Anticipation August

August brings our last few weeks of summer vacation before school begins. As we anticipate a new school year, we review the information that will help make this school year a terrific one!

August 1: Unlock the Power of the Syllabus
August 8: Confirm Availability of Accessible Tools
August 15: Acquire Books and Information Independently
August 22: Accessible Music and Tactile Graphics Tools
August 29: Map Your Upcoming Travels

This first segment in the series focuses on the syllabus and how we can use it as a tool to prepare for and succeed in our upcoming classes.

What Is a Syllabus Anyway?

A syllabus is a document that sets forth the outline of a course as well as important information about the way the course will progress, the materials needed, and the rights and responsibilities of both the professor and each student. Each student will receive a syllabus for most high school classes and college courses(both undergraduate and graduate school classes). Most syllabi (or syllabuses) contain most of the following information:

Basic information

Name of the course and course number
Dates of the course (beginning and ending)

Name and contact information for each instructor(s)

Materials needed

Books required (often including identifying information like an ISBN – International Standard Book Number)
Technology required
- Laptop
- Software
- Lab book
Tools needed
- Rulers, Protractors
- Calculators

Pacing/timing schedule

Many syllabi contain outlines of the course
Especially in college, instructors often include dates in this outline. For example: Week of [blank] [topics] will be covered
Due dates for major assignments
Notations of regularly-due assignments, such as “Reflection journals are due every Monday.”

Types of assignments and assessments

Classwork, homework
Discussion boards
Quizzes, tests
Projects
Class participation

Grading policy

Percentages related to each type of assignment
Penalties for late submissions
Bonus point information (if available)

How Is a Syllabus Powerful?

Information is power

As noted above, a syllabus contains a lot of great information. By keeping track of this document, that information is always close at hand.

Communication leads to better accommodations

We can use the instructor’s contact information from the syllabus to reach out to discuss details about how the course runs so that we can request any accommodations we need.

For example, we probably want to talk with the instructor about how information is presented to the class. If the instructor uses PowerPoint or other slide presentations, we can ask (1) that the text is accessible and (2) that any graphics are described (and provided as enlarged desk copies and/or tactile graphics, if needed).

We can anticipate that most instructors won’t understand what we mean by “accessibility,” so we can let them know what kinds of accommodations we need and why. We can also connect the instructor with staff who will assist in providing our accommodations, like our teachers of blind/low vision students (TVIs) in high school and, in college, the school’s Disability Services Office. When we (the student, the instructor, and the accommodations assistance staff) work together, we can provide needed accommodations on time and with less stress for everyone involved!

Roadmap of the course

Using the syllabus, we can determine what tasks will be expected in the class. This information can provide clues to possible areas where we might need accommodations (different tools, different ways of completing an assignment) so that we can fully participate in class activities and expectations. For example:

From the materials lists, we can find out what books are needed (and use that information to try to get accessible versions of those needed books).
The materials list can also help us predict whether there may be some activities that might create accessibility challenges. For example:
- If a calculator is required, we want to make sure that we can use an accessible tool, like Desmos, or have access to an accessible calculator needed for the class (scientific, graphing, etc.).
- If a measuring device (ruler, protractor, etc.) is required, we, again, want to make sure that we have accessible versions. Additional tools we might need include an accessible writing tool and/or accessible graphing tool.
From the grading policy, we can determine how much the instructor values different kinds of assessments: homework versus discussion boards versus quizzes and tests and projects.

Time management

Schedules listed in the syllabus can be invaluable in helping us keep up with assignments and ensure that we set aside sufficient time to read, prepare for class, study, etc. Even though the schedules can fluctuate a bit, they still provide us with a window to the future with regard to that course.

Let’s not forget our time management tools like calendars! When a syllabus posts due dates, especially for tests and projects, it’s a great idea to immediately put these due dates in our calendar (whatever system we are using). If we want to take it up a notch, we can also add calendar reminders BEFORE that due date. Yes, it can be hard to accurately assess exactly how much time a project will take, but if we OVERestimate that time, the worst that will happen is that we finish early and have more free time than we expected. Win, win!!

Implicit information (from what isn’t listed)

We also can get important information by using the syllabus to predict class activities that might pose accessibility obstacles. For example:

Field trips may involve needing to access information at a museum or at a business. With the syllabus, we can anticipate potential problems and seek accessible versions of the information before the trip.
Projects may require collaboration with other students. We can take the lead and open discussions with our instructors about ways to facilitate accessible collaboration – and ask the instructor to implement these practices from the beginning.

Proactive Steps

Accommodations are likely needed

As noted above, we know that most high school and college courses are not designed with accessibility in mind. In fact, we might be the only blind/low vision person who has taken the class (with any teacher) in several years. And, even if there is another blind/low vision person in our class, they might need different accommodations than we need.

Ask for a sneak peek

It’s OK to ask a teacher or professor for a copy of the syllabus before they provide it to everyone. If the instructor questions why, we can share that getting that syllabus early gives us more time to make certain that accommodations (including accessible materials, tools, and activities) are in place. After all, it’s a lot easier to implement accommodations BEFORE course deadlines start looming!

We can also add early access to syllabi as accommodations in our official documentation with our school – our IEP (individualized education plan)/Section 504 plan for high school and our Accommodations plan/Section 504/ADA plan for college). Of course, we may still need to remind the accommodations staff that we need the item, but it can be very helpful to have standing orders from the school that we need all syllabi early!

Alternatives to getting an early syllabus

Sometimes, an early syllabus is not an option. In those cases, we can become syllabus detectives!

On the college level, the campus bookstore will usually have information about which textbooks (and sometimes equipment) will be needed for the course. We can access this information (online, by phone, or in person) to get a head start on acquiring at least some of the course materials.

The internet serves as a repository of tons of information. Many times, we can locate a syllabus for the course and/or the instructor on the internet. If it’s a past syllabus for this course and this instructor at this school, we can likely rely on the information in the syllabus. Even syllabi for the course from any other professor at the school and/or from the instructor for another course can provide insight into the way the course is typically laid out or the kinds of assignments and grading policies the instructor typically uses.

Remember, information is POWER!

Please Reach Out ANYTIME!

We at the Bridges Helpdesk and Technical Assistance Center have decades of experience using syllabi to take control of high school and college courses! We are eager to hear from you and to help with anything you need – finding a syllabus, advocating with instructors and Disability Services Offices, and anything else. Please never hesitate to contact us!

Contact us

Follow the Bridges Helpdesk Facebook page for more transition tips, and please contact the Bridge’s Technical Assistance Center’s Free Helpdesk for Maryland Blind/Low Vision Transition Students, Families, and Educators anytime using:

Our Accessible web form
Email: Helpdesk@IMAGEmd.org
Text or Leave a Voice mail message: (410) 357-1546
Bridges Helpdesk Facebook page or Facebook Messenger

This unique project is being coordinated through The IMAGE Center of Maryland, a center for independent living in Towson, and it is funded by a grant from the Maryland Department of Education Division of Special Education/Early Intervention Services.