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 firstname.lastname@example.org.
- 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
- Post class notes on an accessible course Website, D2L OR assist students in locating a volunteer classmate to provide notes
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