Faculty Rights, Responsibilities and Resources
Access Services strives to guide T.C.C. faculty and staff as they teach and support students with disabilities.
Students with a wide array of physical, sensory, cognitive and mental health disabilities attend Tacoma Community College across all areas of studies and departments. T.C.C. is an open-access and public institution.
Access Services will partner with the student, faculty and appropriate campus departments to implement and maintain approved accommodations needed to remove the student’s unique access barriers in the learning environment.
The role of accommodations and support provided by Access Services is to allow students with disabilities the opportunity and equal access to their educational experiences and courses at the college. Accommodations are not intended to impose an undue hardship to the student or the college, or fundamentally alter the educational program.
Accommodations and supports granted to students with disabilities strive to create and sustain equity in the educational environment, though they do not guarantee a student’s success or failure in any particular course or program.
Accommodations are determined for each student on an individual and case-by-case basis by Access Services staff through an intake and interactive process with a student. The interactive process includes but is not limited to:
- Contact established with Access Services (this may include a referral by Faculty).
- Student disclosure and self-report of disability including verification of disability and professional assessment by Access Services staff.
- Intake and planning meeting with Access Services.
- Follow-up and updates with students and faculty as needed to ensure reasonable accommodations are considered, implemented and sustained when approved.
- Start by inviting your student to have a 1:1 conversation with you.
- Please do not ask about disability status, instead explain which behaviors or habits are concerning you, and invite your student to tell you a little bit more if they want.
- Remind students of their resources on campus.
- Tip: Pick two resources to highlight, and make Access Services one of them.
- Offer to walk students over to Access Services front desk if you both have time.
- Offer to write an introductory email, if your student consents.
- Email Access Services staff with your concerns.
The Access Services office aims to serve and support both students and the faculty at T.C.C. when implementing approved accommodations in the learning environment. We assist students once they have self-disclosed and requested services through our office.
For faculty, we aim to be your resource and collaborator in implementing the academic accommodations and ensuring they are appropriately effective. If you as faculty have questions, concerns or problems establishing an accommodation or service, Access Services is available to help. We provide services for faculty delivering instruction, such as:
- Troubleshoot and assist with establishing approved accommodations.
- Facilitation of extended time and distraction-reduced testing environments.
- Provide consultation on working with various types of disabilities and accommodations.
- Assist students and faculty remediate issues related to approved accommodations as much as possible.
- Assist faculty in ensuring they have accessible course materials.
- Providing faculty training and educational resources.
Faculty are responsible to provide the accommodations approved by the Access Services Office on the quarterly Letter of Accommodation and to work with Access Services staff and students to make reasonable accommodations in a timely manner. Other responsibilities include:
- Read and maintain copies of Letter of Accommodation provided to you by Access Services staff and/or the student.
- Provide only the adjustments on the DRS Letter of Accommodation unless it is an accommodation that you are willing to offer all students in the class.
- Contact Access Services if there are questions or concerns about requested adjustments and/or assistance in identifying the best method for providing approved accommodations for students enrolled in classes.
- Refer any student to Access Services who is requesting adjustments but you have not received a copy of the Letter of Accommodation for the student.
- Ensure instructional materials are accessible in accordance with Policy 188. Access Services and eLearning staff can collaborate with faculty to ensure access. This may include: video captioning, transcripts of audio lectures/podcasts and accessible materials.
- Maintain confidentiality. Faculty should not ask students about the specific nature of their disability or request medical documentation. The student is not required to disclose private information about their disability, including the specific nature of their disability to faculty.
- Implement best practices in teaching to reach a diversity of learners.
Access and Accommodations: (original version; word count - 137)
Your access in the learning environment is important to me. If you have already established disability accommodations with the Access Services office, please share your approved accommodations to me at your earliest convenience so we can discuss your needs in this course. You can request that Access Services email your Letter of Accommodation to me, or you can provide me with printed copies.
If you have a disability or health condition that may benefit from accommodations to ensure access and support success in this course—and have not yet established services, please contact Access Services at (360) 504-6357 or email@example.com.
Access Services offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Services are established through an interactive process that begins with an intake appointment. Access Services is located in Building 7.
Access and Accommodations: (shorter version; word count - 74)
If you have established disability accommodations with the Access Services office, please share your approved accommodations to me at your earliest convenience. You can request that Access Services email your Letter of Accommodation to me, or you can provide me with printed copies.
