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.

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1. Start by inviting your student to have a 1:1 conversation with you.
2. 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.
3. Remind students of their resources on campus.
4. Tip: Pick two resources to highlight, and make Access Services one of them.
5. Offer to walk students over to Access Services front desk if you both have time.
6. Offer to write an introductory email, if your student consents.
7. Email Access Services staff with your concerns. 

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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.

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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.

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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 access@tacomacc.edu. 

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 access@tacomacc.edu. 

Access Services coordinates reasonable accommodations for students with disabilities.

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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. 

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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. 

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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: 

1. The instructor contacts the Access Services office to discuss their concerns as soon as possible. 
2. A meeting is established to review the essential outcomes of the course and the accommodation request in question. Alternative options are explored as needed. 
3. The team will ensure a fair deliberation is provided when determining whether or not the requested accommodation would be a fundamental alteration. 
4. A summary of this meeting should be written as a case note to be saved in the student’s confidential AIM profile for reference. 
5. The Access Services office notifies the student of the final decision regarding the request for accommodation and offer of an alternative solution, if appropriate. 
6. The student is given information to appeal the decision if requested.

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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: 

Courses: 

• 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? 

Programs: 

• What skills or competencies will be needed within the field after graduation? 
• What are the requirements for licensing or professional accreditation? 

Resource: https://dro.dasa.ncsu.edu/essential-requirements/ 

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1. 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. 
2. Request services from Access Services and engage in the interactive process. 
3. On a quarterly basis, faculty will receive the Letter of Accommodation notice from Access Services staff and/or the student. 
4. 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.

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• In order to use this accommodation, it must be approved by Access Services and stated in your current Accommodation Letter.
• This accommodation only applies to Individual assignments, not group work or class discussion posts
• 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 IN WRITING to use this accommodation for extra time on an assignment as soon as possible, before the assignment Due Date (or Due Time) has passed. Your Accommodation Specialist has provided you with a template to use to submit your requests to your professor.
• You must send a separate message to the professor for EACH assignment you need to use this accommodation for. You cannot send them a message requesting an extension on ALL assignments for the quarter.
• 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.

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• Try to ask for an extension 24-48 hours before the due date. This may not always be possible, but do your best! You MUST submit the request before the due date/due time for it to be accepted.
• Send an email OR Canvas Messenger request to your professor directly: 
  • You may use the template provided by your Accommodation Specialist or you may use the following guidelines for your written message
    • Include a greeting to your professor. 
    • State that you need to use your Assignment Due Date Extension Accommodation and state the number or name of the assignment
    • Ask them kindly to reply to you in writing with your new due date for the assignment

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• Keep a copy of student’s Accommodation Letter on file to review when you receive this request in writing from your student.
• Ensure that they sent you a request in writing before the assignment due date/due time.
• Review student’s request for extra time and respond in a timely manner in writing, 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.
• If the student does not make their new due date, Professors are not required to give them additional extensions. Professor may choose to make exceptions however, depending on the circumstances related to the request.
• This accommodation does not extend past the last day of Finals week of the quarter.
• Contact Access Services department with questions or concerns.

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• 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.

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Assignment Deadline/Due Date Extension (1-3 days) – This student may experience periodic disability-related episodes that may prevent the student from completing an assignment by the stated due date. Please consider the student's disability status when applying late assignment penalties.

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 in writing 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 use 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 Access Services Office with questions and for assistance in negotiating this accommodation.

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• In order to use these accommodations, it must be approved by Access Services and stated in your current Accommodation letter.
• Student and Professor MUST discuss this accommodation together. They must review the classroom’s attendance policy together and discuss a reasonable amount of absences the student can have when medically necessary, without threatening the student’s mastery of the class material. They must also discuss the expectation for making up whatever material was missed due to the absence.
• This accommodation DOES NOT sanction unlimited absences without grade repercussions.
• Accommodations are not applied retroactively. If the letter is requested by the student in week 5 and sent to the professor in week 5, the professor is not obligated to apply the accommodations to weeks 1-4.
• The student must reach out to the professor IN WRITING to use the Attendance Leniency Accommodation properly. The professor does not have to honor the request if they do not receive a message in writing. Your Accommodation Specialist has provided a template to use for this accommodation.
• The student is responsible for making up whatever they missed during their absence in a timely manner (notes, assignments, exams etc.).

