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Faculty Resources

Accessibility Resources

  1. Web Accessibility Resources (VPN required)
  2. Reserving Library Testing Rooms
  3. Accessibility Tools
    1. Word
    2. PowerPoint
    3. Excel
    4. Outlook
    5. Accessibility Checker
    6. Canvas Accessibility

Sample Syllabus Statement

In accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, as amended, UT Health San Antonio is committed to providing, on an individual basis, reasonable accommodations to qualified students with a disability. Students with disabilities in need of an academic accommodation are encouraged to contact the Office of Educational Support Services at (210) 450-8131 or adarequest@uthscsa.edu as soon as possible to ensure accommodations are implemented in a timely fashion.

Faculty Rights

  • Maintain academic rigor and standards for all courses
  • Establish and regulate the course content and method of delivery
  • Non-implementation of unapproved academic accommodations

Faculty Responsibilities

  • Establish course objectives and requirements
  • Implement reasonable and approved academic accommodations
  • Refer students to the OESS for academic ADA accommodations.
  • Adhere to FERPA and ensure confidentiality of student records regarding their academic ADA accommodations

Faculty Best Practices for Students with Hearing Disabilities

Prior to the start of the course

    • Make sure to convert the documents into alternative formats, or for students to request the formats they need.
    • Make sure the learning platforms or technologies you plan to use are accessible to all your students.
    • Make sure the student has access to the content ahead of time.

When the course begins

    • Encourage students to tell you about any accessibility concerns.
    • Consider providing your students with information about the accessible features of their immediate environment (for example, automatic doors and accessible washrooms).
    • Provide all students with the course outline, the list of reading requirements, and copies of all overhead materials, slides and handouts in an accessible, digital format whenever possible. Some students may wish to review this material with the interpreter to learn vocabulary.

While in session

  • Make sure to speak at a regular pace and as clearly and distinctly as possible.
    • Make sure to stay facing forward when speaking and don’t cover your mouth.
    • Avoid pacing while you speak.
    • To limit glare, avoid standing in front of a window or in bright light.
    • Turn off unused equipment to eliminate background noise.
    • Use visual aids and write all information on the board.
    • Accommodate the needs of students who use adaptive technology, such as closed-captioning, screen readers, personal frequency modulation (FM) systems, teletypewriters (known as TTYs), amplified phones and/or closed-circuit television (CCTV).

Faculty Best Practices for Students with Vision Disabilities

Prior to the start of the course

    • Make sure the learning platforms or technologies you plan to use are accessible to all your students.
    • Choose accessible electronic versions of course readings. This will enable students to convert the reading into the format required, whether they use a screen reader, an enlarger, or another technology. If using PDF, make sure to choose tagged PDF’s, that can be read by assistive technology.
    • Make sure the student has access to the content ahead of time.

When the course begins

    • Encourage students to tell you about any accessibility concerns.
    • Consider providing your students with information about the accessible features of their immediate environment (for example, automatic doors and accessible washrooms).
    • Provide all students with the course outline, the list of reading requirements, and copies of all overhead materials, slides and handouts in an accessible, digital format whenever possible.

While in session

    • Provide verbal explanations for graphs and charts used in class, and provide clear and concise verbal instructions.
    • Read aloud material written on the board and all information that is conveyed visually. You can supplement videos with audio descriptions or descriptive transcripts in an accessible format.
    • Make sure there is high colour contrast between the background and the text in any handouts. If you are giving a slide presentation that will be viewed via projector, the contrast often needs to be more pronounced than on printed material. Black text on a white background and white text on a black background are the easiest to read.
    • Make a lighting adjustment if requested by the student.