Embedded Files
Classroom accessibility involves instructional design elements, teaching strategies, technological aids, and communications. This includes understanding the American Disabilities Act (ADA) and how Section 508 of the Rehabilitation Act of 1973 ensures electronic and information technology is accessible to people with disabilities. Inclusive classrooms provide all students with equal opportunities and the tools they need to succeed. This is supported by the California Community Colleges Chancellor’s office and the Academic Senate of the California Community Colleges.
Inclusive Classrooms and Accessibility
Inclusive Classrooms and Accessibility
As you design your class, always keep accessibility and equity in mind. A class activity or resources is only effective if all students can access it.
Vision Inclusivity: Font Size, Alt Text, and Screen Readers
Vision Inclusivity: Font Size, Alt Text, and Screen Readers
The term "visual impairment" means a person's eyesight cannot be corrected to a “normal” level, and encompasses different levels of impairment, depending on the student's disability. Some examples may be:
Complete blindness
Low vision
Color blindness
Students with vision impairments can be taught in a general education setting, online or on campus, as long as reasonable accommodations are made, most of which should be already incorporated into the course design and will not require any additional effort once done.
"How can a student with visual impairment read anything?" (Font Size and Screen Readers)
"How can a student with visual impairment read anything?" (Font Size and Screen Readers)
While some students with visual impairments can see content with little or no accommodation (zooming their screen, ordering large-print textbooks, etc), others rely completely on technology, such as screen readers, to "read" the content aloud to them. To make it accessible for all students means taking the steps needed to ensure that those materials are compatible with screen readers. Screen readers are software programs that allow blind or visually impaired users to read the text that is displayed on the computer screen with a speech synthesizer or braille display. If you have students in your class who use screen readers, it is important that you provide them with the presentation materials ahead of time to ensure that these are compatible with their screen reader software. Screen readers can work if documents are designed with accessibility in mind. Students who need screen readers and other accommodations can meet with a disability services counselor in Disability Services and Programs for Students.
"What about pictures?" (Alt Text)
"What about pictures?" (Alt Text)
Alt text, is the written description that appears in place of an image on a webpage, if the image fails to load on a user’s screen.
If a student is unable to see the images that are placed in course content, they need to be described (via alt text or other mechanism) in a way that is helpful to them. For example, if a graph is used to show the relationship between supply and demand, the professor either needs to fully describe the graph verbally in class, or a helpful description needs to be included with the image if it appears in print, so that the student is not missing out on valuable information that could impact their understanding of the materials. If an image is purely decorative (like the image at the top of this page), alt text or description is not necessary, though appreciated by students, so they are able to get the same experience and do not need to worry that it contains something that they need to know.
"What accommodations do students with color blindness need?"
"What accommodations do students with color blindness need?"
Color blindness is a prevalent disability, with as many as 7 to 10% of males having some level of color blindness. While these students will still be able to read most materials without any difficulty, they may have a problem differentiating colors that are used for emphasis or differentiation. With this in mind, we should not use color as the only means of emphasizing information. For example, do not use red to denote something that is bad or wrong (as is done here), without providing an additional visual cue. It is also a good idea to always check text/background colors to ensure that the contrast is strong enough for students with visual impairments.
Chat Feature
Chat Feature
The chat feature in Zoom can be a great way for shy students to ask questions or offer ideas, but it is important to remember that for students using screen readers, the constant flurry of reading multiple new messages over the instructor talking, can be disruptive. They are likely to miss out on what is being said both in the chat as well as by the instructor or another student talking. There is an easy solution to this. Have students only send direct messages to you in the chat and every few minutes, pause to read aloud the conversation happening in the chat. This way, everyone can be part of the conversation at the same time.
Hearing Inclusivity: Closed Captioning, Amplifying Sound, Visual Alternatives
Hearing Inclusivity: Closed Captioning, Amplifying Sound, Visual Alternatives
Similar to visual impairments the level of hearing function will depend on the specific disability. Students with hearing impairments or deafness can be instructed in any online or on-campus classroom with adjustments or auxiliary aides (interpreter). Adjustments may include amplifying sound or providing equivalent visual content for students who are hearing impaired or have deafness.
All students in a classroom, and especially students with hearing disabilities, will benefit from clear visual aids and classroom handouts, which allow them to follow along with the instruction that is occurring. It is also helpful to include written versions of important information, such as homework assignments or course schedules. Keep in mind that students may have difficulty tracking the instructor, the interpreter and what is presented on a screen. Reducing cognitive load can be helpful for comprehension.
Zoom Live Captioning and Transcription
Zoom Live Captioning and Transcription
Zoom has tools that allow you to provide CART (real-time captioning) for synchronous sessions. This captioning is not perfect, so if you record the session, be sure to edit those captions later using Adobe premiere (all SBCC instructors have access to this program for free). Captioning the video will also create a transcript of the session that can be used by everyone, including those who attend the live event. The Faculty Resource Center (FRC) is a great place to get help on learning more about how to set up your Zoom session for live captioning and how to create a more accurate transcript of the session. You can also check out this video tutorial the FRC made on live captioning in Zoom to get started.
