Accessibility and Accommodations

Everett Community College through its Vision, Mission, and Strategic Plan, has made an institutional commitment to establish a diverse, equitable and inclusive working and learning environment. My goal is to create a classroom environment in which everyone can participate and learn. Because of the diversity of backgrounds, experiences, and beliefs all of us bring to this class, I expect you to interact with your peers in a spirit of generosity, mutual respect, and understanding.

If there are aspects of this course that prevent you from learning or that exclude you, please speak with me as soon as possible. Together we can develop strategies to meet both your needs and the requirements of this course. I am happy to talk privately after class or during my office hours.

You also have the right to request accommodation for a verified disability. For information and assistance, contact the Center for Disability Services (located in Parks 267, 425-388-9272, or cds@everettcc.edu) for help documenting specific needs you may have and determining appropriate accommodations.

Reasonable Accommodations for Faith/Conscience: Everett Community College students are entitled to two days of excused absences per academic year (summer quarter through the end of spring quarter) for reasons of faith or conscience or for organized activities conducted under the auspices of a religious denomination, church, or religious organization. Everett Community College will grant reasonable accommodation so that grades are not impacted for students who are absent for reasons of faith or conscience, or for an organized activity conducted under the auspices of a religious denomination, church, or religious organization. Such absences must be requested in writing within the first two weeks of the class or the first week for a late start class and may not incur additional fees for students. This policy and the associated procedure is posted on the Student Rights & ResponsibilitiesLinks to an external site. website. Students who have concerns about approval or a grade impact may utilize the student grievance procedure for concerns not directly related to grades, or to the grade appeal process in cases impacting a final grade.  

We understand that for our campus to be welcoming and safe, it must be free from all forms of discrimination.  Everett Community College does not discriminate based on, but not limited to, race, religion, creed, color, national origin, age, sex, sexual orientation, gender identity or expression, pregnancy or parental status, marital status, disability, genetic information, or status as a veteran of war.  If you believe that you have been subjected to discrimination or harassment based upon any of these, you should let me know or contact the college’s Title IX Coordinator at TitleIXCoordinator@everettcc.edu or 425-388-9271.

Implementing Accommodations
Academic Accommodations are services that are put in place to give students with disabilities equal access to education. Accommodations are individualized to each student, and are based on the way their disability impacts them academically. Examples of types of accommodations include but are not limited to: notetaking services, text in alternative format, Sign Language interpreters, use of adjustable chairs or adaptive technology, large print materials, and exam accommodations including additional time or the use of a computer.

There are federal and state laws mandating that students with disabilities have equal access to an education, and the CDS office is here to assist you in making sure those students receive accommodations. It is not the sole responsibility of the CDS office to provide the accommodations; we are here to assist the faculty members and the institution in the provision of accommodations. Sometimes we are able to set up accommodations without working with the instructors. Other times we may need to gather information from faculty members prior to the beginning of the quarter in order to assure that accommodations are provided in a timely manner.
In most instances, the implementation of accommodations goes smoothly and students receive the accommodations they need. However, there are times when complications arise, and in these cases you are strongly urged to contact the CDS office to discuss the difficulties and potential resolutions. On rare occasions an accommodation that has been approved by the CDS office may create a “fundamental alteration” to the course, and therefore may not be appropriate. In these cases the faculty member should contact the CDS office for consultation prior to denying the accommodation for the student.

There are legal considerations to make before denying an accommodation, so it is in your best interest to consult with the CDS office. Since the provision of accommodations is legally mandated, students do have legal options to pursue if they feel they have not been accommodated or been discriminated against due to their disability.  The CDS office is here for you just as much as for the student.

Faculty Letters
If a student has classroom accommodations, their Faculty Notification Letter will describe the types of academic accommodations they should receive.  At first glance, it may appear that the faculty letters are all exactly the same; however they are individualized for each student. The paragraphs explaining the accommodations may be the same, but each student is eligible for different accommodations depending on how their disability impacts them in an academic setting.

It is important that you read over the entire letter to see if there are unique circumstances for the student named in the letter. 

[Source Links to an external site.]

Notetaking
When students initially request accommodations (usually before the beginning of the quarter) they are able to select "Notetaking" as an accommodation for your class. 

