Access is a University-wide responsibility requiring the active participation of faculty/instructors in collaboration with Disability Resources (DRC) and the disabled student.
Listed below are institutionally-supported practice that create a more accessible and inclusive learning experience for all students.
DRC staff is available to provide support and/or consult about information provided above. Contact us at 520-621-3268 or email@example.com.
- Include the required syllabus statement for access on all course syllabi
- Ensure Sign Language Interpreters or CART writers have appropriate seating in the classroom
- Accessible transportation is available for field trips as requested
- Partner with DRC to ensure all student assessments/exams are accessible. Options include:
- Coordinating accommodations yourself within the classroom, office or department.
- Arranging for DRC to administer classroom exams with accommodations.
- Designing student assessment activities that minimize the need for accommodations.
- D2L Exams:
- Do not use the option for disabling “copy/pasting” of the exam content – this is inaccessible for assistive technology users.
- Consider expanding amount of time allowed on an exam for all students to eliminate need to modify time for individuals
- Currently, modification to an exam time has to be changed on each individual exam, for each individual student with time extension as an accommodation
For detailed information on process for instructors, please read more here.
- Post class notes on an accessible course Website, D2L OR assist students in locating a volunteer classmate to provide notes
For detailed information on options and resources for instructors, please read more here.
Creating accessible materials ensures they can be read by a variety of users, including people who use assistive technology, such as screen readers, screen magnification and text-to-speech software. They are also are easier to access on a variety of newer devices, including smartphones, e-readers, iPads and other mobile devices, because the text “reflows” to fit the screen.
- Identify your course readings and schedule early to allow time to create of accessible materials.
- Post accessible materials to course Websites or D2L
- Create Accessible PDF documents to ensure content accessible with assistive technologies and mobile devices
- Re-download articles from journals – many are now an accessible format
- Ensure an electronic version of the text is accessible for assistive technologies and possibly mobile devices
- Check with vendors about accessibility of pre-packaged/third-party software used for homework solutions, assignments, assessments, etc.
- Captioned Videos
- Includes lecture capture, pre-recorded videos and third party videos. When requesting streaming videos from the UA Library, request captioned versions.
- PowerPoint files
- Creating an Accessible PowerPoint Presentation
- Use the pre-designed templates in PowerPoint (i.e. don’t choose a blank slide and insert text boxes )
- If PDF is preferred for posting, consider posting the PowerPoint files as well
- Allows students to print many slides on one page
- Students using assistive technologies can access the text
- For charts/graphs follow the textbook example: describe the concept/reason for the image along with displaying the image
- PDF Accessibility