Abstract
Through thoughtful course design and the use of targeted strategies, postsecondary instructors can assist students with disabilities in attaining academic goals. When success within the classroom increases, more positive evaluations of instructors who support student achievement can result, and both graduation and retention rates can rise. This article provides guidance for postsecondary instructors about how to proactively address the needs of all students, including those with disabilities. It focuses on timesaving tactics for creating inclusive classrooms through applying Universal Design for Learning, supporting student self-advocacy, boosting student communication skills, encouraging student independence, and recognizing intersectionality.
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