Students require notetaking assistance as an accommodation for a variety of barriers including learning disabilities, health conditions, psychological or neurological barriers, difficulties with hearing or vision, epilepsy, brain injuries and others.  We generally do not authorize notetaking assistance for student absences.

We ask you to make an announcement in your class. There will be a sample announcement in the email that you receive. Please remember to make this announcement without identifying the student. The process to become a notetaker is outlined on our Notetakers page.  Once a notetaker has been assigned, you are able to log into AccessPortal and view any notes that are uploaded.

If a peer notetaker is not available, it may be helpful to provide any additional study guides or lecture notes that you have available. 

Some classes will not require notetakers.  Please let our office know if your course fits one of these criteria:

• This is an asynchronous online course.
• This is a non-lecture course.
• You provide lecture notes after class.
• You provide a study guide for students.
• Lectures are not a required component of this course.
• Your lectures are recorded and available for students to review.
• If a notetaker is not needed in your course, we will update the student’s accommodation request and mark it as complete.

Lecture Capture Support
This student’s barriers prevent them from taking sufficient notes during lecture. Due to those barriers, the student has been found eligible to audio record live lecture. This accommodation is not intended to support students who do not know how to take notes, but instead supports them in ensuring they are able to capture all that is presented during lecture. Many students may also be eligible for a peer notetaker, though peer notetaker positions can be difficult to fill. Some students may not qualify for a peer notetaker but still need audio lecture capture support through technology.

If your course involves personal reflection, self-disclosure or confidential discussions that you don’t want students taking notes on, instructors should announce that to the class before the information is shared (see Confidential or Sensitive Class Discussions below).

Student Options for Lecture Capture Technology

• Glean Audio Notetaker
• Audio/Voice Recorder
• LiveScribe SmartPen

If a student wants to use a software license or equipment loan from EvCC, they must submit a request each quarter. Software licenses and equipment loans are distributed on a first-come, first-served basis.

Glean Audio Notetaker
Glean Audio Notetaker is an audio recording software that automatically captures audio and breaks it into reviewable sections and links audio with text notes and slides and also allows students to annotate during the lecture for later review. The student may be using this software on a computer or with an app on their smart-device.

Once their accommodation request has been processed at the CDS Office, the student will receive follow up email communication in their student email regarding their license access. Technology preferences need to be requested by the student every quarter before a license can be sent out. Students must access Glean License Request to finalize their request for the quarter.

Confidential or Sensitive Class Discussions
The right to audio record as an accommodation is one of only two accommodations explicitly named in Section 504 of the Rehabilitation Act of 1974.  Thus, unless another option for lecture capture can provide equal access for the CDS student or the accommodation for lecture capture support fundamentally alters the course, permission to audio record lectures and class discussions takes precedence over Washington State’s two-party laws and faculty intellectual property claims. Faculty who are concerned that a CDS student will be recording sensitive or confidential discussions in a class should be aware that the basis for addressing that is “equal access”.  When the course reaches a point where “recording” should stop, that includes all students, not just CDS students who are audio recording. Thus, it is appropriate for the instructor to inform all students that they should be putting down their pens/pencils and closing their notebooks or turning off their recording devices for this confidential or sensitive discussion period.

Recording Agreements
The CDS Office has a Recording Agreement that you may have the student fill out. The student fills out this agreement in AccessPortal and will be emailed to you when they have completed it. We have a Step-By-Step Guide available for the Recording Agreement Process available.

When the student is completing the Recording Agreement, they will need to enter specific information after communicating with you. Please be sure to let the student know:

1. If the class contains sensitive discussions where recordings will need to be stopped.
2. Who recordings are allowed to be shared with (their options are listed as:)

• Recordings must not be shared with anyone
• Recordings may be shared with any student in the class
• Recordings may be shared with anyone

3. Recordings at the end of the quarter (their options are listed as:)

• Recordings must be destroyed
• Recordings may be kept by the student

Please note that the recordings in the Glean Audio Notetaker software are stored on the Glean’s cloud-based server and students are unable to download these files. A recording agreement is usually not needed for students who use the Glean Audio Notetaker software.

Electronic Devices for Notetaking and In-Class Assignments
Some students require a computer or tablet for notetaking and in-class assignments. This does not allow the student to use headphones for music during lecture and it must not be used in a way that is a distraction or a disruption for class.

[Source Links to an external site.]

