Accessibility at Reed - Reed College

Find resources related to accessibility at Reed College. Reed is committed to providing equal access to and full participation in its programs and activities to people with disabilities.

Report an Access Barrier

This form can be used by anyone to provide feedback about accessibility at Reed.

Campus Map

Toggle on accessibility features to view accessible paths, doors, and parking.

Residence Hall Accessibility

Learn about accessibility features by looking at the quick facts for each of our residence halls.

Disability Accommodations

Students

All students are welcome to discuss potential accommodation needs with the Office of Disability and Accessibility Resources (DAR).

Faculty & Staff

Human resources can facilitate workplace accommodations for faculty and staff.

Student Workers

The student work office assists with disability-related accommodations for on-campus work.

Digital Accessibility

Editing website content

Reed's web producers toolkit shares accessibility best practices with people who edit the Reed website.

Teaching with technology

Reed's Teaching with Technology site provides resources for creating accessible documents, including PDFs.

Library accessibility

Learn about accessing library materials and services.

Convert documents into accessible formats

Use SensusAccess to convert documents into a range of alternate and accessible formats, including digital Braille, MP3, DAISY, and e-books.

Using accessibility features on your Mac

Learn how to use Mac's accessibilty features for vision, hearing, mobility, speech, and cognition.

Accessibility for Campus Visitors

Map with Accessible Entrances

Toggle on accessibility features to view accessible paths, doors, and parking.

Campus Visits for Prospective Students

Learn about campus visit options and contact Reed's admission team for personalized assistance.

Performing Arts Events

Find accessibility information for our performing arts venues.

Reunions

Learn about accessible lodging, wheelchair rental, and more.

Commencement

Contact the conference & events planning office or fill out an accommodation form for Reed's Commencement ceremony.

A professor gestures with her hands while sitting with students at a table covered with laptops, notebooks, and paper.

Instruction

A table of dinner guests raise glasses of water and clink them together during a toast.

Event Planning

Governance & Policies

Accessibility Committee and 504 Coordinator

The Accessibility Committee's charge is to review institutional priorities, educate the community, and address current and future concerns related to accessibility issues across campus.

This committee is chaired by the 504 Coordinator Christy Martin, EdD, who can be reached at 503-517-7722 or cmartin@reed.edu.

View Accessibility Committee Members

Digital Accessibility Steering Committee and Digital Accessibility Lead

The Digital Accessibility Steering Committee (DASC)'s charge is to devise a sustainable and holistic approach to ensuring the accessibility of digital materials.

Reed's director of web support services and digital accessibility lead, Jason Parker, reviews new technology requests for accessibility compliance and acts as a digital accessibility subject matter expert for the campus community. Jason can be reached at 503-517-7671 or parkerj@reed.edu.

View DASC Members

Funding Accessibility at Reed

Reed College strives to be a place where all people have their needs met so that they can fully participate—including people with disabilities. Departments are encouraged to consider accessibility issues within their scope and account for accessibility in their budgets. This may be done by reprioritizing how funds are allocated or by identifying funds needed in budget proposals for the upcoming fiscal year. Each improvement we make contributes to the overall accessibility of Reed College.

Institutional Assessment Best Practices

Recommended practices for assessment at Reed College:

At the college, data is often disaggregated by various identities, such as race and ethnicity, gender, and class year. Consider collecting disability status as an additional way of disaggregating your data.
There are different ways to measure disability status. One may be more appropriate than another depending on the goals of the survey. Some options include:
- Asking a yes/no question like, “I identify as having a disability.”
- Asking if one has a disability by one of these categories:
  - Physical
  - Emotional
  - Psychological
  - Learning
- Asking whether someone has a visible (obviously observable by another person) or invisible disability (not obviously observable by another person).
- Asking about the type of disability and including common types:
  - ADHD
  - Autism spectrum (ASD)
  - Visual impairment
  - Hearing impairment
  - Health-related disability or chronic health condition
  - Learning disability
  - Mental health condition
  - Mobility-related disability
  - Speech-related disability
Consider ways to share information gathered that will benefit other groups working to address accessibility and disability here at Reed. There are several stakeholders working to improve accessibility, and the data you collect may benefit many in their efforts.