If you have a disability or health condition and have not established services, please contact Access Services at (360) 504-6357 or firstname.lastname@example.org.
Access Services coordinates reasonable accommodations for students with disabilities.
Determining Fundamental Alteration
Approved accommodations through the Access Services office should be appropriate for the college-level environment and should not lower academic standards or the essential learning outcomes that all students are required to meet with or without accommodations.
For example, a student in the K-12 school setting might receive modified curriculum as a part of their I.E.P. accommodation plan. This might mean the student is working on English or Math problems at a grade-level lower than the grade in which will appear on the student’s transcript for that year. Other examples might include allowing the student to answer only 50 percent of an exam’s questions or reducing the number of pages required in an essay assignment. These accommodations would lower academic standards in the college setting and are not appropriate.
An accommodation also does not have to be approved if it would pose a direct threat to self or others, such as not wearing a mask while on campus during the Covid-19 pandemic.
Accommodations should work toward creating access and equitable experiences and learning outcomes for a disabled student. The student’s specific disability condition, the unique academic barriers related to their disability, and the specific classes that the student is taking, should always be considered when determining accommodations. This is why the interactive intake process is so important to follow when determining services, and also why accommodations are evaluated on a case-by-case basis. The situation specific and unique to the student must always be considered.
The college cannot make blanket statements or policies that “outlaw” certain accommodations based on opinion or bias. If an accommodation cannot be approved by the Access Services office, the institution is responsible for documenting and explaining why this is the case. The institution is also responsible for offering alternative options for access whenever possible. Sometimes accommodations may have to be adjusted or implemented differently between quarters or classes.
For example, flexible attendance in of itself is not inherently unreasonable or a fundamental alteration, however, it may be more difficult to implement in a science class that relies heavily on in-person lab classes. In this case, one possible solution is Access Services staff helping the student negotiate a number of absences with the professor as early as possible. Another solution is working with the department to allow the accommodated student to attend a different lab session covering the same material to make up for an absence, if possible.
Fundamental alteration: A fundamental alteration is a change that is so significant that it alters the essential nature of the goods, services, facilities, privileges, advantages or accommodations offered.
Direct threat: A direct threat is a significant risk to the health or safety of others that cannot be eliminated.
Accessible: means that individuals with disabilities are able to independently acquire the same information, engage in the same interactions and enjoy the same services within the same timeframe as individuals without disabilities, with substantially equivalent ease of use. (University of Montana)
Essential Requirements: Essential requirements are the core learning outcomes (including skills and knowledge) all students must demonstrate, with or without using accommodations, which are part of a larger interconnected curriculum related to a program or degree. These should be communicated to students in writing.
Whether a requested accommodation would fundamentally alter an essential requirement of a course or program will be determined on a case-by-case basis. The goal is to separate general expectations or bias, or what has “always been done,” from what are truly considered the essential objectives and components of the course or program.
Methods of instruction and assessment can be examined to determine how information is taught and what alternative opportunities are available for teaching and learning the information, demonstrating skills, accessing materials, etc. Flexibility in achieving outcomes may be appropriate depending on the nature of the course and its requirements.
This process should include the necessary people to evaluate the course or program, and make a decision together. Generally, this team will include: the class instructor, the Department Chair or Dean, Access Services staff and relevant information about the student’s access barriers.
The following process should be followed if an instructor believes that an accommodation would fundamentally alter an essential requirement of their course or program:
- The instructor contacts the Access Services office to discuss their concerns as soon as possible.
- A meeting is established to review the essential outcomes of the course and the accommodation request in question. Alternative options are explored as needed.
- The team will ensure a fair deliberation is provided when determining whether or not the requested accommodation would be a fundamental alteration.
- A summary of this meeting should be written as a case note to be saved in the student’s confidential AIM profile for reference.
- The Access Services office notifies the student of the final decision regarding the request for accommodation and offer of an alternative solution, if appropriate.
- The student is given information to appeal the decision if requested.
Again, essential requirements are the core learning outcomes (including skills and knowledge) all students must demonstrate with or without using accommodations. Essential outcomes are part of a larger interconnected curriculum related to a program or degree.
Established Essential Requirements Should:
- Clearly articulate the overall purpose of the course/program.
- Identify required mastery of specific skills, knowledge, principles and concepts.
- Convey the framework used to set academic and program standards.