Leave Class During Sensitive Discussions
Depending on the nature of the discussion in class, the student may need to leave the classroom either for a few moments or for the remainder of the class session. It is the student's responsibility to meet with you about the material or content during these periods.

Pushing boundaries for student growth can be an exciting challenge in higher education. If you have a topic that may elicit an intense emotional response, it may be beneficial to indicate in advance to prepare the student. The discussion topics may include graphic descriptions of violent crimes, sexual violence, abuse, veterans & war, mental illness, racism, automobile accidents, or natural disasters.

Remember that the campus has Counselors available and the students can make an appointment on the third floor of Parks Student Union.

Delayed Answer
This student has a great deal of difficulty coming up with an answer if they are called upon suddenly in class. They understand that this may be an important component of some classes. In these instances, it would be helpful for instructors to call upon them with a question and then come back to them in a few minutes for their answer.

Early Access to Assignments
This student requires early access to assignment details to reduce the effects of their barriers. This includes items such as assignment modules in Canvas, grading rubrics for upcoming assignments or other information regarding assignment instructions.

Early access to assignments gives some students:

• Ability to work ahead to reduce the impact of unpredictable health conditions.
• Ability to pace their work load.
• Ensuring ample time for understanding and completion.
• Eliminate or reduce missed due dates.

The CDS Office recommends that assignments are available for this student at least One (1) Week before it is due, but we recognize that every course is different. It is important to communicate with the student about your course to determine how much time is appropriate.

CDS regularly receives requests for Extended Deadlines on Homework. While we must consider every accommodation request made by a student, it is very rare for us to approve a blanket request for Extended Deadlines on Homework. In addition, there is a risk of this snowballing on students, assignment deadline extensions can disrupt teaching by forcing a faculty member to postpone discussion of an otherwise completed assignment while it is still fresh in the minds of the rest of the class. That arguably fundamentally alters the course and imposes an undue burden. For this reason, if the barrier is compelling, we may opt for Early Access as a better solution to reducing the barrier for a student.

As the instructor, you know your course structure best and can work directly with the student in appropriate pacing. If you have questions or want to discuss what this might look like in your course, please contact the CDS Office.

[Source Links to an external site.]

Overview of Memory Aids

Use of a memory aid, such as notes, formulas or a vocabulary list intended to assist with memory recall and not intended to directly answer exam and quiz questions. This list may be developed by the instructor or the student, but must be approved by the instructor well in advance of the exam. Exact due dates for the memory aid should be established at the beginning of the quarter. If the student is taking an exam in the CDS Testing Center, please sign and date the approved memory aid. Please contact the CDS office with any questions.

A memory aid or cue sheet is a testing accommodation used to support students who have documented challenges with memory. It is a tool used to trigger information that a student has studied but may have difficulty recalling due to cognitive processing deficits associated with working memory and recall. The memory aid allows the student to demonstrate the knowledge of course material by helping prompt the student's memory, not by providing an answer.

A proper memory aid would not be useful to the student unless the student knows and understands how to use the information it refers to. If the student doesn't understand the course material, a memory aid would not help.

Generally, they can be handwritten or typed on an index card or single sheet of paper. It can often times include:

• Acronyms
• Names
• Short Phrases
• Definitions
• Pictures
• Tables
• Diagrams
• Sample questions without answers
• Formulas
• Key terms/word chart without definitions

It generally should NOT: 

• Exceed one page
• Include specific examples of formulas and when to use them
• Include answer sheets, terms or definitions
• Include full course notes 
• Be an open textbook
• Serve as a substitute for studying

The contents of memory aids are at the instructor's discretion and should not shortcut the essential outcomes of the course. It should not contain a synopsis of course material, instead, it should contain mnemonics, like patterns of ideas, or associations that assist in recalling information.

If remembering specific information, such as a formula, is part of the core outcome of a course, it should NOT be included on a memory aid. The memory aid needs to be reviewed and approved by the instructor before each exam is taken.

Recent OCR determinations have ruled that memory aids are a reasonable accommodation except in cases where a memory aid would fundamentally alter course objectives, as documented by the faculty, department chair or division dean to the director of disability services. Please meet with our director, Eric Trekell [contact us link], to review course objectives as they pertain to the student’s specific access requirements.

What is a Memory Aid Accommodation?

