Resources for FacultyAcademic Support Center

Accessibility resources staff are dedicated to providing equal access to the College’s curriculum, programs, services, and facilities. Students' educational experiences may be impacted by an environment that is incompatible with their disability. The resources below support faculty in their work to support students, diminish barriers, and create inclusive classrooms.

Academic Accommodations

Faculty will be notified via email when students enrolled in their courses have approved accommodations.
To view student academic accommodations for your courses, log into the Clockwork faculty portal. For step-by-step instructions, please see our Clockwork Guide for Faculty.
Faculty and each student should meet to discuss how their academic accommodations will be implemented into the classroom.
If a student is requesting accommodations, but you have not received their accommodation letter, please refer them to the Accessibility Coordinator.
Faculty should ensure that instructional materials are accessible.
Keep academic accommodations confidential. Faculty may not ask students about the nature of their disability, request documentation from the student, or share information with the class or others.
Academic accommodations may be approved at any time during the semester for a variety of reasons (e.g. new diagnosis, student discloses their disability to our office, temporary disabilities). Students are reminded that academic accommodations are not retroactive.
Please contact the Accessibility Coordinator for any questions as to how to implement academic accommodations in your course(s) or if you have any questions.

Request to Test in the ASC

Guides

Testing Accommodation Guide
Note-Taking Accommodation & Recruitment Guide+Form
Permission to Record
Strategies for Blind/Low Vision
Strategies for Deaf/Hearing Loss
Attendance Policy Accommodation Guide+Form
Occasional Deadline Flexibility Accommodation Guide+Form

Universal Design

“Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.” –udlcenter.org. When courses are designed with UDL principles in mind the need for retrofitting or accommodating individual needs is reduced. This allows ease of access to students from the start.

UDL on Campus-Universal Design for Learning in Higher Education-a guide. This resource includes basics of UDL as well as specific information about how to incorporate UDL principles into your teaching approach, planning of courses, student assessment, policies, and selection of course technology.

National Center on Universal Design for Learning. This site provides more in depth information and examples of implementing the Universal Design for Learning guidelines. Examples, resources, and related scholarly research are provided from each of the “checkpoints” on the UDL guidelines.

http://accessibility.umn.edu/home.html This site explains how to provide access to information technology. It includes tips and best practices for providing access to documents (Word, PDF, Excel), presentations, multi-media, web content, and more.

https://www.youtube.com/watch?v=3uxo2IMOh9U&list=PLRBcJAOS10LOKMh502zujMyQZWxfF_p8r&index=2 This video, created by our GTS staff Marni Dunning, explains how to create captioning for your YouTube videos.