The following material will provide insight and tips on accommodating students with disabilities in your classroom and in online classes. You will also have a better understanding of the Disability Services process. For more information or to request your materials to be converted into an accessible format, contact Tiana Haley. If you would like to review a brief tutorial of some of the technologies and methods of making materials accessible please examine our Faculty Resource Guide.
Include one of the following statements in your syllabus:
- Students who require academic adjustments in the classroom or by way of the web due to a disability must first register with Arkansas State Disability Services. Following registration and within the first two weeks of class, please contact me to discuss appropriate academic accommodations, technology requirements, software and hardware specifics and requirements. Appropriate arrangements can be made to ensure equal access to this course.
- Any student in this course who has a disability that may prevent him/her from fully participating in this course should contact Disability Services (870-972-3964) as soon as possible so we can make the necessary accommodations to facilitate your educational opportunity.
- If you have a documented disability and wish to discuss academic accommodations, please contact me as soon as possible. Students who require academic adjustments in the classroom due to a disability must register with Arkansas State Disability Services.
Students with disabilities do not always disclose they have a disability to the instructors due to various reasons. The statement will indicate your willingness to accommodate students with disabilities.
Students with disabilities who register with our office have an accommodation card that shows their accommodations. They are required to show this card to their instructor and discuss the accommodations they need from faculty. Disability Services may send an accommodation letter to the faculty for students enrolled in Arkansas State classes including online programs, Distance Education, or a sister campus. At any time, faculty may request notification regarding the approved accommodations.
The premise of testing accommodations is essential for students with disabilities. Frequently, students are allowed extended time for quizzes and exams. Extended time may include: up to time and a half and double time; however, in some instances, some students may be allowed more than double time. Accommodations are based upon students' disabilities and documentation.
Students who quality for test accommodations may take their exams in supervised locations. Proctors, scribes, interpreters, readers, assistive technology and/or devices are provided by DS. It is essential for exams to be scheduled 2-3 days in advance with the Coordinator of DS. Exams may be emailed to firstname.lastname@example.org faxed to 870-972-3351 or hand delivered in a timely manner to DS. Exams will be returned as directed by faculty members. Questions and concerns may be directed to the Testing Coordinator and/or Director.
Please note that recommended academic adjustments may comprise an incomplete list. Accommodation needs are not always identified during the diagnostic process; and may change during the academic term. Therefore, modifications to a student's existing accommodations may be necessary based upon the student's disability and disability-related health condition(s). It is recommended that the process for determining appropriate testing accommodations provide for flexibility to meet each student's individual needs and specific course requirements.
Disability Services provides textbooks and material in an accessible format i.e. on audio and/or electronic text. Faculty are encouraged to provide their materials in accessible text format. Please note that students with visual disabilities will require an accessible text format and students with hearing impairments will require caption/text to audio materials. For more information or to request your materials to be converted into an accessible format, contact Tiana Haley. If you would like to review a brief tutorial of some of the technologies and methods of making materials accessible please examine our Faculty Resource Guide.
Students using accommodations in the regular classroom may also use the same accommodations for online learning. For example: students who use extended time for testing in regular classroom will also need extended testing time in their online class.
Any course material provided online will need to be accessible. Disability Services offers courses periodically addressing accessible online learning environment. Web accessibility techniques.
Accessibility information for podcasts
For users who are blind: Visual podcast content is inaccessible to blind users. If there is content-rich information presented via video without audio describing the information conveyed by the video content, this information will not be accessible by individuals who are blind or have low vision. Podcasts should provide an audio description of information that is provided only by the video. For example, if a video podcast shows a person ringing a bell, an audio description should explain that the bell is ringing. With no explanation, blind and low vision users would not have access to the video content available to sighted users.
For users who are deaf or hard of hearing: All video podcasts should include open captions or a transcript of the audio content. Transcripts should be available from Blackboard or the same web location as the podcast.
Making your podcast accessible
To make your podcast highly accessible, make sure you include:
- Transcripts for audio podcasts for hearing-impaired audiences
- Captions in video podcasts for hearing-impaired audiences, making sure that captions are appropriately synchronized
- Audio descriptions of visual content that conveys important information in video podcasts for visually impaired audiences
Teaching students with specific disabilities
(Source: Project Do-IT)
Universal Design for Learning (UDL) as defined by CAST is "a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all." UDL calls for multiple means of representation, action and expression, and engagement.
(Source: Project Do-IT).
Videos & Presentations
Amanda McMillon, RN, BSN, CDE. How to identify if a person is having a seizure and what to do if someone is having a seizure. (Disability Awareness Week 2010)
Billy Altom. (Disability Awareness Week 2010)
Billy Altom. (Disability Awareness Week 2010)
Merja Sallinen. (Disability Awareness Week 2010)
Jane Coburn, Tracy Coburn, Whitney Collins. (Disability Awareness Week 2010)
Project Do-IT videos
Faculty presentations to increase faculty awareness of how to work with students who have disabilities
Demonstrates strategies for making instruction in a classroom or in a tutoring center accessible to all students.
Effective accommodations for students with learning disabilities, attention deficits, autism spectrum disorders, and others that are not apparent.