A memory aid such as a note-card/cue card or sheet of notes, is a testing accommodation used to support students who have documented disabilities impacting memory. It is a tool used to trigger information that a student has studied but may have difficulty recalling due to cognitive processing disabilities and disabilities associated with memory and recall.

The memory aid allows the student to demonstrate knowledge of course material by helping prompt the student’s memory, not by providing the answer. A memory aid gives students an equal opportunity to demonstrate their knowledge of course material on a quiz or exam without taxing already compromised memory function.  This accommodation is not intended to reduce academic requirements or alter the standards by which academic performance is assessed.

A proper memory aid as an accommodation will not be very useful to the student unless the student already studies and understands how to use or engage with the information it refers to. If the student doesn’t already understand the course material, a proper memory aid will not help.

A memory aid provides support to students with documented disabilities in rote memory, sequencing memory, working memory, and /or long-term memory. It helps them recall information that would otherwise be inaccessible to them in a testing situation.
A student requiring this accommodation must complete an intake with the Center for Disability Services (CDS), provide documentation of the disability, and engage in the interactive process with a designated CDS staff member.

Disabilities that may affect memory include (but are not limited to):

• Acquired Brain Injury
• Psychiatric disability
• Specific learning disability
• ADD/ADHD
• Other medical conditions which may impact memory, such as chemotherapy or other medical treatments

How is an accommodation for a memory aid determined and approved?

A student who requires a cue sheet must present documentation, from a qualified professional, which supports the need for this aid to CDS. CDS staff will review the documentation and discuss the request for a memory aid in depth with the student. Students are responsible for learning course material, for discerning which material may require cues or triggers, for developing the cues that will appear on the aid, and for securing the instructor’s approval.

What does the Memory Aid Accommodation look like?

Styles of cue sheets may vary. Generally they can be handwritten or typed on a large index card and up to one side of a letter-size page (8 ½ x 11”). 
At the discretion of the instructor, a cue sheet may or may not include the use of:   

• acronyms
• short phrases
• pictures
• schematic diagrams
• formulas
• names
• definitions
• tables
• sample questions
• charts
• key terms

Example: “Use of a memory aid during exams: Instructor may set the style*; instructor may ask to view and approve its contents before exam dates. If instructors choose to review memory aid contents, they may initial the memory aid. It is recommended that the student and instructor discuss this accommodation together in advance of exams and/or quizzes. Instructors and student may choose to create the memory aid together as well. Please contact CDS with questions.

*NOTE: size, quantity and content can vary from note card to multiple pages, depending on a faculty member's reasonable expectations/guidelines.

1. Students are responsible for learning course materials, for discerning which material may require cues or triggers, and for developing the cues that will appear on the memory aid.
2. Students are responsible for securing the instructor’s approval, IF and WHEN the instructor requests to review memory.
3. Instructors may decide to create cues for the memory with the student if they wish.
4. Instructors may provide feedback to the student about what is or is not allowed on the memory aid accommodation.
5. Instructors may also decide not to review the memory aid or provide feedback, trusting the student to develop cues that will trigger memory and accommodate their disability.

The Memory Aid accommodation is not intended to reduce academic requirements or alter the standards by which academic performance is assessed.

What a Memory Aid is NOT

A memory aid is not meant to record all the facts, concepts or processes being tested. For this reason the accommodation can be limited to a faculty-designated, reasonable size. This means a memory aid accommodation should NOT (examples):

• Include copied pages from text-books
• Include student’s class notes, lecture notes, or slides
• Serve as a substitute for studying
• Include open textbooks
• Include “answer sheets” from practice exams
• Include access to homework in the testing environment
• Contain full and complete synopsis of course materials

As a reminder, a memory aid accommodation will not prove helpful if a student has not already studied and engaged with the course material previously.

Instructor Considerations

The contents of the memory aid accommodation are at the instructor’s discretion and are NOT intended to fundamentally alter or reduce the essential requirements of the course. Therefore, the instructor may wish to determine what is allowed OR not allowed through private conversation with the student.
As stated above, the memory aid should not contain full synopsis of course material, but rather mnemonics, such as a pattern of letters, ideas, or associations that assist in recalling information. This may also include formulas that would enable the student to solve a problem. For example, some instructors have approved math formula(s) on note-card with a requirement that the formula is not written out to contain a fully solved problem.

