CSD’s Collaboration with Faculty Continues for Fall 2020

Faculty Accommodation Coordination Resources

The Center for Students with Disabilities (CSD) is your partner in the educational process and coordination of accommodations for students with disabilities. Through the fall 2020 semester, the CSD is continuing to collaborate with faculty remotely to coordinate approved academic adjustments, accommodations and modifications for students. The CSD staff is available remotely Monday through Friday 8am to 5pm. The best way to contact us is by email at csd@uconn.edu. If you have a question about a specific student, please contact the student’s Disability Service Professional (DSP) or Regional Campus Coordinator (RCC) (for instructors teaching at the regional campuses) identified in the accommodation letter you receive.

The following information is provided to assist you in understanding your role and our shared responsibility in working with students with disabilities to coordinate approved accommodations in courses that are online, hybrid or in person. Our objective is to build a collaborative relationship with you and the students enrolled in your courses to ensure that approved accommodations are coordinated.

Please review your students’ accommodations letters*. An email is sent to you once the letters are drafted indicating that they are available for you to access in the instructor portal of MyAccess. The accommodations listed in the accommodations letters are approved and should be implemented in your course for the specific approved student; however, how the accommodations are coordinated may vary depending on the nature (online, hybrid or in person) of your course this semester. Additionally, the student, in collaboration with you, may find that an approved accommodation may not be indicated for your course due to the means in which the content is delivered. (For example, notetaking assistance – peer notetaker generally is not indicated for a fully online, asynchronous course).

*All teaching professionals (including teaching assistants) associated with this course must be assigned to this course as an instructor in the Student Administration (PeopleSoft) system so they can access this accommodation letter in the instructor portal of MyAccess.

Resources & Contacts

  • If you have questions about how to implement specific accommodations, please contact the Disability Services Professional (DSP) or Regional Campus Coordinator (RCC) identified in the accommodations letter or the CSD Accommodations Coordinator, Jaclyn Moriarty at Jaclyn.moriarty@uconn.edu.
  • CETL continues to support instructors through the Keep Teaching website and ongoing teaching-related workshops.
  • Additionally, you can learn about features within HuskyCT and how to implement some of the more common accommodations, like extending time on assessments, on the eCampus or ITS Knowledgebase.
  • A list of your students approved accommodations can be found on the Instructor side of MyAccess: https://instructor-access.apps.sa.uconn.edu/

Accommodations in the Online, Hybrid and In Person Teaching & Learning Environments

The CSD is available to discuss any concerns you may have about the implementation of approved accommodations in an online, hybrid or in person teaching environment. We have encouraged students to engage with their instructors to identify how the course is designed and how content will be delivered, and to have conversations about how accommodations will be implemented in the online, hybrid, or in person teaching environment. Some approved accommodations may not be indicated in a particular course depending on the delivery of the course material or types of assessments conducted.

The student’s assigned Disability Service Professional (DSP) or Regional Campus Coordinator (RCC), designated in the accommodation letter, is available remotely to discuss any concerns you may have about coordinating approved accommodations in the online, hybrid or in person teaching environment. You may email the student’s DSP/RCC directly with any concerns. A complete list of CSD staff with contact information can be found at: https://csd.uconn.edu/profstaff/

Additionally, the CSD Accommodations team and CSDTech team are available to assist you in determining how accommodations can be coordinated in your courses.

Please contact the appropriate Accommodations team at:

 

Testing Accommodations

Based on communication from the University, the Center for Students with Disabilities (CSD) will continue to collaborate with faculty and students remotely for the Fall 2020 semester.

The CSD will continue to engage in an interactive, case-by-case, class-by-class process with you and your student regarding the coordination of accommodations, including testing accommodations. Should a student have an extraordinary circumstance based on their disability that would prevent them from accessing an assessment if it is not administered by the CSD, please have the student contact the CSD to discuss those disability-related, extraordinary circumstances.

Instructors should plan to administer their assessments with approved accommodations for students with disabilities along with the rest of the class.

