Faculty Role
Accessibility Support for Faculty
It is important that faculty make their information plain and accessible to everyone using their web content. Students with cognitive, and physical disabilities may struggle to use a web interface that is accidentally unclear or misleading.
Screen readers require plain, action forward language to help users navigate pages and find information. Faculty can help text readers by making calls to action as clear as possible.
Do’s and Don’ts of Accessibility
Do: Put clarifying and key words first. Eg. "Read Accessibility Guides" or "View Calendar"
Do: Describe exactly where the link goes and what someone will find when they get there.
Don’t: Use generic text like “Click Here” or “Learn More” is too vague because it doesn't describe the link's destination.
Do: Identify what is unique and specific about the link at the front: "March Agenda," "April Agenda."
Don’t: Avoid using the same phrase for multiple links: "Agenda for March," "Agenda for April."
Do: If you must link to a file or document, indicate where the link will go in your link text: "Download Brochure," "Open Guide in Google Docs."
Don’t: Don't send users out to documents when you can put the information directly on the screen.
Do: Use common phrases and keep the text brief.
Do: Use the words people will be expecting and be concise, like "Contact us."
Don’t: Don't use too many words, like "You can contact us for all your digital accessibility needs, including accessibility reviews, training, or meeting requests."
Do: Use plain language and avoid jargon.
Do: Include meaningful alternative text for all images.
Do: Add audio descriptions to videos.
Do: Provide accurate captions and transcripts for videos, as well as transcripts for audio content.
Do: Use sufficient color contrast between text and its background, use larger font where possible.
Don’t: rely on color usage alone to convey information.
Do: Label form fields appropriately.
Do: Order your headings in a nested hierarchy, and do not skip heading levels or leave empty headings.
Where possible: Avoid linking to documents.
Write link text that describes the purpose of the link and makes sense when read out of page context.
Ex. Make sure tables have headers and are used to present data rather than to establish a visual layout.
EARLY ALERT: Please note that the SAC encourages faculty to reach out early if they notice that one of their SAC students is struggling.
Faculty Rights and Responsibilities
Faculty play a fundamental role in providing equitable access to students with disabilities. Faculty have the following rights and responsibilities:
RIGHTS
- Request verification of a student's eligibility for any requested accommodations. The verification will be in the form of a letter written by a member of SAC’s staff and delivered electronically via Accommodate. SAC is the only office designated to review disability documentation and determine eligibility for appropriate accommodations
- Receive information regarding the need for an accommodation in a timely fashion.
- Receive support from the SAC if an accommodation seems unreasonable or imposes a fundamental alteration of the course, project, or activity.
- Receive support and guidance from the SAC and university regarding implementation of reasonable accommodations.
RESPONSIBILITIES
- Share information on how students with disabilities can request an accommodation by including a notification statement in the course syllabus
- Provide or arrange for the implementation of reasonable accommodations, academic adjustments, and auxiliary aids and services for students with disabilities as outlined in the accommodation notification letter
- Collaborate with SAC to develop reasonable modifications that do not interfere with essential course or program elements. Faculty should contact SAC in a timely manner if there are questions or concerns about requested accommodations or need assistance in implementing accommodations
- Maintain confidentiality of all accommodation notifications and disability-related communications except where permitted or required by law or when the student requests that such information is shared
- Identify and make visible (e.g., on your syllabus) essential functions, abilities, skills, knowledge, requirements, and standards for courses and activities, and to evaluate students on this basis regardless of disability.
Accessibility Support for Faculty
It is important that faculty make their information plain and accessible to everyone using their web content. Students with cognitive, and physical disabilities may struggle to use a web interface that is accidentally unclear or misleading.
Screen readers require plain, action forward language to help users navigate pages and find information. Faculty can help text readers by making calls to action as clear as possible.
Do’s and Don’ts of Accessibility
Do: Put clarifying and key words first. Eg. "Read Accessibility Guides" or "View Calendar"
Do: Describe exactly where the link goes and what someone will find when they get there.
Don’t: Use generic text like “Click Here” or “Learn More” is too vague because it doesn't describe the link's destination.
Do: Identify what is unique and specific about the link at the front: "March Agenda," "April Agenda."
Don’t: Avoid using the same phrase for multiple links: "Agenda for March," "Agenda for April."
Do: If you must link to a file or document, indicate where the link will go in your link text: "Download Brochure," "Open Guide in Google Docs."
Don’t: Don't send users out to documents when you can put the information directly on the screen.
Do: Use common phrases and keep the text brief.
Do: Use the words people will be expecting and be concise, like "Contact us."
Don’t: Don't use too many words, like "You can contact us for all your digital accessibility needs, including accessibility reviews, training, or meeting requests."
Do: Use plain language and avoid jargon.
Do: Include meaningful alternative text for all images.
Do: Add audio descriptions to videos.
Do: Provide accurate captions and transcripts for videos, as well as transcripts for audio content.
Do: Use sufficient color contrast between text and its background, use larger font where possible.
Don’t: rely on color usage alone to convey information.
Do: Label form fields appropriately.
Do: Order your headings in a nested hierarchy, and do not skip heading levels or leave empty headings.
Where possible: Avoid linking to documents.
Write link text that describes the purpose of the link and makes sense when read out of page context.
Ex. Make sure tables have headers and are used to present data rather than to establish a visual layout.
EARLY ALERT: Please note that the SAC encourages faculty to reach out early if they notice that one of their SAC students is struggling.
Faculty Rights and Responsibilities
Faculty play a fundamental role in providing equitable access to students with disabilities. Faculty have the following rights and responsibilities:
RIGHTS
- Request verification of a student's eligibility for any requested accommodations. The verification will be in the form of a letter written by a member of SAC’s staff and delivered electronically via Accommodate. SAC is the only office designated to review disability documentation and determine eligibility for appropriate accommodations
- Receive information regarding the need for an accommodation in a timely fashion.
- Receive support from the SAC if an accommodation seems unreasonable or imposes a fundamental alteration of the course, project, or activity.
- Receive support and guidance from the SAC and university regarding implementation of reasonable accommodations.
RESPONSIBILITIES
- Share information on how students with disabilities can request an accommodation by including a notification statement in the course syllabus
- Provide or arrange for the implementation of reasonable accommodations, academic adjustments, and auxiliary aids and services for students with disabilities as outlined in the accommodation notification letter
- Collaborate with SAC to develop reasonable modifications that do not interfere with essential course or program elements. Faculty should contact SAC in a timely manner if there are questions or concerns about requested accommodations or need assistance in implementing accommodations
- Maintain confidentiality of all accommodation notifications and disability-related communications except where permitted or required by law or when the student requests that such information is shared
- Identify and make visible (e.g., on your syllabus) essential functions, abilities, skills, knowledge, requirements, and standards for courses and activities, and to evaluate students on this basis regardless of disability.