Creating a More Accessible Environment in Anatomical Sciences
Authors: Meeks Lisa M. , Jain Neera R. , Moreland Christopher J. 
Published: April 2020

A growing number of students with disabilities are entering clinical programs that include anatomical sciences.1,2 Oftentimes, these students are insufficiently accommodated.3 Programs are seeking resources to ensure equal access to their curriculum. A combination of practice and research‐informed efforts have provided guidance to the greater scientific community.4–7 To assist programs with improving inclusion, we focus on three barrier‐removal practices: 1) accommodating the need for extra time in practical exams, 2) accommodating histology exams, and 3) reducing physical barriers in anatomy labs (with application for basic science laboratories), grounding each in legal guidance.

Accommodating extra time in practical exams can be accomplished in two ways: First, groups who require additional time can rotate through the practical exam in the last group with traditional time, followed by a short break where all students are dismissed. After the break, the group requiring additional time can rotate through the practical stations a second time utilizing additional time for each station. With this approach, existing rotations are not disrupted and students’ accommodation‐related information is protected. A second approach is to rotate students in the final group through the practical exam in one sitting, at the accommodated time. The number of students with extra time as an accommodation may dictate the most efficient option.

Histology exams may present barriers to students with low‐vision, color‐vision deficiency, or processing speed disorders. Leveraging principles of universal design for instruction (UDI) can ensure that practical exams do not serve as barriers. First, programs should maintain enlarged, high contrast, grey‐scale photos and simple magnifiers at each microscope station. If possible, slides should not be stained in blue or red. Instructors should also use letters or numbers to indicate the structure being queried, rather than color. When teaching structures, faculty should move towards greyscale and letter/number indications to introduce students to this approach prior to examination. Microscopes that magnify slides can ensure access for low‐vision students, however, traditional microscopes can also be attached to large monitors. This allows students to self‐select the appropriate size and contrast using built‐in monitor settings. These steps will reduce a myriad of barriers for the disability community. Even with a UDI approach, students may require additional time to adjust monitors.

Finally, physical space barriers can be addressed to ensure greater access for all students. During practical exams, stools should be available at all stations. Embed inclusive practices, such as camera systems that project items onto a larger screen allows for closed captioning of instruction. Adjusted and modified equipment can reduce barriers for students with physical and chronic health disabilities, while alternative methods of anatomical instruction (e.g., Anatomage tables) can assist with sensory barriers and allergies.

By incorporating principles of UDI and providing slight modifications to assessment structure, anatomical labs can transform to accessible and enhanced learning environments for all students.