• Providing content to students in advance gives students more time to review them and helps students organize and process information.
• Students with vision impairment can digitize materials ahead of time and can listen to them ahead of time or follow along during class.
• Share notes/slides with students online via the LMS (Smartsite).
• By using a document camera, you can easily scan your notes to provide them to students after class.
• Providing templates/outlines also helps students follow along with lecture and organize their notes.

 Resources:

• IET has ScanSnap document scanners (can scan 50 double-sided loose leaf sheets at a time) located in most campus computer labs (2101 SCC, 102 Wellman, 182 Shields, and 75 Hutchison). Document scanners can be used to scan pages from a document camera to convert them to a pdf. To learn how to use one, ask the Computer Room Consultant for assistance in any of the listed campus computer labs.

 Caption videos.

• All videos used in or created for teaching and learning should be captioned so all students can access audio information in the videos.
• Videos used in-class should also be captioned - an in-class interpreter does not replace captioned videos. First, if students are watching the interpreter they will miss the visual content of the video. Second, there may be students in class who rely upon lip reading to access your lecture, but need captions to access the audio for a video.
• Captioned videos are helpful in noisy environments (such as everyone watching the same video in class at the same time, watching on the quad, etc.), but can also be used in quiet environments (such as the library) and by ESL students to enhance their understanding of how the language is used; interpreters only benefit

 Resources:

• Upload a transcript of a video to YouTube and it will automatically sync the transcript to the audio.
• Use Cielo24.com to generate commercially-transcribed captions or Amara.com to self-caption.
• For more information about do-it-yourself captioning, take a look at this presentation: http://tkerb.me/captionsGAAD14
• Academic Technology Services has established an account with Cielo24, an outside captioning vendor, to provide on-demand turnkey captioning services.
• During the 2015 calendar year, Academic Technology Services is working with outside vendors to pilot an integrated captioning tool into the campus-wide video hosting platform, Aggie Video (http://video.ucdavis.edu).
• The Student Disability Center provides accommodations for individual students with disabilities, including captioning, transcription, and ASL Interpretation services. These services are only available to students registered with the SDC, and require advance notice for scheduling. More information is at (https://sdc.ucdavis.edu/)

 Provide transcripts of video and audio files.

• Also see “Caption videos.”
• Also see “Use podcasts effectively.”

 Create and provide documents in an accessible format.

• Instructors should provide documents (Word, PDF, etc) in formats that are accessible for students using screen readers (students with processing and vision disabilities).
• Convert scanned documents to text-based pdf (not scanned image only).
• Also see “Provide slides/notes to students prior to and/or after lecture”

Resources:

• Instructions for creating accessible documents: http://sdc.ucdavis.edu/textconversion/conversionform.html

http://www.ucop.edu/electronic-accessibility/web-developers/create-accessible-pdfs.html

Create and use accessible websites and applications.

• Make sure that all students can access course-related websites that you create and require them to access, including students using assistive technology.
• Use accessible third-party tools and websites.
• Ask third-party vendors if applications are accessible and to provide demonstrations using assistive technologies (not just say they work).

Resources

• Contact ATS web development for help creating an accessible website.
• Contact SDC for information about AMP Testing to determine if websites can be accessed using assistive technologies.
• Use campus CMS which provides accessibility templates.

Make sure your course website/portal (Smartsite or other LMS) is accessible.

• It is the vendor’s responsibility (LMS/Smartsite) to make the LMS accessible, and the instructor’s responsibility to make sure that the content and tools hosted within the LMS are accessible.
• Check that all online tools you are using are accessible to all students and that all files you are sharing are in an accessible format.
• Also see “Create and provide documents in an accessible format.”

Resources

• Contact ATS for assistance choosing and using accessible online tools and integrating them with the LMS (ats@ucdavis.edu).
• Also see “Create and provide documents in an accessible format.”

• Consider alternative testing methods and ways for students to demonstrate course mastery.
• Many students need additional time or a low-distraction environment for exams/quizzes. In-class assessments, such as quizzes or graded clicker questions are not conducive to this.