Accommodation considerations

What instructors want to do in the classroom:

Lecture (in person)

  • Use a document camera instead of writing on the board
    • benefits: facing class so they can hear you better, can have a copy at the end - can scan and send to students, or captured using lecture capture, 
  • Provide slides/notes to student prior to and after lecture
  • Use a microphone and the built in sound system in the room. Enables assistive listening device
  • Design powerpoint slides (Use large size and easy to read fonts, keep slides simple, not too much on one slide, etc.)
  • Face the class. (facilitates speech-reading and sign language interpreting
  • Repeat student questions and comments before you answer
  • Be aware of your speaking pace, how clearly you are speaking, the size and clarity of your writing, and adjust if necessary
  • Explain slides and content verbally during class. Ask students to do this to engage students.
  • Capture the lecture (podcast, lecture capture) so students can replay it.

Lecture (online)

  • Create accessible websites
  • Design powerpoint slides (Use large size and easy to read fonts, keep slides simple, not too much on one slide, etc.)
  • Caption videos.
  • Provide video descriptions (this is needed for visually impaired students, though our capacity to provide video descriptions is currently very low)
  • Provide transcripts for audio and video files
  • Create accessible built-in quizzes.
  • Allow students to take integrated quizzes multiple times to check understanding and provide feedback.
  • Be aware of your speaking pace, how clearly you are speaking, the size and clarity of your writing, and adjust if necessary
  • Explain slides and content verbally.

Create or use videos

  • Caption videos that you are creating.
  • Create a transcript for videos and podcasts
  • Find and use existing videos that are already captioned.
  • Find staffing for captioning services
  • Caption existing videos (that you did not create).
  • Provide audio and written descriptions of the video (this is needed for visually impaired students, though our capacity to provide video descriptions is currently very low)

Assess students on exams and quizzes

  • Exam accommodation
  • There are whole books on this!
  • Evaluate what the student knows, not their disability
  • Consider assessments other than in-class timed exams for all students
  • Consider alternative assignments/assessments (ex. collaborative assessments)
  • Provide assignment options so students can choose how to demonstrate their mastery or skill development

Create documents and files

  • Create accessible PDFs
  • Create accessible MS office files
  • Provide written descriptions of visual content (pictures, charts, )
  • Eliminate non-essential formatting
  • All documents should be able to be converted to an accessible format - audio, braille,
  • Convert scanned documents to text-based pdf (not scanned image only)

Share documents and files

  • Use an accessible tool to share documents and files
  • Email accessible documents to students ahead of time
  • Share and store documents in an accessible cloud/online storage

Create or use podcasts

  • create a transcript for videos and podcasts
  • eliminate background noise as much as possible
  • use a high-quality microphone directly connected to the recorder/computer
  • Repeat student questions and comments before you answer
  • Be aware of your speaking pace and how clearly you are speaking, and adjust if necessary
  • Explain slides and content verbally during class.
  • Allow students to record your lecture

Create or use websites

  • Create accessible websites
  • Determine if a website is accessible
  • Make sure your course website/portal (Smartsite or other LMS) is accessible
  • See using/creating videos, audio, written content
  • Use accessible online tools

Use clickers / personal response systems or polling applications

  • Accommodation when using clickers
  • Provide quiz questions ahead of time for students to need additional time to review them.
  • Do not grade clicker questions (don’t grade at all or grade for participation only)
  • Use physically accessible clickers/response systems
  • Allow students to complete clicker quizzes at a later or earlier time

Provide notes or written content to students

  • Create accessible PDFs
  • Create accessible Microsoft office documents
  • Share notes/written content online (not just in class) so students can access them using screen readers or other assistive devices
  • Provide notes, outlines or slides ahead of time so students have a chance to review them before class
  • Provide accessible preparatory materials during lecture or seven days preceding examination

Use textbooks and printed material

  • Learning Ally - Figures described by live reader
  • Provide accessible textbooks and written course materials available electronically
  • Provide a verbal or written description of visual content
  • Provide tactile access to visual or spatial content (using raised line drawing with paper and pen, pictures in a flash by Freedom scientific) -- useful in science or visual art class.
  • Choose textbooks and course materials from publishers that provide accessible versions.

Use active instructional methods

  • Use physical models that students can interact with