Update: There isn't any disabilities office. Not US...
I'd like to expand on a comment I just made down there: I'm not trying to find a silver bullet. I just want a reasonable starting point.
It is a pretty straightforward question:
As a teacher, what can I do to make sure the course is accessible to people with physical disabilities?
I have limited experience with these issues; a student lost some of his eyesight midway through the course. It wasn't that big of an issue; the only change we made was to print the exams using a bigger font.
I'm thinking specifically blindness and deafness, but then again, my lack of experience in this matter might lead me to forget important stuff :)
Therefore I'm aiming my question to anyone with some experience at this, from both sides of the table. What changes did you make to the material? Classes? Exams, etc., etc., etc.?
Official guidelines are helpful too. I'll try to find the guidelines at my university and add it here, if relevant.
Rather than edit it, I'll append a more detailed version:
What are the best practices to prepare material when dealing with students with blindness or deafness?
I know the question is quite general. That is because I'm trying to be proactive. I'm aware that these issues should be dealt in a case-by-case manner, but I'm looking for general good practices/experience to reduce the work needed to perform these adaptations, on both sides.
A few examples following jakebeal's answer:
- There are a few file formats that don't play nice with accessibility software (screen readers and protected PDF files).
- What multimedia material would you prepare? A subtitled video can be useful to deaf students, for instance.