Faculty TIps

Remote Instruction

As we continue to utilize alternate forms of course delivery, we ask that instructors incorporate certain accessibility tools into their instruction to ensure student access to their academic accommodations. Accessibility Resources will reach out to and work with individual faculty to address more than basic accessibility requirements. 

Please contact Accessibility Resources with any questions or concerns you have about accessible course delivery or student accommodations. 

General Remote Course Delivery Information 

When in-person courses are moved to remote delivery, be aware that some students may need time to work with Accessibility Resources to make adjustments to their accommodations. Student accommodation needs may change with different modalities of instruction and we must be responsive to the needs of students with disabilities. Work with Accessibility Resources if you have questions about student accommodations. 

One important difference, when teaching remote/online instead of face-to-face, is that you can no longer rely on being in the same place at the same time to convey important information. It is essential that you stay in close communication with your students about changes to the course, and it is recommended that you use multiple modes of communication to ensure that all students are receiving all pieces of information. Using a combination of email and Moodle announcements will allow you to create a sense of continuity from the classroom to the virtual world. 

Synchronous Classes (Real Time)

For many reasons, fast-paced online learning environments may be difficult for some learners. Consideration of accommodations such as audio recording, note taking, and assistive technology may play a role in a learner’s ability to keep pace with, understand, and respond to instruction. Synchronous classes may also present barriers to students for whom English is a second language, students in areas with slow internet connections, those who are learning technology and may be new to online classes. 

Asynchronous Classes (no scheduled Live Time)

Asynchronous teaching, by nature, is likely to be accessible to more individuals. Assistive technology users don’t have to worry about keeping up with the pace of the rest of the class, users who benefit from reviewing information multiple times will be able to easily do so, and users who have access to slower WiFi won’t be left out. However, it will still have the same requirements for accessible accompanying materials, captioning, etc. as synchronous classes. 

Testing/Assessment During Remote Learning

Your course outcomes and learning objectives can be used to create effective and meaningful assignments and assessments. Consider what you hope students will be able to understand and demonstrate with each assignment, quiz, exam or by the end of the course. Think openly and creatively about how students can demonstrate their knowledge. 

Keep in mind the needs of diverse learners - not everyone excels at writing a paper, taking a proctored exam, or giving a live presentation.  Consider offering various options for students to choose from - such as an art project, a Powtoon video, a Poster Session, or a slide presentation that is delivered with recorded audio. These options can be applied to chapter assignments or exams and may be a more accurate way to assess a student’s knowledge.

Bloom’s Taxonomy is a foundational tool that gives the instructor a formula to assess, and students the opportunity to use, synthesis, analysis and evaluation to demonstrate their understanding of a topic or issue. Instructors may use this method to develop quiz and exam questions.  It is also important to be clear and concise with questions and prompts since students will not have instructors present to ask clarifying questions.

It is important to set realistic expectations for yourself and your students. Remember that students may be uncomfortable or uncertain with the online experience and expectations. They may have access or accessibility needs. Communicate regularly with students. You might use a ‘muddiest point’ or ‘one minute paper’ each week to get a better understanding of where your students are in their understanding of class content. Also, respect your time and choose assignments and assessment tools that work for you.

For examples of assessment options - listed below are suggestions being implemented in colleges across the country:

Examples of assessment tools other than quizzes or exams:

Recommended Resources

CAST Remote learning resources.

University of Washington - Remote learning.


Inside Higher Ed - During the Pandemic, Everyone Gets an Asterisk

NYU - Remote Assessment Practices and Methods

Additional Sources Referenced

Rutgers University

Chapman University

Berkeley University

Purdue University

Johns Hopkins University

University of Rochester

University of NorthTexas

Accommodation Specifics for Remote Course Delivery

For general information about providing accommodations to students (accessible syllabus template, required syllabus statements, etc.) please visit the Faculty Guide to Accommodations web page. 

For past presentations sponsored by Accessibility Resources visit the Accessibility Resources Training Repository 

Accessibility Resources Accommodation Notifications

Accessibility Resources uses a database specific to disability accommodations and we are unable to sort out accommodations for remote/online instruction only therefore, you may see accommodations on the notification email you receive that may not apply to online/remote learning.


To have a student with or without accommodations test in a separate location from the classroom for any reason, complete the LBCC Course Test Proctoring Form. Feel free to reach out to Accessibility Resources if you have any questions about testing accommodations. For information on how to address online testing in Moodle - please refer to the Teaching Continuity Planning page for adjusting testing times in Moodle. 


If you are providing your instruction in a synchronous way, please be sure to post any PowerPoint or Google Slides and relevant spoken information so students have written access to course instruction. 

Flexibility for Attendance 

Students who are approved for this accommodation may still require occasional, flexible deadlines for quizzes, homework and exams due to flare-up of an episodic condition. A communication plan should be established early in the term to work out an agreement between the instructor and student about expectations regarding deadline extensions when/if needed. Accessibility Resources recommends a 24-48 hour extension. Please see the faculty guide for flexibility for attendance for further information. See Accessibility Resources' Flexibility in Attendance Guide for Faculty for additional information. 

Reference Information

Much of the information presented on this page was adapted from the Association on Higher Education and Disability (AHEAD) Maintaining Access to Opportunity