lectures and posts as podcasts for all students. Faculty provides his or her notes for the class.	All students will have materials to supplement their learning.