If the purpose of a test is to determine whether or not the student knows specific definitions, having those words or definitions on a cue sheet or note-card would make it an answer sheet and therefore, possibly not acceptable (determined by instructor.) If the definitions were written but not connected to specific terms to be defined in any way, this may be allowable; it will trigger the student’s memory of the correct term.

Course learning objectives or outcomes

When instructors review notecard contents with a student, it is recommended to consider the learning objectives or course outcomes for the class. For example, is it a course objective for students to rely on rote memory to “know” a certain formula on demand, OR are students expected to demonstrate one’s ability to apply the formula and understanding of how a formula is used? A note-card accommodation provides access to a student with disabilities impacting memory in order to meet these outcomes. It is at the instructor’s discretion to provide feed and instructions about what can be allowed on the note-card.

[Source Links to an external site.]

Acute Medical Emergencies
Sometimes students experience unpredictable medical emergencies.  Students may contact the CDS Office or their instructors directly.  If the student contacts the CDS Office, you will receive an email from our office. We are happy to work with you and the student to determine the most appropriate course of action, depending on the circumstances.

Unexpected Health Conditions
If students experience an unexpected health condition and are unable to complete the quarter, they may request an exemption to the refunds and policies for a late withdrawal due to extenuating circumstances. More information can be found at Unexpected Health Conditions and at Enrollment Service’s Refund Appeals Procedure.

Chronic or Episodic Health Conditions
Students who  have chronic conditions that require flexible attendance have disabilities that are episodic in nature which may have an impact on their class participation and attendance.

A disability-related absence as defined by the Center for Disability Services (CDS) Office is when a student is absent due to the direct effects of a documented disability.  This agreement does not apply to absences for other reasons. 

The student is not required to present the professor with medical documentation verifying their disability-related absence, but may be required to provide this documentation to the CDS Office if requested.

Students meeting with their instructors during the first week of the quarter should create a contingency plan.  This plan should include:

• Assignment deadlines and how to submit assignments impacted by the absence
• Missed exam dates
• The number of allowed absences without impacting the grade
• A communication plan
• A rescheduling plan

If a student and instructor need support in creating a plan, a Flexible Attendance Agreement may also completed with the CDS Office .  This agreement is written case-by-case and course-by-course by the CDS Staff in conjunction with the instructor and student when necessary.

[Source Links to an external site.]

Accessible Interactions
It's only a matter of time before you have a student in your class or in front of your desk at your student service office that communicates differently than you. Remember that each student has specific communication preferences, and give them space to let you know what they need. Students who are Deaf or hard-of-hearing may prefer to communicate through sign language, using speech and lip reading, or through written/typed means. Providing various types of communication ensures that the student has access to the materials and services of our college. Specific considerations when working with students who have communication access needs include:

• Making direct eye contact as you speak to the person.
• Follow any communication cues the person gives; like writing on a piece of paper, or reading a note they may have typed in their phone.
• Enable the Live Transcript in all online Zoom meetings, whether you know someone has a hearing disability or not. It provides better access to anyone that uses captions.
• When presenting information, try to speak facing the student and not toward the board or off camera.
• Pace the information in a way that allows the student breaks to process and ask questions.
• Provide any additional information or instructions in written form, if possible.

Accommodations may need to be provided for a student to fully engage with our college’s services and course offerings. It may be in a classroom setting, participation in a student life event, or accessing additional student support services. Those accommodations could be for the provision of American Sign Language (ASL) interpreters, live CART captioning, or post-production captioning of recorded materials. 

CART (Captioning)
Live CART services, Communication Access Real-time Translation, may be needed in your classroom to ensure the student has access to the information being presented. That means a captioner will be providing the student with an accurate live transcript of the dialog in the class.

EvCC typically uses remote CART services, which makes things easy in our current online environment. In the physical classroom, it means your student might arrive with a laptop and a microphone for you to wear during the lecture. Those microphones have the ability to mute for conversations that you do not want transcribed by the captioner.

Using CART:

CART stands for Communication Access Real Time Captioning.

