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Accessibility & Accommodations for Students: DOs and DON’Ts
Disability
Resources &
Educational
Services
National
Center
On
Deafness
Universal
Design
Center
Number Category299 Attention Disorder
27 Brain Injury16 Communication
154 Deaf/Hard of Hearing402 LD100 Mobility Issue146 Other Functional/Temp357 Psychological162 ASD
40 Blind/Low Vision1,703 TOTAL
CSUN Category Stats (Fall 2019 census)
• Learning – 7 types, multiple combinations• Mental Health- ADHD, ID, ASD• Visual – Low Vision, Limited Vision, Blind• Mobility –Wheelchair user, Carpal Tunnel, Back
Injury• Communication – Speech Disorder, Stuttering• Chronic Illness – Cancer, Diabetes, HIV• Hearing Loss – Deaf, Hard of Hearing, Deaf-Blind• Temporary – Broken arms, concussions, surgeries
Types of Disabilities
National Center for Education Statistics
EMPLOYMENT GAP
• Legal Student Development
• Staff Advocacy Student Self Advocacy
• Serving Student Student Self-Service
• K-12/CC Under Prepared Workplace Higher Expectations
Working in the Tension
• Rehabilitation Act, Section 504• Rehabilitation Act, Section 508 • Americans with Disabilities Act as Amended • Copyright Law Amendment: PL 104-197
Federal/National Laws
• California Fair Employment and Housing Act (FEHA)
• Government Code § 12940 et seq.• Education Code §§ 67302 and 67310-13
California Laws
• Executive Order 1111• Coded Memo AA-2014-08 • Assistive Technology Initiative (ATI) -
AA-2013-03
California State University Policies
Access -Everyone
Accommodation - Individualized
Success Supports
Student Responsibility
Components
Access –Everyone’s
Responsibility
Components
• Campus Architects & Project Managers (buildings, classrooms, labs, furniture)
• Facilities Maintenance• Housing Services• Athletics – game venues• Recreational Facilities• Performing Arts Facilities• Food Service Facilities
Architectural Access
• Proper Parking Spaces• Transit Stops• Designated Drop Offs for
Paratransit• Campus Trams with Lifts• Field Trip Transportation Access
Transportation Access
• Courses/Labs• Service Learning• Internships• Field Trips• Orientations• Student Clubs & Organizations• Athletic Events• Performing Arts Events• Outdoor Experiences
Program Access
• Service Animals• Emotional Support Animals• Therapy Animals
Campus Animal Control Policy - Policy No.: 800-05
CSU Guidance for Faculty/Staff Regarding Service Animals PDF
Animal Access Policies
1. Is it a dog or a miniature horse? 2. Do you have this animal due to a
disability?3. What is this animal trained to do?
Animal Questions
1. It is not a service animal and not a campus approved animal (CSUN Animal Control Policy #800-05)
2. It is not house broken3. It is disruptive or aggressive (barking, not on
leash or voice command control, nipping/biting/scratching, etc.)
4. Not approved as an Emotional Support Animal (ESA) in SAAS
You can exclude the animal but not the person.
When to Exclude
• Accessible Technology Initiative (ATI)• Information and Communication
Technology (ICT)• Does the student have access to
the information?• Are you communicating
effectively?
Technology Access
Ally is a new service within Canvas to support accessibility efforts
Learn more at csun.edu/udc/ally
Ally for Canvas
Ally provides guidance and tipsto improve the accessibility of your content:
• Receive feedback on the accessibility of your content.
• Improve accessibility with Ally's step-by-step instructions.
• Provides students with accessible alternative formats such as audio and electronic braille.
How can Ally help me?
Click/select the gauge for more information and instructions on how to improve the accessibility of your content.
(Students cannot see these gauges unless you share your instructor view of Canvas with them; switch to student view before projecting Canvas to keep the gauges private.)
PerfectAlmost thereA little betterNeed help!
Ally will add a little gauge next to your digital course content
• Uploaded HTML files• Image files (JPG, JPEG, GIF,
PNG, TIFF)
• PDF files• Microsoft Word files• Microsoft PowerPoint files• OpenOffice/LibreOffice files
Ally will guide you on how to fix these files
• Where possible, add a caption. Otherwise:– Describe the content and the
purpose of the image clearly and concisely, in a phrase or a sentence or two.
– Image with text (for example, the CSUN wordmark) should include the words on the image.
– For images that convey no meaning, check the “decorative image” box.
– Avoid phrases like “image” or “graphic,” or repeated words.
Image Alt Text
Color Contrast
Good Bad
• Ally will find color contrast issues.
• Ally will not know when color conveys meaning.
Ally for Canvas: Color
• Ally attempts to convert inaccessible files to alternative formats.
• When creating a file:
– Save As PDF.
– Do not Print to PDF.
Ally and PDFs
Beyond accessibility, captioned video benefits all students:• Anyone who does not have access to sound,
whether they’re in a loud room or a quiet room, or the sound quality is poor or sound is unavailable.
• Anyone listening to a video where the viewer and speaker have different native languages or the speaker has an accent.
• Students studying subjects with jargon, technical information or that are complex or detailed.
Universal Design: Captioning
Captions improve engagement:• In a study conducted by San Francisco State University in 2007:
• American Indian Studies class
• Instructional video materials delivered randomly to students: 50% with captions, 50% without.
• Two trends emerged:
• No captions: students were quite passive and silent during class discussions - with the usual "usual speakers" dominating the conversation and generalizations were pervasive.
