Faculty Guide: Assistive Technology Services

Assistive technology is any product, software or system used when a disability-related barrier prevents access to information, activities or resources. 

Assistive Technology Services (ATS) is a team of specialists dedicated to the consultation, support and accommodations coordination for students who use assistive technologies s an accommodation. 

ATS Services Include

• Assistive technology consultations with students, faculty and staffI 
• Assistive software & equipment 
• Alternative format materials 
• Equipment loan 
• Consultation with university technology partners (Technology Services, IT Accessibility, LMS, etc) 

Accommodations Involving Assistive Technology

Although most assistive technologies are used through a student’s personal computer or device, some assistive technology is communicated by Disability Resources through an accommodation because it requires support and collaboration with their instructor. 

FM System (Assistive Listening System)

This device is used by students with hearing loss. It is made up of a transmitter (microphone with a battery pack) worn by the instructor, and a receiver (headset or FM loop attached to a battery pack) worn by the student.  The auditory signal is transmitted wirelessly using an FM frequency. Since the device amplifies only the instructor’s voice, the Def/Hard or Hearing  student may ask that the instructor repeat any questions asked by other students in the room.  For discussion based classes the student may need to pass around the transmitter with a handheld microphone attachment or use a conference table adapter. 

Transcribing Class Lectures & Discussions

Students who are deaf or have a higher degree of hearing loss may not be able to hear the content being presented, or discussed, in class.  Sometimes a sign language interpreter is not an option and as an alternative transcription may be used to allow the student to be able to follow the audio content of the class. 

The transcriptionist will meet the student in the classroom.  They will set up two laptops or a machine that has a stenographer keyboard and a display screen that the student can view.  Essentially the transcriptionist will do a live transcription of what is being said in the classroom (similar to the closed-captions you may see on TV). 

The student and transcriptionist may need to sit in a specific location to be close to power outlets and so the student can view the display and follow along with the presentation. 

In certain situations the transcriptionist may not be able to be in the classroom and a remote-set-up  will be utilized (a microphone will transmit the lecture to a transcriptionist at a remote location for live transcription via the internet) or recording of the lecture will be made that will be transcribed at a later time. 

Alternative Formats for Class Materials or Exams

Students with various disabilities, including learning disabilities, visual impairments, limited motor skills, and processing disorders may rely on being able to obtain their material in alternative formats to be able to access the information. Alternative formats include but are not limited to: audio books, large print, Braille, and electronic text with text-to-speech software. 

ATS works with each student directly to determine if their textbooks are available in an appropriate format or if they need to be processed from scratch. ATS manages around 200 requests per semester and converts several textbooks and a variety of other materials from scratch into an electronic format each semester. 

You may be contacted by the student or ATS prior to the beginning of the semester to verify the list of required readings in order for our office to begin the process of obtaining or converting materials into alternative formats.  It is helpful if instructors can make their required reading lists available at least 30 days prior to the start of the semester to help facilitate this process.  Additional time may be required for Braille or specialized formats. 

During the semester instructors may be asked to submit their exams and any supplemental materials handed out in class (or made available on a course website) to ATS for conversion to alternative format. When possible, electronic versions (PDF, Word, etc.) are preferred over hard copies. 

The alternative format conversion process can be tedious and time consuming.  Students are encouraged to work with their instructors to identify the reading materials they need at least 30 days prior to the date the items are needed (additional time is needed for Braille conversion).  Instructors may be asked to submit exams up to 2 weeks in advance of the exam dates to allow staff time to complete the conversion process. 

Other Assistive Technologies in the Classroom

Other AT examples an instructor may see being used in the classroom include:

Braille Notetaker

This device looks much like a small laptop computer. It is used by students with visual impairments to take notes by typing them and later converting the notes into Braille or audio format. 

Optical Devices

Students that are low vision may use a variety of optical equipment or devices to facilitate their ability to read standard print handouts or to view items at the front of the room (overhead, board).  A student may ask for preferential seating or lighting adjustments to improve visibility with their equipment. 