• The student will bring a tablet or laptop checked out from the CDS Office. A wireless microphone will need to be clipped onto the instructor. The microphone will relay the instructor’s voice to a real-time captioner who will be typing out the transcript of the class in real-time to the student.
• Please repeat questions from the class, as the captioner will most likely not be able to hear other students in the classroom.  If group discussions are a common occurrence in your classroom, please discuss with the CDS for microphone alternatives.
• After class, the tablet or laptop AND microphone must be returned to the CDS office to be charged for the next class. The microphone only has about 2 hours of use per charge.
• The CDS Office will make arrangements for the equipment to be returned.

Interpreting
EvCC provides interpreters for students.

Please teach your class as you would usually, the interpreters will capture the lecture and class discussion, and communicate what the student is signing.  The interpreters may request to have you slow down the lecture.

When communicating with an individual who utilizes interpreters, please remember to face and communicate directly with the student, not the interpreter. 

Please communicate any classroom schedule or location changes to the CDS Office as soon as possible.

• Sign language interpreters are highly skilled professionals who have studied American Sign Language and interpretation for many years. At EvCC we use interpreters who are nationally certified by the Registry of Interpreters for the Deaf (RID) to ensure the highest level of expertise and professionalism.
• Interpreters pledge to abide by a code of professional conduct dictated by the RID that requires adherence to strict standards of confidentiality, neutrality, professionalism, and respect for consumers (including students, professors, TAs, staff, and other interpreters). RID Code of Professional Conduct
• Interpreters cannot answer personal questions about the student, interject personal opinions, or assist a student with schoolwork. They are there strictly to translate what is being said. Address questions or comments regarding the Deaf student directly to the student.
• Interpreters should not be expected to hand out papers, take notes, participate in discussions, or attend class when the student is absent.
• Interpreters often work in teams. If classes are more than an hour in length or content is complex, there will be two interpreters in the class. One will be up front near you interpreting, while the other is watching visuals and listening in order to assist the primary interpreter with cues as needed.  They will switch every 15-20 minutes.
• Interpreters are there to provide communication access for the student, the professor, and the class.

Tips For The Classroom
If you have never interacted with a deaf or hard of hearing student, you may be unsure how to best communicate or what to expect.  Here is some information that may be helpful. 

Expectations:

All Deaf/hard of hearing students are unique and may require different accommodations. They may or may not:

• Communicate through a sign language interpreter.
• Communicate through a captionist.
• Speak for themselves.
• Be skilled lip readers.

Useful Facts:

• Lipreading: Despite what you may have seen in the movies, many deaf people do not lipread at all, as only about 35% of what is spoken is visible on the lips.
• American Sign Language (ASL): Linguistically, ASL is a separate language from English with its own syntax and grammar. It takes the same amount of study to become fluent in ASL as it does to master a spoken language.
• The student in your class may be using sign language interpreters. Sign language interpreters help bridge the communication gap by listening in class and translating lectures and discussions into sign language. They also translate the student's signed communication into spoken English when the student is called upon, has a comment or question, or makes a presentation.
• The student may or may not speak for him/herself.  Even if sign language interpreters are present, the student may choose to speak for him/herself when commenting or responding to questions in class.

Ensuring Successful Classroom Communication
Most Importantly! Speak directly to the student, not to the interpreter. A common mistake is to say, "Tell her . . ." or "Ask him . . .." Instead, make eye contact with and speak directly to the Deaf student as though the interpreter is not present. This shows the person respect and helps develop the student/teacher relationship.

• Expect lag time: Wait for interpretation and response before continuing to speak.
• The speaker and interpreter should be in the same line of vision for the student. Interpreters may ask you where you are sitting or standing in order to be seated near you. Make sure you do not stand between the interpreter and the Deaf student.
• Deaf and hard of hearing students may request seating in the front of the classroom, near to and facing the instructor to ensure optimal use of visual clues (lipreading, facial expressions, gestures).
• Check lighting. Avoid standing in front of windows as the glare interferes with sight. If you are darkening a room for a program (e.g., a slide presentation), make sure you have a lighted area for the interpreter near the screen so the Deaf student can see both the presentation and the interpreter.
• Give any class materials and handouts to students and interpreters, and do this in advance whenever possible.
• Advanced copies of lecture notes, technical terms, hand-outs, speeches, audio recordings, song lyrics, websites, PowerPoint slides, and other materials will help orient the Deaf student and allow the interpreter to better prepare to translate the class content.
• The CDS attempts to assign interpreters with university degrees and knowledge of the course content in addition to their sign language skills. However, for complex material, interpreters often have to prepare outside of class just as students do.
• Whenever possible, please repeat questions before answering. It may be difficult for the interpreter to hear the questions, especially in a large lecture hall.
• If there is a group discussion, consider the best way to facilitate inclusion of the Deaf student. Remember there is a lag time when using an interpreter; allow time for the student to have a chance to respond.
• If you plan to read something aloud in class, provide the student and the interpreter with a copy before you begin.
• When reading aloud, people often tend to speak faster than normal. This may affect the interpreter's translation of the material. If possible, try to slow down a bit when reading.
• You should also be aware that translation into ASL without seeing the written copy may affect the student in terms of the expectation for any exercise associated with the reading.
• Emphasize important information such as assignment or schedule changes by writing details on a chalkboard and/or providing written handouts.