Amplifying Sound
Amplifying Sound
Online students who need sound amplification can simply raise the volume on their computer; however, in the classroom, it is up to the instructor to speak loudly when in a small classroom, or wear a microphone in a larger classroom setting. Another good practice is to reserve a seat towards the front of the classroom for the student and to work with DSPS on other possible solutions and accommodations.
Providing Visual Content
Providing Visual Content
If there are students in your class who are deaf or extremely hard of hearing, you will need to provide an alternative for all audio content. In a face to face class, this may mean employing a sign language interpreter to translate the instructor's words to the student during class. In an online class, this may mean that closed-captioning will need to be provided for all audio content in the course.
Learning Inclusivity: Course Design, Flexibility, Diverse Assignment Types
Learning Inclusivity: Course Design, Flexibility, Diverse Assignment Types
The term "learning disability" is used very broadly, and describes a condition that affects the brain's ability to receive, process, analyze or store information. There are (also) many invisible disabilities that impact learning. For example, Attention Deficit Disorder, neurological and psychological disorders, autism spectrum disorders as well as learning disabilities that impact learning. In addition to going unnoticed, students with such disabilities sometimes do not request services because they are worried about stigma. Therefore, making online content accessible to students with all types of disabilities is the most effective and barrier free approach to teaching. Access to your instructional materials in the formats students with disabilities can access, are the first key to learning.
Strategies for Design
Strategies for Design
When designing for students with disabilities, you will want to incorporate the principles for universal design.
Universal design for learning (UDL) is an approach to designing course instruction, materials, and content so that all students are able to access learning with a diminished need for retrofitting or accommodation. The concepts behind UDL encourage instructors to create flexibility and choice in their courses to the maximum extent possible so that unintended barriers to learning can be avoided or diminished.
Clearly defining expectations, readings, due dates and examinations as early as possible
Providing printed materials to supplement lectures or other audio/video content
Explaining information in more than one way (for example, stating the information in the syllabus and making a class announcement for important dates)
Providing study guides and review sheets
Designing course pages in a way that clearly organizes information
Minimizing the use of unnecessary graphics or images, as they can distract the student from the content
Common Accommodations
Common Accommodations
Students with disabilities who are registered through DSPS will often request accommodation in the classroom, examples of which are described below:
Extended examination periods - The most common accommodation, providing students with double the time period of their peers to complete timed examinations and assessments.
Recording of lectures - Allowing students to record live lectures
Examinations without distractions - Providing students with a time/location to take examinations that minimizes distractions
Audio Books
Assistive Technology software/technology
Diversify Assignments
Diversify Assignments
Using a combination of synchronous and asynchronous assignments can enhance learning for students and can provide opportunities for students to demonstrate their knowledge and understanding of new concepts in a medium that they are familiar with and can articulate clearly. For example, having presentations as a synchronous assignment can allow students to practice their speaking skills and can create an opportunity for students to interact with one another. A short written assignment, on the other hand, is better suited as an asynchronous assignment, and can provide an opportunity for students to practice their writing skills. Either way, it is important to create options and opportunities for students to have their own voice in the class. This will create space for cultural and community wealth and for making the material relevant to their lives.
Assistive Technology Overview
Assistive Technology Overview
Screen reader software for users with visual impairments
Screen enlarger software for users with low vision
Text to voice software programs for users with learning disabilities
Speech recognition software for users with mobility impairments
Input devices such as trackballs and other ergonomic furniture enhancements
Canvas Accessibility Checkers
Canvas Accessibility Checkers
DEMO of Canvas Pages RCE (Rich Content Editor) Accessibility Checker and POPE TECH
Takes users through accessibility fixes for Google Slides: font styles and sizes; titles; images with alt text and correct color contrast; compatible with immersive and screen readers; and tables.
Takes users through accessibility fixes for Google Docs: font styles and sizes; headings; images; and tables.
Takes users through accessibility fixes for Google Slides: Color contrast, Fine print, Individual titles, and Alternative Text.
Resources
Resources
SBCC’s office for Disability Services and Programs for Students (DSPS)
FRC video training on Zoom Live Transcription
The FRC will work with faculty to choose the best method for captioning
The accessibility checkpoints (FRC video)
Faculty responsibility for Equitable, Accessible Learning Environments
ADA in the classroom Canvas Commons
U.S. Department of Justice - Guidance on web accessibility and the ADA
Disability Rights - Interview with Trevor Noah w/ Judith Huemann. Served in the Clinton and Obama Administration
Title 5 revision on Distance Education - Final regulatory text
The California Secretary of State adopted the Distance Education Title 5 changes that were approved by the Board of Governors in November 2021. These changes will be filed with the Secretary of State and become effective November 4, 2022.
Page updated
Report abuse