• With captions: students were more engaged and responsive to the questions asked about the film. In a similar vein, students made interesting analogies to their everyday lives and reference to specific information and events from the video was much more abundant.
• The most exciting of all was the correlation between this usage of captions and the students' grades with an average increase of 1 full GPA for students exposed to captions.
Source: And Captions For All? A Case Study of the Relevance of Using Captions in a College Classroom by Robert Keith Collins,Assistant Professor, American Indian Studies
Universal Design: Captioning
• Student Affairs and Academic Affairs created central campus fund for captioning.
• Faculty contact NCOD directly.
• Faculty member fills out New Media Request form online, initiating simple process.
• Pilot: Fall 2017 (compared to Fall 2016):
• Four times the number of videos captioned (excluding lecture capture).
• More than twice the number of faculty making requests.
Captioning at CSUN
Accessible Technology Initiative (ATI) provides specific steps:• Procurement:
• Incorporate accessibility considerations into purchasing process.
• Purchase most accessible solution that meets other requirements.
• Instructional Materials & Web: • Create and publish accessible
content.
Accessibility Is Everyone’s Responsibility
We aim for continuous progress over time. • Procurement:
• Partner with vendors, provide feedback so future versions are more accessible than current.
• Instructional Materials & Web: • Ensure new content is accessible. • Prioritize existing content, then fix
based on priority.
Accessibility Is Everyone’s Responsibility
P.O.U.R.Perceivable: so that individuals with sensory impairments can understand the information being conveyedOperable: navigate to information via multiple methods (not only the mouse)Understandable: enough so that all different learning styles can engage Robust: technology should be compatible with a user’s desired devices, applications or system preferences
• Specific best practices to make documents, websites, etc., accessible to as many users as possible.
• Universal Design Center (UDC) offers resources and training on these best practices.
• More than accessible: universal design approach benefits all students.
Universal Design for Accessibility
• Real-world skills set our students apart in industry.
• Business cannot find enough employees with these skills.
• Not just technical (web developers, designers, etc.).
• Accessible documents and remediation across industries.
• Captioning for film, multimedia students.
Universal Design BY Students
Access - Everyone
Accommodation -Individualized
Components
Accommodations• Raised Line Maps/Graphs• Extra Time on Exams• Note sharing• Recording Lectures• Early Class Registration• Allowed laptop in class• Assistive Technology• Sign Language Interpreter• Real-Time Captioning
Access• Ramps• Compliant Websites• Accessible Parking• Power Door Openers• Closed Captioned Media• Roll-In Showers• Fillable Online Forms• Scanners & OCR technology
in Library
Access vs. Accommodations
Students with disabilities should be evaluated by the same academic standards as students who are non-disabled. Accommodations do not change the faculty expectations or standards set for the course.
Academic Standards
• DRES & NCOD designated to determine• Documentation of disability on file –
confidential, released only per FERPA• Consult with faculty and/or chair when
academic standards appear in conflict• Student Access and Accommodation
System (SAAS) – online system to manage accommodations
• Communication Access System (CAS)
Accommodations
Faculty can:• verify approved accommodations• provide exam proctoring instructions• approve alternative testing exam
schedulesfor DRES students enrolled in their course(s).
SAAS – Online System
Faculty can:• Submit requests for media captioning• Provide media file(s) via Box folder• NCOD will process captioning requests
to completionfor NCOD students enrolled in their course(s).
CAS – Online System
Tips• Speak at a natural pace• Speak directly to the student• Maintain visual access• Avoid standing in front of light• Be conscious of turn taking• Provide written outline• When in doubt, ask the student
what works best
Communication = Access• Interpreters facilitate ASL and
English communication between all class members.
• Transcribers render classroom content into text. ALL visual media must be captioned.
• Select someone from your class to take notes.
Deaf Student(s) in your class?
Access -Everyone
Accommodation - Individualized
Success Supports
Components
Success Support• Disability Management
Counseling • Strengths Assessments• Technology Assessment &
Training• Strategic
Tutoring/Academic Coaching (TAP)
• Career Services (WAIV)
Accommodations• Eligibility Determination• Assistive Technology• Alternative Testing Services • Alternate Media• Note taking• Recording Lectures• Early Class Registration• Line Pass
Accommodations vs. Success Support
Access -Everyone
Accommodation - Individualized
Success Supports
Student Responsibility
Components
• Self Advocate - Request accommodations
• Active Participation – Follow Procedures & Deadlines
• Personal Devices• Personal Care including Attendants,
Nurses or Life Coaches• Orientation and Mobility Instruction
Student Responsibilities
• Universal Design• Empower • Foster Independence• Discover & Utilize Strengths/Abilities• Challenge Stigma
CSUN Approach
Universal Design Center (UDC) Oviatt 34P: (818) 677-5898 | F: (818) 677-4434E: [email protected]: http://www.csun.edu/universal-design-center
Kate TiptonProgram ManagerE: [email protected]
Contact Us
Disability Resources and Educational Services (DRES) Bayramian Hall 110P: (818) 677-2684 | F: (818) 677-4932E: [email protected] | W: DRES website (www.csun.edu/dres)
Jodi JohnsonDirectorE: [email protected]
Contact Us
NCOD: Deaf and Hard of Hearing Services Jeanne Chisholm HallP: (818) 677-2054 | F: (818) 677-7192Videophone: (818) 671-4443E: [email protected] | W: www.csun.edu/ncod
Cathy McLeod Jim MacalusoDirector Associate DirectorE: [email protected] E: [email protected]
Contact Us