To determine the essential requirements, Instructors, Charis/Deans and Access Services staff should consider the following questions:
- What are the prerequisites or other background knowledge needed?
- What is the purpose of the course?
- What core outcomes/expectations are stated on the syllabus and required of all students?
- What specific knowledge, principles, skills or concepts must be mastered and demonstrated?
- What aspects/requirements constitute a significant component of the learning process?
- Could an alternative achieve the same result?
- What are the essential methods of instruction which are fundamental to the nature
of the course?
- Are any methods of instruction non-negotiable? Do other sections teaching the same material use different methods of instruction?
- What skills or competencies will be needed within the field after graduation?
- What are the requirements for licensing or professional accreditation?
How Students Engage with Access Services
- Self-identify to the college. Students are encouraged to register with the Access Services office and make requests in a timely manner to create the best opportunities for their own success.
- Request services from Access Services and engage in the interactive process.
- On a quarterly basis, faculty will receive the Letter of Accommodation notice from Access Services staff and/or the student.
- The responsibility of providing the academic accommodations does not go into effect until the letter is delivered to the required faculty.
Please note: Faculty will likely receive the majority of the Letter of Accommodation notices during the first 3 weeks of classes, but they can be delivered or modified as needed at any time throughout the quarter.
Services are not retroactive. If a letter is presented in the middle of the quarter adjustments are only required from that day forward.
- It is an individual’s choice whether to disclose the nature of their disability to faculty. Asking a student for more details regarding their disability is not permitted.
Reasonable Deadline Extension Accommodation Guidelines
- In order to use the reasonable deadline extension accommodation, it must be approved by Access Services Manager and stated in your current Accommodation Letter.
- Accommodations are not applied retroactively. For example, if the Accommodation Letter is requested by the student and sent to your professor week 5, your professor is not obligated to apply accommodations week 1-4 of the quarter.
- Ask your professor for extra time on an assignment as soon as possible, before the deadline has passed.
- The goal is to work together with your professor when discussing extra time for assignments.
- Reasonable extensions are generally between 1 and 3 extra days beyond the original deadline. This includes weekend days.
- When considering your request, your professor will assess how much extra time is reasonable depending on the assignment difficulty, pace of class and your Accommodation Letter details.
- If you are unable to submit the assignment by the new deadline that your professor has communicated to you, your professor is not required to allow an additional extension for that same assignment. Your professor may choose to make exceptions, depending on circumstances.
- You are still responsible to complete all course work by the end of the quarter.
- Try to ask for an extension 24-48 hours before the due date. This may not always be possible, but do your best!
- If sending an email request:
- Include a greeting to your professor.
- Briefly state your request.
- State the amount of extra time for an assignment you would like your professor to consider. Your professor may agree to a different amount of time than your original request, depending on circumstances.
- If you can, speak with your professor in private after class or during office hours.
- Keep a copy of student’s Accommodation Letter on file.
- Discuss preferred method of communication with student.
- Offer private space to talk with students.
- Review student’s request for extra time and respond in a timely manner, working with student to determine the reasonable extension.
- Professors are not required to allow extensions if the student’s request is made after the deadline has passed. Professor may choose to make exceptions however, depending on the circumstances related to the request.
- Contact Access Services Manager with questions or concerns.
- Incomplete Grades and Medical Withdrawal Petitions are different and separate options than the Deadline Extension Accommodation.
- The deadline extension accommodation does not automatically guarantee approval of an Incomplete Grade at the end of the quarter. Incomplete Grade agreements are granted by the professor.
- Please speak with the Enrollment Office to learn more about Medical Withdrawal Petition.
- Please speak directly with your professor about Incomplete Grades.
Access Services recommends an additional 1, 2, or 3 days to complete an assignment upon the student's request. The instructor will take into consideration the nature, complexity, and size of the assignment when determining duration of the extension. The instructor may also agree to a longer extension than 3 days if/when possible, when considering the student's needs.
When extra time is needed for an assignment, the student should inform their instructor before the original due date. The new due date must be discussed and agreed upon by the instructor and student. The new due date should be documented in Email or another form of writing between the student and instructor. You may choose to notify Access Services staff of the new due date agreements if desired.
This accommodation does not apply to group projects and is intended to be used for individual work. This accommodation does not extend past the last day of Finals Week of the quarter.
The instructor and student are encouraged to discuss together upon receiving this notification. Please contact the Access Services Office with questions and for assistance in negotiating this accommodation.
