ADA Regulations are in place to ensure that everyone has the same access to information.
What can we do?
We are drowning in information
but starved for knowledge.
In this section you will find practical tips and ways to be sure your coursework is accessible to everyone, regardless of the challenges involved. The key to remember when dealing with ADA regulations is this: It is not our job to make it easier, it is simply our job to make it available in a format that meets their needs.
Hearing impaired: provide transcripts or captioning.
Visually impaired: screen readers - be sure your documents and videos are accessible through the use of alt text and plenty of description.
Below you will find links, tips, and how-tos that will assist you in making your course as accessible as possible.
Hearing impaired: provide transcripts or captioning.
Visually impaired: screen readers - be sure your documents and videos are accessible through the use of alt text and plenty of description.
Below you will find links, tips, and how-tos that will assist you in making your course as accessible as possible.
Making your videos and PowerPoints accessible for the hearing impaired is fairly simple. You can add captions or provide a script. For PowerPoint, you can add notes in the notes section. Why does this matter? See the video below.
* Attract the attention of the hearing-impaired student before speaking with a cue such as a tap on the shoulder or wave.
* Face the person while talking (try to avoid facing the board when speaking).
* Speak clearly and naturally without exaggerating lib movements or volume.
* Avoid standing in front of a light source, like a window - the glare from behind makes it difficult to read lips.
* Extended time for taking tests in a quiet place.
* Seat hearing-impaired students where there is an unobstructed view of the professor.
* Use visual media (especially projectors, PowerPoint, Prezi, images, etc) as much as possible. They are effective tools.
* Prepare a briefe course outline, a syllabus, and a list of learning objectives for the class ahead of time.
* Assure the conveyance to hearing-impaired students of important information like class cancellations, class relocation, assignments, and tests by stating the details in writing (handout, on the board, in the online classroom).
* Establish a system of getting messages to hearing-impaired students - especially if a note taker or interpreter is not given advance notice of class cancellations and changes.
* Be prepared to reword sentences when a hearing-impaired student does not understand what is being said. (Persons with hearing impairments, like most of us, are not eager to draw undue attention to themselves; therefore, they may smile in acknowledgment when in fact they have not understood.)
* Face the person while talking (try to avoid facing the board when speaking).
* Speak clearly and naturally without exaggerating lib movements or volume.
* Avoid standing in front of a light source, like a window - the glare from behind makes it difficult to read lips.
* Extended time for taking tests in a quiet place.
* Seat hearing-impaired students where there is an unobstructed view of the professor.
* Use visual media (especially projectors, PowerPoint, Prezi, images, etc) as much as possible. They are effective tools.
* Prepare a briefe course outline, a syllabus, and a list of learning objectives for the class ahead of time.
* Assure the conveyance to hearing-impaired students of important information like class cancellations, class relocation, assignments, and tests by stating the details in writing (handout, on the board, in the online classroom).
* Establish a system of getting messages to hearing-impaired students - especially if a note taker or interpreter is not given advance notice of class cancellations and changes.
* Be prepared to reword sentences when a hearing-impaired student does not understand what is being said. (Persons with hearing impairments, like most of us, are not eager to draw undue attention to themselves; therefore, they may smile in acknowledgment when in fact they have not understood.)
Visually impaired students also need to be accommodated. See the video below, then look at some suggestions for accommodating these students.
* Discuss necessary classroom accommodations and testing adaptations early in the semester (within the first couple of class days).
* Contact Jayne Withers to verify a student's vision impairment and request accommodation letters if there is a question about eligibility.
* Taped textbooks may be available, but sometimes they can take a few weeks to arrive. The student should also be familiar with other ways to make print accessible, such as scanning the book and listening to it with aspeech output system on a computer.
* Be open to students' taping your lectures.
* Provide appropriate written and verbal descriptions to accompany any visual aids, diagrams, films, or videos that you might use in class.
* As you are writing on the board or discussing a diagram, verbalize what you are writing. When using technical terms, remember to spell them out or give descriptions if appropriate.
* Try to speak directly to the class, remembering that turning your head away can muffle sound; body language and gestures cannot be seen.
* Appropriate seating is important for a visually impaired student; since the student cannot see visual cues, he or she needs to be seated in a position to receive verbal clues.
* Guide dogs are trained and well behaved. You do not need to worry that they will disturb your class.
* Guide dogs will need special consideration when you plan lab exercises and outings.
* Contact Jayne Withers to verify a student's vision impairment and request accommodation letters if there is a question about eligibility.
* Taped textbooks may be available, but sometimes they can take a few weeks to arrive. The student should also be familiar with other ways to make print accessible, such as scanning the book and listening to it with aspeech output system on a computer.
* Be open to students' taping your lectures.
* Provide appropriate written and verbal descriptions to accompany any visual aids, diagrams, films, or videos that you might use in class.
* As you are writing on the board or discussing a diagram, verbalize what you are writing. When using technical terms, remember to spell them out or give descriptions if appropriate.
* Try to speak directly to the class, remembering that turning your head away can muffle sound; body language and gestures cannot be seen.
* Appropriate seating is important for a visually impaired student; since the student cannot see visual cues, he or she needs to be seated in a position to receive verbal clues.
* Guide dogs are trained and well behaved. You do not need to worry that they will disturb your class.
* Guide dogs will need special consideration when you plan lab exercises and outings.
making_word_2010_document_accessible.pdf | |
File Size: | 308 kb |
File Type: |
Other disabilities: mobility or dexterity limitations, asperger's syndrome, chronic health conditions, psychiatric disabilities, speech impairments, learning disabilities (ADHD, etc)
There are certainly more disabilities, more accommodations, more things to be aware of. The key is to be proactive. If a student requests some kind of accommodation and you have a question about it - contact Jayne Withers for clarification.
Universal Design for Learning (UDL)
Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. (Remember, equal - not fair.)