Adding Accessibility Statement to Syllabus

Faculty are encouraged to include the following course accessibility statement in their syllabus

Course Accessibility: Students who experience barriers in this course are encouraged to contact the instructor as early in the semester as possible. The Accessibility Resource Center (ARC) is available to facilitate the removal of barriers and to ensure reasonable accommodations. For more information about ARC, please visit: https://arc.tcnj.edu/.

Communication Access Realtime Translation (CART)

CART services allow for individuals who are D/deaf or hard of hearing to receive a real-time class transcript via remote or in-person technologies. CART services can be used in conjunction with, or in lieu of, interpreting services. CART providers will be remote, and join classes through the student’s laptop.  In order to join when the whole class meets remotely, the CART transcriptionist should receive the meeting link in advance of the class meeting. Additionally, if breakout rooms are used during a class session, the CART transcriptionist should be placed in the same room as the student who requested CART. Lastly, CART providers can be added to Canvas courses as Observers as cart@tcnj.edu so that they receive course updates and information along  with the student who has requested CART.

Note-taking and Copies of Notes

As part of their accommodation plan, a student may request a peer note-taker. The student should complete the form Request a Student Note Taker, which can be found at arc.tcnj.edu/accommodation-process/academic-accommodations under the heading Quick Links. The ARC office will follow up and give you an announcement to make to the class. After announcements in two successive classes, you should then let ARC know the outcome. The rest of the note taking process will be handled through Accommodate. If a peer note-taker cannot be recruited and/or instructor notes are not available, please reach out to ARC so that the staff can work with you and your student to reach a resolution.

How to Provide Extended Time on Assessments in Canvas

Canvas allows you to add additional time or attempts on a quiz for certain students.  It can be done through the Moderate Quiz interface.  To get to this screen, click on the quiz you wish to modify and you will see the option to Moderate Quiz on the right.  Clicking the pencil in the student’s row will allow you to edit their number of attempts or extra time. View detailed instructions on Moderate Quiz.  Please note that this must be done for every quiz.  There currently is not a way to set extra time for all quizzes/assignments.  For additional Canvas help, please email canvashelp@tcnj.edu

Adding ASL Interpreters to Canvas Course

ASL interpreters can join classes remotely or in-person. Interpreters can be added to Canvas as Observers through the aslinterpreter@tcnj.edu email account (newly-requested email account through IT) so that they receive course updates and information along  with the student who has requested the interpreter.  If breakout rooms are used during a class session, the interpreter should be placed in the same room as the student who requested the interpreter.  This can be done manually by the instructor.  See more information regarding breakout rooms here.  ASL interpreter requests can be made through the ASL  Interpreter Request Form.

Interim/Emergency Accommodations

As has been the case in previous semesters, The College of New Jersey reserves the right to grant individual accommodations on an interim or emergency basis, when reasonable and appropriate.  Interim accommodations are identified as short-term academic adjustments, usually lasting no more than one semester.  Emergency accommodations may be granted at the discretion of ARC staff and/or faculty when an unexpected circumstance (medical emergency, pandemic etc.) interrupts a student’s ability to effectively engage in a course(s). 

Universal Design and Course Accessibility — reduces need for accommodations

Universal Design for Learning (UDL)  is an educational framework for teaching and learning that offers all students, regardless of background and ability, the opportunity to be more successful in their learning environment.

Definition:  What is Universal Design in Learning (UDL)?

Does UDL apply to post-secondary education?:  UDL in Higher Education

Examples of UDL implementation in flex & remote course models:

• Multiple modes of assessment versus few assessments that make up a course grade in its entirety
• Posting notes and supplemental materials online ahead of class meetings and due dates
• Flexible due dates and deadlines
• Take-home assessments, assignments and projects versus timed, in-class or online assessments
• Captioning of all media shared with the class (ARC can assist with captioning needs and/or captioning can be implemented through Kaltura’s media platform).   Captions can also be created. View a caption creation tutorial via Washington University’s website. They are also made through YouTube or Canvas.
  
• Course materials offered in accessible formats which are compatible with assistive technology. 
• Offering options for course completion plans (i.e., Option A: Exam-based, Option B: Paper/project-based, Option C: Combination of Options A & B). 
• Use of Publisher-provided textbooks and other publisher-provided course materials to ensure accessibility.   
• Ensuring availability of course materials in other formats, such as audio books.  
• Recording and archiving of class lectures.  
• Create multiple channels through which students, faculty and classmates connect with each other and course materials. (Zoom class meetings, virtual office hours, student chat groups, etc).  
• Built-in extended time for timed assessments (80 minutes for an exam designed for 40 minutes means 100% extended time for all).

Keep in mind that while UDL is meant to maximize course access and learning outcomes for students, this framework will never completely eliminate the need for accommodations, HOWEVER, the need for accommodations will be reduced as barriers are removed.

Accommodation Implementation Challenges

Many accommodations can be easily implemented, regardless of course model.  Note there are some accommodations (like a minimal distraction environment for testing) that are outside of our control depending on the learning environment (such as a student’s home).  In these cases, it is possible to be creative and suggest that the student wear ear plugs or headphones to minimize distractions. If you have questions or concerns about how/if a particular accommodation can be implemented in a flex and/or remote course setting, please contact arc@tcnj.edu.