Reasonable Flexibility in Attendance or Disability-Related Attendance Guidelines
- Flexibility in attendance is defined as occasional exceptions to absentee/tardiness policies when educationally feasible.
- Students are expected and encouraged to attend class; the accommodation does not include waiving attendance or participation requirements. Faculty have the right to establish attendance policies. However, if a student has a disability that may occasionally impact their ability to attend class and/or complete assignments and tests at the scheduled time, flexibility in attendance is considered an appropriate accommodation. Hopefully, a student’s disability will not interfere with attendance; however, if the student has disability related absences during the semester, the accommodation allows for flexibility in attendance policies and make-up work.
- Students may request the accommodation at any time during the term. However, the accommodation does not apply to any absences or late/missed work prior to the student’s request or prior to the student discussing a plan with the instructor, as described below.
- Student provides appropriate documentation of a disability to Access Services.
- Student discusses impact of his/her disability with an Accommodations & Learning Specialist.
- If deemed appropriate, flexibility in attendance is added to the student’s Accommodation Letter.
- Student checks the box for “Reasonable Flexibility for Attendance or Deadlines” when requesting accommodations in AIM. Notification to the instructor must occur before the student can use the accommodation.
- Student schedules an appointment to meet with the professor to determine a reasonable number of absences for the class and to establish a specific written plan for making up missed work.
- Student will contact the professor (not Access Services) as soon as possible to inform the professor that the absence was medically necessary.
- Student will adhere to the agreed upon plan and complete make-up work within the agreed upon alternate timeline.
- Student will contact Access Services immediately with any questions or concerns.
- Student is responsible for missed class material and requirements.
- Professor meets with student during scheduled appointment to discuss flexibility in attendance and to determine a reasonable number of absences for the class and to establish a specific written plan for making up missed work.
- Professor considers the parameters below in determining the number of acceptable absences and/or late work acceptance.
- Professor will maintain the essential standards/learning outcomes of the class.
- If the student notifies professor of a disability-related absence or need for deadline adjustment, professor will return student’s voicemail/email as soon as possible and verify the agreed upon alternate timeline for make-up work.
- Professor will contact Access Services immediately with any questions or concerns.
- Discuss accommodation needs with the student and review student’s documentation. If appropriate, the Accommodations & Learning Specialist determines eligibility for the accommodation.
- Generate student accommodation letters to faculty when students have made their requests in AIM.
- If necessary, help faculty and student develop a plan for completing make-up work.
- Address student/faculty questions and concerns regarding accommodations.
- Policies in the syllabus
- What does the syllabus say about attendance?
- If you do have an attendance policy, do you require all students to provide a doctor’s note if absent? Note: Students with disabilities that affect attendance often do not go to the doctor when their condition flares up and might not be able to provide a doctor’s note for each absence.
- Is attendance and/or participation factored into the student’s final grade?
- Does student participation (whether in discussion or activity) constitute a significant component of the learning process?
- What is the “time in seat” expectation for this class?
- How are students expected to interact with each other (in class, group work outside of class, via Moodle/email)?
- Is the material being learned in the class sequential? Does each week’s material build on the material learned in the previous week(s)?
- Are there other sections of the class that the student could attend to catch up on missed material?
- What class guidelines exist for making up missed exams/quizzes? Turning in late work? Note: Mere presence of a stated guideline or policy does not automatically negate the accommodation.
- Does the class use Moodle?
- Could missed assignments be turned in via discussion board/email?
- Is it possible for students to “work ahead” in this class?
- Policies in the syllabus
- Instructor allows 3 absences and then students’ grades drop by a letter grade. A student with flexibility regarding attendance meets with the professor and they determine that the student may be allowed 6 absences and 24 hours to make up any work, provided the student contacts the instructor within 12 hours after a missed class.
- In a foreign language course, a student is told at the start of the semester that the professor cannot allow much flexibility regarding attendance as much learning depends on classroom interactions. However, the instructor will keep the student’s accommodation in mind. Student is hospitalized for a week at the end of the semester and cannot complete a presentation. Instructor allows the student to make the presentation up with only the instructor as this does not essentially alter the course objectives.
- Instructor gives clicker points for attendance. Instructor allows student to respond to questions via email. However, student must contact instructor and answer questions within 24 hours of class.