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• Student’s MUST meet and discuss the use of this accommodation with their professor before it can be properly used. Please see the section above “Important Notes section” OR your accommodation letter to understand what needs to be discussed.
• After meeting with the professor, then you will be prepared to use the accommodation, when needed, for Medically-Related absences.
• If you know about an absence in advance, let the professor know in advance.
• If you have an unexpected absence due to your health, send a message via TCC email OR Canvas Messenger to the professor as soon as you are able.
• You may use the template provided by your Accommodation Specialist or you may use the following guidelines for your written message:
  • Include a greeting to your professor.
  • State that you need to use your Attendance Leniency Accommodation and the state the DATE of the missed class.

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• Keep a copy of the Accommodation letter on file to review. There are several important details regarding this accommodation on the letter itself.
• Meet with ANY student that has the Attendance Leniency accommodation as soon as possible.
  • Discuss your class attendance policy AND the reasonable amount of additional absences the student can have when medically necessary, without threatening the student’s mastery of the class material.
  • Discuss the expectation for making up whatever material was missed due to the absence.
  • After the meeting, ensure the student has submitted a message IN WRITING to you when they need to use this accommodation. There is NO timeline requirement for when they send you the message. Some medically related absences will be planned in advance and others will not. The student does NOT have to alert the professor prior to the absence unless they can.
  • This accommodation does not extend past the last day of Finals of any given quarter.

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• This student may experience episodes that require them to miss part of and/or whole class on occasion.
• It is requested that the student’s disability be taken into consideration when applying course attendance policy. Instructor and student will review classroom’s attendance policy together. Please discuss reasonable amount of additional class absences student may be allowed to take when medically necessary, without drastically threatening student’s ability to demonstrate mastery of material. This accommodation does not sanction unlimited absences. Please consider what percentage of class could reasonably be missed due to disability and made up at a later time. Discuss this with the student.
• The student is responsible for missed class notes and assignments, and is responsible for to making up missed course work in a timely manner. The student is responsible for initiating communication with instructors regarding disability-related absences. Access Services staff is available to help guide conversation and facilitate agreements when needed.
• If instructors believe absences are becoming excessive and threaten student’s mastery of academic materials, they should contact the Access Services Office immediately with concerns.
• It is understood that the number of absences a student may be able to accrue without severe academic penalty is highly dependent on the nature of the classroom, class content, and instructor policies. For this reason, it is important to discuss this accommodation as early as possible. Contact Access Services if absences accrue above 10-15% of total class meetings. This is only a suggested guideline and number of disability related absences will depend on student, the classroom environment and policies. Professor discretion and teamwork between student, professor, and Access Services staff is necessary for successful implementation of this accommodation.  

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 A Memory Aid is a testing accommodation for students who have 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. 

A student may be approved for a single side of a 5x8 size card OR a 8.5x11 single-side piece of paper.

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• Memory Aide: Use of one note-card during exams (5x8): This student is approved to use one 5x8 inch note-card (single side) during tests. The purpose of the note-card is to serve as a memory trigger for disability related barriers, and not as a substitute for studying or applying concepts: is NOT an answer sheet. Please click the link at the top of this accommodation letter for Faculty/Staff Accommodation Guidelines and Tutorials to read more details regarding this accommodation. Contact Access Services with questions. 
• Memory Aid: Use of one 8.5x11 inch page (single side): This student is approved to use one sheet of standard 8.5x11 inch paper (single side) during exams. The purpose of the aid is to serve as a memory trigger for disability related barriers, and not as a substitute for studying or applying concepts: is NOT a direct answer sheet. Please click the link at the top of this accommodation letter for Faculty/Staff Accommodation Guidelines and Tutorials to read more details regarding this accommodation. Contact Access Services with questions.

