Physics Faculty Work to Improve Accessibility and Destigmatize Disability Across CLAS

About 20% of UConn students are supported by the Center for Students with Disabilities. The true percentage of students who need help is even higher. With so many students who require diverse ways of learning, how can faculty make sure their teaching is adequate, effective and inclusive for all students? In order to address this situation, CLAS has supported the Accessibility Fellowship Program during the 2022-2023 academic year with the goal to study disability and improve the accessibility situation at UConn and generally in higher education. Indeed, research shows that these students can perform at the highest standards in the classroom and in research, if they are given appropriate conditions to do so. One of the fellows in this program was our Dr. Erin Scanlon, Assistant Professor in-Residence at the Avery Point regional campus. The Center for Students with Disabilities makes a difference by addressing aspects related to, e.g., submitting assignments or taking tests. This is important but not enough. Instructors can make an even bigger difference at a much earlier stage, before submitting homework or taking tests, namely while the students learn in the classroom. Small changes in the classroom teaching can significantly improve the performance of the students. Which small changes can faculty implement? A lot is known about this thanks to the research of Dr. Scanlon and other scholars in Physics Education Research (PER) who study the learning needs of students with special needs. For more information on this important topic see the UConn Today news article