Accessibility Statement

MUIH is committed to creating an inclusive learning environment. If there are any aspects of design or instruction of this course that present barriers to your inclusion or accurate assessment of learning, please inform your instructor to discuss options. If you have or think you have a physical, mental health, or learning disability and would like to request accommodations, you are strongly encouraged to contact the Office of Disability Services and Accessibility. Information about the Office of Disability Services and Accessibility can be found on our website or you may contact them at .

Procedures and Responsibilities

2020-2021 Student Handbook

Universal Design Learning/Building Accessible Course Content

CAST Universal Design for Learningwww.cast.org

CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning.

The ASD Projectwebdev.usu.edu/drc/facultytraining/intro0.htm

This computer-based course is intended to develop an awareness about accommodating students with disabilities. In your role as faculty, there is a little background information that may be helpful. Studies have shown that students with disabilities can participate in higher education and compete favorably with other students.

Faculty FAQs

Learn About Faculty Responsibilities

Faculty at Maryland University of Integrative Health have the right to:

  • Receive notification in writing from Disability Services and Accessibility of a student’s need for accommodation. Faculty and staff do not have a right to access confidential disability documentation.
  • Contact Disability Services and Accessibility to clarify student requests for accommodation, academic adjustments, and/or auxiliary aids.

Faculty at Maryland University of Integrative Health have the responsibility to:

  • Provide information to all students about the accommodation procedure in all course syllabi.
  • Refer students who have disclosed having a disability and a need for accommodations to Disability Services.
  • Provide accessible technology to his/her course (e.g., captioned video for deaf/hard of hearing students, web accessibility, accessible course materials). Please contact Center for Teaching and Learning for additional resources and assistance.
  • Alter the format of a testing procedure to measure proficiency in course knowledge based on the ability of the student, not the disability (e.g., for a student with limited speech ability: changing an oral exam to a written exam that includes multiple-choice or essay responses) – there may be an exception when the purpose of the test is to measure a particular skill.
  • Provide an opportunity to take a make-up exam in a timely fashion for students who miss exams for disability-related reasons. In these instances, Disability Services and Accessibility will work with faculty members when immediate access challenges cause barriers to students with disabilities, while maintaining the confidentiality of information regarding disability issues.