Online Accommodations and Access
Maintaining Confidentiality in Online/Remote Learning
Whether teaching in a fully online, synchronous remote hybrid, or in-person hybrid setting, the way we communicate with our students looks different, especially when considering how to discuss a student’s approved disability-related accommodations with them in a way that maintains their confidentiality and privacy.
Appropriate Methods of Communication:
- Via email sent solely to the CDR student
- During a scheduled, one-on-one virtual office hours appointment
- By phone at an agreed upon time
Inappropriate Methods of Communication:
- After a live virtual lecture while other students are still present in the virtual classroom
- During a live virtual lecture (or forum where other students are present)
- Within an all-class BlackBoard Announcement
- Within an email sent to multiple students
Common Accommodation Questions Online
The following chart provides common accommodation areas and whether or not (and if so, how?) those accommodations are still applicable.
|Access to PowerPoint or overhead slides before class begins||
|Ability to audio record class lectures||
|Excused Breaks During Class||
|Extended time (1.5x or 2.0x) on all timed exams and quizzes including pop-quizzes and timed online exams and quizzes||
|Use of adaptive technology on exams and quizzes||
|Scribe for hand-written or hand-typed in-person exams and quizzes||
|Exams and quizzes in electronic format||
|Excused breaks during testing (maximum 10 minutes per hour) not to be taken from exam time||
|Human reader for exams and quizzes||
|Distraction reduced testing environment||
|Flexibility in attendance unless it fundamentally alters the learning outcomes of the course or program.||
|Homework will be submitted within 24 hours (1 business day) when “flexibility in attendance” is used and when turning homework in electronically is not possible||
|Ability to retest within 48 hours (2 business days) when student uses “flexibility in attendance” on day of exam or quiz.||
|Ability to give presentation within 48 hours (2 business days) when student uses “flexibility in attendance” on originally scheduled day of presentation.||
|Synopsis of and due dates for long-term assignments and projects to be given to the student as far in advance of their associated start dates as possible||
|Reading materials in accessible format||
Creating and/or Uploading Videos Online
When creating lectures and/or recording audio over a PowerPoint presentation, using the “white board” feature in Collaborate Ultra, or any other visual-heavy resources, there are two accessibility factors to be considered.
- Please do everything possible to verbally describe any images or content that a sighted person would glean simply from looking at the screen. This not only ensures access for a student with a visual impairment, but also ensures students who are using alternate forms of technology or have slower internet connections can still get the full value from the presentation.
- It is always recommended that lecture recordings are done using a script or using a service like MS Teams which can auto-caption for you. This script can then be uploaded with the video, in lieu of closed captioning the content, to ensure that anyone with a hearing impairment or who uses technology that does not have the ability to play sound can still access the information.
In the event that YouTube or other third-party videos will be uploaded to enhance online course content, it is important to choose videos that have closed captioning available.