If you have any questions on how to coordinate accommodations on your assessments, please contact Lara Smith, Assistant Accommodations Coordinator, at csdexams@uconn.edu.

Proctoring Resources:

Extended Testing Time for Assessments

  • Students who have testing accommodations listed on their accommodation letter should continue to receive these accommodations in online, hybrid and in person courses.
  • Assessments given may be offered through HuskyCT. In this situation, the platform controls the amount of time and will shut down the assessment when the allotted time expires. When the assessment has a specific amount of working time, please confirm ahead of time that extended time is set for students with this approved accommodation. Instructions for extending time for an exam in HuskyCT can be found at https://ecampus.uconn.edu/wpcontent/uploads/sites/2442/2020/03/AccomodateExtraTestTime.pdf
  • Approved extended time is applicable when the assessment has a pre-set limited amount of working time. The pre-set (class time) should be multiplied by the amount stated in the accommodation letter, typically 2x. For example, if the rest of the class has 60 minutes to complete the exam, a student with the accommodation of ‘extended assessment time – 2x’ would receive 120 minutes to complete the exam.
  • If the exam is available for all students in the class to take during a window of time (such as a day or several days), but there is a defined amount of working time once the exam is opened (class gets 60 minutes), the CSD student’s extended time (2x - 120 minutes) would still be applied.
  • If the assessment is available for several days with no specific amount of time given for the assessment, then extended time is generally not applied when the working window is more than 24 hours. To clarify when extended time should be applied, please contact the DSP/RCC listed in the accommodation letter or the CSD Accommodations team at csdexams@uconn.edu, as soon as possible.
  • Instructors may choose to use alternate means to administer a timed exam. If so, please ensure the start and end times account for the correct amount of extended time.

Any questions regarding proctoring options or testing accommodation coordination should be directed to Lara Smith, Assistant Accommodations Coordinator, at csdexams@uconn.edu or (860) 486-2020.

Reduced Distraction Environment for Assessment

Students should identify suitable, reduced distraction spaces to complete remote, online assessments. If you are proctoring in person assessments, the nature of reduced-density classrooms should allow for a reduced distraction environment. The environment can include taking the assessment with other students and the room chosen must allow for students to start and finish their assessments with limited interruptions. Distractions that need to be avoided include, but are not limited to: ringing telephones; conversation; excessive movement; traffic; etc. Tools that may help further reduce distractions for students may include: noise-cancelling headsets, earplugs, study carrels, etc., which are available upon request from the CSD.

Breaks During Assessments

In general, the CSD recommends students with this accommodation receive 15% additional time for each assessment. This should be pro-rated based on the time the class has to work on exams. This accommodation is not to be used for working on the assessment. It has been determined that as a result of a student’s condition, they require a “break” from the assessment. The CSD will engage in the interactive process with the student and you to determine the length of time for breaks needed for the various types of assessments in your course.

Paper-Based Assessments

The CSD will engage in the interactive process with you and the student to help determine appropriate coordination of paper-based assessments in your course. The following are some alternatives:

  • Instructors can email their assessment to the student with this accommodation and the student can print (please check to make sure the student has access to a printer) and scan a completed copy back to the instructor. Most smartphones have this scanning capability, however, be sure to confirm with the student that they have access to a way to return the completed assessment electronically. Once the instructor confirms receipt of the completed assessment, the student can be instructed to delete/destroy any electronic and hard copies.
  • Instructors using the Respondus video monitoring option for the class can have the student use Respondus with the video monitoring while they take the paper assessment and the Respondus attempt would not be graded. Instructors can email a paper assessment directly to the student. The student can then print the assessment, and open Respondus on their computer to be proctored by the video monitoring. The student can be instructed to submit the ‘respondus attempt’ and then scan and email their completed paper-based assessment within a certain timeframe of submitting the online ‘attempt’ (ex. within 10 minutes).
  • An instructor, TA, or department member can set up a time in Teams or WebEx to proctor the student taking the paper-based assessment.
  • Instructors can create an equitable alternative paper-based assessment. Information regarding creation of assessments can be found on CETLs website at: https://ecampus.uconn.edu/keep-teaching-assessment/

Assistive Technology Use for Assessments

Commonly used assistive technology for assessments includes screen readers, text-to-speech technology, speech-to-text applications, and magnification. Respondus Lockdown Browser and Monitor are compatible with the frequently used applications listed below.