- Student and instructor agree that student can miss class more often than classmates as long as all of the work is completed. However, it is nearing the end of the semester and student has not turned in assignments, has not been in contact with the professor, and has not attended class. In this case, the instructor would not be expected to extend deadlines as student has not taken responsibility for maintaining communication and is not completing coursework.
Memory Aid/Note Card Accommodation Guidelines
- A Memory Aid is a testing accommodation for students who have documented disabilities that affect memory functions such as:
- Rote memory
- Sequencing memory
- Working memory
- Long-term memory
The Memory Aid Accommodation helps students that encounter a barrier trying to recall information for tests. The term "test" refers to any quiz, test or exam. It gives students an equal opportunity to demonstrate their knowledge of course materials to the professor on a test without further taxing already compromised memory functions.
A proper Memory Aid will not be very useful unless the student has already studied and understands how to apply the information the Aid refers to. It is important to understand that the use of a Memory Aid does not guarantee a passing or failing test grade.
A Memory Aid is approved as an accommodation by Access Services staff. This is done through the interactive intake process, review of student’s barriers, and verification of disability.
Typically, a student is approved a single side of a 5x8 size card. Some students may require the use of an 8.5x11 single-side page if they have also have disabilities that affect handwriting, typing or reading smaller fonts.
- “Use of note-card during exams (5x8): Due to a disability, this student may use a 5x8 inch note-card (single side) during tests. The purpose of the note-card is to serve as a memory trigger and cue card for disability-related barriers, and not as a substitute for studying or applying concepts: it is NOT an answer sheet. Please refer to the Memory Aid Guide for more information about process. Contact Access Services with questions.”
- A Memory Aid should not provide direct answers to a test questions. This means a note card should NOT:
- Exceed more than one single side of a 5x8 note card
- Serve as an answer sheet
- Include copied pages from textbooks
- Include open textbooks
- Access to homework materials or open notes in the testing environment
- Contain full and complete summary of course materials
A Memory Aid should serve as a cue or trigger for the student to recall information and make connections related to the actual material and processes that being evaluated by the professor on a test. Some examples include:
- Word banks
- Key words without definitions
- Unsolved formulas, depending on the class
- In Math: if a test is evaluating a student’s ability to perform the order of operations correctly, a memory cue could have the acronym “PEMDAS” written on it to help recall the order of operations since the word PEMDAS doesn’t give step by step instructions if a student doesn’t know what the letters stand for. A memory cue could not have the full, written terms of PEMDAS, “Parenthesis, Exponents, Multiplication, Division, Addition, Subtraction” because the additional terms outline exactly what is being evaluated.
- In Science: if a test is evaluating a student’s knowledge of the various food groups and recommended servings of each, a memory cue could have a blank outline image of the food pyramid and perhaps a simple drawing to recall food types. A memory cue could not have a completely filled-out image of the food pyramid with names of each food group because including the group names and serving size are what the test is directly evaluating.
- In Social Sciences: if a test is evaluating a student’s knowledge of army generals who participated in a particular war, a memory cue could have lists of battles grouped together according to which general was in charge without the generals’ names to help recall the generals’ names. A memory cue could not have the names of the generals with the lists of battles because the generals’ names are the direct answers to the questions.
- In Health Sciences: if a test is evaluating a student’s ability to effectively go through a process of diagnosing a patient, a memory cue could have the mnemonic “O.P.Q.R.S.T.” written on it to help recall how to discern reasons for a patient’s symptoms since O.P.Q.R.S.T. does not give step-by-step instructions. A memory cue could not have the full, written terms of “Onset, Provocation/Palliation, Quality of Pain, Region & Radiation, Severity, Time” because the actual terms explain the process that is being evaluated.
We advise the student and professor to discuss this accommodation together. Please agree on communication methods regarding the accommodation, and timelines to turn in the note card in advance for review.
- Student completes their Memory Aid and turns it into the professor 48 hours before the scheduled test or 1 class period before the test (to be determined between professor and student.)
- Professor reviews the note card for direct answers.
- If portions of the Memory Aid are not approved: Professor will indicate these items to the student. The student will white out the items. If new information is included in these spaces, the professor will need to reapprove the Memory Aid.
- If the entire Memory Aid is not approved: The professor will indicate this to the student and the student is allowed to create a new Memory Aid using feedback from the professor. The new Memory Aid will be reviewed and approved by the professor. The original deadline for submitting the Memory Aid may still apply – check with your professor.
