Disabled Student Programs and Services (DSPS)

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Instructional Formats

SBCC strives to educate instructors on their role in providing accessible course materials to students with disabilities.  Support in the creation of accessible materials is available through the Faculty Resource Center by following the captioning and transcription procedures and accessibility strategies for instruction.

In your role as an instructor you will be:

  • Identifying barriers and systemic issues that affect timely delivery of instructional materials to postsecondary students with disabilities;
  • Discussing technical solutions that could improve timely delivery of instructional materials to postsecondary students with disabilities;
  • Analyzing how to create and improve the use of instructional materials in your classroom.

Accessible Media

As an enrolled student, you may come across print materials that are inaccessible to you in the standard classroom format.  You may request materials in an alternate format as a reasonable accommodation.  Approval is based on disability-related functional limitations.

As an instructor at SBCC, you may be asked to make your instructional materials accessible to students with disabilities, in order to provide timely access and participation in the curriculum. 

The most common barriers found in a classroom setting are listed below:

 Images

Images are found in course materials: Power Point presentations, web-based technology products, course packs and textbooks.  Images may be photographs, illustrations, graphics, charts, icons, animations, cartoons, etc.  Students with print impairments may ask for images to be labeled with an “alt” tag in order to be read in the background with a screen reader or other text-to-speech technology.


Text

Barriers that text in course materials pose include: font size, size format, color emphasis, colored type,  or varied layout on a website or in a learning management system.   Students with print impairments may request text in Braille, or in a digital format with which they can use a software based screen enlargement program.  This allows the user to have control in setting font size, format and other attributes. Students may ask for flexibility in the delivery of print materials so they are available in audio format.  "Talking books" can provide audio feedback through human narration or digital output.  Print can also be read by using a software based screen reader.

 

Audio

Audio content appears in many types of course materials:  audio found in course materials include: a variety multimedia materials.   Students may ask for flexibility in the delivery of print materials so they are available in audio format.  “Talking books” can provide audio feedback through human narration or digital output.  Print can also be read  by using a software based screen reader.

  

Video

Examples of video found in course materials include: videos to convey history re-enactments, story examples, demonstrations or simulations in the classroom, movie clips, etc.   Students who are deaf or hard of hearing may request captioned videos in order to have a text-based equivalent of oral information. Media to be captioned includes online video clips, DVD’s (check to see if it is time to swap out old versions of media) and videos created by the instructor.

 

Ordering accessible textbooks: Questions to ask publishers and textbook representatives

 1) If I select an online textbook, what do you provide for students with disabilities who may need it in an alternate format (i.e electronic text, enlarged print or braille).

 2)  What is the process for a student to receive an accessible format?  Can you send me the link where the information is listed on your publishers website? 

 3) What is the accessibility of the test/quiz banks of questions?   What testing do you do to ensure a student with a disability can access the content with the assistive technology such as screen readers for users who are blind.

 4) Do you provide links to websites, videos or audio files with your online textbooks?  Are the links descriptive?  Videos captioned?  Is there a transcript for an audio file?  Is there a text-to-voice function 

 5) The goal is to have a dialouge about choosing the best materials for your class including students with disabilities.

 
Summary

  • Is your online textbook 508 compliant (versus print-based textbook access request process)?  Which Text to-Speech (TTS) and screen reading software is compatible with the online textbook?
  •  Videos and animations? (Captioned or subtitled? Access to transcript? Transcript visible along with video/animation?)
  • Discussion forums? (Compatible with screen reading/Text to speech software?  Compatible with alternative entry software such as voice to text software such as Dragon Naturally Speaking?
  • Workbook/worksheets/handouts? (Compatible with screen reading/Text To Speech software?     Compatible with alternative entry software such as voice to text software such as Dragon Naturally Speaking? urally Speaking?)

 

 6) What screen reading software is compatible with the vendor’s proprietary interactive software or course materials site?  This video shows demonstrations by students using screen enlarger, screen readers and speech recognition

 7) What other standard assistive technology software is compatible (and usable) with the vendor’s proprietary interactive software or course materials site(s)?   

 8) What training is provided to me as faculty using your online materials to ensure that all accessibility features are activated and engaged? 

 9) What is the process/response time for technical help, questions,  or additional to ensure access for textbooks?

10)  Does your support desk also respond to our disability services office if they need to intervene in support of me, working with the student in my class?

Ask about the usability and inter-operability of their materials. 

  • Does any software need to be installed on student or college computers? 

  •  How will students gain access to the materials?
    • Do students need an access code for the online textbook?   Does it expire?   When does it expire?   As the instructor, make the computer requirements explicit on your syllabus.
    • What is the student actually paying for?   Some students would like to own the material so they have it for future reference (rather than just online during the term.)

 
Examples of publisher’s accessibility statements (from their websites).  Does your publisher have one?

 
Please refer students to DSPS for further support to identify accessible textbook formats.

 

 

 


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