Text-to-Speech technology: 

Screen Readers: 

  Speech-to-Text Applications (Dictation): 

  • Dragon 
  • Word Dictation (not compatible with Respondus)

Screen Magnification: 

  • Zoom Text

Visit the Respondus website to learn more about accessibility features: http://support.respondus.com/support/index.php?/default_import/Knowledgebase/Article/View/187/19/is-lockdown-browser-accessible-to-those-with-disabilities

Instructors will need to inform ProctorU ahead of time if any of their students will be using accommodations on their assessment.  Instructors can request provision of their students’ testing accommodations through ProctorU at: https://support.proctoru.com/hc/en-us

If you have questions about the use of assistive technology for your assessments, please contact the CSDTech team at csdtech@uconn.edu.

Notetaking Assistance

The CSD will engage with faculty and students in the interactive process to determine the need for notetaking assistance based upon the nature of each course and the delivery of instruction and course material as it relates to the student's documented disability.

Based on course design and delivery notetaking assistance – a peer notetaker may no longer be an accommodation that is indicated for a course. For those courses in which an instructor is delivering a lecture live and virtually, the University and CSD have several technology-based notetaking options available to students, such as Microsoft One-Note, Glean, Otter-AI, Smart Pens, and others. Many of these technology-based options have a recording component as a built-in feature. Faculty should be aware that they will most like be recorded, either through audio only recording or lecture capture options, even when a student is not approved for this accommodation by the CSD. Lecture capture of live lectures or pre-recording* of lectures will benefit all different types of learners in a course. Instructors can upload recordings of their lectures to their secure Kaltura accounts and share the video or audio with their students via HuskyCT.

*Please note whenever pre-recording a lecture, as a video or audio only, captioning may be required for students with disabilities in your course. Additionally, captioning may be required for live lectures for students with disabilities in your course. You will receive an accommodation letter indicating the need for captioning from the CSD if you have students approved for this accommodation in your course.

Learn more about technology-based notetaking options at: http://csd.uconn.edu/technotetaking/

Contact the student’s DSP/RCC at the CSD, or Jackie Moriarty, Accommodations Coordinator, at csdnotetaking@uconn.edu  or (860)486-2020 with any questions regarding this accommodation.

Attendance Flexibility

For some students, moving to an online or hybrid environment may greatly diminish their use of this course modification. This accommodation will continue to be available and will most likely be used to address assignment deadlines and make-up exams in the online or hybrid teaching environments as well as  participation in synchronous course schedules. The CSD will engage with faculty to determine a Course Modification Agreement outlining the use of attendance flexibility in their individual course.

Considerations for Attendance Flexibility:

  • Although class attendance is not a University requirement and many classes will be held online in an asynchronous environment, for some in person and synchronous online courses participation may be used as part of the student's course grade.
  • Some suggested alternatives for making up participation points include written responses to reading material or content discussed in a missed lecture (in person or synchronous online), completing a missed activity individually outside of the class setting, or meeting 1-on-1 with the instructor or TA to have a brief conversation about the course material.

To learn more about Attendance Flexibility please visit the CSD Course Modification webpage at: https://csd.uconn.edu/course-modifications/

Contact the student’s DSP/RCC at the CSD, or Jackie Moriarty, Accommodations Coordinator, at csdcoursemodifications@uconn.edu or (860) 486-2020 with any questions regarding this accommodation.

Deadline Extensions

Deadline extensions are for when students are unable to complete or submit their work due to unexpected symptoms related to their disability. The online and hybrid teaching environments may or may not diminish the students' needs to utilize this course modification. While faculty are not required to alter the essential elements or the learning outcomes of the course, flexibility in achieving outcomes or alternate opportunities to complete course requirements may be necessary. The CSD will engage with faculty regarding this accommodation to determine a Course Modification Agreement outlining the use of deadline extensions in their individual course.