Captioning for Remote Live Lectures
If your student does not also have CART services, live lecture captioning may also be beneficial in allowing this student better access to the presented information. For EACH live lecture session through Zoom, the meeting host needs to Enable the Live Transcript so students can access the captions on their end.
Captioning for Videos

All video content provided or linked for the class will need to include accurate captioning or have a transcript provided. This includes closed captioning of any films, video clips or DVDs shown in class. CDS can support faculty with captioning services for students who have this accommodation need.

Captioning
All video content provided or linked for the class will need to include accurate captioning or have a transcript provided. This includes closed captioning of any films, video clips or DVDs shown in class. CDS can support faculty with captioning services for students who have this accommodation need.

Live lecture captioning will also be beneficial in allowing this student better access to the presented information. For EACH live lecture session through Zoom, the meeting host needs to Enable the Live Transcript so students can access the captions on their end.

Classroom Considerations

Expect the same from your Deaf/hard of hearing students as you do other students.

• If you intend to show movies, slides, or video, be aware that media, in accordance with Federal Law, must be captioned or subtitled.
• Make sure you check your DVDs, videotapes, and web videos well in advance to determine if they are captioned or not.
• If you have any concerns as to whether your media has captioning, please contact the CDS Office!
• Some commercially produced films will have closed captions which can be activated through the media menu or TV remote. If the video has closed captions, there will be a "CC" symbol on the media jacket.  Please contact Media Services or the CDS Office if you need assistance.
• If you have videos that do not have captions, the CDS Office uses a service that will caption videos with at least 3 weeks advanced notice. Please note that rushed captioning is expensive. Please plan ahead.

Please remember: Each Deaf or hard of hearing student is an individual. Usually, the most effective approach to working with a Deaf or hard of hearing student is to check in with them privately at the beginning of the term to find out what their needs are and how you can best accommodate them. 

[Source Links to an external site.]

Testing In Canvas
Extended Time
If your course uses online exams on Canvas, you can learn how to make this adjustment by referencing the step-by-step Canvas Guide to Extra Time & Attempts.

Revise Answers
Students may have an accommodation to revise answers on Canvas, which can be accomplished in Canvas using their How to Assign a Quiz to an Individual Student Instructions.  They also have Instructions about the "Show one question at a time" setting.

Alternative Location
We are able to proctor exams in our Accommodated Exam Annex in Parks 268. This location is currently closed for all proctoring services. Contact our office directly to schedule in-person proctoring services by appointment. Students can also take their exams at the Campus Testing Center in Glacier Hall.

Memory Aid
A memory aid such as a note-card/cue card or sheet of notes, is a testing accommodation used to support students who have documented disabilities impacting memory. 

The memory aid allows the student to demonstrate knowledge of course material by helping prompt the student’s memory, not by providing the answer.  This accommodation is not intended to reduce academic requirements or alter the standards by which academic performance is assessed. A proper memory aid as an accommodation will not be very useful to the student unless the student already studies and understands how to use or engage with the information it refers to. If the student doesn’t already understand the course material, a proper memory aid will not help. A memory aid provides support to students with documented disabilities in rote memory, sequencing memory, working memory, and /or long-term memory. It helps them recall information that would otherwise be inaccessible to them in a testing situation.

A student requiring this accommodation must complete an intake with the Center for Disability Services (CDS), provide documentation of the disability, and engage in the interactive process with a designated CDS staff member.  For more information, review our Memory Aid Resources page.

[Source Links to an external site.]