Print Materials (Hybrid and Web Assist courses)

Textbooks

There is an equal alternative way to access textbook information if the textbook is not available in a format that can be accessed by a student by the first day of class.

Syllabus

1. The syllabus can be viewed in an electronic and accessible format and is made available before the start of the semester’s open registration period.

2. The syllabus is formatted so that students using assistive technology can effectively access the information?

3. There is a statement regarding support for students with disabilities in my syllabus.

Handouts Distributed Online/Print

1. Course materials created in Microsoft Word, PowerPoint and Adobe Acrobat PDF are formatted so that they are accessible by users of assistive technology. The Office of Distance Learning can assist with this process.

2. Scanned materials were scanned so that they contain readable text.

3. Materials should be made searchable by running OCR while scanning into Adobe PDF or after materials are scanned. Materials scanned to an image format are not accessible.

4. Is there a plan to provide an equal alternate form of access if a handout is not accessible to a student with a disability enrolled in my course?

Non-Print Materials – Accessed electronically only

Course Content

1. Posted content is accessible (e.g. Word documents, PDF’s, PowerPoint’s, Video) in my course.

2. Graphics (images and charts) and multimedia (audio/visual files) are accessible.

a. For activities and HTML pages created within Moodle, the eCourses Learning Management System (LMS), use page creation tools used as necessary to:

b. Add heading styles to major headings to provide structure to content by use of the Text Style option.

c. Add Text Alternatives (alt text) to non-text content such as images, figures etc. by use of the Insert/Edit image window options.

d. Use Text for hyperlinks rather than URL’s when inserting links

e. Create tables and add captions to tables using the Insert/Edit Table feature.

f. Insert closed captioned video

3. Exams/Tests/Quizzes:

a. Extended-time exams, based on an existing exam, were created for students that require an extended time due to a disability.

b. Coordinate with the student and the ODL staff about options for student with disabilities to take exams set up to be taken using the Respondus LockDown Browser. The LDB is not fully accessible by assistive technology.

c. Use eCourses Restrict Access criteria for extended-time activities and other content as necessary to make it available to students with disabilities?

4. If scheduled online class meetings/activities are required, distribute to students the equivalent content in an accessible format in advance during meeting/activity so that students with disabilities have equal access to the online content.

Video and Audio

1. Video and/or audio content shown in class or online are closed captioned and/or transcribed. The Office of Distance Learning can assist faculty with these processes. If necessary, obtain permission from the content owner or publisher to convert video into another format, to caption video and to post content online.

2. Establish a plan to provide an alternate and equal form of access to content if video and/or audio-based materials are not captioned or transcribed.