Considerations for Deadline Extensions:

  • Deadline extensions may not be appropriate depending on the nature of the individual assignment.
  • Deadline Extensions can vary in length depending on the nature of the individual assignment. It might be helpful to consider the length of time the assignment is designed to take when determining an extension.

To learn more about Deadline Extensions please visit the CSD Course Modification webpage at: https://csd.uconn.edu/course-modifications/

Contact the student’s DSP/RCC at the CSD, or Jackie Moriarty, Accommodations Coordinator, at csdcoursemodifications@uconn.edu or (860) 486-2020 with any questions regarding this accommodation.

Alternate Assignments

The nature of a student’s disability may cause considerable difficulty with presenting in front of a group, group projects, or class participation. Even in the online or hybrid teaching environments, if presentations, group projects, and class participation are to be completed live and in the moment, flexibility in achieving outcomes or alternate opportunities to complete course requirements may be necessary. The CSD will engage with faculty regarding this accommodation to determine a Course Modification Agreement outlining the use of Alternate Assignments in their individual course.

Considerations for alternate assignments:

  • Group Assignments: Student completes the same or different assignment individually.
  • Class Presentations: Student submits a video recorded presentation. Student presents 1- on-1 to the instructor or TA. Student completes and submits an equitable written assignment.
  • Active Verbal Participation: Student submits written responses to class discussions, class content, or reading material. Student meets 1-on-1 with the instructor before or after class.
  • Incorporating different activities to demonstrate skills and learning into your course syllabus will benefit all different types of learners in your class.

To learn more about Alternate Assignments please visit the CSD Course Modification webpage at: https://csd.uconn.edu/course-modifications/

Contact the student’s DSP/RCC at the CSD, or Jackie Moriarty, Accommodations Coordinator, at csdcoursemodifications@uconn.edu or (860) 486-2020 with any questions regarding this accommodation.

Captioning/Captioned Media

The captioning of videos or podcasts will support many different types of learners in accessing content for your course, not just students who are Deaf or Hard of Hearing. Faculty should consider captioning anything that contains an audio component, most likely videos or podcasts, incorporated into their courses. If you have a student with a disability approved for captioning of videos or podcasts, you will receive an accommodation letter from the CSD.

Please visit the CSD Captioning webpage at https://csd.uconn.edu/captioning/ and contact the CSDTech team at csdcaptioning@uconn.edu for instructions and details on collaborating with the CSD to caption videos for a student with a disability. Please note that the turn-around time for individual captioning requests can vary depending on the complexity of the subject matter, quality of the audio, and the type of media used.  All captioning requests must be submitted to the CSD at least 7 days in advance of its use in the course.

Faculty who would like to caption their videos/podcasts can do so through Kaltura. Please visit CETL’s website at:  https://confluence.uconn.edu/ikb/teaching-and-learning/recording-technologies/using-kaltura-uconn-s-video-platform/recording-using-kaltura-capture) for details. Additionally, ITS provides captioning services for a minimal fee. Details regarding ITS’s captioning services are available at: https://accessibility.its.uconn.edu/captioning-service/

Communication Access Realtime Translation (CART) or Live Captioning

Realtime transcription, also referred to as speech-to-text services or live captioning, instantly translates spoken language and other auditory information into text using specially designed equipment and software.  The most commonly used speech-to-text service at UConn is Communication Access Realtime Translation or CART, which translates auditory information word-for-word.

The CSD and University of Connecticut Interpreting Services (UCIS) have hired a qualified speech-to-text provider for this course who may provide services on-site or remotely.  If an on-site provider is used, please accommodate this individual in the classroom.  If remote services are used, the provider will access audio content through a telephone or video conferencing connection set up by the student.  Subsequent to each class, the student may receive a rough-edit transcript from the service provider.  Students are advised that any transcripts are for their own communication access and are not to be shared with other students.