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 A Memory Aid should not provide direct answers to test questions. It should also NOT: 

• 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 

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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: 

• Acronyms 
• Word banks 

• Key words without definitions 
• Colors 
• Symbols 
• Pictures 
• Mnemonics 

• Unsolved formulas, depending on the class

Example scenarios:

1. 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. 
2. 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. 
3. 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. 
4. 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. 

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The student and professor MUST discuss this accommodation together. Please agree on communication methods regarding the accommodation, and timelines to turn in the Memory Aid in advance for review. 

1. Student completes their Memory Aid and turns it into the professor at least 48 hours before the scheduled test or 1 class period before the test (to be determined between professor and student.) 
2. Professor reviews the Memory Aid for direct answers. 
   1. 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. 
   2. 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. 
3. Once the Memory Aid is approved: 
   1. Professor will initial the Memory Aid. The initials need to be shown to Access Services staff if being used during a proctored exam OR the professor will need to state the Memory Aid has been approved on the Alternative Testing Agreement (ATA) with Access Services.
   2. If desired, the professor will take a picture or scan a copy of the Memory Aid for their own records. 
   3. Professor MUST INDICATE 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. 
      1. Professors may not deny the use of a Memory Aid solely based on personal opinion or preference. 
      2. If the student does not allow the professor adequate time to review the Memory Aid or is unable to create an acceptable Aid without direct answers (after receiving feedback), then it is the professor’s discretion to deny the Memory Aid. 
4. The student will present the initialed Memory Aid to proctoring staff when checking-in for a scheduled test or the staff will check the ATA for professor approval.
5. Proctoring staff with scan and return the Memory Aid to professors along with the completed test. 

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Please contact access@tacomacc.edu

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• There are several types of “Priority Meeting” accommodations. The specific one approved for the individual student will be clearly notated on the individual’s accommodation letter.
• In all types, the STUDENT is responsible for initiating contact with the professor IN WRITING to use these accommodations.
• The student understands that they need to reach out in advance to request a meeting with the professor and it may take several days for the meeting to take place.
• These meetings can be held in person or remotely. The modality, date, time, and length of the meeting will be decided on between the professor and the student.
• These meetings need to be one-on-one and private between the student and the professor.

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• You must initiate contact by reaching out to the professor IN WRITING using the professor’s email or Canvas Messenger to request your Priority Meeting.
• Reach out as early as possible. It may take several days for you and the professor to arrange the meeting.
• You may use the template provided by your Accommodation Specialist or you may use the following guidelines for your written message:
  • Include a greeting to your professor.
  • State that you need to use your Priority Meeting Accommodation and the state the REASON you would like to meet with them.
  • Request a return message to arrange the day, time, and type (in person or remote) of meeting with them.
• Attend your requested meeting. If you miss it, there may not be an opportunity to reschedule.

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• Keep a copy of the Accommodation letter on file to review. Since there are several types of Priority Meeting accommodations, you will need to know which type of meetings the student is able to request.
• Ensure that when you receive a Priority Meeting request from a student, that you respond in writing and schedule the meeting with them as soon as is possible for both of your schedules.
• Ensure that you give the student private or one-on-one time with you to have these meetings.

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• Meeting with Professor before Assignment Deadlines
• Meeting with Professor for Feedback
• Meeting with Professor for missed classes
• Meeting with Professor before Exams

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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.

1. Open P.P.T.
2. Select "Slide Show"
3. Select "Always Use Subtitles" — using the drop down, you may select the language you with the presentation to be translated into.
4. 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.
5. 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).
6. 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.

CAPTIONING Office365 POWERPOINT PRESENTATIONS IN PANOPTO OR ZOOM RECORDINGS (PDF)

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• Training Video: How to Add Automatic Captions to Panopto Videos (2:22 minutes) 
  • Use this feature when recording your own instructional videos. 

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• Training Video: How to Add Manual Captions to Panopto Videos (3:02 minutes) 
  • Use this feature when recording short instructional videos. 

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• 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. 

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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. 

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