Phase 2:
Creating Inclusive Classroom Instruction

Use Inclusive Teaching Practices

There are non-technical aspects to apprenticeship training that need to be considered. Classroom training and/or curricula must be modified for individual apprentices with disabilities who request accommodations.

Did you know?

Many states have created accessibility laws that mirror Section 508. If your apprentices are receiving instruction through a state agency or a public institution, you should consult the accessibility compliance laws for that state.

You Must Provide Non-technical Classroom Accommodations:

Apprentices with disabilities can request reasonable accommodations if they experience a barrier to participation. For example, an apprentice who is deaf or hard of hearing may request a sign language interpreter be present during in-person or virtual class or classes.

• According to Title III of the ADA, courses “must be modified to ensure that the place and manner in which the course is given are accessible.”

Design Curricula Using Universal Design Principles:

Design curricula to be accessible from the start using the principles of universal design (UD). Universal design in learning is the process for creating learning environments that meet diverse needs and are usable by a wide range of people, regardless of disability status.

• Review CAST’s Universal Design for Learning (UDL) Guidelines which offer a set of concrete suggestions that can be applied to any discipline or domain to ensure all learners can access and participate in meaningful, challenging learning opportunities.
• The University of Washington’s Center for Universal Design in Education (CUDE) also develops and collects resources to help educators apply universal design to their practice.