Please be advised that service providers require regular access to prep materials for the course to ensure accuracy of realtime transcription. Instructors can turn on guest access for sessions in Collaborate to grant service providers access. Instructions can be found on ITS Knowledge Base at: https://confluence.uconn.edu/ikb/teaching-and-learning/huskyct/blackboard-collaborate/turn-on-guest-access-for-the-course-room-or-scheduled-session-in-collaborate. A member of the UCIS team will contact you directly to coordinate the provision of these materials.  For all other assistance, please contact Erin Reyes, UCIS Program Coordinator, at ucis@uconn.edu or (860) 486-2020.

Sign Language Interpreters

Sign Language Interpreters facilitate communication between Deaf/Hard of Hearing individuals and hearing individuals by transmitting spoken language into signed language and vice versa.  A qualified interpreter is one who can—both receptively and expressively—interpret accurately, effectively, and impartially using any necessary specialized vocabulary.  Deaf/Hard of Hearing individuals show a great deal of variability and range of communication preferences: some individuals may use Spoken English or American Sign Language (ASL) or a combination of other types of sign-supported speech. Note that ASL is not like English—it is a visual language with its own linguistic properties.

The CSD and University of Connecticut Interpreting Services (UCIS) have hired qualified sign language interpreters for this course. Please be advised: sign language interpreters are assigned according to the official schedule for your course as recorded by the Registrar’s Office.  Due to scheduling constraints, interpreters may not be available for last-minute schedule changes should you start early, go over time, or change meeting times/locations.  If you need to make adjustments to the class schedule or meeting location, please communicate these immediately to UCIS at ucis@uconn.edu or (860) 486-2020.  To add additional interpreting requests related to your course, visit http://ucis.uconn.edu/request/.

Due to the specialized content of your course, sign language interpreters require regular access to prep materials to ensure accuracy, fluency, and message fidelity in real-time.  A member of the UCIS team will contact you separately to coordinate the provision of these materials. Instructors can turn on guest access for sessions in Collaborate to grant service providers access. Instructions can be found on ITS Knowledge Base at: https://confluence.uconn.edu/ikb/teaching-and-learning/huskyct/blackboard-collaborate/turn-on-guest-access-for-the-course-room-or-scheduled-session-in-collaborate. For assistance, please contact UCIS Program Coordinator, Erin Reyes at ucis@uconn.edu or (860) 486-2020.

Creating Accessible Material

Universal Design for Instruction (UDI) is framework for approaching equal educational access for students with disabilities and diverse learners.  UDI was introduced by Neag School of Education faculty, Dr. Sally Scott, Dr. Joan McGuire and Dr. Stan Shaw in 2003 and has been expanded upon by several organizations, including CAST.org and University of Washington’s DO-IT Center. The fundamental concept behind the UDI construct is to develop the education environment, specifically courses that allow for multiple means of accessing content by students through accessible materials, and demonstrating knowledge of that content by students through flexible, authentic assessments.

To learn more about UDI, visit: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.898.7076&rep=rep1&type=pdf.

Additional resources are available at: https://www.washington.edu/doit/programs/center-universal-design-education/overview and http://udlguidelines.cast.org/

Other Considerations & Resources

  • Please keep in mind that any conversation with a student regarding accommodations should be conducted with discretion and in private. You should not make direct reference to a student’s disability or accommodations in class, in an email that includes other students, or in front of others.
  • All faculty and graduate TA instructors should develop a strategy to engage students who will not be able to attend class because of illness. This includes utilizing  Kaltura Capture to record and then upload lectures and/or live streaming. If you need training on Kaltura, please register for a workshop at: https://fins.uconn.edu/upcoming_workshops.php
  • Faculty and graduate TA instructors are encouraged to email their students, open their HuskyCT site early, or take other measures to assist their students in understanding the course structure prior to the start of the semester. The structure of each course will be unique this fall and providing students with information earlier will assist them in preparing effectively.

Resources