Students utilize a wide variety of different types of AT in the classroom. AT could include physical supports like a wheelchair, but most commonly, AT includes digital supports such as:
- Screenreader
- Text-to-speech software
- Speech-to-text software
- Screen magnification
Students who use AT should be able to use their AT within all aspects of the course (lectures, labs, exams, field work, practicums, etc.). However, it is important to note that some students may not require their AT at all times.
Ensuring Accessibility
The most important thing you can do as an instructor is to ensure your classroom is accessible from the start. This will help ensure that students who utilize different AT supports can access your course effectively.
Some considerations include ensuring:
- The physical classroom space is accessible
- You are implementing the accessibility essentials (Accessibility Essentials | Accessible UNH)
- All materials are accessible (Build Accessible Resources | Accessible UNH)
- Communication is accessible (Produce Accessible Communication | Accessible UNH)
- Your Canvas site is accessible (Design an Accessible Canvas Course | Accessible UNH)
Of course, AT can be very specific to an individual need, so SAS is here to help instructors navigate creating accessible spaces so all students can effectively utilize their AT to access the course.
Implementing Accessibility Accommodations
Students typically require accessible text when they access their readings through a screen reader, text-to-speech, or similar assistive technology tool. These applications allow the student to listen to the text and effectively engage with the content.
Accessible UNH: Documents and PDFs
What Do I Need to Do to Ensure My Materials Are Accessible?
Review your current materials for accessibility:
- Are scanned documents clear and legible?(Text is straight, no dark areas on the pages)
- If there are materials like papers or journal article PDFs, are there permalinks to the document source? Journal article source pages often contain an accessible version.
- When viewing a PDF or other documents, can a reader copy and paste from the text? This is a helpful indicator that assistive technology should be able to interact with the material in an accessible way.
What Should I Do if I Need Help Converting a Material?
If you do identify any materials that might need to be converted, please notify SAS as soon as possible to ensure the documents can be made accessible. This process can take time depending on the type of material, length of the material, and what needs to be done to it.
Additional Considerations for Accessible Educational Materials
- SAS works with students who need accessible textbooks to obtain alternate format materials from the publishers. Please ensure the booklist for your course is current and accurate.
- Please be sure that any materials shared throughout the course continue to be accessible. Not all digital content is equally accessible so it is important to check content prior to posting for the course.
- One of the best ways to ensure your materials are accessible is to purchase accessible materials from the start. For more information about purchasing accessible materials, please visit Accessible UNH: Purchase Accessible Materials.
There are many types of audio media that may be used in your course. Most commonly this includes videos, recorded lectures, podcasts, and audio files. Captions and transcripts can be beneficial for many learners, and are necessary for a student with this accommodation to effectively access and engage with the content.
All media that is part of the course, even supplemental materials, should be accessible with accurate captions/transcripts.
Accessible UNH: Video and Audio Content
What Do I Need to Do to Ensure Accessible Audio?
The most critical thing is to check any videos for captions and check to see if audio content has transcripts.
- Videos you post - For videos that you are posting through Kaltura, there is an option to edit your captions right within Kaltura. You can learn more about how to do this through the Knowledge Base Article - Kaltura - Editing Captions in a Video.
- Videos you find - Some videos on YouTube and other websites already have captions, but it's important to verify the accuracy.
- Professional captions will appear in phrases and have punctuation and capitalization.
- Auto-generated captions usually have an indication at the beginning when captions are enabled, and appear word by word without punctuation and capitalization. Please note, auto-generated captions are generally not sufficient to meet the needs of students who require accessible audio.
If a Student Is Approved for Captions or Accessible Audio, Where Can I Go for Additional Support?
If captions or accessible audio content have been specifically approved as an accommodation, then SAS can help support with professional captioning. Using the Kaltura platform, professional captioning can be requested right within Kaltura. When a request is submitted, SAS:
- Reviews the request to make sure it is associated with a student accommodation.
- Submits the request for professional captions with Kaltura
When the captions are completed, they are directly associated with the video. Students can then turn the captions on and off as they would like within the media player.
For guidance on how to request professional captions, please visit Kaltura Learning - How to order captions.
Additional Considerations for Audio and Captions
- Auto-generated captions are generally not sufficient to meet the needs of students who require accessible audio. SAS can provide support with getting videos professionally captioned or finding accessible content.
- In a hybrid or online discussion using Zoom or Teams, ensure participants are aware of how to enable captions.
While instructors may already wear a microphone, some students may require additional amplification. One common type of amplification system is called an FM System. An FM system is comprised of a small, wearable device that wirelessly transmits sound directly to a receiver – typically hearing aids or cochlear implants. This allows the individual to hear speech clearly while at a distance from the speaker.
What Do I Need To Do If a Student Utilizes an FM System or Other Amplification Device?
While teaching, please wear the FM device. After a quick sound check, there is typically no need to adjust any settings during class. The student is responsible for bringing the FM device to each class, collecting it after class, and ensuring it is charged and inworking order.
Are There Additional Considerations for Group Work?
Instructors often ask about small groups or breakout sessions. This will be different for each individual. Some students use the FM system in a lecture setting but not when working in smaller groups. Other students may use the FM system with the device switched to a “round table” function. SAS encourages students to meet with their instructors at the start of the semester to talk about the format of the course and their accommodations. This is a great opportunity to clarify how the student uses their FM system.
Additional Considerations for FM Systems
- Restate questions/comments from other students in classroom all have the opportunity to process what was said.
- The device can be muted or turned off when not in use, such as when having a private conversation.