Some examples of optical devices include: 

• Monoculars – hand held telescopes that allow a student to see better at a distance 
• Portable Video Magnifiers – consists of a camera and a screen (or a cable that links to a computer screen) that enlarges items on a table top.  Some models also allow enlargement of items at a distance. 
• Prism glasses/optics – attachments to standard glasses to improve long distance visibility 
• Handheld magnifiers 

Assistive Software & Hardware in Computer Lab Classes

Some students may require the use of adaptive software or hardware to be able to access computer workstations during computer lab classes or to gain access to the computer based content and facilitate interaction with the computer workstation. 

If a student needs access to special software or hardware, the ATS staff will need to coordinate with the computer lab manager to obtain, install and test the software and or hardware as soon as possible to ensure the student has access. 

• Many Open Access Lab classrooms already have computers available that have adaptive software available and are wheelchair accessible. 
• Labs hosted by specific departments may need to obtain the appropriate software, equipment or may need to modify the room layout to make their labs accessible.  ATS staff will consult with departmental lab staff to make these arrangements. 

Web Accessibility for Course Websites 

Course websites may need to be modified to ensure accessibility, or some content may need to be presented in an alternative format if not accessible by the student with the assistive software or hardware. 

• Extending Time in Canvas for exams and quizzes  
• In order to allow a student more time on an exam or quiz in Canvas, the the instructor can use Canvas settings to manage accommodations. 

Best Practices for Alternative Formats for Exams 

Alternative Formats for Exams ensures materials are provided in a digital format which is accessible with assistive technology including Read&Write for text-to-speech and JAWS for screen reading for blind or visually impaired students. 

What can instructors do to facilitate this accommodation?

A digital version, like a Word or PDF document, is necessary for a student using assistive technology to have access to your exam. 

But beyond just having a digital copy, your documents will need to be accessible. We have outlined a few bullet points on document accessibility below, but you can always contact our Assistive Technology Services team to discuss your specific documents or get additional feedback on items not covered here. 

Please note: Instructors are not responsible for providing the assistive technology solution itself, but are an important collaborator in providing accessible versions of exams, quizzes, and other documents students may be using with their existing assistive technology. 

Use readable text instead of scans or images of text. 

Readable text can usually be highlighted/selected with your mouse. Simply click and drag to see if you can highlight/select individual characters or words in your document. This is not the only guideline for accessibility, but can give you an idea if the document has basic accessibility with readable text. 

Please note: A Xerox scan of an exam will not be accessible. In these situations, it is best to provide a Word or accessible PDF version of the source document or reach out to Assistive Technology Services to determine ways to make your scanned version accessible. This process can take up to tgree business days, so we encourage you reach out sooner rather than later. 

Describe all images necessary to understand the document. 

Image descriptions (also called alternative text) can be added to images used in Word or PDF documents to describe visuals in your content. Background or decorative images do not need to be described, as these usually are not necessary for understanding the meaning or intent of a document. 

Use linear formatting for the layout of your document

Most assistive technologies read linearly from left to right and line to line. Use a single column of text and present answer choices in one vertical column to ensure text is read in the correct sequence. 

Use margins and line spacing to achieve layout and design. 

Assistive technology will often read special characters like tabs and spaces, which can get redundant and overwhelming if read along with the text of your exam. Use margins and line spacing to achieve your desired layout and design and use tabs, line breaks, and spaces sparingly. 

Use built-in styles for lists and headings. 

Assistive technology can provide context about the style and type of content presented in your exam. Use built-in styles for bulleted and numbered lists when listing items. Use built-in heading styles to indicate title and section headings, rather than simply increasing the font size and bolding the text. 

Avoid using Print to PDF when creating a PDF version in Word. 

Word is a great tool to create accessible documents (especially when you stick with the suggestions above). If you choose the Print to PDF option, however, much of your accessibility work will be stripped from the resulting PDF document. Choose Save As and select to save as a PDF instead, as this will retain the accessibility data you created along with your document. 

Schedule a Consultation with Assistive Technology Services 

• Phone: 979-845-1637 
• Email: [email protected]