- Once the Memory Aid is approved:
- Professor will initial the note card.
- Professor will take a picture or scan a copy of the note card for their own records.
- Professor MUST INDICATE on the Proctor Form if they have approved the Memory Aid or
not. If the professor indicates it is NOT approved, the Memory Aid will not be allowed in the exam room.
- Professors may not deny the use of a Memory Aid solely based on personal opinion or preference.
- If the student does not allow the professor adequate time to review the Memory Aid or is unable to create an acceptable note card without direct answers (after receiving feedback), then it is the professor’s discretion to deny the Memory Aid.
- The student will present the initialed Memory Aid to proctoring staff when checking-in for a scheduled test.
- Proctoring staff with scan and return the Memory Aid to professors along with the completed test.
- The contents of the Memory Aid Accommodation are at the professor’s discretion and are NOT intended to fundamentally alter or reduce the essential requirements of the course. What is considered a direct answer varies between classes and test design. Therefore, it is crucial for professors to consider what is being evaluated not how a student recalls the information or demonstrates their knowledge.
Please contact email@example.com
Assistive Technology Resources for Faculty and Staff
Video Captions Tutorials
If you log on to the Campus Email (Office365), hover your mouse over the nine-pin dots in the upper left corner of Outlook and select the PowerPoint App (P.P.T.) and create and/or drag and drop (paste) your presentation there. If you share your screen from that point, the captioning will be done automatically for you BUT the only way to save the captioning is to record the meeting.
- Open P.P.T.
- Select "Slide Show"
- Select "Always Use Subtitles" — using the drop down, you may select the language you with the presentation to be translated into.
- Once language is selected, go back and select the "Always use Subtitles" in the menu bar, as it must appear "grayed" out or it isn't really turned on.
- Go to your Panopto Recording or Zoom meeting and open the P.P.T. application from the Office365 website so that you are sharing it in the Panopto Recording or Zoom meeting and just begin your presentation. It will soon show the captioning at the bottom of your slides (if that's where you chose to put them).
- As the presenter, it will pick up your voice, however, you must have your volume turned up to LOUD to pick up the participants' questions — otherwise, their questions are not transcribed, only your response back to them. Another way around this is to repeat the participants' questions and then provide your response.
The linked document provides instructions and screenshots for captioning Office365 PowerPoint presentations in Panopto or Zoom recordings.
- Training Video: How to Add Automatic Captions to Panopto Videos (2:22 minutes)
- Use this feature when recording your own instructional videos.
- Training Video: How to Add Automatic Captions to Panopto Videos (2:22 minutes)
- Training Video: How to Add Manual Captions to Panopto Videos (3:02 minutes)
- Use this feature when recording short instructional videos.
- Training Video: How to Add Manual Captions to Panopto Videos (3:02 minutes)
- Training Video: Caption Hub Demo (10:59 minutes - faculty should watch the first 6 minutes)
- 3Play Media provides professional video captioning and transcription services. T.C.C. has a contract with 3Play Media.
- Videos links only from YouTube and Vimeo are accepted inside the Caption Hub. You will need to upload your Panopto video to one of these platforms first.
- Training Video: Caption Hub Demo (10:59 minutes - faculty should watch the first 6 minutes)
- Read this Guide created by the eLearning team
- Our O.E.R. Librarian, Jennifer Snoek-Brown, is a great resource for finding accessible instructional material. She can help you locate captioned video material for your course. You can email Jennifer at: firstname.lastname@example.org
C.A.R.T. stands for Communication Access Real-time Translation. It is a real-time (live) captioning service provided by a trained professional either in person or remotely. C.A.R.T. is an accommodation appropriate for students with a disability that prevents them from following along and processing auditory information; in a live lecture, for example. Typically, C.A.R.T. is useful as an accommodation when the disabled person does not use sign language.
This video produced by the DO-IT program at U.W. explains C.A.R.T. and how it can help disabled students.
As a professional service, C.A.R.T. costs T.C.C. about $80/hour. It is more reliable than automated captioning services, but also more expensive. When approving C.A.R.T. as an accommodation, it must be connected to a specific student’s need determined by Access Services staff.
Moderating Canvas Quiz Settings
When a student needs to have the standard quiz settings altered because they require accommodations of extra time or a new due date, the professor must first make changes in Canvas quiz settings. The accompanying document provides step-by-step instructions for changing these settings to allow extra time or a new date.